Typically completed by 10-14 year olds (Key Stages 2 and 3), students work collaboratively on a five hour project or challenge in self-managed groups. They record and reflect on their work during the project, using a CREST Discovery passport, and communicate their findings as a group presentation.
Each pack below provides teaching guides, kit lists, example timetables and suggested starter activities to help you run your day. Find out more about this level on the Discovery page .
There are many more CREST resources which have been developed by our partners and by providers in your region. Click here for links to CREST accredited resources developed by partner organisations, CREST accredited schemes and education providers who can deliver CREST accredited activities.Click on the links or scroll to browse
Contents 1 Pupil notes: ‘Drop by Drop’ guide 2 Info Sheet: material costs 3 Worksheet: cost record sheet 4 Worksheet: designing your model 5 Worksheet: evaluating the work of others 6 Case Study: school children ‘stopped the spread’ in Kenya 7 Info Sheet: Why Sanitation Matters Managed by: Supported by:
1 Pupil notes: drop by drop guide Imagine you are charity workers working with a group of primary children in a school in Kenya to improve their general hygiene. Your task is to encourage them to wash their hands more frequently and to help them understand why this is important in reducing the spread of infectious disease in their community. Your task is in two parts: 1. Design, build and test a working model that will collect rainwater that can then be used by pupils to wash their hands when in school. 2. Produce education materials on why hand washing is important in preventing the spread of infectious diseases in a format they will find engaging and learn from. Drop 1 – Getting organised Decide on a team name. In your team decide who is going to have which role based on their strengths. Suggestions based on real STEM careers are Product Designer, Engineer, Science Researcher, Finance Manager and Science Communicator. In a small team one person may have two roles. Drop 2 – Researching Researchers in your team should lead on finding out about some of the problems caused by poor hygiene and the importance of hand washing. Drop 3 – Designing your model Work with the Product Designer in your team to draw an initial design for your model. Key points to remember are: • It must be able to both collect and dispense water • It must use water efficiently (water is a scarce resource in Kenya) • Think about how to avoid crosscontamination • You have 125 credits. It is the Finance Manager’s job to keep control! Drop 4 - Building your model The Engineer in your team should lead on building your model according to your design. Remember you can redesign as you go along to improve your device. Drop 5 – Testing and redesigning Test your model. If you can see how to improve your model then do so. Can you keep the same design but use cheaper materials? When you have a model you are happy with draw your final design. Drop 6 – Creating education materials for primary pupils This is where the Science Communicator takes the lead. Decide on a way to communicate the importance of hand washing to 8-11 year olds in a way that will encourage them to do it! Be creative, think about a game, animation. poster, leaflet, play etc. Drop 6 - Sharing your work with others Prepare to present your work to the rest of the class, imagine they are funders who might invest in your device. In your presentation, you will need to show your designs; demonstrate your model (by pouring water into it and showing how it could wash hands) and show the education materials you have produced for primary children. Look at the judging criteria to see what you will be scored on and plan your presentation accordingly. Drop 7 – Evaluating the work of others Use the sheet provided to assess the other groups and their presentations. Remember to give constructive feedback – what worked well? What could be improved?