Red Squirrel Feeder Box

This unit of work is designed to be taught at S3 broad general education (BGE) level over twelve sessions. It will look at red squirrel conservation in the forest whilst simultaneously highlighting the use of timber as a sustainable material which can be used to manufacture feeder boxes for these animals. The unit will explore the issues pertaining to the red squirrels’ current plight as an endangered native species and look into the methods conservationists are utilising in order to protect the species from extinction.

Red squirrel conservation and sustainable forestry have been selected as the foundations of this unit of work in order to inform the learners of the cyclical nature of the forestry which may hold the key to saving the native red squirrel population from extinction and which simultaneously provides timber which, when managed correctly, provides a sustainable material. Continue reading “Red Squirrel Feeder Box”

Mighty Machines to Little Lego

Investigating Sustainable Forestry with Lego Mindstorm Robots

This unit of work shows the benefits and principles of sustainable reforestation through situational outdoor learning which is reinforced by a robotic simulation. It aims to provide an engaging and meaningful engineering project to S3 learners. It has been built around the Third and Fourth Levels of Curriculum for Excellence to create a STEM orientated unit for Broad General Education. The unit draws on influences from Design Technology, Science and Maths resulting in a fully integrated interdisciplinary project.

You can download the poster for this unit here (pdf, 2MB).

A Bat-tastic Journey

Bats are the theme of this unit of work and which is aimed towards pupils in Secondary school education as part of their CfE 3rd / 4th level broad general education and developed in partnership with various external enterprises. The contextual theme for the unit is based around an authentic scenario of bats; the protection of them and their habitats; environmental impacts; bat roost construction; and outdoor learning.
Presenting the unit within an authentic context is derived from Situated Learning theory, where authenticity brings a coherent, personally meaningful and purpose to the unit of work whilst set within a social framework. This will promote pupils motivation, interest, engagement and cognitive learning. Continue reading “A Bat-tastic Journey”