Crest awards project_Bee-o-diversity

Bee-o-diversity
CREST awards: A guide to completing the project

CHAPTER 1 - INTRODUCTION TO THE CREST AWARDS
1
CREST awards

CHAPTER 1, SECTION 1 - WHAT ARE THE CREST AWARDS?
Why do the CREST awards?
1.You get a qualification
certificate.
2.You learn lots of good new
scientific skills!
3.You have lots of fun!
Project Aims:
The goal of the CREST award is to develop Science
research, investigation and communication skills.
What are the Crest awards?
• The CREST awards are a
national qualification run by the
British Science Association
(BSA).
• They involve you doing a full
scientific investigation!!
• For the Bronze award you will
spend 10 hours working on the
project.
Image 1.1 Crest awards are run by the British Science Association (BSA)
Did you know that? Over 30,000 young people across Britain have achieved
a CREST Award in the last year alone.
What are the CREST awards?
2

How will I be marked?
3
Ongoing teacher observations, student (video) log book (on Showbie) and
end of project presentations.
Success Criteria: CREST Award level overview
w - CREST Awards PROJECT REQUIREMENTS

CHAPTER 2 - RESEARCHING A TOPIC AND CREATING A HYPOTHESIS
4
What is Bee-o-diversity?

CHAPTER 2, SECTION 1 - WHAT ARE WE INVESTIGATING?
Key tasks & activities
1.Put yourselves into groups of
four.
2.Create an i-movie to show how
biodiversity can change.
3.Create a research question.
4.Create a prediction and
hypothesis.
Learning objectives
• State the goal of the CREST
awards.
• Describe what your Bee-o-
diversity project is investigating.
• Explain what you think will be
the result of your CREST project.
5
Make sure that you think about the task, then look for support on the
i-book, then ask your group before asking the teacher (boss).
Gallery 2.1 Important group/ project rules and roles!

CHAPTER 2, SECTION 2 -WHAT ARE WE INVESTIGATING?
Thinking point: What do all these images have in common?
Gallery 2.2 What is biodiversity?
2.Research the deﬁnition
for biodiversity and
give an example.
Using the image gallery
on the right create a
deﬁnition for
biodiversity.
Record this on a
pages document
and upload to
Showbie®
.
2. What is Biodiversity?
6

3.Create an i-movie
trailer to show how
biodiversity can change.
Using the websites on
the right research what
things can effect the
biodiversity of an area.
Export to your
camera roll and
upload to
Showbie®
.
Support: link
3. What is Biodiversity? - Research
7
Links to useful websites:
www.instagrok.com (also available as an app).
http://simple.wikipedia.org/wiki/
Main_Page
http://www.bbc.co.uk/bitesize/
ks3/science/
organisms_behaviour_health/
food_chains/revision/8/

8
Example factors that effect an organisms distribution in an ecosystem:
Bee Diseases
Competition for food Availability of pollen
Interactive 2.1 Click on the image to see all the different factors that can af-
fect the bumble bee population.
1 2 3
CHAPTER 2

9
Example factors that effect an organisms distribution in an ecosystem:
Interactive 2.2 Deforestation of the Amazon Rainforest.
Thinking point: What is causing there to be less trees and less organisms?
CHAPTER 2

10
Review 2.1 What is biodiversity?
Check Answer
Question 1 of 3
What does the start of the word (preﬁx) ‘bio’ refer to?
A. Non-living things.
B. Large objects.
C. Living things.
D. Non-living and living things.
CHAPTER 2

Image 2.1 Group work and brain storming.
Try to come up with as many ideas as possible. Every-
one needs to be involved!
4.Create a research
question.
In your groups
brainstorm possible
factors that could affect
the biodiversity of the
great lines area of
Gillingham.
Write down all ideas, but
do not evaluate which
ones are ‘good’ or ‘bad’
yet.
4. What are we going to research?
11

Narrowing your focus: valid and measurable
12
From your brainstorm,
cross off all the factors
that are not valid or
easily measurable.
Complete the quiz on
the right to help you
decide.
Review 2.2 Valid and Measurable?
Check Answer
Question 1 of 3
Does measuring air pollution need special equipment?
A. Yes
B. no
CHAPTER 2

13
Using your mind map /
brainstorm create a
research question.
Your research question
will include an
independent variable
(cause) and a dependent
variable (effect).
Upload this to
Showbie®
.
Research question creation
CHAPTER 2

14
Possible research questions
•“Does the sunny side of the pond / school quad support a
greater variety of wildlife than the shaded side?”
•“Has the pond school quad built by the builders achieved its
aim of attracting and supporting a wide range of wildlife?”
•“An extension to the school building is being planned and the
completed new classrooms will restrict the amount of sunlight
getting to the pond. What will be the impact on the pond’s wild
life?”
•“Is the number of plant species lower inside the school
playground than on the great lines?”
You may want to choose one of the above research questions
CHAPTER 2

4.Create a prediction and hypothesis.
Prediction vs. Hypothesis:
Research the differences between
the above two statements. (see
right)
Using the deﬁnitions and your
research question create your
prediction and hypothesis. Upload
this to Showbie®
.
What are we going to research?
15
Use the above guide to help you create your prediction and
hypothesis.
Interactive 2.3 Guide to writing a prediction and hypothesis.

CHAPTER 3 - CREATING AND TRIALLING A METHOD
16
How can I investigate Bee-o-diversity?

1.Tour the research area and think
about how you might use the
equipment.
2.Create/ use a method to get
some test results.
3.Think about how you can improve
your method.
Learning objectives
• Trial a provided method
• Create your own method
• Evaluate the strengths and
weaknesses of your method.
17
Image 3.1 Sampling the environment.
You need to come up with a method for
investigating your research question!

SECTION 2 -WHAT ARE WE INVESTIGATING?
1.Tour the research area
and think about how
you might use the
equipment.
Using the interactive
globe on the right, list all
the different types of
habitat in pages.
Upload this ﬁle to
Showbie®
.
Where am I going to do my experiment?
18
Thinking point: How many of these do you think will be in
our local school environment?
Interactive 3.1 The model shows the different types of habitat
that the world has.

19
1.Tour the research area
and think about how you
might use the equipment.
Using the interactive map on
the right list down all the
different types of habitat
that we do have in our
school environment.
When this is done tell your
teacher and get ready to
head outside!
1. Surveying the research area
Interactive 3.2 Environmental habitat for viewing.
These are the main areas that we will be investigating.

2.Create/ use a method to get some
test results.
Write down a list of equipment that
you need to use on pages.
Add a diagram of how the equipment
will be used.
Video yourself using the equipment.
Write down a step by step guide to how
you will do your experiment on keynote.
- Upload to showbie.
20

21
2. Equipment list : Support
Use the following to help jog your memory of what equipment we need.
Interactive 3.3 Equipment that you might use.
Rub the image with your finger to reveal the equipment that you might need.

22
2. Equipment Diagram
Use the space below to sketch your equipment diagram.
Interactive 3.4 Blank page for diagram sketching
Use your equipment list to and video to help you draw an equipment diagram. Remember to in-
clude labels.

23
2. Method instructions
Using pages make a step by step
method.
Upload this step by step method to
Showbie.
Thinking Points:
How big an area are you going to
investigate?
How are you going to use the
equipment?
Are you going to sample the whole
area?
How are you going to make sure that your sample gives a true guess of the
total number of organisms in your research area?
Figure 3.1 Sampling area
You need to pick an area from the school grounds to in-
vestigate

24
2. Method instructions - Support
Use the drawing board below to help brainstorm ideas:
Interactive 3.5 Blank page for brainstorming
Try to answer the questions on the previous page!

2. What makes a good method?
25
Complete the method review questions to make sure that your method has all the
right parts.
Once you have ﬁnished the quiz upload your step by step method onto showbie.
Interactive 3.6 Method Quiz.
Log into the Bookry room and answer the questions.

26
2. Carry out your method
Once you have completed all the tasks (see below) tell your Teacher.
Get ready to head outside!
Interactive 3.7 Practical check list
Make sure that this check list is complete before you head outside!

3.Think about how you can
improve your method
As you carry out the practical
test run make sure that you
write down all the things that
you found tricky - use pages.
Also you should be videoing what
you are doing using your iPad.
These things you will use later
to help you improve your method.
27
Figure 3.2 Improving your methods
Improving your experimental technique and skills is a
key part of being a good scientist!!!

CHAPTER 4 -COMPLETING A METHOD AND RECORDING RESULTS
28
How can I measure Bee-o-diversity?

CHAPTER 4, SECTION 1 - HOW CAN I MEASURE BEE-O-DIVERSIT Y?
1.Create a list of recommendations for how
you could get more accurate, reliable and
valid results.
2.Make an explain everything that shows
how to record your results correctly.
3.Carry out your practical and record your
results.
Learning objectives
• Describe how you could improve your
method.
• Explain how you could record your results
in a suitable way.
• Create a results table and record your
results accurately.
How can I measure Bee-o-diversity?
29
Figure 4.1 Recording results is a key part of an investiga-
tion.
Thinking point: How are you going to show
your results?

1.Create a list of
recommendations for how you
could get more accurate,
reliable and valid results.
Use the activity on the right to
help you understand the ideas
of reliability and accuracy.
Upload a labelled image to
Showbie, that demonstrates the
differences between accuracy
and reliability.
Support - Next page
30
Interactive 4.1 Target Practice - Accurate and reliable results
You only have 12 seconds to make your shots (results) accu-
rate and reliable!

31
1. Accuracy vs. Reliability
Support - Use the below hidden image to help you complete your task.
Interactive 4.2 This image reveal should help you understand the difference between accurate and reliable re-
sults.
Rub off the orange colour to show the diagram (start at the top right).
CHAPTER 4

32
1. Sampling: Accuracy
Using your understanding of accuracy and reliability, how could you make
your method more accurate?
Interactive 4.3 Improving sampling accuracy
See how repeating your samples makes the daisy number estimate more accurate (close to the truth).
CHAPTER 4

33
1. Method Evaluation
Complete an explain everything to help explain what you could do in
order to improve your method. Upload to Showbie.
Key Questions to think about:
•How many measurements did
you do?
•Was this enough?
•Could you work out what all
the different animals were?
•Was your area in the right
place and over a big enough
space (area)?
Support: Link
CHAPTER 4

34
CHAPTER 4, SECTION 2
1. Method improvement recommendations
Complete an Explain Everything to help explain what you could do in order to
improve your method. Upload to Showbie.

SECTION 3 - RECORDING YOUR RESULTS
Recording your results
35
2.Make an explain everything
that shows how to record
your results correctly.
Make an explain everything to
show how you are going to
organise your results table.
Take a picture of your results
table (with labels showing how
you got the marks) with your
iPad and upload this to
Showbie.
Use this guide to help you produce a results table.
Interactive 4.4 Guide to creating a results table

36
SECTION 3 - RECORDING YOUR RESULTS
Recording your results - Support
Figure 4.2 You might want to use the below table as a guide for creating your results table.
Independent Variable Dependent Variable

SECTION 4 - CARRY OUT YOUR PRACTICAL
Collecting your results
37
2.Carry out your practical and
record your results.
When you have completed all
the required tasks (see
checklist) carry out your
practical.
Figure 4.3 Investigating the environment.
Make sure that you are clear with what you need to do.

38
Collecting your results - Checklist
Double check that you have completed all the activities.
Interactive 4.5 Ready for Practical - checklist
Complete the checklist then report to your teacher.

CHAPTER 5 - CREATING RESULTS TABLES AND GRAPHS
39
How can I show Biodiversity levels?

CHAPTER 5, SECTION 1 - HOW CAN I SHOW BEE-O-DIVERSIT Y?
1.Add labels to the blank graph.
2.Plot your data and create step by
step instructions describing what
you did.
3.Choose a relevant format and
display your data in a different
way.
Learning objectives
• State what parts are needed in a
graph.
• Describe how to plot points on a
graph.
• Create different ways of showing
results (data).
How can I show Bee-o-diversity?
40
Use the above Keynote to help you produce a graph of your results.
Interactive 5.1 Guide to drawing a graph

1.Add labels to the blank graph.
Upload to Showbie. If you have any issues,
sketch on paper and take a picture and
upload the picture to Showbie
41
‘x’ axis
‘y’ axis
Interactive 5.3 Graph check-
list
Use the checklist to tick off
when you have assigned each
label to the correct place on
the graph
y axis label
x axis label
Title
x axis units
Data points
Interactive 5.2 Drag and match
the labels to the graph
Use the app to drag the names
of each label to the correct
part of the graph and see if
you’re correct.
y axis units
Independent variable
Dependent variable
Labeling your axis

What is Biodiversity?
42
Spot the mistake/s. Identify what is wrong and why? How can it be corrected?
Independentvariable
Dependent variable
‘x’ axis
‘y’ axis
yaxislabel
x axis label
Title
x axis units
Data points
yaxisunits
CHAPTER 5

2.Plot your data on paper and
create step by step
instructions describing what
you did.
Take a picture of
your graph and
upload to Showbie.
Plotting your data
43
Describe each of the steps for making your
graph on pages and upload to Showbie

3.Choose a relevant format
and display your data in a
different way.
Choose from one of the
types of formats in the
gallery on the right.
Using your results put the
data into that type of format,
using one of the apps on the
next page, or sketching it
accurately.
Displaying your results differently
44
Bar Chart
Gallery 5.1 Different types of graphs/ charts

45
Displaying your results differently
Using the poster that you have been given attach the different coloured spots to
illustrate the areas from your research with the greatest biodiversity.
Figure 5.1 Tracking the biodiversity of the great lines.
Thinking point: Which ares are the most biodiverse?
CHAPTER 5

4. Use the ‘Numbers’ or
‘iChartMaker’ app to create
your graph.
After deciding the graph you
would like to use, start
inputting your data to create
a new graph/ chart.
Upload your work to
Showbie.
Digital graph making
46

CHAPTER 6 - ANALYSING OUR RESULTS
47
What is the Bee-o-diversity like in ourWhat is the Bee-o-diversity like in our environment?

1.Write a conclusion for your
results.
2.Create a poster that describes
how the biodiversity of the local
area might have been changed
recently.
Learning objectives
• State what your results show.
• Describe any patterns in your
results.
• Explain what might have caused
the biodiversity patterns.
What is the biodiversity like in our local environment?
48
Figure 6.1 The Biodiversity of the UK
Thinking point: Which ares are the most biodi-
verse?

1.Write a conclusion for your
results.
Using the presentation
support create your
conclusion.
Once you have done this
mark your conclusion using
the presentation success
criteria.
Upload your conclusion to
Showbie.
What do your results show?
49
Challenge: Are the differences between your different results
really (significantly) different?
Interactive 6.1 Guide to writing a scientiﬁc conclusion

Why are your results this way?
50
Give scientiﬁc reasons for
why your results are the
way they are.
Use the IDEAL level
ladder to help you (see
below).
Once you have completed
this peer assess another
student’s conclusions.
The lower down the level ladder you got the hotter (more
high level) your answer)
Interactive 6.2 Conclusion - Scientiﬁc reasons
CHAPTER 6

2.Create a poster that describes
how the biodiversity of the local
area might have been changed
recently.
Using an app of your choice or A3
paper, create a poster that
summarises your research ﬁndings.
51
Thinking point: Do we agree with the above statement? If so
why?
Gallery 6.1 Biodiversity poster examples

CHAPTER 7 - COMMUNICATING RESULTS
52
How can we spread the Bee-o-diversityHow can we spread the Bee-o-diversity message?

CHAPTER 7, SECTION 1 - HOW CAN WE SPREAD THE BEE-O-DIVERSIT Y MESSAGE?
1.Create a poster that summarises
your ﬁndings.
2.Present your ﬁndings to the
audience.
3.Complete your CREST form.
Learning objectives
• State what you have found out.
• Describe what you have found
out.
• Explain how biodiversity might be
increased.
How can we spread our message of Bee-o-diversity?
53
Interactive 7.1 Amy Toole - Science is for Kids
Using the above video for inspiration try to think
about how you might present your results.

1.Create a poster that
summarises your
ﬁndings.
Use the template on the
right to help you make a
poster that shows your
experiment.
Poster Presnentation: Biodiversity
54
Use the photos that you have collected to help you complete the poster.
Interactive 7.2 Bee-diversity poster template

How can we spread the Bee-o-diversity message?
55
Use the example
biodiversity poster on
the right for
inspiration!
Figure 7.1 Example biodiversity Poster
Thinking point: How have they displayed their results?

CHAPTER 7, SECTION 3 - CREST PRESENTATION?
1.Present your ﬁndings
to an audience
Use the guidance on the
right to help you make a
presentation.
Mark each others
presentation using the
success criteria on the
next page.
CREST Presentation
56

CREST - Success Criteria
57
Presentation success criteria:
CHAPTER 7, SECTION 3 - SUCCESS CRITERIA
CONTENT DETAILS MARKS
Introduction
Overview of the project and research title
mentioned. Importance of biodiversity
mentioned.
1-3
Methods Method described. 1-3
Results and
Conclusion
Results are described and conclusions about
the local biodiversity are mentioned. Reasons
for differences are explained.
1-5

CHAPTER 8 - EVALUATION OF THE CREST PROJECT
58
Did we measure the Bee-o-diversityDid we measure the Bee-o-diversity correctly?

CHAPTER 8, SECTION 1 - DID WE MEASURE BIODIVERSIT Y CORRECTLY
1.Create a table that shows the
strengths and weaknesses of
your project.
2.Complete the evaluation
survey.
3.Make a keynote that explains
what you would do next time.
Learning objectives
• State the strengths and
weaknesses of your project.
• Describe the strengths and
weaknesses of your project.
• Evaluate what you could do to
improve.
Did we measure Bee-o-diversity correctly?
59
Figure 8.1 Identifying strengths and weaknesses
Make sure that you are clear with what you need to do.

60
CHAPTER 7, SECTION 1 - WHAT WAS INCLUDED IN OUT INVESTIGATION?
What did we cover?
Create a list of the main stages of our investigation.

CHAPTER 8, SECTION 2 -IDENTIF Y ING YOUR STRENGTHS AND WEAKNESSES?
1.Create a table that
highlights the strengths
and weaknesses of your
project.
Brainstorm as many ideas
as you can!
Use the project success
criteria (click here).
Stengths and Weaknesses
61
Figure 8.2 Identifying strengths and weaknesses
Identifying strengths and weakness help you to improve!.

CHAPTER 8, SECTION 3 - PROJECT EVALUATION
2.Complete the evaluation
survey.
Completing your evaluation
survey will help you identify
areas for improvement next
time.
Find the survey here.
Evaluation Survey
62
Figure 8.3 Simple survey example
Make sure that you complete all the different sections!

3.Make a keynote that
explains what you
would do next time.
Write a guide to a year
7 student about
common mistakes to
avoid.
For example: Forgetting
to measure out your
sampling area.
Investigation Improvements
63
Figure 8.4 Advice to a young scientist
Thinking point: What would you do differently next time?

Accuracy
How close a measurement is to the ‘true value’. Accuracy can be effected by the equip-
ment that is used to measure the variable and who does the measuring.
Related Glossary Terms
Index
Reliable
Find Term

Biodiversity
Biodiversity refers to the variety of life. It is seen in the number of species in an ecosys-
tem or on the entire Earth.
Index
Ecosystem
Find Term

CREST awards
The British Science Association's range of science, technology, engineering and maths
(STEM) enrichment activities aim to inspire and engage 5-19 year olds.
Index
Drag related terms here
Find Term

Distribution
How organisms are spread out in an ecosystem or habitat.
Index
Find Term

Ecosystem
An ecosystem is made up of all living and non-living things in a given area that interact
with one another. For example a rainforest ecosystem contains many different plants and
animals.
Index
Biodiversity
Find Term

Hypothesis
A Scientiﬁc hypothesis describes the result of an investigation and the scientiﬁc reason-
ing behind the predicted result.
For example: “I think that there will be a greater biodiversity of animals in an area
where humans have not done any landscaping. I think this because during the process of
landscaping food chains could be altered by killing too many of one species” Also during
the landscaping process pesticides might be used which kill small important insects.”
Index
Prediction
Find Term

Method
The series of steps that you have to do to complete a scientiﬁc investigation. It normally
includes a list of equipment, a diagram and a list of steps.
Index
Find Term

Prediction
A Scientiﬁc prediction describes what you think the result of an experiment will be.
For example: “I think that if I make the boat have more mass it will sink more quickly”
Index
Hypothesis
Find Term

Reliable
This means that if you do the experiment again then you will get the same results.
For example: measuring the height of a building 10 times and getting the same each
time.
Index
Accuracy
Find Term

Research
A process where you ﬁnd out new information. This can be through looking up facts on
the internet, in books or by doing a scientiﬁc investigation.
Index
Find Term

Species
The type of animal. For example a horse is an example of a species.
Index
Find Term

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