National 5
Environmental Science
Resource Guide
March 2015
NATIONAL 5 ENVIRONMENTAL SCIENCE RESOURCES GUIDE
Environmental Science National 5 Resource Guide
This resource guide has been produced in response to requests from staff who attended the NQ Sciences events at Hampden Stadium in
December 2013. Those attending felt it would be useful to have a document which helped them navigate to the most relevant resources
quickly.
The following pages show the mandatory course key areas table from the SQA Environmental Science National 5 Course and Unit Support
Notes. An additional fourth column has been included which contains hyperlinks to useful resources. Please note: Staff are not required to
use the resources listed – they are only included as helpful suggestions. Staff should also refer to the SQA website for the most up–
to–date course and unit support notes.
To further assist staff links to useful SQA documentation have been included at the beginning of each unit. The SQA documentation relating to
the course is shown here.
SQA documents
Web link
Course specification
http://bit.ly/1vbvwa0
Course assessment specification
http://bit.ly/1yC4Bt1
Course and unit support notes (the original document which has been modified in the succeeding pages)
http://bit.ly/15NAOnE
General assessment information
2014 examination paper
http://bit.ly/1AbmE9u
http://bit.ly/11O3avy
2014 marking scheme
http://bit.ly/12kEafy
Specimen question paper
http://bit.ly/1zdmVb6
Past paper question guidance
Course Report 2014
http://bit.ly/1ybMYCo
http://bit.ly/1EQMSyN
Education Scotland learning materials
National Qualifications Glow portal
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http://bit.ly/EnvScience
NATIONAL 5 ENVIRONMENTAL SCIENCE RESOURCES GUIDE
Living Environment
Mandatory course key areas
1 Investigating ecosystems and
biodiversity
a. Ecological terms, to include habitat,
community, biotic, abiotic, biodiversity,
species, population, adaptation and
competition.
Unit specification: http://bit.ly/1vLH8Et
Suggested learning activities
Investigate biodiversity in
terrestrial and aquatic
ecosystems of national
importance. Field trip/site visit.
Analysis of biodiversity data.
Watch AV resources on eg
forest, sea and freshwater
lochs, heather moorland,
machair.
SNH and Hutton Institute can
supply resources.
Exemplification of key areas
Useful resources
Twig video – What is an ecosystem?
Twig video – Adaptation
Twig video – Adaptation predators and
prey
Twig video – Adaptation: Life in Hot
Deserts
Twig video – Adaptation: savannah
Twig video – Adaptation: bizarre
adaptations
Twig video – Adaptation: plants in extreme
environments
Twig video – Adaptation: life in the freezer
Twig video – Adaptation: snow leopard
SSERC teacher resources – Adaptation
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Twig video – What is biodiversity?
b. Biodiversity in the context of one
aquatic and one terrestrial ecosystem
of national importance
BBC Knowledge and learning resource –
Biodiversity and the distribution of life.
SSERC teacher resources – Sampling
techniques
c. Quantitative techniques for sampling Carry out transect studies,
plants and animals to include quadrats including use of quadrats eg to
identify changes in flora across
and pitfall traps.
a path or in/out of a woodland,
rocky shore, sand dunes.
Use pitfall traps.
f. The effect of abiotic factors on the
distribution of organisms.
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Field Studies Council teacher resources –
Investigations in urban environments
OPAL resource – Surveys about
distribution of invertebrates, biodiversity in
hedges and in soil.
d. The limitations of quantitative
techniques and potential sources of
error.
e. Techniques to measure abiotic
factors, to include light intensity,
temperature, pH and soil moisture.
SAPS investigation – Abundance and
random sampling at Waun Las nature
reserve, Wales
Measure a range of abiotic
factors eg light intensity (using
light meter), soil moisture
(probe/oven).
Investigate the effect of abiotic
factors on the distribution of an
organism eg the effect of light
intensity on the distribution of
daisies or tide–line on
distribution of barnacles.
Twig video – Abiotic factors in ecosystems
activity
Twig video – Oceans: the intertidal zone
SAPS activity – The distribution of species
across a footpath
SAPS learner activity – Making paired keys
BBC Bitesize learner resource – Sampling
techniques and measurement of abiotic
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and biotic factors
g. Identification of organisms, to
include construction and use of paired–
statement keys.
SSERC teacher resources – Producing a
key
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2 Interdependence
a. Food webs, to include carnivore,
herbivore, omnivore, producer,
primary/secondary/tertiary consumer,
detritivore, decomposer and niche.
b. Factors affecting food webs
including predation, disease,
competition, natural and human
impacts.
c. Energy flow through food webs and
energy loss through movement, heat
and undigested material.
d. Simple word equations of
photosynthesis and respiration and the
interdependence between plants and
animals.
Use IT prediction modelling
programs of relevant examples
eg effect of increase/culling of
red deer, re–introduction of
wolves and beavers, over–
fishing etc. Carry out data
handling exercises.
Carry out problem solving
activities including calculating
energy losses and efficiency of
energy transfer.
Problem solving activities
Interdependence in terms of the
incorporating significance of 24
processes of photosynthesis and
hour variation in photosynthesis
respiration.
and respiration.
Twig video – What is a food chain?
SSERC teacher resources – Owl pellet
analysis
Twig video – Biotic factors in ecosystems
BBC Knowledge and Learning learner
resource – Energy in ecosystems
Twig video – Photosynthesis
Twig video – Respiration
SSERC teacher resources –
Photosynthesis and respiration in carbon
cycle
Twig video – Nitrogen Cycle
e. Processes involved in the Nitrogen
cycle to include nitrogen fixation,
death/decay, decomposers to include
fungi and bacteria, nitrification and
denitrification by bacteria, absorption of
nitrates by plants, feeding by animals.
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Research and present
information on the nitrogen and
carbon cycles.
Construct simple flow diagrams
that illustrate cyclical activities.
Use software/IT–based
nitrogen and carbon cycle
construction programs.
SSERC teacher resources – Nitrogen cycle
BBC Knowledge and Learning learner
resource – Water, carbon and nitrogen
cycles
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Twig video – Carbon cycle
SSERC teacher resources – Carbon cycle
f. Processes involved in the biological
Carbon cycle to include
photosynthesis, respiration, feeding,
decomposition, formation and
combustion of fossil fuels.
BBC Bitesize learner resource – Water,
carbon and nitrogen cycles
Twig video – Extinction
3 Human influences on biodiversity
a. Human activities which have a
positive or negative effect on
ecosystems, with a focus on species
reduction or increase, extinction and
loss of biodiversity.
Investigate/research positive
effects of human activities on
biodiversity eg conservation,
reintroductions.
Investigate/research negative
effects of human activities (eg
pollution) on
biodiversity/extinction.
Twig video – Mass extinction and the effect
of humans
Twig video – Endangered species
Twig video – Fact pack: endangered
species
SSERC teacher resources – Biodiversity
and the distribution of life
SSERC teacher resources – Eutrophication
Twig video – Indicator Species
b. The role of indicator species in
environmental monitoring.
Field study and/or data analysis
on lichens and/or freshwater
invertebrates as indicator
species.
OPAL resource – surveying lichens as
indicators of air quality
Nuffield foundation teacher resources –
Indicator species investigation
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Twig video – Invading Plant Species
c. The impact of non–native species
Research non–native species
(any species introduced intentionally or and their impact on
accidentally into a new community by
ecosystems.
human activity) on ecosystems. To
include one named example.
Twig video – Invading Animal Species
River Tweed forum teacher resources –
Invasive non-native species education
resource pack
BBC Bitesize video – Yorkshire dales,
conflict and resolution
d. Conflicts between land and/ or water Research conflicts between
based activities and an environment of activities and the environment
national importance.
eg between sporting estates
and conservation, intensive
agriculture and biodiversity.
Carry out field visits, visiting
speakers, debate issues of
national importance.
Research the main aims and
e. Relevant current national
purposes of each of these
organisations, to include the role of
organisations, policies and
SEPA as environmental regulator, the
role of SNH as environmental educator legislation.
and advisor, policies and legislation for
the protection of the environment, to
include the Wildlife and Countryside
Act.
The designation of Sites of Special
Scientific Interest (SSSIs) under the
Nature Conservation (Scotland) Act
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BBC Bitesize video – Farming in the
yorkshire dales, conflict and resolution
BBC Bitesize resource – Dorset coast,
Land use conflicts and solutions
Organisations eg SEPA, SNH,
FCS.
Policies and legislation eg
Biodiversity Action Plans,
Environmentally Sensitive Areas,
the National Parks Act, Marine
Scotland Act, Wildlife and
Countryside Act including SSSI.
SNH learner resource – SNH website
SEPA learner resource – SEPA website
SNH learner resource – Wildlife and
countryside act
FCS learner resource – Forestry
commission, Scotland
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2004 as a nature conservation tool.
JNCC learner resource – Nature
conservation act
JNCC learner resource – Marine Scotland
act
SNH learner resource – SSSI
SNH learner resource – National Parks
Biodiversity Scotland learner resource –
Biodiversity action plans
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Earth’s Resources
Mandatory course key areas
1 Overview of Earth systems
and their interactions
a. Earth systems — geosphere,
hydrosphere, atmosphere and
biosphere.
Unit specification: http://bit.ly/1rSyGoE
Suggested learning activities
Exemplification of key areas
Useful resources
Study the Earth as a planet in
space.
Use AV resources eg remote
sensing imagery using visible
and other wavelengths.
Twig video – Intro to the Earth
b. The rock, carbon, nitrogen
and water cycles connect the
systems.
Investigate examples of cyclic
interactions among the
geosphere, hydrosphere,
atmosphere and biosphere
EarthLabs resource – Earth system science
c. Resources to include
physical, biological, renewable
and non–renewable.
Classify a selection of resources
as physical, biological,
renewable and non–renewable
eg building stone, road stone,
limestone, granite, coal, oil,
natural gas, copper, iron, wood,
wool, beef, leather, wheat,
barley, oats, fruits, nuts, wind
power, nuclear power,
hydroelectric power.
Useful websites include:
Natural Environment Research
Council
Earth Science System
Partnership
National Aeronautics and Space
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European Space Agency resource –
Eduspace portal remote sensing learning
and teaching tools using space data
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Admin
Digital Library for Earth System
Education
Open University
geology.com
geologyclass.org
US Geological Survey
2 Geosphere
a. The structure of the Earth:
core, mantle and crust.
Make a model of the Earth
structure (Avocado model).
Twig video – Earth’s structure
BBC video – Bang goes the theory: Inside
our planet
BBC Bitesize learner resource – Earth’s
structure
b. The difference between
minerals and rocks.
Examine and classify a selection Rocks are made up from minerals.
of rocks and minerals.
Visit Dynamic Earth.
Geology.com teacher resources –
Information on minerals
Geology.com teacher resources –
Information on rocks
c. Properties of rocks, to include
porosity and permeability.
Investigate the porosities and
relative permeability of rocks eg
sandstone, clay and basalt.
Measure porosity using eg
marbles and measuring cylinder.
Compare permeability of clay
and permeable sandstone/sand.
SEED experiment – Porosity experiment
SEED experiment – Permeability experiment
BBC Bitesize learner resource – Rocks
Twig video – Rock cycle
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NATIONAL 5 ENVIRONMENTAL SCIENCE RESOURCES GUIDE
d. The rock cycle (to describe
the processes of weathering
and erosion, melting, and
effects of heat and pressure)
and formation of igneous,
sedimentary and metamorphic
rocks (to include one example
of each).
Twig video – Rock types
Construct a diagram/model of
the rock cycle eg using rocks
and surface materials such as
weathered rock and river
sediment.
Twig video – Metamorphism
Twig video – Weathering
Twig video – Erosion
BBC Bitesize animation – Rocks
BBC Bitesize learner resource – Rock Cycle
Twig video – Limestone
Twig video – Limestone: features
e. Limestone: formation,
discovery, extraction,
processing, uses.
f. The difference between ore
minerals (a mineral from which
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Examine various types of
limestone (eg coral limestone,
shelly limestone, oolitic
limestone, chalk, Portland
Stone).
Investigate sources and uses of
limestone.
Visit a working quarry/old lime
kiln.
Make and use lime mortar.
Examine the use of lime mortar
in old walls and buildings.
Investigate the uses of
limestone.
Twig video – Limestone: uses
Uses include construction, agriculture,
chemical industries. Many uses eg
cement release carbon dioxide.
Geology.com learner resource – Limestone
US EPA experiment – Use of limestone to
counteract acid rain
SNH resource about Scotland’s rocks,
landforms and soils.
Bauxite is aluminium ore containing
the ore minerals gibbsite, boehmite
Twig video – Ore
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a metal may be economically
extracted) and ores (a mixture
of ore minerals and waste
materials) to include a named
example of an ore.
and diaspora.
Geology.com learner resource – Minerals
Geology.com teacher resources – Mineral
identification
g. Iron ore: formation, discovery, Map worldwide iron ore
extraction, processing and uses deposits.
of iron.
Investigate uses of iron.
Research steel production and
use (statistics).
h. Crude oil: formation,
discovery, extraction,
processing and uses.
Twig video – Mineral
Research and compare the main
producers of crude oil (annotate
maps, reference OPEC). BP
may be able to supply
resources.
SSERC teacher resources – Rocks to riches,
Processing: ore smelted in a blast
furnace. Iron has more uses than any extraction of copper experiment
other metal eg construction, reinforced
Twig video – Iron and its uses
concrete, steel plate and strip,
shipbuilding, motor vehicles, military
vehicles, rolling stock, cans, tools and Geology.com learner resource – Haematite
machinery.
Absorb Learning animation – Blast furnace
Uses include domestic and industrial
fuels, electricity generation, petrol,
diesel, fuel oil, plastics, tar, bitumen,
lubricants, roofing felt.
BBC Bitesize learner resource – Blast
furnace
Twig video – Crude oil
Twig video – Fossil fuel formation
Twig video – Fossil fuel uses
Twig video – Frontier oil exploration
Twig video – Fractional distillation
i. The geological carbon cycle,
Investigate the roles of
BPES teacher resources – Fractional
distillation
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to include limestone and fossil
fuels.
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limestone, coal and petroleum in
the carbon cycle.
Explore links with Carbon cycle
in Living Environment Unit.
Websites:
British Geological Survey
Geological Society
earth.rice.edu
BBC
Limestone and fossil fuels store
carbon (sinks).
BBC Bitesize learner resource – Fossil fuels
Twig video – Carbon cycle
BBC Bitesize learner resource – Carbon
cycle
NATIONAL 5 ENVIRONMENTAL SCIENCE RESOURCES GUIDE
3 Hydrosphere
a. The main reservoirs of water
to include atmosphere, oceans,
ice, freshwater and
groundwater.
Investigate where water is
stored on the planet.
Investigate artesian wells.
Make a model of an artesian
well.
Make a model to show how
water reaches an oasis.
Desalinate sea water by
distillation.
b. The water cycle, to include
evaporation, transpiration,
condensation and precipitation.
Research and make/label a
diagram of the water cycle.
c. Uses of water, to include:
industrial, domestic and
agricultural.
Investigate the uses of water.
d. Issues arising from
availability of water resources in
the UK, to include drought and
flooding.
Construct a map showing areas
of water surplus and deficit in
the UK.
National Geographic activity – Our
hydrosphere
Scotland’s Environment resource –
Groundwater body classification
Twig video – Water Cycle
BBC Knowledge and Learning learner
resource – Water, carbon and nitrogen
cycles
Twig video – Water as a resource
BBC News learner resource – Water
supplies in crisis
BBC News learner resource – Flooding 2014
YouTube learner resource – UK will face
more extreme weather-floods, droughts &
financial cost
e. Energy from water,
hydroelectric, tidal and wave
power to include the energy
changes involved (kinetic to
electrical).
Study/visit a hydroelectric
power station.
Make a working model of a
hydroelectric power station.
BBC news resource – Has the UK truly
'stocked up' on rainwater?
Twig video – Hydropower
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f. Requirements for siting
hydroelectric and tidal power
stations.
Research micro hydro
schemes.
Websites:
US Geological Survey
Open University
Green Trust
Science Museum animation Generation of
electricity from HEP
Twig video – Building the Hoover dam
Twig video – Marine renewables
Scotland’s Environment resource –
Hydropower sites in Scotland
4 Biosphere
a. Oceanic and freshwater
resources, to include
economically important
species.
Investigate resources currently
being exploited for human use
eg fish, mammals, shellfish and
seaweed.
b. Terrestrial resources, to
include economically important
species.
Investigate resources currently
being exploited for human use
eg domesticated and hunted
animals, agricultural crops,
forestry (native and planted).
Investigate the uses of wood
(hardwood and softwood).
Visit forestry plantation.
c. Energy from biological
resources to include definition
(biofuels are combustible
biomass or fuels derived from
biomass). The process of
fermentation in formation of
Investigate issues regarding the
sources and use of biological
resources including biofuels, eg
peat, biogas, bioethanol.
Carry out research and/or
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Scottish Government teacher resources –
Scotland’s marine atlas
SNH teacher resources – Assessment of
Scotland’s fresh waters
FCS resource – Forest industries
Twig video – Biofuels
Twig video – Palm Oil: biofuel of the future
SSERC teacher resources – Making and
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biofuels to include conditions
required for formation of peat,
(acidic and anaerobic) and
methane as the primary biogas
experiments to investigate the
processes involved in
fermentation to include the
required conditions for biofuel
formation
testing biodiesel experiment
BPES teacher resources – Biofuels and the
future challenge
BPES learner resource – Biofuels and the
future
YouTube animation – Peat formation
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5 Atmosphere
a. Uses of nitrogen and oxygen.
b. Energy from wind power to
include energy changes
involved (kinetic to electrical).
c. Requirements for siting wind
farms.
Investigate the composition of
the atmosphere.
Investigate the uses of oxygen
and nitrogen.
Visit a wind farm. Investigate
electricity generation from
wind turbines.
Investigate the reasons for
choosing exposed hills, coasts
or offshore.
Make a model wind generator.
Websites:
Buzzle
NASA
BBC
National Geographic
Nitrogen’s uses include preservative
Twig video – Oxygen and its uses
atmosphere for food items, in electrical
components, in light bulbs, in the
RSC learner resource – Uses of oxygen
manufacture of stainless steel, in fuel
systems, on top of liquid explosives, as
RSC learner resource – Uses of nitrogen
an inert filler for tyres, to propel wine
and pressurise beer containers.
Oxygen’s uses include welding and
cutting metals, steel making in blast
furnaces, burning rocket fuel, treatment
of respiratory disorders, to maintain air
quality in submarines, aircraft, and
spaceships.
Twig video – Wind power
Twig video – How do generators work?
Twig video – Wind power debate
SSERC activities – Wind turbine
experiments
Scotland’s Environment Web resource –
Map of onshore wind farm proposals
BPES teacher resources – Wind power
including animation
BPES activity – Energy from the wind
interactive
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Sustainability
Mandatory course key areas
1 Introduction to
sustainability
a. Introduction to sustainability,
to include definition.
Sustainable development, to
include definition, to include
integration of social, economic
and environmental issues, as
well as the implementation of
Agenda 21 to facilitate
sustainable development at a
local authority/community
level.
b. Global citizenship.
Unit specification: http://bit.ly/1tIeJer
Suggested learning activities
Exemplification of key areas
Useful resources
Research definitions for
sustainability, sustainable
development and global
citizenship.
Throughout Unit, use local
knowledge for guest speakers
and include visits.
Contact agencies such as SNH
and SEPA.
Definition of sustainable development
as in Brundtland report:
Sustainable development is
development that meets the needs of
the present without compromising the
ability of future generations to meet
their own needs.
Twig video – Sustainability
Sustainable Development Commission
learner resource – What is sustainable
development?
UN Sustainable Development learner
resource – Agenda 21
Education Scotland teacher resources –
Sustainable development
Global Kids Connect learner resource –
Simple definition for global citizenship
Education Scotland teacher resources –
Global citizenship
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2 Food
a. The impacts of increasing
global population on food
supplies.
Investigate trends in human
population growth.
Twig video – Feeding the planet
World Population Counter learner resource
– Human population update
Food Security video – Food security issues
Crop Protection Assoc. learner resource –
Information on crop protection
b. Strategies, in farming, for a
secure food supply, to include
intensive farming, GM crops
and agrochemicals.
Crop Protection Assoc. learner resource –
Various useful articles
Twig video – Genetic modification
BBC News learner resource – Quick guide
to GM
Bionet learner resource – 4 examples of GM
crops
SSERC teacher resources – GM,
controversial biological procedures
c. Organic farming advantages
and disadvantages.
Visit demonstration farm.
Soil Association resources – Organic
farming
Soil Association teacher resources – Visit an
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organic farm
National Rural Ecology Centre learner
resource – Organic farming
BBC Bitesize learner resource – Rural
environments
d. Strategies in freshwater and
marine–based systems for a
secure food supply, to include
intensive fishing and
alternative species.
Research impact of tuna fishing.
Investigate UK use of formerly
non–marketable fish species
including fish tasting. Produce
poster/display to promote an
alternative species.
British Sea Fishing learner resource – Fish
farming & aquaculture
MCS learner resource – Your guide to
sustainable seafood
Sustainable Fish Cities learner resource –
Examples of sustainable fish swaps
e. Fish conservation
approaches, to include marine
conservation areas, zoning
and sustainable fishing
methods.
f. The environmental impact of
food distribution — ‘food miles’
— to include the term carbon
footprint.
The term carbon neutral,
including the impacts of carbon
offsetting.
MCS learner resource – Problems and
solutions in the fishing industry
Investigate where food is
produced and distance travelled
(food miles). Investigate local
producers.
The term carbon footprint refers to the
mass of CO2 emitted by individuals or
organisations during any specific
activity.
The term carbon neutral refers no net
release of carbon dioxide into the
atmosphere, especially as a result of
Scotland’s aquaculture resource – Maps of
fish farms, marine management areas and
special protected areas.
Food Miles.com learner resource – Food
miles calculator
WWF learner resource – Carbon footprint
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carbon offsetting.
calculator
Twig video – The future carbon family
Twig video – Carbon trading
g. National and European
policies and legislation relating
to food production.
22
No specific policies and legislation
need be known.
Food and environment protection act,
standards for organic food production,
food labelling.
Legislation.gov learner resource – Food and
environment protection act
Reading University resource – Food
labelling in the UK: A guide to the legal
requirements
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3 Water
a. The impacts of increasing
Household water use audit.
global population on water
supplies.
Research supply in two
Clean water supplies in LEDCs contrasting countries.
and MEDCs.
Investigate ‘Jompy’ boiler.
Worldometers learner resource – World
population
Twig video – LEDC
Twig video – MEDC
Jompy Boiler video – Jompy boiler demos
and explanation
b. Issues arising from water
use:
— thermal pollution,
effluents
— water
abstraction and irrigation, may
lead to low water levels in
rivers
— washing
cooking, heating, sanitary may
lead to water shortages in
times of drought, may lead to
water use restrictions —
impacts on public health,
contamination of water
supplies, conservation and
tourism and recreation.
Investigate how industries
reduce water consumption
locally and nationally.
c. Sustainable approaches to
water use, to include methods
of water conservation.
Investigate ways to reduce use
of water eg in home, industry,
school, college.
Thermal pollution allows new species
(invasive) to Scottish waters as they
progress northwards. Warmer waters
may also lead to the loss of native
species (cold water corals on west
coast) that need cold waters.
Wateraid secondary resources – lesson
plans, games & films
Twig video – Water as a Resource
Twig video – Water Pollution
SSERC teacher resources –Water testing
practical activity
Twig video – Bottled water, the true cost
Waterwise resources – Secondary
resources
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Contact Scottish Water for info.
d. National policies, legislation
and organisations (SEPA)
relating to water use.
24
Contact eg SEPA for information. No specific policies or legislation need
to be known.
Water Services (Scotland) Act, Water
framework directive.
SEPA learner resource – SEPA website
Legislation.gov learner resource – Water
services Scotland act
Scottish Government resource – Water
framework directive in Scotland
NATIONAL 5 ENVIRONMENTAL SCIENCE RESOURCES GUIDE
4 Energy
a. The impacts of increasing
global population on energy
supplies.
b. Renewable and non–
renewable energy sources and
issues arising from their use.
Investigate
personal/school/college energy
use.
Examine satellite images of the
Earth at night.
Analyse growth of renewables in
Scotland.
Integrate with Earth’s Resources
Unit.
e. Social, economic and
environmental impacts of
climate change, including
habitat loss, reduction in
biodiversity, changes in
species distribution, rising sea
levels leading to flooding, loss
Twig video – Global Electricity Supplies
NASA video – view of Earth at night
SSERC teacher resources –When a fossil
fuel is burned experiment
Twig video – Greenhouse Effect
c. The enhanced greenhouse
effect to include carbon dioxide
and methane and their
sources.
d. Sustainable approaches to
reduce greenhouse gas
emissions.
Worldometers learner resource – World
population
Twig video – Greenhouse Effect 2
BBC video – Bang Goes the Theory; How
does the greenhouse effect work?
Research schemes to reduce the
number of vehicles in city
centres (eg Park and Ride).
Research the environmental
impacts on land, air and water of
producing energy using fossil
fuels and compare with energy
production from renewable
sources.
Twig video – Global Warming
National Geographic learner resource – The
greenhouse effect
Twig video – The future carbon family
Twig video – Carbon trading
WWF learner resource – Footprint calculator
Education Scotland learner resource –
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of agricultural land and loss of
business.
schools global footprint calculator
Twig video – Inventions to save the planet
BPES teacher resources – Carbon capture
animation
Twig video – Could climate change your
life?
Scottish Government learner resource –
Climate change legislation
f. National organisations,
policies and legislation relating
to energy use.
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Research Scottish Government
policy on renewable energy
production targets.
No specific policies and legislation
need be known.
Scottish climate change legislation.
NATIONAL 5 ENVIRONMENTAL SCIENCE RESOURCES GUIDE
5 Waste management
a. Increasing waste production
in response to society’s
demands.
b. Sustainable approaches to
managing waste, to
include: reduce, reuse and
recycle.
c. The need for education and
personal responsibility.
Twig video – Landfill waste
Investigate/visit local waste
disposal and recycling centres.
Investigate benefits of turning
waste into a by–product eg
increases profit and reduces
pollution.
Twig video – Recycling plastics
Greener Scotland learner resource – Rapid
recycler game
Education Scotland teacher resources –
Eco–schools
Eco–schools.
Education Scotland learner resource –
Global footprint calculator
SEPA learner resource – SEPA website
d. National organisations,
policies and legislation relating
to waste management.
Investigate legislation and
regulation eg the role of SEPA
and local authorities.
No specific policies and legislation
need be known.
Zero Waste Scotland learner resource –
Zero waste plan
Scotland’s waste plan.
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