Typically completed by 10-14 year olds, students work collaboratively on a five hour project or challenge in self-managed groups. During the project, they use a CREST Discovery passport to record and reflect on their work. Afterwards, students communicate their findings as a group presentation.
Each pack provides teaching guides, kit lists, example timetables and suggested starter activities to help you run your day. Find out more about CREST Discovery Awards.
There are more CREST approved resources that have been developed by our partners and providers specific to your region.
Introduction Discuss: what do creativity and collaboration mean? Lots of us are both creative and collaborative every day, but what do these words really mean? Using an A3 piece of paper write down what creativity and collaboration mean to you. There are some questions below to get you started: Creativity: • Does an idea have to be new to be creative? • Is looking at things from a different angle creative? • Does being creative need to involve solving a problem? Collaboration: • Does teamwork equal collaboration? • Does everyone involved need to have an equal role? • Why do people collaborate? What benefits does working collaboratively have? • Would you rather collaborate with someone that has the same knowledge and skills as you, or different knowledge and skills? Why? 6
Workshop 1 Draw a Scientist Growing up, you will learn and develop lots of new skills. While some jobs, like a bus driver and a dentist, are very different to each other, you will find that many of the skills needed are the same. In this activity you will explore the skills and creativity in STEM. Instructions 1. Look at the job profiles of the different professionals involved in UNBOXED on the next two pages. 2. In the middle of your paper, draw a scientist. Be as creative as you want! Remember, all scientists look different and do different jobs. 3. Next, think about what skills your scientist needs to do their job. Write these around your drawing. Try to think of as many skills as possible. 4. Now think about an artist. What skills do they need? Put a tick by the skills you think an artist also has. 5. Hopefully you have listed creativity for both scientists and artists, as well as lots of other skills. 6. In a different coloured pen/pencil, put another tick by the skills that you have. 7. Share your pictures with the rest of the class. Are there any similarities between your drawings? Why do you think this is? Would you draw a ‘scientist’ differently in the future? Class discussion • Why is it important that people with different skills work together? • Can you think of a time you have worked with people with different skills? 7
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