Bespoke Primary CLPL in your Local Authority

We are now offering bespoke CLPL courses on Earth science topics for the Primary classroom.

Our courses can be delivered in any Local Authority area across Scotland, as twilights or on INSET days.

Get in touch to arrange a date, time and location, then choose workshops to suit the wants and needs of teachers in your school or area, or get in touch to discuss your requirements.

Workshops

We have developed several curriculum linked workshops from Exploring Earthquakes to Magnificent Maps. Choose one workshop for delivery as a CLPL twilight or select a maximum of 3 workshops to form a CLPL day programme.

Time for Trees – New for 2026/27

Duration: 1 hour

In this workshop, we will follow an apple tree through the seasons, observing changes over time. We will explore a range of seeds and the trees they grow to be. How tall is the tallest tree in Scotland? It’s time to find out.

Participating teachers will be provided with copies of the resources used and will be able to arrange to borrow the equipment to use with their pupils.

Curriculum Links:

I have observed living things in the environment over time and am becoming aware of how they depend on each other. SCN 0-01a
I have helped to grow plants and can name their basic parts. I can talk about how they grow and what I need to do to look after them. SCN 0-03a

Requirements:

A hall or classroom space.
Access to an outdoor area or school hall to model height of tallest tree in Scotland.
Access to the internet.
Parking nearby for the GeoBus van, so we can unload and load our equipment.

Apple tree through the seasons

Coco de mer seed

A range of seeds and the trees they grow to be.

Learning from Landscapes – New for 2026/27

Duration: 1.5 hours

How did the main features of Scotland’s landscape form? In this workshop, we will use hands-on activities to explore mountain building events and coastline formation as well as examining the effects that rivers and glaciers have had on our landscape.

Participating teachers will be provided with copies of the resources used and will be able to arrange to borrow the equipment to use with their pupils.

Curriculum Links:

I can describe the major characteristic features of Scotland’s landscape and explain how these were formed. SOC 2-07a
I can describe and recreate the characteristics of my local environment by exploring the features of the landscape. SOC 1-07a
I can extend and enhance my design skills to solve problems and can construct models. TCH 2-09a

Requirements:

A classroom space or hall with desks and chairs.
An outdoor space, if the weather permits.
Access to a sink, ideally in the classroom.
Parking nearby for the GeoBus van, so we can unload and load our equipment.

Model showing tectonic movement causing mountain building event

River creating a v-shaped valley

Glaciation creating a U-shaped valley

Exploring Earthquakes

Duration: 1.5 hours

In this workshop, we will examine the physical processes of an earthquake. We then go on to explore the impact of an earthquake on people and landscape by designing and constructing a structure and testing how well it can withstand an earthquake.

Participating teachers will be provided with copies of the resources used, as well as some basic equipment to help them to transfer these ideas to their own classroom.

Curriculum Links:

The activities in this workshop support the following experiences and outcomes in CfE.

I can design and construct models and explain my solutions. TCH 1-09a
I can extend and enhance my design skills to solve problems and can construct models. TCH 2-09a
I can describe the major characteristic features of Scotland’s landscape and explain how these are formed. SOC 2-07a
I can describe the physical processes of a natural disaster and discuss its impact on people and the landscape. SOC 2-07b

Requirements:

A classroom space with desks and chairs, ideally with one large table at the front of the room for testing buildings at the end.
A screen to connect to and display our PowerPoint presentation.
Access to the internet.
Parking nearby for the GeoBus van, so we can unload and load our equipment.

Earthquake Building Challenge with Primary teachers

Using the vibrometer app to create a seismograph

Building an earthquake proof structure

Magnificent Maps

Duration: 1.5 hours

Bring maps to life by building large-scale 3-D models of OS map sections, highlighting the locations of key features in your local area.

Participating teachers will be provided with copies of the resources used and will be able to arrange to borrow the equipment to use with their pupils.

Curriculum Links:

I can describe and recreate the characteristics of my local environment by exploring the features of the landscape. SOC 1-07a
I can describe the major characteristic features of Scotland’s landscape and explain how these were formed. SOC 2-07a
Having explored my local area, I can present information on different places to live, work and relax and interesting places to visit. SOC 2-10a
Having explored the landscape of my local area, I can describe the various ways in which land has been used. SOC 1-13a
I can explain how the physical environment influences the ways in which people use land by comparing my local area with a contrasting area. SOC 2-13a
Through activities in my local area, I have developed my mental map and sense of place. I can create and use maps of the area. SOC 1-14a
To extend my mental map and sense of place, I can interpret information from different types of maps and am beginning to locate key features within Scotland, UK, Europe or the wider world. SOC 2-14a
I can describe, follow and record routes and journeys using signs, words and angles associated with direction and turning. MTH 1-17a
Through practical activities which include the use of technology, I have developed my understanding of the link between compass points and angles and can describe, follow and record directions, routes and journeys using appropriate vocabulary. MTH 2-17c
Having investigated where, why and how scale is used and expressed, I can apply my understanding to interpret simple models, maps and plans. MTH 2-17d
I have developed an awareness of where grid reference systems are used in everyday contexts and can use them to locate and describe position. MTH 1-18a
I can use my knowledge of the coordinate system to plot and describe the location of a point on a grid. MTH 2-18a / MTH 3-18a
I explore ways to design and construct models. TCH 0-09a
I can design and construct models and explain my solutions. TCH 1-09a
I can extend and enhance my design skills to solve problems and can construct models. TCH 2-09a
I explore everyday materials in the creation of pictures/models/concepts. TCH 0-10a
I can recognise a variety of materials and suggest an appropriate material for a specific use. TCH 1-10a
I can recognise basic properties and uses for a variety of materials and can discuss which ones are most suitable for a given task. TCH 2-10a

Requirements:

A large outdoor space where several 2 by 2 metre grids can be drawn out using pavement chalk. Depending on the weather, a large indoor space where grids can instead be marked out using masking tape, either on the floor or on tables.
Parking nearby for the GeoBus van, so we can unload and load our equipment.

Magnificent Maps – map building activity

Magnificent Maps – map building activity – the complete section!

The final map!

Radical Rocks

Duration: 1.5 hours

Using GeoBus handling collections and hand lenses, we will examine different rock types, comparing their colour and structure as well as discussing how and where they form.

After the course, teachers will be able to arrange to borrow the equipment to use with their pupils. Participating teachers will be provided with copies of the resources used.

Curriculum Links:

Having explored the substances that make up Earth’s surface, I can compare some of their characteristics and uses. SCN 2-17a

Requirements:

A classroom space with desks and chairs.
Parking nearby for the GeoBus van, so we can unload and load our equipment.
The equipment for this workshop is heavy, so a ground floor classroom is required if there is no access to a lift in the school.

Using hand lenses to take a closer look at rock types

Using hand lenses to take a closer look at our rock handling collection

Rock handling collection for Radical Rocks

Describing each rock type

Super Soil – A Muddy Mystery

Duration: 1.5 hours

We will investigate different aspects of soil while solving a crime. Discover how soil colour, texture, permeability, and pH can be used to differentiate soil samples. By carrying out a range of simple experiments, we will discover which of our suspect soil samples matches the sample taken from the crime scene!

Participating teachers will be provided with copies of the resources used, as well as some basic equipment to help them to transfer these ideas to their own classroom.

Curriculum Links:

Having explored the substances that make up Earth’s surface, I can compare some of their characteristics and uses. SCN 2-17a
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. SCN 2-19a
I can estimate how long or heavy an object is, or what amount it holds, using everyday things as a guide, then measure or weigh it using appropriate instruments and units. MNU 1-11a
I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems. MNU 2-11b
Principles and Practice – Inquiry and Investigative Skills:
- The main approaches to science inquiry are:
  - observing and exploring – careful observation of how something behaves, looking for changes over time and exploring ‘what happens if…?’ and ‘how could I…?’ questions
  - classifying – through identifying key characteristics
  - fair testing – through identifying all possible variables and then changing only one while controlling all others
  - finding an association – linking two variables to determine relationships.

Requirements:

A classroom space with desks and chairs.
A screen to connect to and display our PowerPoint presentation.
Access to a sink, ideally in the classroom.
Parking nearby for the GeoBus van, so we can unload and load our equipment.

Muddy footprints at the crime scene

Filtration experiment on 3 different soil samples

Testing the pH of filtrate from 3 soil samples, using red cabbage indicator

Dodging Disaster – Hazard Management & Volcanoes

Duration: 1.5 hours

By observing a volcanic eruption from our model volcano, you will be able to decide how best to build defences to keep the nearby village safe. We will then test the defences to see if they can hold back the lava flow.
Lava flows are not the only sign of an active volcano. We will collect the gas emitted by our volcano and test it to see if we can identify the gas that has been produced.

After the course, teachers will be able to arrange to borrow some of the equipment to use with their pupils. Participating teachers will be provided with copies of the resources used, as well as some basic equipment to help them to transfer these ideas to their own classroom.

Curriculum Links:

I can describe the physical processes of a natural disaster and discuss its impact on people and the landscape. SOC 2-07b
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. SCN 2-19a
I have contributed to discussions of current scientific news items to help develop my awareness of science. SCN 1-20a
I can report and comment on current scientific news items to develop my knowledge and understanding of topical science. SCN 2-20b
I explore ways to design and construct models. TCH 0-09a
I can design and construct models and explain my solutions. TCH 1-09a
I can extend and enhance my design skills to solve problems and can construct models. TCH 2-09a
I explore and discover engineering disciplines and can create solutions. TCH 1-12a
I can extend my knowledge and understanding of engineering disciplines to create solutions. TCH 2-12a

Requirements:

A classroom space with desks and chairs.
A screen to connect to and display our PowerPoint presentation.
Access to a sink, ideally in the classroom.
Parking nearby for the GeoBus van, so we can unload and load our equipment.

Volcanic eruption using a model volcano, bicarbonate of soda, vinegar and red food colouring

Collecting gas from a volcano using a balloon

Testing the gas collected – what is it? Carbon dioxide will put out a tea light as CO₂ alone is denser than air

Volcanoes as a transition topic

Duration: 1.5 hours

A combination of our primary and BGE volcanoes workshops to highlight the the transition from Second to Third Level.

By observing a volcanic eruption from our model volcano, you will be able to decide how best to build defences to keep the nearby village safe. We will test the defences to see if they can hold back the lava flow.
We will then run an experiment with popping canisters to simulate explosive volcanic eruptions. From the data gathered, we will form an evacuation plan, and the experiment is repeated to demonstrate how tricky it is to predict the eruption time of such volatile processes. The workshop concludes with demonstrations of some of the technologies scientists use to monitor active volcanoes.

Curriculum Links:

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. SCN 2-19a
I can report and comment on current scientific news items to develop my knowledge and understanding of topical science. SCN 2-20b
I can extend and enhance my design skills to solve problems and can construct models. TCH 2-09a
I can extend my knowledge and understanding of engineering disciplines to create solutions. TCH 2-12a
Having investigated processes which form and shape landscapes, I can explain their impact on selected landscapes in Scotland, Europe and beyond. SOC 3-07a
Through evaluation of a range of data, I can describe the formation, characteristics and uses of soils, minerals and basic types of rocks. SCN 3-17a
I can explain how the interaction of physical systems shaped and continue to shape the Earth’s surface by assessing their impact on contrasting landscape types. SOC 4-07a

Requirements:

A classroom space with desks and chairs.
A screen to connect to and display our PowerPoint presentation.
Access to a sink, ideally in the classroom.
Parking nearby for the GeoBus van, so we can unload and load our equipment.

Building lava flow defences

Testing the defences

Using our infrared camera

Species Survival

Duration: 1.5 hours

Outside space is required for the minibeast hunt and the other activities that are included in this workshop.

Discover the hiding places of minibeasts in your local area and consider their adaptations for survival. Through participation in a camouflage game, find out how minibeasts use this adaptation to avoid predators. Finally, take part in the energy game: an exciting team game that illustrates how energy is lost through the stages of a food chain and why survival of one predator is dependent on so many prey animals.

Curriculum Links:

I can distinguish between living and non-living things. I can sort living things into groups and explain my decisions. SCN 1-01a
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 2-01a
I can explore examples of food chains and show an appreciation of how animals and plants depend on each other for food. SCN 1-02a
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 2-02a

Requirements:

An outside space in which we can carry out a minibeast hunt (ideally including a few trees with reachable branches).
A flat, clear area in which to play the energy game.
Access to a deep sink to fill water bottles for the energy game.
Parking nearby for the GeoBus van, so we can unload and load our equipment.

Insect beating trays to discover insects in Native and non-native trees

Finding Insects

Playing the Energy game with children

Sun, Moon and Stars

Duration: 1.5 hours

Use a Lego model of the Sun, Earth, Moon system to explain day and night, seasons, and phases of the moon.
Create a simple sundial to record shadows, and to relate these to different times of day and year.
Discover a range of ways to demonstrate the phases of the moon.

Participating teachers will be provided with copies of the resources used on the day, as well as basic equipment to help them to transfer these ideas to their own classroom. Other equipment will also be available to borrow after the course.

Curriculum links:

By safely observing and recording the sun and moon at various times, I can describe their patterns of movement and changes over time. I can relate these to the length of a day, a month and a year. SCN 1-06a
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 2-06a

Requirements:

A classroom space with desks and chairs.
A screen to connect to and display our PowerPoint presentation.
Parking nearby for the GeoBus van, so we can unload and load our equipment.
Access to an outdoor area for sundial activity.

Both sides of the moon

Oreo moon phases

Lego orrery

Out of this World: Exploring our solar system

Duration: 1.5 hours

Create and test a range of models of our solar system.
Find out more about the Mars.
Use 3D glasses and images to explore features on the surface of Mars.
Consider what you would need to pack for a ‘Mission to Mars’.

Curriculum Links:

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 2-06a
I can estimate how long or heavy an object is, or what amount it holds, using everyday things as a guide, then measure or weigh it using appropriate instruments and units. MNU 1-11a
I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems. MNU 2-11b
Having investigated where, why and how scale is used and expressed, I can apply my understanding to interpret simple models, maps and plans. MTH 2-17d

Requirements:

A classroom space with desks and chairs.
A screen to connect to and display our PowerPoint presentation.
Parking nearby for the GeoBus van, so we can unload and load our equipment.
Access to an outdoor area or school hall to model Solar System by distance.

Following the path of a planet

Looking at 3D images of Mars

Creating scale models of planets

Mars Rover Mission Control

Duration: 1.5 hours

Please note: this workshop is only available as a follow-on to ‘Out of this World: Exploring our Solar System’ and is not available as a stand-alone workshop.

Can you guide our Mars rovers to the correct locations in order to collect samples for scientists?
Navigate your way through the kinds of obstacles encountered by Mars rovers.

Curriculum links:

I understand the instructions of a visual programming language and can predict the outcome of a program written using the language. TCH 1-14a
I can demonstrate a range of basic problem solving skills by building simple programs to carry out a given task, using an appropriate language. TCH 1-15a
I understand the operation of a process and its outcome. I can structure related items of information. TCH 2-13a
I can describe, follow and record routes and journeys using signs, words and angles associated with direction and turning. MTH 1-17a
I have developed an awareness of where grid reference systems are used in everyday contexts and can use them to locate and describe position. MTH 1-18a
Through practical activities which include the use of technology, I have developed my understanding of the link between compass points and angles and can describe, follow and record directions, routes and journeys using appropriate vocabulary. MTH 2-17c
Having investigated where, why and how scale is used and expressed, I can apply my understanding to interpret simple models, maps and plans. MTH 2-17d

Requirements:

A screen to connect to and display our PowerPoint presentation.
Parking nearby for the GeoBus van, so we can unload and load our equipment.
This workshop runs best in a school hall to allow space for ‘rovers’ to move around.

Rugged Rover challenge outside

Rugged Rover Programming

Navigating Mars terrain from earth