Bespoke Secondary CLPL in your Local Authority

Duration: 1.5 hours

A CLPL workshop designed for secondary school teachers delivering Higher geography and/or environmental science, where we will use storm simulators designed and built by the GeoBus team to collect data and produce hydrographs. Observations made during the practical activity are then revisited in relation to the results.

Participating teachers will be provided with copies of the resources used.

Requirements:

• The practical section of this workshop is best suited to an under cover outdoor space, or, depending on the weather, a large indoor space such as a school hall without carpet will also work, but this must be on the ground floor if there is no access to a lift.
• A classroom space with desks.
• A screen to connect to and display our PowerPoint.
• Access to a deep sink, preferably nearby where possible. Please note that at the end of the workshop we will have muddy water to dispose of down an outside drain.
• Parking nearby for the GeoBus van, so we can unload and load our equipment.
• Does your school have a garden or compost heap that would benefit from our waste turf and soil?

Curriculum Links:

• Higher Geography –
  • Skills, knowledge and understanding for the course assessment
    • Geographical Skills
      • Research skills including fieldwork skills: gathering, processing, interpreting, evaluating
      • Using numerical and graphical information which may be presented in the following ways: statistical, graphical, tabular
    • Physical Environments
      • Hydrosphere: hydrological cycle within a drainage basin, interpretation of hydrographs
• Higher Environmental Science –
  • Human influences on biodiversity
    • Environmental assessment and monitoring
      • Use and interpretation of hydrographs in environmental monitoring – peak rainfall; peak discharge; lag time; base flow; and factors affecting base flow, including runoff, groundwater, and soil water

Understanding the Hydrograph CLPL Twilight in Fife

Urban storm sim all set up

Ploughed field agricultural land storm sim all set up

Grassland storm sim close up

Plasticised foam board storm sim

Vegetated land storm simulator

Duration: 1.5 hours

This interactive workshop explores the story of Rare Earth Elements, including where and how we source them and the important roles they play in modern technologies.

From the indium in indium tin oxide, which puts the literal ‘touch’ in touchscreen, to the neodymium and dysprosium that allow it to vibrate when you receive a call or text, your smart phone is packed full of weird and wonderful elements – all of which have to be sourced from the Earth before making their way in to your device.

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.

Requirements: 

• This session uses food products to get participants thinking about mining – please inform us of any food allergies prior to our visit.
• A classroom space with desks.
• A screen to connect to and display our PowerPoint.
• Access to a sink, preferably nearby where possible.
• Parking nearby for the GeoBus van, so we can unload and load our equipment.

Curriculum Links:

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

• I can discuss the sustainability of key natural resources and analyse the possible implications for human activity. SOC 4-08a
• I can explain how the distribution and control of important natural resources affects the international power and influences of states. SOC 4-11b
• I have developed my knowledge of the Periodic Table by considering the properties and uses of a variety of elements relative to their positions. SCN 3-15a
• I can participate in practical activities to extract useful substances from natural resources.  SCN 3-17b

Elements required to manufacture a smart phone and its parts

Cookie mining

Group cookie mining

Rock-Powered Smart Phone

Duration: 1.5 hours

Take part in an exciting, hands-on workshop that provides practical ideas for you to use in your own classroom to explain earthquakes and demonstrate their impact on people and infrastrucure.

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.

Requirements: 

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

Curriculum Links:

The activities in this workshop supports the following experience and outcome in CfE.

• Having investigated processes which form and shape landscapes, I can explain their impact on selected landscapes in Scotland, Europe and beyond. SOC 3-07a

K-nex building for the Earthquake Building Challenge

Earthquake Building Challenge team work!

Earthquake Building Challenge straw building ready to test

Earthquake Building Challenge team work with a smile!

Duration: 1.5 to 1.75 hours

This practical, interactive workshop provides practical ideas for you to use in your own classroom to engage students in this exciting topic.

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.

Requirements: 

• A classroom space with desks and a high ceiling, where possible.
  • If the weather allows, we may carry out some of the practical activities outdoors.
• A screen to connect to and display our PowerPoint.
• Access to a sink, preferably nearby where possible.
• Parking nearby for the GeoBus van, so we can unload and load our equipment.

Curriculum Links:

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

• Having investigated processes which form and shape landscapes, I can explain their impact on selected landscapes in Scotland, Europe and beyond.  SOC 3-07a
• 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
• 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

Monitoring volcanoes – predictions for evacuation day

Party poppers for monitoring volcanoes

Infrared camera showing cold water and warm hands

Popping canister experiment – Creating an evacuation plan

Duration: 1.5 hours

Take part in this engaging, hands-on workshop, providing a range of simple, practical ideas for you to use in your own classroom to explain the theory of plate tectonics and engage students in this interesting topic.

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.

Requirements:

• A classroom space with desks.
• A screen to connect to and display our PowerPoint.
• Access to the internet.
• Access to a deep sink, preferably nearby where possible.
• Parking nearby for the GeoBus van, so we can unload and load our equipment.

Curriculum Links:

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

• Having investigated processes which form and shape landscapes, I can explain their impact on selected landscapes in Scotland, Europe and beyond.  SOC 3-07a
• 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

Convection current experiment – how cold and warm water move in relation to each other

Plate tectonics with yoghurt and crackers

Oreos for plate tectonics

Duration: 1.5 hours

Explore the impacts of rising carbon dioxide levels through a range of practical activities. Discover how melting ice caps could affect sea level, how ocean currents work and what could happen if more carbon dioxide becomes dissolved in the oceans. Finally, consider what each of us can do to combat this crisis.

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.

Requirements:

• A classroom space with desks.
• A screen to connect to and display our PowerPoint and speakers for playing video sound.
• Access to a deep sink, preferably nearby where possible.
• The equipment for this workshop is heavy, so a ground floor space is required if there is no lift in the school.
• Parking nearby for the GeoBus van, so we can unload and load our equipment.

Curriculum Links:

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

• I can investigate the relationship between climate and weather to be able to understand the causes of weather patterns within a selected climate zone. SOC 3-12a
• I can identify threats facing the main climate zones, including climate change, and analyse how these threats impact on the way of life. SOC 4-12a
• I can carry out a geographical enquiry to assess the impact and possible outcomes of climate change on a selected region and can propose strategies to slow or reverse the impact. SOC 4-12b
• I can explain some of the processes which contribute to climate change and discuss the possible impact of atmospheric change on the survival of living things. SCN 3-05b

Observing change in pH when dissolving carbon dioxide in fresh water

Sea ice experiment – which melting ice will cause sea level rise?

Land ice experiment – which melting ice will cause sea level rise?

Ocean circulation experiment – hot water overlaying colder, denser water

Duration: 1.5 to 1.75 hours

This workshop takes you on a journey through the Rock Cycle, discovering the forces that shape our planet and introducing how geologists study earth processes by examining different types of rocks and deducing their history.

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

Requirements: 

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

Curriculum Links:

• 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
• Having investigated processes which form and shape landscapes, I can explain their impact on selected landscapes in Scotland, Europe and beyond.  SOC 3-07a
• National 5 Environmental Science –
  • 2. Geosphere
    • Definitions: weathering, transportation, erosion, deposition, igneous, sedimentary, metamorphic, rock, mineral, ore, porosity, permeability.
    • Structure of the Earth
    • Rock cycle processes
    • Relationships between rocks, minerals and ores
    • Properties of rocks
    • Limestone

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

Rock handling collection for Radical Rocks

Identifying sedimentary rock types

Obsidian handling sample

Duration: 1.5 hours

As famous Scottish geologist James Hutton once said, “the present is the key to the past”. The geological record contains valuable information about Earth’s past.

In this workshop, we will examine a variety of edible cores, describing the layers and relationships between them. We then move on to model successive volcanic eruptions, take cores and identify which volcano they were taken from. Finally, we briefly discuss how cores are being used in current Earth science research.

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.

Requirements:

• This session uses food products to illustrate different rock layers in a core – please inform us of any food allergies prior to our visit.
• A classroom space with desks.
• A screen to connect to and display our PowerPoint.
• Access to a sink, preferably nearby where possible.
• The equipment for this workshop is heavy, so a ground floor space is required if there is no lift in the school.
• Parking nearby for the GeoBus van, so we can unload and load our equipment.

Curriculum Links:

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

• Having investigated processes which form and shape landscapes, I can explain their impact on selected landscapes in Scotland, Europe and beyond. SOC 3-07a
• 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
• 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
• National 5 Environmental Science –
  • 2. Geosphere
    • Definitions: weathering, transportation, erosion, deposition, igneous, sedimentary, metamorphic, rock, mineral, ore, porosity, permeability.
    • Structure of the Earth
    • Rock cycle processes
    • Relationships between rocks, minerals and ores
    • Properties of rocks

Several lava flows with a core taken through the layers

Cake and biscuit cores

Sculpting lava flows

Lynn explaining ripple marks

Duration: 1.5 to 1.75 hours

Soils play a vital role across our planet and have major influences on human life, for example through influencing agriculture and drainage. During this workshop, students are introduced to different Scottish soil types and undertake experiments to investigate infiltration rates and soil fertility. Students are introduced to how to describe soils using crushed biscuits.

Participating teachers will be provided with copies of the resources used.

Requirements: 

• A classroom space with desks.
• A screen to connect to and display our PowerPoint.
• Access to a deep sink, preferably nearby where possible.
• The equipment for this workshop is heavy, so a ground floor space is required if there is no lift in the school.
• Parking nearby for the GeoBus van, so we can unload and load our equipment.

Curriculum Links:

• Higher Geography
  • Physical Environments
    • Biosphere
      • Properties and formation processes of podzol, brown earth and gley soils
• National 5 Environmental Science
  • Earth’s Resources
    • 3. Hydrosphere
      • Definitions: infiltration, percolation, throughflow, groundwater
• Higher Environmental Science
  • Earth’s Resources
    • 2. Hydrosphere; Hydrological cycle
    • 3. Biosphere; Soils
      • Inputs; formation processes; composition; characteristics of brown earth and podzol soil profiles; commercial uses of brown earth and podzol soils

Experimenting with infiltration rates of clay, silt and sand

Looking at characteristics and taking observations on soil profiles – brown earth, gley and podzol

Soil texture analysis

Soil infiltration experiment

Duration: 1.5 to 1.75 hours

Join GeoBus to examine characteristics of soils in the field using a range of field equipment and techniques including augers, pH meters, moisture meters, and texture tests. Investigate infiltration rates of the soil found in your school grounds. 

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

Requirements:

• A classroom space with desks.
• A screen to connect to and display our PowerPoint.
• Access to a deep sink, preferably nearby where possible.
• Parking nearby for the GeoBus van, so we can unload and load our equipment.
• School grounds with an area of land where we have permission to collect a number of soil cores, that can be easily and quickly accessed.

Curriculum Links:

• Higher Geography
  • Physical Environments
    • Biosphere
      • Properties and formation processes of podzol, brown earth and gley soils
• Higher Environmental Science
  • Earth’s Resources
    • 3. Biosphere; Soils
      • Inputs; formation processes; composition; characteristics of brown earth and podzol soil profiles

Soil analysis in the field equipment

Using an auger

Looking at colour and texture of soil

Taking measurements of soil moisture and pH

Duration: 1.5 hours

Try out a range of field equipment to implement qualitative and quantitative sampling techniques. This workshop will focus on skills that can be taught in your school grounds or local area. Tips for maximising classroom follow-up will also be shared.

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

Requirements: 

• A classroom space with desks.
• A screen to connect to and display our PowerPoint.
• Parking nearby for the GeoBus van, so we can unload and load our equipment.
• School grounds with open and sheltered areas of grassland (both cut and non-cut areas) and trees (a range of native and non-native), that can be easily accessed.

Curriculum Links:

Fieldwork skills and techniques will be linked to the National 5 and Higher environmental science specification, particularly in relation to the Living Environment unit of each course, and the Investigating Ecosystems and Biodiversity section of the Higher course.

Examining invertebrates present in leaf litter

Gathering data on biotic and abiotic factors along a transect

Gathering data on biotic and abiotic factors along a transect

Tree beating to collect data on invertebrates in native and non-native trees

Duration: Half a day, depending on content covered and location of field site.

Investigate the relationship between the biotic and abiotic components of a terrestrial ecosystem and see how you can run practical fieldwork sessions with your students.

Skills addressed will include quantitative techniques for sampling plants and animals to explore biodiversity in the context of a terrestrial ecosystem.  You will also have the opportunity to use a range of equipment to measure biotic and abiotic factors.

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

Curriculum Links:

Fieldwork skills and techniques will be linked to the National 5 and Higher environmental science specification, particularly in relation to the Living Environment unit of each course, and the Investigating Ecosystems and Biodiversity section of the Higher course.

Tree beating to collect data on invertebrates in native and non-native trees

Gathering data on biotic and abiotic factors along a transect

Gathering data on biotic and abiotic factors along a transect

Examining invertebrates present in leaf litter

Gathering data on biotic and abiotic factors along a transect

Identifying plants on a transect and collecting abiotic data

Duration: Half a day, depending on content covered and location of field site.

Investigate the relationship between the biotic and abiotic components of an aquatic ecosystem and see how you can run practical fieldwork sessions with your students.

Skills will include quantitative techniques for sampling animals to explore biodiversity in the context of an aquatic ecosystem.  You will also have the opportunity to use equipment to measure biotic and abiotic factors.

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

Curriculum Links:

Fieldwork skills and techniques will be linked to the National 5 and Higher environmental science specification, particularly in relation to the Living Environment unit of each course, and the Investigating Ecosystems and Biodiversity section of the Higher course.

Demonstrating field equipment

Measuring velocity in riffles and flats

Identifying invertebrates collected via kick sampling

Identifying findings from a kick sample in a flat or riffle

Kick sample findings

Field kit for an environmental science investigation

Duration: Half a day minimum required, depending on content covered and location of field site.

Try out different equipment and techniques for data gathering, processing, interpreting, and analysing. Discover what to look for when choosing a field site to use with your students, as well as practical options for what to measure and examine during your field trip.

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

Curriculum Links:

The river fieldwork skills and techniques featured in this course are linked to the National 5, Higher and Advanced Higher geography specification.

Arriving at the field site for river fieldwork CLPL

Measuring pebble width with a clear ruler

Using calipers to measure pebble width

Measuring channel width