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.
A resource which reminds students how to vary their sentence openers to make their writing more engaging.
Including:
Connectives openers
Verb + ing openers
-ed openers
Adverb ly openers
Simile or metaphor openers
Noun or adjective openers
Feelings openers
Each slide includes: examples of each sentence opener in sentences; a ‘complete the sentence’ gap fill task for students to practice using each type of sentence opener and suggested words for each.
The final slide includes an image (of an abandoned building) for students to describe, using varied sentence openers. This could be used as a lesson plenary or homework task to consolidate skills.
Ready to use but also fully editable (PowerPoint)
This resources is designed to support your students to write detailed descriptions of Spring with a focus on figurative techniques (similes, personification, metaphors and alliteration) and to use a range of sentence openers (‘ed’,‘ly’, ‘ing’).
The Word Mat contains ideas for the figurative techniques, sentence openers and also prompts for sensory descriptions as well as adjectives and key words associated with Spring.
The resources are designed to be used over two lessons. There is an 11 slide editable PowerPoint that includes starters and development for 2 lessons - plus ideas for the plenary. The PowerPoint also contains a slide with 10 challenge words that can be displayed on the board during the lessons - or printed to be given to challenge more able students.
There is also a 6 slide PowerPoint of AI generated images to support further writing tasks or to be used as picture prompts (the images are produced by me and are free for you to use as you wish).
There is also a two page Teacher’s Notes documents suggesting how to use the resources.
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).
The Earth system is full of cycles - a strong contrast to the often linear product pathways in our society. The organic matter cycle is one of them, it is easy to grasp with lots of potential for hands-on ecological science
and outdoor learning!
Originally developed for primary school children with complex behavioural and emotional needs (aged 9-11 years), this series contains three lesson plans full of hands-on learning activities. The lessons are easy to carry out, built on individual and group based learning activities and have an emphasis on the outdoors.
Suitable for teaching pupils at Scottish CfE First and Second Levels. Exact E&Os are detailed in the resource.
Keywords: biology, ecology, organic matter cycling, EdUniOERGeo
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).
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.
Due to climate change, this layer is changing. The Biosphere 1.1 explores what the Biosphere is made up of, and how it can be studied through technology and satellite imaging. The Biosphere 1.2 explores the effects of climate change, using the case study of forest fires as a naturally occurring yet increasingly extreme event. This looks first at band maths and plant health to establish an understanding of healthy vegetation and how this is then impacted. The impact of forest fires can be viewed through this data set, exploring the use of NDVI indexes and satellite imaging to understand and analyse the extent of the damage.
This resource makes accessible complex ideas about the biosphere, and can be flexibly adapted for learners aged 10-14.
It is suitable as a standalone resource. The information and activity packs match up with the topics covered in other Satschool modules can also supplement and enhance those materials.
Learning outcomes
SCN 3-11b: By exploring radiations beyond the visible, I can describe a selected application, discussing the advantages and limitations.
SCN 3-15: Having contributed to a variety of practical activities to make and break down compounds, I can describe examples of how the properties of compounds are different from their constituent elements.
SCN 3-19a: Through experimentation, I can identify indicators of chemical reactions having occurred. I can describe ways of controlling the rate of reactions and can relate my findings to the world around me.
SCN 3-19b: I have helped to design and carry out practical activities to develop my understanding of chemical reactions involving the Earth’s materials. I can explain how we apply knowledge of these reactions in practical ways.
SCN 4-05b: Through exploring the carbon cycle, I can describe the processes involved in maintaining the balance of gases in the air, considering causes and implications of changes in the balance.
SCN 4-06a: By researching developments used to observe or explore space, I can illustrate how our knowledge of the universe has evolved over time.
SCN 4-11b: By carrying out a comparison of the properties of parts of the electromagnetic spectrum beyond the visible, I can explain the use of radiation and discuss how this has impacted upon society and our quality of life.
SCN 4-20b: Having selected scientific themes of topical interest, I can critically analyse the issues, and use relevant information to develop an informed argument.
SOC 3-08a: I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact.
SOC 3-14a I can use a range of maps and geographical information systems to gather, interpret and present conclusions and can locate a range of features within Scotland, UK, Europe and the wider world.
SOC 4-10a: I can develop my understanding of the interaction between humans and the environment by describing and assessing the impact of human activity on an area.
