Primary challenges (ages 5-11)

Typically completed by 5-11 year olds, CREST Star and SuperStar challenges relate to everyday experiences. Children complete eight activities to gain a CREST Award, with each activity taking between 45 minutes and one hour to complete.

The activities are designed to be easy-to-run and low-cost. You don’t need to be a teacher, have a science background or have access to specialist equipment to run them. The packs contain helpful hints and tips for you to use, explaining the scientific themes and offering guidance on conversation topics for your children.

There are more CREST approved resources that have been developed by our partners and providers specific to your region.

To browse the packs, click the buttons below or scroll down.

5 years ago

All SuperStar challenges

  • Text
  • Handson
  • Stem
  • Challenges
  • Discussion
  • Explore
  • Create
  • Experiment
  • Investigate
  • Toothpaste
  • Materials
  • Glue
  • Tomato
  • Yoghurt
  • Superstar
The activities in this pack have been selected from our library of CREST SuperStar challenges. Children need to complete eight challenges to achieve a CREST SuperStar Award. If you want, you can mix and match challenges from different packs, as long as children complete eight SuperStar challenges. This resource is published under an Attribution - non-commercial - no derivatives 4.0 International creative commons licence (

Yummy Yoghurt Makers

Yummy Yoghurt Makers Organiser’s Card About the activity This activity is designed to get children thinking about reversible and irreversible reactions. The children have been sent an email by Mita Gabbar on behalf of Practical Action, who help farmers turn milk into yoghurt in rural Bangladesh in order to make the most money. Can the students help to find the most delicious flavour? Through this activity you will support your group to: • Make different varieties of yoghurt • Conduct a taste test scientifically • Record and present their results to the group • Think about the lives of those living in a developing country` Kit list • Different types of milk (full fat cow’s milk, skimmed and/or semi-skimmed cow’s milk, goat’s milk, sheep’s milk, soya milk, almond milk, etc). • Flasks • Saucepans • Cooker, hot plate or some other source of heat • Large spoons for stirring • Small spoons for tasting • Yoghurt (make sure it is ‘live’ yoghurt) • Dried milk powder (if using) • Ready-made yoghurt samples, prepared the day before • Blindfolds made from pieces of fabric • Thermometer • Selection of finely chopped or pureed fruit What to do 1. Prepare a selection of yoghurt samples the day before this activity so that children can test them. Remember to use a variety of milks. 2. Introduce the activity using the email from Mita. Children may be surprised that in other countries children don’t always go to school. Tell them how people around the world are trying to change this as one of the Global Goals. For information go to 3. Give out activity cards and equipment to the children. 4. Encourage children to discuss their ideas and how they will use the resources to carry out their investigations. 5. Encourage the children to predict the type of yoghurt the different milks will make. Will the yoghurt be thick, runny, sweet or sour?

6. Help the children to make their own batches of yoghurt using different ingredients. Make sure you have a ready-made yoghurt sample for each of the types of milk the children will be using to make their own yoghurt. 7. Support children to conduct their investigation and make their own records of their results. Allow the children to do blind taste tests of the ready-made yoghurt samples. Can they guess which milk was used to make each yoghurt sample? Were their predictions right? Children can vote for their favourite yoghurt. Can they make it even tastier by adding chopped or pureed fruit? 8. Ask the children to present their findings to the rest of the group, they can be as creative in their presentation as they want e.g. they could make a pictogram of each person’s vote to show which yoghurt was the most popular. They could write to Mita to tell her what they found out about making yoghurt and to share their recipes. Things to think about To make 500ml of yoghurt you will need 500ml of any milk and 3 tablespoons of fresh, live, plain yoghurt. Using 25g of dried milk powder for every 500ml of milk will help your yoghurt set. Some types of milk take longer to set. Heat the milk in a saucepan. When the milk reaches 46°C take it off the heat and stir in the yoghurt. The temperature of the milk is important. Help the children measure the temperature of the milk carefully. Pour the mixture into a flask and leave overnight. In the morning it should have thickened and turned into yoghurt. Making yoghurt is an irreversible reaction. Once the bacteria have fermented the milk you cannot turn it back into milk. This activity it a good opportunity to think about which reactions they know that are reversible, for example turning water into ice. Keywords • Yoghurt • Cultures • Fermentation • Reactions Watch out! Emphasise washing hands and keeping work spaces and equipment clean when preparing food. Ensure adult supervision when children make the yoghurt. Check for any food allergies. Find out more In developing countries like Bangladesh, education is especially important. However, with no national provision, families have to pay to send their children to school. Making and selling yoghurt is one way that families can generate an income for school fees. To help pupils find out more about the lives of children in Bangladesh take a look at some of Practical Action’s other activities for Primary including the Floating Garden Challenge, an investigation into growing food in areas of Bangladesh prone to flooding. British Science Association Registered Charity No. 212479 and SC039236

  • Page 1 and 2:

    Challenges collection Suitable for

  • Page 3 and 4:

    Contents Activity Page A hole in my

  • Page 6 and 7:

    A Hole in my Bucket Organiser’s C

  • Page 8 and 9:

    A Hole in my Bucket Activity Card D

  • Page 10 and 11:

    A Special New Tree Organiser’s Ca

  • Page 12 and 13:

    A Special New Tree Activity Card De

  • Page 14 and 15:

    A Sticky Problem Organiser’s Card

  • Page 16 and 17:

    A Sticky Problem Activity Card Dear

  • Page 18:

    Test your ideas You may want to rec

  • Page 21 and 22:

    What to do 1. Introduce the activit

  • Page 23 and 24:

    Figure 1 Figure 2 Figure 3 Tape Ela

  • Page 25 and 26:

    Discuss Children may need to be sho

  • Page 27 and 28:

    Getting started How will you test y

  • Page 29 and 30:

    5. Now give each group 5 sheets of

  • Page 31 and 32:

    Test your ideas Test it with weight

  • Page 33 and 34:

    Things to think about Birds often w

  • Page 35 and 36:

    Getting started What materials can

  • Page 37 and 38:

    Things to think about It is possibl

  • Page 39 and 40:

    Getting started Where will you look

  • Page 41 and 42:

    Bumblebee Mystery Pollinator 1 1 2

  • Page 44 and 45:

    Buy Them Try Them Organiser’s Car

  • Page 46 and 47:

    Buy Them Try Them Activity Card To:

  • Page 48 and 49:

    Camouflaged Creatures Organiser’s

  • Page 50 and 51:

    Camouflaged Creatures Activity Card

  • Page 52 and 53:

    Cheesy Challenge Organiser’s Card

  • Page 54 and 55:

    Cheesy Challenge Activity Card Cosm

  • Page 56 and 57:

    Colorado Brown Stain Organiser’s

  • Page 58 and 59:

    Colorado Brown Stain Activity Card

  • Page 60 and 61:

    Crafty Rafts Organiser’s Card Abo

  • Page 62 and 63:

    Crafty Rafts Activity Card NEWS CRA

  • Page 64 and 65:

    Disappearing Dinosaurs Organiser’

  • Page 66 and 67:

    Disappearing Dinosaurs Activity Car

  • Page 68 and 69:

    Discus Dilemma Organiser’s Card A

  • Page 70 and 71:

    Discus Dilemma Activity Card Mr Cle

  • Page 72 and 73:

    Drifting Dandelions Organiser’s C

  • Page 74 and 75:

    Drifting Dandelions Help our Raveno

  • Page 76 and 77:

    Fantastic Fingerprints Organiser’

  • Page 78 and 79:

    Fantastic Fingerprints Activity Car

  • Page 80 and 81:

    Fossil Folly Organiser’s Card Abo

  • Page 82 and 83:

    Fossil Folly Activity Card A box of

  • Page 84 and 85:

    Uncle Astro Get Set Jellies Organis

  • Page 86 and 87:

    Get Set Jellies Activity Card Uncle

  • Page 88 and 89:

    Goodbye Old Tree Organiser’s Card

  • Page 90 and 91:

    Goodbye Old Tree Activity Card NEWS

  • Page 92 and 93:

    Hoodie Hearing Organiser’s Card A

  • Page 94 and 95:

    Hoodie Hearing Activity Card Headte

  • Page 96 and 97:

    How Do You Drink Yours? Organiser

  • Page 98 and 99:

    How Do You Drink Yours? Tea rituals

  • Page 100:

    Share your ideas Do most people dri

  • Page 103 and 104:

    What to do 1. In advance prepare th

  • Page 105 and 106:

    NVESTIGATING INK Discuss What ways

  • Page 107 and 108:

    Things to think about Encourage the

  • Page 109 and 110:

    Getting started Think about how oth

  • Page 111 and 112:

    Things to think about The cups and

  • Page 113 and 114:

    Getting started Some of your fellow

  • Page 115 and 116:

    CALAMITY What to do 1. Read the ACT

  • Page 117 and 118:

    Getting started A kite is made up o

  • Page 119 and 120:

    What to do MAKING TOOTHPASTE 1. Rea

  • Page 121 and 122:

    Your challenge Bright Smile Toothpa

  • Page 124 and 125:


  • Page 126 and 127:

    Outdoor Gym R GYM Activity Card You

  • Page 128:

    Test your ideas Which parts of the

  • Page 131 and 132:

    Things to think about In this activ

  • Page 133 and 134:

    Discuss Can you think of any intere

  • Page 136 and 137:

    Playground Games PLAYGROUND GAMES O

  • Page 138 and 139:

    Playground Games PLAYGROUND GAMES A

  • Page 140 and 141:

    Polymer Problem Organiser’s Card

  • Page 142 and 143:

    Polymer Problem Activity Card To: Y

  • Page 144 and 145:

    Protecting Polymers Organiser’s C

  • Page 146 and 147:

    Protecting Polymers Activity Card Y

  • Page 148 and 149:

    ACING ROCKETS Racing Rockets Organi

  • Page 150:

    Keywords • Aerodynamics • Fligh

  • Page 153 and 154:

    Discuss Are all rockets the same sh

  • Page 155 and 156:

    What to do 1. Read the ACTIVITY CAR

  • Page 158 and 159:

    RECYCLE REUSE Recycle Reuse Activit

  • Page 160 and 161:

    Spinning Solutions Organiser’s Ca

  • Page 162 and 163:

    Spinning Solutions Activity Card Ri

  • Page 164 and 165:

    Super Spinners Organiser’s Card A

  • Page 166:

    SUPER SPINNERS Take it further In t

  • Page 169 and 170: Getting started SUPER SPINNERS You
  • Page 171 and 172: Things to think about Many of the p
  • Page 173 and 174: Getting started Here is what Frank
  • Page 176 and 177: Testing and Comparing Tea Organiser
  • Page 178 and 179: Testing and Comparing Tea Activity
  • Page 180 and 181: Tomato Sauce Organiser’s Card TOM
  • Page 182: Keywords • Sauce • Viscosity SA
  • Page 185 and 186: Discuss TOMATO SAUCE How thick do y
  • Page 187 and 188: Things to think about Some trees wi
  • Page 189 and 190: Getting started Some fellow investi
  • Page 191 and 192: What to do 1. Read the ACTIVITY CAR
  • Page 194 and 195: TUMBLING TOAST Tumbling Toast TUMBL
  • Page 196 and 197: Under Your Feet Organiser’s Card
  • Page 198: Take it further There is a wide ran
  • Page 201 and 202: Getting started Cut a big foot shap
  • Page 203 and 204: Things to think about Scientists ar
  • Page 205 and 206: Getting started You could start by
  • Page 208 and 209: Windy Ways Organiser’s Card About
  • Page 210 and 211: Windy ways Activity Card NEWS NEWS
  • Page 212 and 213: Worm Charming Organiser’s Card Ab
  • Page 214: Keywords • Nature • Vibration
  • Page 217: WORM CHARMING Getting started Make
  • Page 221 and 222: Getting started Before you start wa

Star level

Collections of one hour challenges recommended for children aged 5-7 years that relate to children’s everyday experiences. Find out more about this level and how to gain a CREST Award on the CREST Star page.

Back to top

SuperStar level

Collections of one hour challenges recommended for children aged 7-11 years that realate to broader situations that children are likely to have come across. Find out more about this level and how to gain a CREST Award on the CREST SuperStar page.

Back to top

Managed by:

Supported by:

British Science Association

Wellcome Wolfson Building,
165 Queen's Gate

© 2018 British Science Association