Studying Scotland through Science - Loch Lomond learner journey
Third level - Focus on Science
Learning Journey
Overview
Although this context for study focuses on Loch Lomond, it would be appropriate to tailor the context to local
circumstances e.g. The River Tweed in the Borders or The Clyde in Glasgow etc. The learner journey is aimed at
learners working within third level and aims to develop learner skills in analysing, communicating, solving problems,
researching and taking responsibility for their own learning. Learners will work across a variety of disciplines including
Science, English, Social Studies (people, place and environment,) and with responsibility of all links in literacy, numeracy
and health and wellbeing.
enery around L och Lomo nd 260
This context focuses on the exploration of the environment of Loch Lomond and how writers have captured
environments across Scotland.
Sciences experiences and
outcomes explored
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
I can participate in practical activities to extract
useful substances from natural resources.
SCN 3-17b
Through experimentation I can identify indicators
of chemical reactions having occurred. I can
describe ways of controlling the rate of reactions
and can relate my findings to the world around
me.
Responsibility of all areas which
could be addressed in this learner
journey:
Using what I know about the features of different
types of texts I can find, select, sort, summarise,
link and use information from different sources.
Social Subjects
LIT 3-14a/4-14a
English
I can solve problems by carrying out calculations
with a wide range of fractions, decimal fractions
and percentages using my answers to make
comparisons and inform choices for real life
situations.
MNU 3-07a
SCN 3-19a
www.educationscotland.gov.uk/studyingscotland
Interdisciplinary opportunities
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Studying Scotland through Science - Loch Lomond learner journey
Third level - Focus on Science
Learning Journey
Interdisciplinary Learning
Interdisciplinary learning is an important element within Curriculum for Excellence. It constitutes one of the four contexts for learning in 'Building the Curriculum 3':
o
o
o
o
Life and ethos of the school as a community
Curriculum areas and subjects
Interdisciplinary Learning
Opportunities for personal achievement
All of these contexts are crucial if the potential of children and young people as successful learners, confident individuals, effective contributors and responsible citizens is
to be fully developed.
Interdisciplinary learning enables practitioners and learners to:

Make connections across learning through exploring clear and relevant links across the curriculum.

Support the use and application of what has been taught and learned in new and different ways.

Provide opportunities for deeper learning, for example through answering big questions, exploring an issue, solving problems or completing a final project.

Focus on curricular areas where there are coherent links and an opportunity to deepen understanding. (not all curricular areas working together or suspension of
timetables.)
On the next page, the summary of learning opportunities builds on the overview document and exemplifies a possible interdisciplinary approach which could be used
when planning. This links directly to the context and the experiences and outcomes explored. These suggested learning opportunities explore only aspects of the
experiences and outcomes identified. However, each experience and outcome should be revisited in other ways and contexts for depth of learning.
www.educationscotland.gov.uk/studyingscotland
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Studying Scotland through Science - Loch Lomond learner journey
Third level - Focus on Science
Learning Journey
LITERACY AND ENGLISH
Explore the work of artists and writers who have written
about Loch Lomond and consider the linguistic and
literal connotations.
Use their knowledge as a stimulus for creating a text
about their favorite place with supporting evidence e.g.
why, where.
SCIENCE
SOCIAL STUDIES
Study different types of rocks.
Investigate the processes of weathering.
Compare the rocks in their local environment using their
knowledge of types of rocks.
Consider the impact of weathering on Loch Lomond.
Investigate the glacial activity in Loch Lomond.
Describe the formation of the rocks, soil and minerals.
Explore the formation of a corrie.
Select and analyse samples of water and soil from Loch Lomond.
Reflect on their writing task and develop it further to
create an advert/ animation to persuade people to visit
their favourite place.
Track chemical reactions of H2O e.g. rain and its effect on the
loch or rains effect on the soil.
*Read different kinds of texts including scientific
reports and draw conclusion about the different
conventions.
*Investigate the biodiversity in and around the Loch consider why
it is important to measure this.
Related experiences and outcomes LIT 3-30a, 3-19a
and ENG 3-31a
Related experiences and outcomes SCN 3-17a and b and 3-19a
NUMERACY
Collect data from both their science and geography
learning opportunities.
Use a spreadsheet to analyse their findings.
*Further develop their skills in map reading to
explore the environment and relate it to their
experience.
Related experiences and outcomes SOC 3-07a and
3-14a
HEALTH AND WELLBEING ACROSS LEARNING
LITERACY
Talk about their favourite place giving an emotional
response.
Further develop their skills in research by finding, selecting,
sorting and summarising a variety of information.
Develop their feelings with particular reference to
biodiversity.
Related experiences and outcomes: LIT 3-14a/4-14a
When working beyond the classroom, take increased
responsibility for their own learning and encourage
learning and confidence of others.
Present their findings in an appropriate way. e.g. pie
chart etc
Use a scientific calculator for biodiversity calculations.
Related experiences and outcomes HWB 3-01a,
HWB 3-11a
Related experiences and outcomes MNU 3-20a and 307a
*These learning opportunities are further exemplified and broken down into the learning, skills developed and possible evidence on pages 5, 6 and 7.
www.educationscotland.gov.uk/studyingscotland
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Studying Scotland through Science - Loch Lomond learner journey
Third level - Focus on Science
Learning Journey
Overview of learning in lead curriculum area
Possible prior experiences
Some learners have visited Loch
Lomond.
All learners will have experience
of maps.
All learners will have experience
of researching.
Possible learning
opportunities
Skills for learning, life and
work
Possible evidence
Glacial activity
Communication (written and in a
data medium)
Observation of work
Solving problems
Annotated photographs
Formation of rocks, soil and
minerals
Biodiversity
Analysing
Landscape stimuli
Scientific reports
Using the scientific calculator
Research
Most learners will have an
understanding of the impact of
weathering.
Taking responsibility for own
learning
Most learners will have
experience of using spreadsheets
and creating pie charts.
www.educationscotland.gov.uk/studyingscotland
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Studying Scotland through Science - Loch Lomond learner journey
Third level - Focus on Science
Learning Journey
Learning opportunity A: Exploring the local environment using maps
Trigger for learning
Resources
Learners want to explore the reading of maps further.
Loch Lomond and the Trossachs National Park – Interactive map
http://www.lochlomond-trossachs.org/interactive-map.html
Learning opportunities
Skills
Learners explore their local environment making connections with
what they see and what they read from the map.
Researching
Communicating
Taking responsibility for learning
Learning
Symbols that relate to glacial formation on a map
Possible evidence
The physical features of glacial formation.
Photographs, log book of their experiences and findings, annotated
maps.
www.educationscotland.gov.uk/studyingscotland
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Studying Scotland through Science - Loch Lomond learner journey
Third level - Focus on Science
Learning Journey
Learning opportunity B: Sampling biotic and abiotic factors
Resources
Trigger for learning
Glow Science videos
http://www.glowscience.org.uk/mindmap/#!/earth_science/weather
http://www.glowscience.org.uk/mindmap/#!/biology
One learner asked what effect the rain had on the loch and natural
habitat.
Skills
Learning opportunities
Solving problems
Learners carry out practical activities to sample biotic (living factors)
and abiotic (non-living factors) which effect the distribution of
organisms.
Planning and organising
Taking responsibility for learning
Learning
Vocab: Biotic, Abiotic, biodiversity.
Possible evidence
Sampling from local environment
Observation of work, evidence of samples and annotation of these
samples, scientific reports, annotated photographs.
Chemical reactions e.g. Why things have happened?
www.educationscotland.gov.uk/studyingscotland
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Studying Scotland through Science - Loch Lomond learner journey
Third level - Focus on Science
Learning Journey
Learning opportunity C: Analysing scientific reports
Trigger for learning
Resources
Learners want to explore scientific texts further to enhance their
understanding of Loch Lomond.
In Glow there are many golden rule documents about scientific
reports (reading and writing,) follow the link below to see a list of
these links
https://search.glowscotland.org.uk/results.aspx?k=scientific%20rep
orts
Learning opportunities
Skills
Learners read scientific reports, discuss, make notes exploring the
conventions of the text and drawing conclusions.
Analysing
Communicating
Learning
Presenting
Analysing scientific reports
Draw conclusions from a scientific report.
Possible evidence
Notes, oral presentation of conclusions, discussion observations
www.educationscotland.gov.uk/studyingscotland
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