Bespoke Primary CLPL in your Local Authority

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

Earthquake Building Challenge with Primary teachers

Using the vibrometer app to create a seismograph

Building an earthquake proof structure

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.

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, as well as some basic equipment to help them to transfer these ideas to their own classroom.

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

The final map!

Magnificent Maps – map building activity

Magnificent Maps – map building activity – the complete section!

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

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

Rock handling collection for Radical Rocks

Describing each rock type

Marking on a map the location where each sample was collected

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.

3 soil samples in a muddy mystery

Filtration experiment on 3 different soil samples

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

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

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

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.

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 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