GeoBus Primary School Workshops

In this workshop, pupils will examine the physical processes of an earthquake. Working in teams, pupils will explore the impacts of an earthquake on people and landscape by designing and constructing a structure and testing how well it can withstand an earthquake.

Year Groups: P5 – P7

Delivery Time: 1 hour

Set-up Time: 20 minutes

Requirements: 

• A classroom space with desks and chairs for pupils, ideally with one large table at the front of the room for testing their 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.

Curriculum Links:

• 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
• 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

Earthquake building challenge – a structure ready to test – can it withstand the shake table?!

Earthquake building challenge structure

Earthquake building challenge creation

Bring maps to life as we challenge pupils to work in teams to build large-scale 3-D models of OS map sections, highlighting the locations of key features in their local area.

Year Groups: P2 – P7

Delivery Time: 1 hour

Set-up Time: 20 minutes

Requirements: 

• A large outdoor space where a 2 by 2 meter grid can be drawn out using pavement chalk. Depending on the weather, a large indoor spare 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.

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

Magnificent Maps – map building activity

Magnificent Maps – map building activity

Magnificent Maps – map building activity – the complete section!

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.

Please note: This is an introductory session and is intended to support teachers to start a series of lessons, delivered over several weeks, using the GeoBus handling collections. This workshop is only available as a follow up to our Radical Rocks CLPL workshop, as the class teacher will continue the series without GeoBus team input. 

Year Groups: P5 – P7

Delivery Time: 45 minutes

Set-up Time: 20 minutes

Requirements: 

• A classroom space with desks and chairs for pupils.
• 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.

Curriculum Links:

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

Radical Rocks handling collection – granite and conglomerate

Radical Rocks handling collection – limestone

Radical Rocks handling collection – marble, sandstone and limestone

Pupils select four locations in the school grounds in which to place blocks of ice, predicting which will melt first and why. We use this as an introduction to how weather conditions can vary from one location to another, even in a relatively small area such as the school grounds. We then discuss what differences there might be from one location to another in order to set up our inquiry. 

In a class-based, hands-on activity, we then investigate the conditions that could speed up or slow down the melting process.

Back in the school grounds, the pupils use a range of instruments, such as light meters, thermometers and anemometers to measure light levels, temperature, and wind speed in each selected location. This will determine whether our predictions were correct and show pupils how different conditions affected the melting rate of the ice blocks. 

Year Groups: P2 – P4

Delivery Time: 1 hour to 1 hour and 30 minutes

Set-up Time: 30 minutes

Requirements: 

• A classroom space with desks and chairs for pupils.
• A large outdoor space with 4 distinctly different and separate areas to “watch the weather.”
• Access to a sink, ideally in the classroom.
• Parking nearby for the GeoBus van, so we can unload and load our equipment.

Curriculum Links:

• By investigating how water can change from one form to another, I can relate my findings to everyday experiences. SCN 0-05a / SCN 1-05a
• By using a range of instruments, I can measure and record the weather and can discuss how weather affects my life. SOC 1-12a

Using a light meter

Using an anemometer to measure wind speed

Measuring temperature using a thermometer

Investigate different aspects of soil while solving a crime. Pupils will work in teams to examine soil colour, texture, permeability, and pH, and then use the results 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!

Year Groups: P5 – P7

Delivery Time: 1 hour to 1 hour and 30 minutes

Set-up Time: 30 minutes

Requirements:

• A classroom space with desks and chairs for pupils.
• 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.

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 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

Pupils learn about basic types of volcanoes, where they occur, what happens during a volcanic eruption and how that could affect people living nearby. By observing an eruption from our model volcano, pupils will work in teams to design, site and 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.

Year Groups: P5 – P7

Delivery Time: 1 hour to 1 hour and 30 minutes

Set-up Time: 30 minutes

Requirements:

• A classroom space with desks and chairs for pupils.
• 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.

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 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

No Caption

Collecting gas from a volcano using a balloon

Testing the gas collected – what is it?

Pupils will discover the hiding places of minibeasts in their school grounds or local area and consider their adaptations for survival. We will then play a camouflage game to find out how minibeasts use this adaptation to avoid predators. Finally, pupils work in teams to play 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.

Year Groups: P2 – P7

Delivery Time: 1 hour and 30 minutes to 2 hours

Set-up Time: 30 minutes

Requirements:

• An outside space in which we can carry out a minibeast hunt (ideally including a few trees with branches that the pupils can reach).
• 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.

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

Shield bug in a bug pot – found during tree beating of native and non native trees

Explore the relationship between the sun, the Earth and the moon to learn about day and night, why we have seasons, phases of the moon, and more.

Year Group: P2-P4

Delivery Time: 1 hour and 30 minutes

Set-up Time: 30 minutes

Requirements:

• A classroom space with desks and chairs for pupils.
• 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.

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

Create and test a range of models of our solar system to explore the relatives sizes of the planets, the relative distances between them and their movement in relation to each other.  Discover more about the planets, asteroids and comets in our solar system.  What is a shooting star?  What does it look like when it lands on Earth?  What does it feel like when you hold it in our hand?

Year Group: P5-P7

Delivery Time: 1 hour and 30 minutes

Set-up Time: 30 minutes

Requirements:

• A classroom space with desks and chairs for pupils.
• 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.

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

Find out more about the red planet and how we are learning more about it every day.  We will use 3D glasses and images to explore features on the surface of Mars and consider what you would need to pack for a ‘Mission to Mars’.

Year group: P5-P7

Delivery time: 1 hour and 30 minutes

Set-up time: 30 minutes

Requirements:

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

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

This is only available as a follow on to ‘Mission to Mars’.

Find out more about the different types of Mars rovers and what we hope to learn from them.  Can you guide our Mars rovers to the correct locations in order to collect samples for scientists? Navigate your way through the types of obstacles encountered by Mars rovers.

Year group: P5-P7

Delivery time: 1 hour and 30 minutes

Set-up time: 30 minutes

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.

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