A useful resource for classroom displays.
This resource contains A4 posters encouraging the use of different openers such as: Try using an adverb; Try using a conjunction; Try using an -ing word; Try using a simile or a metaphor; Try using time openers; Try using an -ed clause. It also contains some examples of adverbs, time openers, -ed, and -ing words.
These are teaching resources for free use, aimed at the second curriculum level pupils aged 10-12.
The series of seven lessons titled ‘Introduction to Archaeology’ introduces pupils the field of archaeology and the archaeological significance of the Orkney Islands through interactive activities.
Throughout the seven lessons, learners will explore the important concepts around archaeology and the skills to be a good archaeologists, ticking off the skills in the accompanying ‘Archaeology Skills Passport’. Learners are encouraged throughout the lessons to think creatively and work collaboratively through a range of activities, such as an excavation, drawing and group discussions, allowing them to develop a range of Experiences and Outcomes (Es&Os, an educational framework identifying a range of learning activities for Scottish Curriculum for Excellence) in a highly interdisciplinary and active way.
Teachers can choose to teach all the lessons or pick any lesson as a standalone class. This pack, ‘Excavation’, is the third lesson of the seven, and it focuses on an interactive excavation project for hands-on learning with digital alternatives.
What this resource pack includes
This pack includes a set of slides in Powerpoint and PDF formats, along with a Teacher’s guide to help teachers run a class with the slides.
The Word Document titled ‘Artefact Recording’ and the Powerpoint slide titled ‘Site Grid’, also available in PDF formats, are intended to be used for the indoor/outdoor excavation activity as described in the Teacher’s guide. The PDF titled ‘Sword Shells Vases Cutout’ is also intended to be used for the excavation to represent artefacts when alternatives are not available. Another Word Document titled ‘Google Earth Investigation’, also available in a PDF format, is intended to be a guidance for the Google Earth Investigation activity as described in the Teacher’s guide.
Additionally, the pack includes the Evidence Book and Archaeology Passport PDFs which are intended to be used with all of the lessons as explained in the Teacher’s Guide. These can also be found in each of the lesson packs linked below.
Links to the accompanying lessons
To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk.
Author: Sam Connor, adapted by August Enger and Mayu Ishimoto.
Unless otherwise stated, all content is released under a CC BY SA 4.0 license.
This resource includes five wizard/magic themed activities introducing 5 different concepts (Chemical Reactions, Density, Solids and Liquids, Logic and Languages) to second level students. For each activity session there is the Es &Os, a list of equipment and materials, the aim of the activity, an explanation of the activity and suggestions for extending the activity. We strongly recommend teachers try out the activity before asking the students to do them.
Learning outcomes
Sciences
Chemical changes
SCN 2-19a: I have collaborated in activities which safely demonstrate simple chemical reactions using everyday chemicals. I can show an appreciation of a chemical reaction as being a change in which different materials are made.
Properties and uses of substances
SCN 2-15a: by contributing to investigations into familiar changes in substances to produce other substances, I can describe how their characteristics have changed.
**Processes of the planet **
SCN 2-05a: I can apply my knowledge of how water changes state to help me understand the processes involved in the water cycle in nature over time.
MTH 2-12a: I have worked with others to explore and present our findings on, how mathematics impacts on the world and the important part it has played in advances and inventions.
MLAN 2-11b: I can make comparisons and explore connections between spelling patterns in English and the language I am learning.
MLAN 2-11d: I can recognise and comment on other features of my own language which help to make sense of words in the language I am learning.
This resource bundle includes pdf and editable versions of the following:
• Activity plans;
Potion 1: Explosion Potion
Potion 2: Magic Liquids
Potion 3: Slimy Potion
Code Breaking
Latin Spells
• Documents Included:
Activity Sheets, with a beginners and advanced version for the Latin Spells activity.
A teacher’s guide to delivering the activities (including the answers for the worksheets).
A risk assessment for teachers to complete.
Optional introductory letter for the participants available in black and white.
Optional certificate for the participants available in black and white and full colour.
This resource was created as part of the GeoScience Outreach Course which is a fourth 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 the holiday club at St Francis’ RC Primary School
To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk.
Author: Jennifer Struthers, adapted by Alysha Wilson. Co-authored by Kay Douglas and Alysha Wilson.
Unless otherwise stated, all content is released under a CC BY 4.0 license.
Cover Image
This resource is five lessons, each with a different activity; species identification, habitat, hibernation and mindfulness. These lessons have been designed to be done around the South Edinburgh green space of Blackford Hill (including the Hermitage of Braid and Braidburn), but it could be adapted to any outdoor space. The target for this resource is children of nursery age (3-5 years old).
Outdoor learning and environmental education are powerful tools used to establish human-nature connections. Raising awareness of local biodiversity and the importance of co-existing species within ecosystems can motivate intentions to care for and protect wildlife. Introducing these concepts at a young age can help foster early environmental stewardship and allow individuals to explore their feelings towards nature. The resources includes details of the relevant aims, outcomes, extra teacher information and any potential further activities. The activities are designed to be fun and engaging to help the children develop an interest in the content.
Biodiversity and Interdependence
SCN 0-01a: I have observed living things in the environment over time and am becoming aware of how they depend on each other.
Properties and uses of substances
SCN 0-15a: Through creative play, I explore different materials and can share my reasoning for selecting materials for different purposes.
Mental and emotional wellbeing
HWB 0-07a: I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss.
Listening and talking; enjoyment and choice
LIT 0-01c: I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways.
Creating texts
LIT 0-09a: Within real and imaginary situations, I share experiences and feelings, ideas and information in a way that communicates my message.
Art and Design
EXA 0-02a: I have the freedom to discover and choose ways to create images & objects using a variety of materials.
This resource bundle includes pdf and editable versions of the following:
Teachers guide: including details of equipment, learning outcomes, instructions for the activities, teacher’s notes, potential health and safety risks.
Animal Habitat Information Guide
Plant and Flower Identification booklet
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 the ‘Arcadia @ Kings Buildings’ Nursery.
To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk.
Author: Ellie Sutton, adapted by Alysha Wilson.
Unless otherwise stated, all content is released under a CC-BY-SA 4.0 license.
This resource is the third of a set of 4 lesson plans with STEM activities based around a group of 10-12 year olds, wanting to explain the science and maths behind magic.
This session teaches CHEMICAL REACTIONS, magic invisible ink trick.
(Other sessions involve PROBABILITY, AIR PRESSURE, STATIC ELECTRICITY. )
Wonder in Magic has been created as a teaching resource for the City of Edinburgh Council’s ‘Curiosity Club’, an Intervention Strategy initiative that is currently operating in Council schools. The focus of the four planned lessons of Wonder in Magic is to explain the ‘magic’ behind science and maths activities.
The first has an activity on air pressure. The second has an activity on probability and the fourth static electricity. There is an optional activity (session 5) on showcasing the knowledge and skills obtained in Wonder in Magic. You can find all of these in our TES Shop for free download and re-use.
The log-book (‘Book of Spells’), general teaching notes, completion certificate and letter (‘hook’) are included with all resources.
This bundle includes: extensive teacher notes bundle includes PDF and editable versions of the following:
This bundle includes: extensive teacher notes bundle includes pdf and editable versions of the following:
Chemical Reactions – Secret Message- contents for each lesson includes:
Resource list
Learning Intentions
Shared success criteria
Relevant Es&Os
Assessment Methods
Lesson Plan
General resources
‘Hook’ letter from the Head Teacher of Scotland’s Magic School
Log-book (aka Book of Spells)
Completion Certificate
General Teaching Notes
SCN 2-08a: I have collaborated in investigations to compare magnetic, electrostatic and gravitational forces and have explored their practical applications.
y investigating how friction, including air resistance, affects motion, I can suggest ways to improve efficiency in moving objects. (Explores and explains air pressure, a gravitational force)
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. (Asks and responds to a range of questions, including literal, inferential and evaluative questions, to demonstrate understanding of spoken texts.)
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.
To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk.
Author: Philippa Johnston, 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 the first of a set of 4 lesson plans with STEM activities based around a group of 10-12 year olds, wanting to explain the science and maths behind magic.
This first session teaches AIR PRESSURE, a gravitational force.
(Other sessions involve PROBABILITY, CHEMICAL REACTIONS, STATIC ELECTRICITY. )
Wonder in Magic has been created as a teaching resource for the City of Edinburgh Council’s ‘Curiosity Club’, an Intervention Strategy initiative that is currently operating in Council schools. The focus of the four planned lessons of Wonder in Magic is to explain the ‘magic’ behind science and maths activities. This is the first on air pressure, a gravitational force.
The second has an activity on probability. The third involves chemical reactions and the fourth static electricity. There is an optional activity (session 5) on showcasing the knowledge and skills obtained in Wonder in Magic. You can find all of these in our TES Shop for free download and re-use.
The log-book (‘Book of Spells’), general teaching notes, completion certificate and letter (‘hook’) are included with all resources.
This is the first on air pressure, a gravitational force.
This bundle includes: extensive teacher notes bundle includes PDF and editable versions of the following:
Air Pressure – A Magical Fountain - contents for each lesson includes:
Resource list
Learning Intentions
Shared success criteria
Relevant Es&Os
Assessment Methods
Lesson Plan
General resources
‘Hook’ letter from the Head Teacher of Scotland’s Magic School
Log-book (aka Book of Spells)
Completion Certificate
General Teaching Notes
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.
y investigating how friction, including air resistance, affects motion, I can suggest ways to improve efficiency in moving objects. (Explores and explains air pressure, a gravitational force)
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. (Asks and responds to a range of questions, including literal, inferential and evaluative questions, to demonstrate understanding of spoken texts.)
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.
To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk.
Author: Philippa Johnston, 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 the first 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 first session teaches the FORCE DRAG.
Other sessions involve LIFT, THRUST, WEIGHT), and the fifth AEROPLANE pulls together all the learning. The sixth section contains the learner self-evaluation and learning log which has also been included in this bundle.
This is the first on the force drag.
By the end of the lesson the goal is that students will have a clear understanding of drag and how the parachute causes a falling object to slow down, they will also be able to show their understanding in the log book that records their learning by labelling the arrows representing drag in the ‘Parachute section.’
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
Flight School has been created as a teaching resource for the City of Edinburgh Council’s ‘Curiosity Club’, an Intervention Strategy initiative that is currently operating in Council schools.
A learner self-evaluation and learning log makes up the sixth section and this has been added to each section for ease of use.
Learning outcomes in the Curriculum for Excellence and associated benchmark
SCN 2-07a: By investigating how friction, including air resistance, affects motion, I can suggest ways to improve efficiency in moving objects.
TCH 2-04a: I am developing dexterity, creativity and confidence when preparing models
TCH 2-09a: I can extend and enhance my design skills to solve problems and can construct models.
TCH 2-10a: I can recognise basic properties and uses for a variety of materials and can discuss which ones are most suitable for a given task.
MNU 2:11b: I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems.
To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk.
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.
This resource is on forces, specifically gravity, and includes a ten-minute video and a PDF with four follow up activities. Including: recommended books to borrow, watching a video, doing a quiz, researching and conducting your own experiment. The target audience for this resource is children aged 8-11 years-old. There is also another session which follows the same structure but is about forces, called: Spaceman Sam and Comets.
This resource aims to encourage borrowing books from the library - particularly books relating to STEM subjects. This project focuses on forces which is a key area of physics outlined in the Science Benchmarks, Experiences & Outcomes (Es & Os) in the Curriculum for Excellence (CfE). This project also utilises principles of active learning by following the stories with a variety of activities. These are very versatile and aim to reinforce the knowledge introduced during the stories. The activities range from less to more involved so the participants can progress through them, but they also serve as standalone activities.
This resource bundle includes the following:
The Forces Video is available to watch via the link in the Word document, titled ‘Forces Fiona asks about Gravity’ on Media Hopper Create website, the University of Edinburgh. The video is written and read by Amy Cook
The follow up activities sheet accompanying the video is Forces Fiona Activities, it is available in a downloadable PDF.
SCN 2-08a I have collaborated in investigations to compare magnetic, electrostatic and gravitational forces and have explored their practical applications.
SCN 2-20a (Topical Science): Through research and discussion I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society.
LIT 2-04a: As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes.
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.
ENG 2-12a: Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression.
To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk.
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 the City of Edinburgh Libaries.
Author: Amy Cook, adapted by Alysha Wilson.
Unless otherwise stated, all content is released under a CC BY-SA 4.0 license.
This resource is on comets and includes a twelve-minute video and a PDF with four follow up activities. Including: recommended books to borrow, watching a video, doing a quiz, researching and conducting your own experiment. The target audience for this resource is children aged 8-11 years-old. There is also another session which follows the same structure but is about forces, called: Forces Fiona Asks about Gravity.
This project focuses on space, which is a key area of physics outlined in the Science Benchmarks, Experiences & Outcomes (Es & Os) in the Curriculum for Excellence (CfE). The activities reinforce the knowledge introduced during the stories and range from less to more involved so the participants can progress through them, but they also serve as standalone activities.
This resource bundle includes the following:
• The Space Video is available to watch via the link on the Word document, ‘Spaceman Sam and Comets’ on Media Hopper Create, the University of Edinburgh. The twelve-minute video is a story written and told by Amy Cook following Sam, who lives on the moon, as he meets the Astronomer Caroline Herschel who introduces him to comets through a telescope!
• The follow up activities sheet accompanying the video is available in a downloadable PDF.
SCN 2-06a: By observing and researching features of our solar system, I can use simple models to communicate my understanding of size, scale, time and relative motion within it.
SCN 2-20a: Through research and discussion I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society.
LIT 2-04a: As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes.
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.
ENG 2-12a: Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression.
LIT 2-14a: Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes.
To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk.
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 the City of Edinburgh Libaries.
Author: Amy Cook, adapted by Alysha Wilson.
Unless otherwise stated, all content is released under a CC BY-SA 4.0 license.
This resource by Louise Litrico uses works of art to explore key concepts in ecology in an accessible way. It is comprised of 2 lessons, with a video being the main part of each. Each session focuses on different ecological notions through different pieces of art. The first session uses a painting of a dreamscape ‘Jungle’ to explore food chains, and interactions between species. The second session examines different environments through trying to grow a banana tree from Kenya in Scotland. The activities and questions posed within the video make the sessions interactive, and are in the form a worksheet which has a matching version with answers, as well as PowerPoints for use. These two sessions are aimed at second level students.
Learning outcomes
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 3-01a I can sample and identify living things from different habitats to compare their biodiversity and can suggest reasons for their distribution.
EXA 2-05a Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design.
In this resource
This resource bundle includes editable versions of the following:
A teachers guide which has notes that can be read out that explain the key concepts, along with instructions for all the activities. As well as details of exact times to pause the videos for the students to go through worksheets.
Lesson 1: How species interact together to form a community
-The 15-minute videos where Louise explains key concepts and sets activities, on Media Hopper Create, the University of Edinburgh (links provided on the Teacher’s guide.)
-A PowerPoint
-A worksheet
-A version of the worksheet with answers
-a handout for activity F for session 1
Session 2: How communities change due to the environment
-The 15-minute video where Louise explains key concepts and sets activities, on Media Hopper Create, the University of Edinburgh (link provided on the Teacher’s guide)
-A PowerPoint
-A worksheet
-A version of the worksheet with answers
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 Mauricewood Primary School in Penicuik, as two science lessons.
To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk.
Author: Louise Litrico, adapted by Alysha.
Unless otherwise stated, all content is released under a CC BY 4.0 license.
Educational Level: Third Curriculum (SCQF Level 3)
(SCN 3-01a, SCN 3-02a, SCN 3-035b, MTH 3-20b, MTH 2-21a, HWB 3-20a)
This resource is a set of 5 lesson plans (tested plans, slides, templates and worksheets) which introduce students to the diversity and natural habitats of insects. The target audience for this resource is learners aged between 12-14 years involving insects and ecology. Resource includes sampling, invertebrate collection and identification, data collection and analysis, insect careers.
This resource aims to address the importance of insect biodiversity and abundance through centring a practical activity. This will involve sampling and identifying insects from two different habitats of clearly contrasting plant diversity. The author suggests conducting the lessons during the period of April to October (when insects are most active in the UK). However, these experiments and resources are adaptable to an international context. By doing so, learners can develop their understanding of the interdependence of biodiversity through insects and their habitat.
Educational level: Second level (SCQF 2-3)
(SCN 2-02a, SCN 2-02b, SCN 3-01a, TCH 2-06a, SCN 3-05b, SOC 2-08a, SOC 2-08b, SOC 3-07a, SOC 3-10a, MTH 2-13a, MNU 2-20a)
This resource by Nula Langmuir explores the concept of rewilding as a form of environmental conservation through art in an accessible and inquisitive way.
It comprises of a set of three lessons, presentations, guides and notes with an optional fourth. The target audience for this resource is learners aged 7-11, involving conservation and the environment. Resource includes slides, lesson plans and notes, worksheets and printable activities.
Lesson 1 comprises of a series of activities, including drawing a landscape, word association and key definitions, and food webs.
Lesson 2 explores rewilding from Space, and the geography of how landscapes has changed over time.
Lesson 3 uses the example of a field trip to Roslin Glen, but the activity can easily be adapted to your local area. The aim is to consider how rewilding may take place on a global and local scale.
Lesson 4 is optional, a reflective activity which asks the learners to recall what they have learnt and evaluate it.
This interdisciplinary STEM resource on Climate Change has three to four sessions seeking out what practical steps pupils and their family can take to mitigate the effects of climate change. (Involves STEM Challenges.)
Activity 1 is a broad introduction to climate change, its causes, effects and solutions at the individual level.
Activity 2 discusses the concept of ecological footprint and is based on a practical workshop on upcycling.
Activity 3 applies a simplified version of the scientific research method to measure the impact of our actions.
Activity 4 is an optional showcase with scientific posters.
Educational Information
This resource provides material for the Curriculum for Excellence (CfE) Experiences and Outcomes in Technology, Numeracy and Mathematics, Literacy and English. An interdisciplinary approach to the concept of Ecological and Carbon Footprint is adopted with the aim of shaping pupils’ sense of responsibility and awareness of the impact of our daily actions on our planet.
The resource comprises four activities (including STEM), each lasting within the range of 60-80 minutes. A so-called “Gift to the Earth” challenge requires pupils to record their daily commitment to reducing their carbon footprint and creates the link between each activity.
Learning Outcomes covered:
Technology
Technology TCH 2-06a: I can analyse how lifestyles can impact on the environment and Earth’s resources and can make suggestions about how to live in a more sustainable way.
Technology TCH 2-07a: I can make suggestions as to how individuals and organizations may use technologies to support sustainability and reduce the impact on our environment.
Technology TCH 2-09a: I can extend and enhance my design skills to solve problems and can construct models.
Numeracy and Mathematics
Numeracy MNU 2-20b: I have carried out investigations and surveys, devising and using a variety of methods to gather information and have worked with others to collate, organise and communicate the results in an appropriate way.
Mathematics MTH 2-21a: I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology.
Literacy and English
Literacy and English LIT 2-09a: When listening and talking with others for different purposes, I can: share information, experiences and opinions; explain processes and ideas; identify issues raised and summarise main points or findings; clarify points by asking questions or by asking others to say more.
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 ‘central tendency’ in fieldwork, assignments and examination questions. It complements the Guide to Descriptive Statistics in Geosciences (https://www.tes.com/teaching-resource/guide-to-descriptive-statistics-in-geosciences-11308746).
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 (https://www.tes.com/teaching-resource/guide-to-descriptive-statistics-in-geosciences-11308746).
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 (https://www.tes.com/teaching-resource/guide-to-descriptive-statistics-in-geosciences-11308746).
