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.

This resource is a set of 4 lessons where pupils will learn about ocean biodiversity, food webs, human impacts on the ocean environment and different marine habitats around the UK. The target audience for this resource is level 2 learners in Scotland, corresponding to 10-12 years old (P5-P7 classes). This resource guides the class through topics related to the ocean, finishing with the opportunity for students to reflect on their own experiences with the ocean. This resource aims to broaden pupils’ knowledge and understanding about the ocean and life within it and give them an appreciation of marine habitats around the British Isles. Pupils will also enhance their understanding of different experiences of the ocean between people and cultures. This resource bundle includes 4 lesson videos narrated by Teresa Ikpe, the resource author, on Media Hopper Create (links provided on the Teacher’s Guide), as well as pdf and editable versions of the following: Lesson plans in the Teacher’s guide: Lesson 1: Biodiversity & Food Webs in the Ocean Lesson 2: Human activities & impacts on ocean biodiversity Lesson 3: Marine habitats in the UK and Scotland Lesson 4: Personal reflection on the ocean 5 worksheets: Diverse Species, Ocean Food Web, The Noise Problem, Marine Habitats, The Ocean and Me Model answer booklet containing worksheet answers Learning Outcomes in the Curriculum for Excellence: SCN 2.01a - I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction. SCN 2.02a - I can use my knowledge of the interactions and energy flow between plants and animals in ecosystems, food chains and webs. I have contributed to the design or conservation of a wildlife area. SCN 2.02b - Through carrying out practical activities and investigations, I can show how the ocean has benefited society. SCN 2.11a - Through research on how animals communicate, I can explain how sound vibrations are carried by waves through air, water and other media. 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. SOC 2.10a - Having explored my local area, I can present information on different places to live, work and relax and interesting places to visit. SOC 2.13a - I can explain how the physical environment influences the ways in which people use the ocean and shoreline by comparing my local area with a contrasting area. This resource was created by Teresa Ikpe and adapted by Amy Cook at The University of Edinburgh. Unless otherwise stated, all content is released under a CC BY-SA 4.0 license.