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This resource is a set of worksheets about games and puzzles based on simple concepts in graph theory. The resource covers: the seven bridges of Konigsberg, the Shannon Switching game and graph vertex colouring. The resource is aimed at a general public level as formal mathematical knowledge is not required beyond counting, but younger audiences would need more guidance. This resource aims to provide a very basic introduction to graph theory. The activities are designed to get participants to become familiar with how problems can be simplified into graph theory problems and how that may be used to find solutions. In this resource: Graph Colouring: solving scheduling and allocating problems using graphs Instructor guide 4 Party Problems 3 Radio Problems Rivers and Bridges: based on the Bridges of Konigsberg problem Instructor guide Matching activity Worksheets for 4 real cities (including Konigsberg) Shannon Switching game: a simple game which is played on a graph Instructor guide PowerPoint explaining the game (with presentation guide) 4 Virus games Simple examples Design your own graph to win the game This resource was originally developed for the Edinburgh International Science Festival with the School of Mathematics. Authors: Francesca Iezzi, Ana McKellar, Lukas Cerny, Benedetta Mussati and Patrick Kinnear (with additional input from other members of the Maths Outreach Team), adapted for wider audiences by Ana McKellar. Unless otherwise stated, all content (including original images) is released under a CC BY-SA 4.0 license. Cover image is Four Color Problem by Jeff Kubina (Flickr) is licenced under CC BY-SA 2.0.

Kind Clothing is a project written for Girlguides, designed by Hannah Fieldsend. It aims to fit into the exciting and varied programme suited to inspire and challenge Girlguides ages 10-14. Any groups looking to achieve their ‘Global Awareness’ guiding essential can use Kind Clothing as part of their programme, and it covers topics such as Sustainability, Environmental Issues and Practical Skills. It consists of three interactive sessions that introduce the idea of Fast Fashion and link it to the concepts of the environment and sustainability. Throughout the sessions there is an overarching project where the girlguides recycle a piece of clothing into a DIY drawstring bag. Learning outcomes: Girlguiding Programme Session 1 Express myself: innovate, communicate Session 2 Express myself: innovate, communicate Skills for my future: live smart Session 3 Know myself: reflect, network Skills for my future: live smart Take action: make change, influence Scottish Curriculum for Excellence Learning Objectives: Session 1 Literacy: LIT 2-07a, I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions, and by asking different kinds of questions of my own. Environment: SOC 3-08a, I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact. Session 2 Planetary Processes: SCN 3-05b, I can explain some of the processes, which contribute to climate change and discuss the possible impact of atmospheric change on the survival of living things. Environment: SOC 2-08a, I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally responsible way. Session 3 People in Society: SOC 2-20a, Through exploring ethnical trading, I can understand how people’s basic needs are the same round the world, discussing why some societies are more able to meet these needs than others. People in Society: SOC 3-19a, I can describe how the interdependence of countries affects levels of development, considering the effects on people’s lives. This resource was created as part of the GeoScience Outreach Course which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. This resource was originally developed for girlguides, and was successfully run with a girlguide group. Author: Hannah Fieldsend, adapted by Andrew Ferguson. Unless otherwise stated, all content is released under a CC BY SA 4.0 license.

Overview: This resource provides a lesson plan and material for a 90-minute lesson. The target audience for this resource is for learners aged between 6 and 14 years. This pack provides instructions for arranging an interactive ‘treasure hunt’ lesson in Edinburgh, based at the University of Edinburgh’s King’s Buildings campus, to develop an understanding of geophysics and an ability to carry out experiments. As this lesson can be adapted for a range of age groups and levels, the corresponding learning outcomes met will vary according to which lesson plan is used. Background: This resource was created for the Children’s Holiday Venture (CHV) by Esther Bull, a student at the School of Geosciences at the University of Edinburgh. This resource has been created for use as an Open Educational Resource (OER) by OER Service, the Information Services Group at the University. As an OER, teachers are welcome to make any changes to their resources according to their needs. Experiences and Outcomes: For a Level 1 class SCN 0-20a, SCN 0-15a, MNU 0-11a, MTH 0-17a. For a Level 2-4 class SCN 1-11a, SCN 1-20a, MNU 1-01a, MNU 1-03a, MTH 1-12a, MTH 1-18a. For a Level 3-4 class SCN 3-05a, SCN 3-11b, SCN 3-17a, SCN 3-17b, MTH 3-15b, MTH 2-18a / MTH 3-18a, MNU 3-20a. This Pack Includes: • Resource Guide • Certificate • Classroom ppt • Classroom script • GEO clues • GEO worksheet • Invitation and kit list • Lesson Plan (Level 1) • Lesson Plan (Level 2-4) • Lesson Plan (Level 3-4) • News article • Seismic ppt ‘Geophysical Edinburgh Treasure Hunt’ was developed by Esther Bull and adapted by Sanika Prakash, and all content in this package is available under a CC BY-SA 4.0 license unless otherwise stated.

Overview: This resource provides a lesson plan and material for a 20-minute lesson. The target audience for this resource is for learners aged between 10 and 13 years. This pack provides instructions for arranging a lesson using light microscopes to inspect and identify microorganisms that live in pond water. This lesson can be incorporated into the school’s curriculum surrounding the Biological Systems and Materials units for a Late Level 2/Early Level 3 class. Background: The resource was created as a part of a Natural Environment Research Council (NERC) outreach and widening participation initiative. It has been created for use as an Open Educational Resource (OER) by OER Service, the Information Services Group at the University. As an OER, teachers are welcome to make any changes to their resources according to their needs. Objectives and Success Criteria: I can use a light microscope to look at microorganisms that are too small to see normally I can identify a range of microorganisms that live in pond water I can understand why these microorganisms are important in ponds, but why we don’t want them in our drinking water, and how we can remove them Experiences and Outcomes: SCN 2-13a: I have contributed to investigations into the role of microorganisms in producing and breaking down some materials. Benchmarks: Describes how some micro-organisms break down food causing it to be inedible or harmful if digested, and how others exist in the gut to break down food to aid digestion. SCN 2-18a: I have investigated different water samples from the environment and explored methods that can be used to clean and conserve water and I am aware of the properties and uses of water. This Pack Includes: display_materials_1.pptx This presentation contains all of the microorganisms the students are likely to find with their names and fun facts along with a microscope tutorial and labelled microscope diagram display_materials_2.pptx Large pictures of each of the microorganisms, a diagram of the parts of a microscope (green indicates parts the students can touch and red indicates parts they can’t), and instructions for how to use the microscope (green sections only) worksheet.pptx To be given to the students (one each) containing a picture and name of each microorganism wordsearch.pptx A themed word search for the students to take home (or carry out during the activity if they have completed the worksheet or aren’t engaging with the activity)​ **'Microorganisms – Invisible Pond Creatures’ was developed by Alice Buckner and Ayushi Arora, and all content in this package is available under a CC BY-SA 4.0 license unless otherwise stated.  **

This resource contains a workshop with activities about the structure and functions of the brain and what happens when it goes wrong. It also contains short biographies of the two co-authors and details of their academic involvement in psychology. It is intended for learners studying the Scottish National 5 Psychology curriculum. Learning outcomes Name and locate the different lobes of the brain. Understand the functions of each brain, and their real-life applications. Actively work in a team with a common goal. Understand the implications of brain damage, such as the case of Phineas Gage. In this resource This resource bundle includes pdf and editable versions of the following: Practitioner Notes: contains in-depth notes as to the characteristics and composition of the brain, along with several support videos that may benefit learners. Also included are the rules for the “Brain Game” Brain Cut Out: a single page with a coloured image of the brain, as required by the “Brain Game” Brain Function and Lobe Names: for use in the “Brain Game” Clue Cards: a set of clue cards for use in the “Brain Game” Clue Card Answers: the corresponding answers to go along with the Clue Cards in the “Brain Game” Meet the Psychologists: a single page document with a short description and picture of the two authors of this resource This resource was created as part of Psychology Outreach and Engagement which allows undergraduate psychology students to develop new projects aimed at meeting the needs of local community partners as part of their degree. This resource was developed in partnership with Craigroyston Community High School, Edinburgh. Lorna Camus, an MA Hons Psychology student and Agniete Pocyte, a BSc Hons Psychology student, produced and delivered the resource with the help of Eric Freund, a teacher at Craigroyston Community High School. We are indebted to Eric, but we would also like to thank his 1A and his 2C classes for their participation and enthusiasm. Author: Lorna Camus and Agniete Pocyte, adapted by Kay Douglas and Andrew Ferguson. Unless otherwise stated, all content is released under the CC BY 4.0 license.

This resource is a booklet with a collection of strategies for improving mental health and wellbeing, a list of youth support agencies and a section with templates to aid the completion of some strategies. The target audience for this resource is anyone aged 12+ Aimed at Level 3 and above. The booklet aims to satisfy the HWB 3-02a, HWB 3-03a and HWB 2-06a benchmarks in the Health and wellbeing curriculum and includes a combination of strategies in different areas: Sleeping Stress and anxiety Self-esteem and body positivity Socialising Healthy lifestyle Online safety Author: Maria Teixeira-Dias at the University of Edinburgh. Unless otherwise stated all content is released under a CC BY-SA 4.0 license.

Four lessons giving an introduction to volcanoes and various aspects of geology: Volcano Experiments, “The Debate to Save Heimaey”, Volcanic Eruption Research, and a Field Trip. Educational Level 2 and 3 (SCN 2-17a, SCN 2-19a, SOC 2-07b, SOC 3-07a, TCH 2-02a, LIT 2-02a, EXA 2-14a) This resource makes use of a variety of educational approaches to introduce learners to volcanoes and various aspects of geology. There are four lessons in this resource that lead on from one another. Lesson 1: Introduction to Volcanos Lesson 2: Eruption of Eldfell - The Debate to Save Heimaey Lesson 3: Volcanic Eruption Research Lesson 4: Arthur’s Seat Field Trip Created as part of the School of Geosciences’ Outreach Programme, which allows students in their final year to work in partnership with a local school to develop a set of lesson plans. Author: Isla Simmons Unless otherwise stated all content is released under a CC-BY 4.0 license. Cover image is: Fissure eruption in Holurhraun (Iceland), 13. September 2014 by Joschenbacher (Wikimedia), licensed under CC BY-SA 4.0.

A set of three posters aimed at Primary School learners that lay out different techniques for finding averages, using the example of Pokemon Hit Points. The posters cover mean, mode and median methods, include graphs to visually show averages and information about the advantages and disadvantages of each. Also included are versions of the posters that are editable in PowerPoint. For these to display correctly users will need to download the free font ‘Pokemon Normal’ designed by Neale Davidson (available on urbanfonts.com). Key words: Mean, Mode, Median, Average, Graphs, Pokemon Created as part of the School of Geosciences’ Outreach Programme, which allows students in their final year to work in partnership with a local school to develop a set of lesson plans. Authors: Kay Douglas, Tomas Sanders and Rebecca Shannon Unless otherwise stated all content is released under a CC-BY 4.0 license

These are teaching resources for use in Religious and Moral Education, and describe some of the parables of the Christian faith as told in the New Testament. Although the resources have been created in consultation with Education Scotland and Scottish school teachers, we hope they will also be useful to teachers in other parts of the UK (or even beyond). The resource is structured to meet the Education Scotland’s Curriculum for Excellence standard for RME. The resource is divided according to the three structuring principles of the experiences and outcomes for RME in Scotland: Beliefs, Values and Issues, and Practices and Traditions. Keywords are also provided to indicate the particular relevance of the story. The file contains six parables in PDF format, sorted by the principles stated above, and an introduction to parables. Resources provided as part of the project Approaching Religion Through Story are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. They are free to use, copy and adapt for all non-commercial purposes. More RME resources can be found at Resources section of Story and Religion website run by the School of Divinity, the University of Edinburgh. Cover images is Parable of the hidden treasure, by possibly Rembrandt; possibly Gerard Dou, licensed under CC BY-SA 3.0.

These are teaching resources for use in Religious and Moral Education, and describe some of the stories of various Hindu traditions. Although the resources have been created in consultation with Education Scotland and Scottish school teachers, we hope they will also be useful to teachers in other parts of the UK (or even beyond). The resource is structured to meet the Education Scotland’s Curriculum for Excellence standard for RME. The resource is divided according to the three structuring principles of the experiences and outcomes for RME in Scotland: Beliefs, Values and Issues, and Practices and Traditions. Keywords are also provided to indicate the particular relevance of the story. The file contains six stories in PDF format, sorted by the principles stated above, and an introduction to the Mahabharata (or Mahābhārata, pronounced ma-haa baa-ra-ta), one of the great epics of India. The Descent of the Ganges also has an accompanying PowerPoint presentation for illustrative purposes. The complete set of resources are contained within a zipped folder when downloaded. Selected documents are duplicated outwith this folder to allow their previews to be displayed on tes. Resources provided as part of the project Approaching Religion Through Story are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. They are free to use, copy and adapt for all non-commercial purposes. More RME resources can be found at Resources section of Story and Religion website run by the School of Divinity, the University of Edinburgh. Cover image is Mahabharata, 1852, Miniature 11, from The University of Edinburgh collection, CC BY 3.0.

Three lessons on the contribution that bees make to our planet on the topics of pollination, bee diversity, and hexagons in the bee hive (STEM activity). Lesson 1: Flower structure and pollination Lesson 2: Types of bees Lesson 3: Why bee hives are made up of hexagons Includes lesson plans, activities, presentations and worksheets. Curriculum for Excellence: SCN 1-02a, SCN 1-02b, SCN 2-01a, MTH 1-16a, MTH 1-16b, MTH 2-16a. Author: Natasha Michaelides, School of GeoSciences at The University of Edinburgh, in collaboration with Ratho Primary School, with thanks to Amy Dixon (class teacher, science specialist and STEM advisor).

Three lessons covering, adaptation, survival characteristics and the extinction of the woolly mammoth with comparison to living elephants. Includes presentation slides and student worksheet with answers. Aimed at Level 2 (Biodiversity and interdependence, SCN 2-01a) This resource bundle includes: Lesson 1: Woolly mammoths and the ice age Lesson 2: The pygmy mammoths Lesson 3: Comparison of African elephant and the woolly mammoth Created as part of the School of Geosciences’ Outreach Programme, which allows students in their final year to work in partnership with a local school to develop a set of lesson plans. Author: Chloe Young, adapted by Cecily Plascott. Unless otherwise stated all content is released under a CC-BY 4.0 license. Cover image: Model of Mammuth primigenius at the Royal BC Museum by Iain Reid is licensed under CC-BY-SA-4.0.

This resource provides materials to run a workshop about Escher’s printmaking, exploring the artist, his process and the mathematics underlying his work. There is a practical art element which involves participants designing and printing their own piece of work. This resource aims to show participants a creative side to mathematics. Knowledge of symmetry (rotational and reflectional) is assumed but also explained within the resource. The workshop is aimed at general public level - it is suitable for anyone with a basic understanding of geometry and symmetry. Learning outcomes: MTH 3-19a, MTH 4-19a, EXA 4-02a, EXA 4-06a To learn about the life and work of Escher To understand how mathematics influenced Escher’s work To learn about symmetries and wallpaper patterns To be able to identify the wallpaper group of a tessellation design To learn how to make lino prints In this resource: Workshop plan Part 1: Presentation Part 2: Designing a tessellating pattern Part 3: Printmaking Part 4: The mathematics behind your work Presentation slides Part 1: Who was Escher? Part 2: Regular divisions of the plane Part 3: Escher and mathematics Presentation guide Presentation content This resource was created as part of the Festival of Creative Learning by the Maths Outreach Team with the School of Mathematics. Author: Mairi Walker, Ana McKellar, Lukas Cerny and Benedetta Mussati. Except where otherwise stated, all content is released under a CC BY-SA 4.0 license. Cover image is a photograph from the original workshop courtesy of the University of Edinburgh School of Mathematics.

This interdisciplinary approach using STEM/ STE(A)M subjects involves the learners being ‘hooked’ by a plea from the head of their Council to design a new school sustainably. Ideas of fair trading and fair testing are explored in the resource. This resource comprises five sessions: auditing your school’s current sustainable features, learning about fair trading using: a maths building game, designing and then making a sustainable school t-shirt (fast fashion) building a windmill with easy materials applying the fair test principle in which scenario the windmill works better. This resource includes: • A teacher block overview for the five sessions (Auditing your School’s sustainability, Fair Trade building, Sustainable School Clothing, Building Wind turbines, Fair test on a wind turbine) • Learner log-book (learner planning sheet) • Teacher guide for each session with any associated material (worksheet for lesson 1, ppt slide for lesson 2) • Learner ‘hook’ letters (This can be customised to your situation) Learning outcomes in the Curriculum for Excellence TCH 2-02b, TCH 2-04b, TCH 2-06a, TCH 2-07a, TCH 2-09a, MNU 2-10b, MNU 2-20b, MTH 2-16c, SCN 2-04a, SCN 2-20b, SOC 2-08a, SOC 2-20a, EXA 2-06a, LIT 2-02a, LIT 2-07a. Sustainable schools – an IDL STEM design challenge, has been created as a teaching resource for the City of Edinburgh Council’s ‘Curiosity Club’, an Intervention Strategy initiative, aimed at promoting regular attendance in primary schools. This resource was created as part of the GeoScience Outreach Course, which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. Author: Nicole Campbell, adapted by Kay Douglas and Charlie Farley. Unless otherwise stated, all content is released under a CC-BY-SA 4.0 license.

A card game to develop HOTS (Higher Order Thinking Skills) using climate change in the Alps. Learners discuss whether a fictional ski instructor should exchange his skis for bicycle wheels. Included in this guide is ‘Meet the Scientists’, about the real climate scientists. For learners aged 11 to 14. Educational Level 2 - 3 (SOC 2-12a, SOC 2-13a, SOC 2-14a, SCN 2-20b, SCN 2-20a, MLAN 2-09a, LIT 2-02a, LIT 2-08a, LIT 2-09a) This resource includes: A practitioner guide (PDF and Word versions) Details about learning outcomes Instructions on running the activities Items to be printed off or photocopied to play the game A Meet the Scientists section about the real climate scientists who are Richard Fromm, Jack Schaeffer and Viktoria Engel. Map board for playing the game on Presentations Presentation 1: Setting the Scene: an introduction to Germany, its language and Richard’s dilemma. Presentation 2: “Where is that place?” - Map skills Presentation 3: How to play the Board Game Help Richard decide if he should exchange his skis for bicycle wheels. This resource was created as part of the School of GeoScience Outreach. Author: Kay Douglas. Unless otherwise stated, all content is released under a CC BY 4.0 license. Cover image is Aerial tramway La Grave France by NielsB (Wikimedia commons), licensed under CC-BY-SA-3.0.

Teacher and student resource pack covering the effects and causes of cardiovascular disease and medical methods for preventing it. Educational Level: Higher (AS levels) (CfE Higher Human Biology, physiology and health) Cardiovascular disease (CVD) is a class of disorders that refers to any disease affecting the heart or the blood vessels. It can also be called circulatory disease. This resource pack focuses on the most common cardiovascular diseases (CVD). Other types of cardiovascular disease (CVD) include congenital heart disease (i.e. structural defects in the heart or vessels that are present when at birth), heart valve disease (i.e. disease that affects the valves that control blood flow in the heart) and infective diseases of the heart (such as rheumatic fever). This resource pack will not cover these diseases. Learning outcomes Covers the process of atherosclerosis, thrombosis, causes and effects of peripheral vascular disorders and control of cholesterol levels in the body. This resource was created as part of the as part of the Edinburgh Medical School outreach education. Authors: Amy Gray, Simon Walker & Kay Douglas. Unless otherwise stated, all content is released under a CC BY 4.0 license. Cover image is by Kay Douglas and is licensed under a CC BY license.

This is an adaptation of a resource originally created by students in the School of Medicine at the University of Edinburgh about LGBT+ identity and associated social, legal and political issues. It is suitable for use with secondary school pupils of all ages. Created by Derrick Ng & Navina Senthilkumar This resource may be reused, redistributed and modified, as long as the authors and the University of Edinburgh are credited. ©University of Edinburgh released under a CC BY license. Cover image is by gagnonm1993 (Pixabay) and is licensed under the Pixabay license.

A power point resource for teachers of biology, geography and environmental science for pupils studying at Advanced Higher (AS-Level, and above), and early FE/HE levels. Of use for helping to achieve a basic understanding of the different terms used to describe data and variables commonplace in literature on the internet. It complements the Geoscience Guides (/teaching-resource/guide-to-descriptive-statistics-in-geosciences-11308746).

This resource is a the fifth of a set of five lesson plans with STEM activities based around a group of 10-12 year olds, wanting to get their ‘wings’ from Flight School, by completing activities on forces associated with flight. **This fifth session combines the knowledge of the forces DRAG, LIFT, THRUST, and WEIGHT from the precious four sessions, to investigate aeroplane design in a comparative test. The learner self-evaluation and learning log which has also been included in this bundle. In this lesson students can create their planes from a design focus combined with their learning so far during the previous four lessons. They will be able to really contextualise their learning while experimenting and creating their own aeroplane designs. This bundle includes: extensive teacher notes bundle includes pdf and editable versions of the following: • Teaching Notes - contents for each lesson includes: • Science behind the lesson • Materials best for the session • Parachute shapes • Plenary responses List of resources specific for this lesson. • Main Lesson Plan (as a PowerPoint Resource) • Learning goals • Overview • Set Up • Task • Plenary and Feedback Learning outcomes in the Curriculum for Excellence and associated benchmark SCN 2-08a: I have collaborated in investigations to compare magnetic, electrostatic and gravitational forces and have explored their practical applications. TCH 2-04b: I am developing dexterity, creativity and confidence when working with textiles. TCH 2-04c: I can extend and explore problem solving strategies to meet increasingly difficult challenges with a food or textile focus. MTH 2-16b: Through practical activities, I can show my understanding of the relationship between 3D objects and their nets. LIT 2-02a: When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. This resource was created as part of the GeoScience Outreach Course, which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. Author: Joanna Barrie, adapted by Kay Douglas and Charlie Farley. Unless otherwise stated, all content is released under a CC-BY-SA 4.0 license.

A power point resource for teachers of biology, geography and environmental science for pupils studying at Advanced Higher, ( AS-Level, and above), and early FE/HE levels. Of use for helping to achieve a basic understanding and application of the ‘spread of data’ in fieldwork, assignments and examination questions. It complements the Guide to Descriptive Statistics in Geosciences (/teaching-resource/guide-to-descriptive-statistics-in-geosciences-11308746).