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 .
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2 Teacher Guidelines The following guidelines are designed to be used with the accompanying Stop the Spread PowerPoint. Beginning with an introduction and starter activities and then taking you through the main challenge: pupils will first design and build a model handwashing device, and then produce supporting educational materials suitable for primary school children in Kenya. By working in small teams to complete the challenge pupils can work towards achieving a CREST Discovery Award, and then enter the Youth Grand Challenges competition. INTRODUCTION AND STARTER ACTIVITIES • Slides 1 - 2 – Talk about different illnesses, how some occur more in some countries than others, see if pupils have ideas about this. • Slide 3 – In pairs, ask pupils to make a list of any diseases/illnesses they know about and to divide them into infectious (e.g. malaria, AIDs, flu, glandular fever) and non-infectious (e.g. cancer, diabetes, scurvy, muscular dystrophy). Explain that in their challenge they will be focusing on infectious diseases. • Slide 4 – Ask pupils to think about the different ways infectious diseases spread. Show the slide to see how many they identified. • Slide 5 – Explain that this challenge will focus on diseases that are spread by human contact. Run one or both starter activities, demonstrating how diseases are spread and how handwashing may or may not help reduce that spread. (see separate sheet for instructions) NB. These activities work best in larger groups. • Slide 6 – Find out if pupils already know about the global goals, discuss. • Slide 7 - Watch the video and ask pupils to look at the case study to help pupils understand what is already being done to help ‘stop the spread’. This will help with the communication part of their challenge later. MAIN CHALLENGE • Slide 8 – Introduce the details of the challenge. Emphasize that the second part, which is about research and communication, is as important as building the model. • Slide 9 – Explain that after the challenge groups will present to the rest of the class for peer-to-peer assessment according to certain criteria. Hand out Evaluating the Work of Others worksheet and again emphasise the model is only part of the challenge. • Slide 10 – If pupils are working towards a CREST Discovery Award make sure they have a Discovery passport and fill it in as they go along. • Slide 11 - 12 – You may like to leave this slide up as a prompt for pupils when carrying out the challenge. • Divide the pupils into groups of 3-5. • Explain the challenge, hand out the ‘Drop by Drop’ student pack to each pupil and allow time to ask questions. Remind them that as well as producing a model of a hand washing device they will be designing education material for primary pupils and presenting their work to the rest of the class. The test for the model will be pouring 250 ml of water onto the model and then demonstrating how it would be used to wash hands.
MAIN CHALLENGE cont. • Encourage pupils to think of a name for their team and decide on roles. Product Designer; Engineer; Finance manager; Science Researcher and Science Communicator are suggestions and all STEM careers. In smaller teams pupils can have more than one role. N.B. encourage a mix of roles for both genders. • Allow pupils time to develop their designs before they start building their hand washing models. Encourage them to annotate their designs and think about their budget. We have suggested pupils can choose any material themselves and have a budget of 125 credits. You may want to provide a ‘starter kit’ with a pulley, some string and some K’NEX pieces for say 85 credits to save time in a large group, and to encourage them to use a pulley in their design. • Once they have something on paper allow pupils to start building their models. At the same time other members of the group can start their research into infectious diseases and the importance of hand washing needed for the education materials. Tip - If a group is struggling rather that making suggestions just hand them a useful resource. • About 20 mins before the end of the time allowed for model making stop the class and say that you have just found out that the charity Practical Action are working on a project and have just received some Government funding that they want to put into helping their community in Kenya. They have seen the work the pupils are doing and are so impressed they are going to give them an extra 25 credits to use. • Allow pupils time to focus on preparing their presentation. Encourage them to look at the criteria on the Evaluating the Work of Others sheet. • Ask each group to present their model, test it in front of the class and show their education materials for the primary children. Ask pupils for feedback on other groups’ work. Offering constructive feedback on the work of others should be seen as an important part of the reflective process. • Encourage ‘trading’ between groups. Once materials have been purchased they cannot be put back but can be traded.