CHARLIE’S CHALLENGE:
Teachers’ Resources
KS3
Intro to
Charlie’s e
Challeng
brates
ctory cele
a
F
e
t
la
o
oc
y
nd the Ch Throughout the stor
.
Charlie a
n
ing
o
d imaginati
e and inspir
n
v
a
ti
y
n
it
e
v
v
ti
in
a
,
e
n
r
c
f fu
et has lots o
Charlie Buck is family.
lp h
,
ideas to he
Challenge
’s
e
li
r
a
h
C
ching
lds.
, we’re laun
5-15 year o s
To celebrate wide competition for
ve invention
n
ti
o
a
ti
e
a
r
n
c
t
r
s
r
fo
fi
g
our
lookin
ember.
year we’re
fit a family m
e
n
In our first
e
b
ld
u
o
and a spark
hw
ic
n
h
o
ti
w
a
s
in
a
g
e
a
id
im
and
with
rs!
idea starts
to hear you
t
Every great
n
a
w
e
w
- and
of creativity
TEACH
RESOU ERS’
RCES
This pac
k
help tea is designed to
c
students hers inspire their
Charlie to take par t in
through ’s Challenge
a
aimed to series of activitie
through engage students s
different
subjects.
How
do you
come up
Lots of great
inventions co
me from
problems we
see around u
s every day.
Suddenly som
eone has a go
od idea, and
– they set ab
just like that
out solving th
e problem by
something ne
inventing
w.
with an
Inventio
n?
So a good w
ay to come u
pw
is to use you
r imagination ith a new invention
to try to solv
everyday pro
e an
blem.
That’s what C
harlie’s Ch
allenge is a
ll about.
rvant
to be obse
is
n
o
ti
n
e
v
ry day.
in
ng with eve
out a new
li
b
g
a
g
u
g
tr
in
s
k
e
in
r
a
y to start th rts of things people
neck?
A good wa
o
s
with a sore
t
a
p
h
u
w
e
e
k
c
a
ti
w
o
n
ofa and
and try to
ep on the s rink on the carpet?
le
s
me?
a
ll
fa
d
a
t to lunchti
ur d
e
o
g
y
Does D
n
g
e
in
v
p
e
ip
u
r
fore yo
rever d
.
Are you fo
ed lunch be
k
c
a
p
r
w invention
u
e
o
n
y
a
t
a
h
e
it
w
to
e
people
d you want might be able to solv
need to ask
t
h
ig
Do you fin
u
m
o
u
y
o
s
blems, y
problem
h their pro
These are
it
w
le
p
o
e
lues
er p
ith.
you more c
e
iv
To help oth ey might need help w
g
t
h
ig
th
eople m
about what eople, or observing p
gp
ention.
h
Interviewin
a useful inv
e
b
t
me researc
h
o
ig
s
m
o
t
d
a
h
to
w
t
as to
ht wan
d.
on, you mig
ti
a
ir
p
s
ere invente
in
w
a
y
tr
e
x
e
th
f
w
o
o
and h
For a bit
yday objects of their choice,
r
e
v
e
r
e
th
on o
ho
bject
hoose an o gh research find out w
c
n
a
c
s
il
p
u
P
then throu
n,
em, and eve
invented th the invention.
ed
what inspir
This re
sou
designe rce is
d to su
ppo
teacher
s to use rt
differen
subject
t
s and s
kills to
help pu
pils res
pon
Charl
ie’s Ch d to
alleng
through
e
using d
ifferent
skills an
d differ
ent sub
jects.
Top
g
n
i
t
n
e
v
In
Tips
Mark Champkins has put together
his top tips for inventing something new!
It can be tricky to come up with ideas and inventions but there are
some ways to get started.
Here’s my quick guide to how to go about thinking up a new Invention.
s is
hampkin
Mark Cuct designer eum’s
.
a prod Science Musin Residence”
and the er “Inventor ched on
first ev uccessfully pitceived
Mark s s’ Den and re h his
Dragon ent to launc lp pupils
investm t ideas to he hool.
produccentrate at sc
to con
Noticing:
products.
rstand about current
de
un
d
an
ot
sp
u
yo
own
How much can
e the products they
us
le
op
pe
w
ho
ch
at
Try to w
t them.
much as you can abou
as
t
ou
d
fin
to
y
tr
d
an
ial they are made of?
er
at
m
t
ha
w
ow
kn
made?
u
Would yo
e likely to have been
ar
ey
th
re
he
W
e?
ad
How they are m
improved?
used?
d could the design be
How are they being
an
e
us
to
lt
cu
ffi
di
at
t
e produc
the more likely it is th
ts
uc
od
Are people finding th
pr
t
ou
ab
”
ice
d out and “not
The more you can fin
a better, new design.
ith
w
up
e
m
co
n
ca
u
yo
before:
ings that haven’t gone
th
o
Tw
ng
ni
bi
om
C
2
sun”.
thing new under the
no
is
re
he
“T
at
th
g
exist.
There’s a sayin
of things that already
ns
tio
ria
va
e
ar
gs
in
isting things
th
Most
t by combining two ex
ou
ab
e
m
co
ns
io
nt
ve
Most new in
unexpected way.
in a different and
:
3 Staying Child-like
world
ination to look at the
ag
im
r
ou
e
us
to
y
ful.
ilit
e young is really help
Retaining the ab
er
w
e
w
n
he
w
d
di
s
all
as we
and think up new way
e
ar
in the same way
ey
th
ay
w
e
th
e
hy things ar
Try questioning w
to do things.
1
4 Tinkering:
s,
t for dreaming up idea
ea
gr
e
ar
ns
io
at
in
ag
Our im
take us so far.
idea.
but they can only
y helps to develop an
all
re
g
in
ak
m
or
g
in
aw
The process of dr
t work.
ng
how an invention migh
g
in
ch
et
sk
eck whether somethi
t
ch
ou
to
y
Tr
ul
ef
us
y
all
re
o
prototypes is als
Making models or
d imagined.
works as you ha
od problem:
5 Starting with a go
problem.
ere is usually a good
th
n,
io
nt
ve
in
t
ea
gr
y
affects many
Behind ever
k a hard problem, that
ac
cr
n
ca
or
nt
ve
in
If an
ed success.
have almost guarante
ill
w
ey
th
,
le
op
pe
able.
hieved something valu
They will have ac
od problem
go
a
solving
d
an
g
in
ck
pi
at
r
tte
l.
Getting be
ventor being successfu
in
y
an
to
l
ta
en
am
nd
is fu
GOOD
LUCK!
The
Problem
Diary
go.
ever they
r
e
h
w
m
e
note.
ok with th ey should make a
o
b
e
t
o
n
inds
a
h
t
s are the k
ould carry ounter a problem,
h
m
s
le
s
b
il
o
p
r
u
p
p
c
k,
These
For a wee ey see someone en
they saw.
e.
t
a
h
w
h
t
e
r
r
a
Challeng
sh
’s
o
t
e
s
li
il
r
Wheneve
p
a
u
h
p
rt of C
ek, ask
of the we want to solve as pa
d
n
m
e
e
h
t
At
he proble
re detail.
t
ight
o
y
m
b
m
y
d
e
in
e
h
t
t
e
c
r
s
) affe
explo
of problem
ht be again e situation.
oblems to
ig
r
p
m
2
r
o
e
(
s
e
o
r
uld cho
who we
resolve th
le
lp
p
e
o
h
e
t
p
h
Pupils sho
e
ig
h
hat m
view t
now inter their thoughts on w
ld
u
o
h
s
y
The
d get
.
t more, an
s a report
a
s
w
ie
v
r
e
to find ou
ir int
rite up the
w
ld
u
o
h
s
Pupils
It can be hard to think of a totally new idea,
but it can be easier to think of an existing idea
and then turn this into something a bit different,
making the ordinary, extraordinary.
e,
Begin with a discussion of the current Charlie’s Challeng
t be able
and brainstorm as a class what sorts of problems they migh
ers
Teach
.
to solve with a new idea. Note their ideas on the board
section.
should choose one to use as an example to use in the next
lem.
As a class, think of a story which centres around that prob
to
n
natio
Rather than make it an everyday story, use your imagi
thing that
create the most extreme version of this problem – some
ons.
cussi
makes it funny, or serious, or one that has global reper
.
Pupils should each choose another problem from the board
They should inflate the problem so it becomes really big,
and write a story that revolves around that problem.
Who is affected by the problem? And how is it resolved?
Creative
Writing
n–
ing.
ent perso
r
fe
if
d
to or draw
a
o
f
h
p
o
a
e
g
r
a
o
r
pupil an im
newspape
in
Give each om a magazine, a
m posed
le
b
o
r
p
e
fr
h
e
e of t
this can b main character.
the centr
t
a
is
r
ir
e
e
t
h
c
t
chara
tions:
This is
that their
wing ques
e
o
ll
in
g
fo
a
e
im
h
t
uld
ering
Pupils sho
nge.
r by answ
e
e
ll
t
c
a
a
h
r
a
C
h
c
t their
Charlie’s
ices abou
o
h
c
e
k
a
uld m
?
Pupils sho
heir name
What is t
nge?
are they?
he Challe
T
y
b
How old
d
e
t
c
they affe
How are
ith?
t school?
they live w a job or are they a nge?
o
d
o
h
W
r
lle
e,
they do fo
s The Cha
e challeng
h
t
What do y decide to addres
t
u
o
b
a
he
story
How do t
e a short
it
r
w
,
s
n
io
e quest
swered th pective.
n
a
e
v
a
h
y
Once the ur character’s pers
m!
he proble
yo
t
d
m
e
o
lv
fr
o
s
ld
to
they
clude how
in
o
t
r
e
b
Remem
g
n
i
t
a
e
Cr cters
Chara
•
•
•
•
•
•
s, pupils should
Working in group
s
ene which show
create a short sc
e challenge they
ge.
the nature of th
rlie’s Challen
a
h
C
m
o
fr
s
es
wish to addr
ct and how?
Who does it affe
enes.
Share back the sc
e,
rter into this scen
po
re
a
e
ac
pl
w
No
sue e scene of the is
s
reporting from th
vise their answer
o
pr
im
n
ca
rs
te
charac
estions.
to a reporter’s qu
em?
resolve the probl
rs
te
ac
ar
ch
e
th
How do
g
n
i
s
i
t
a
m
Dra
the
Challenge
Unusual
Objects
om.
the classro
d
n
u
o
r
a
y.
y objects
shion, a ke
u
new
of everyda
c
r
a
e
,
b
a
n
m
a
u
n
n
to give it a
a ba
d
–
e
e
Place a
le
n
b
y
a
e
is
n
th
ecog
ey do,
hould be r
nd when th
a
t,
c
je
b
Each one s
o
oose an
use.
need to ch
h
c
a
e
its original
s
h
il
it
p
w
Pu
o
d
ss.
a fan etc.
nothing to
n to the cla
k
o
o
ti
o
a
b
tr
s
a
,
n
ll
o
a
purpose –
d dem
stressb
a 30 secon
become a
in
n
a
t
c
c
je
e
g
b
n
o
o
A sp
ck their
present ba
their
to
enge.
il
p
u
p
ew use for
e’s Chall
n
li
r
r
e
Ask each
a
th
h
o
C
n
a
f
eo
with
at the them
ld come up
u
o
h
s
s
il
p
Now look
u
is time, p
Challenge.
th
e
s
th
p
u
s together
in
o
r
m
e
g
e
u
s
it
in
is
l
a
g
e
r
in
e
th
v
k
r
e
g
Wo
ressin
putting s
is time add
bject – eg
o
e
n
o
n
object – th
a
ore th
.
as as
k their ide
y can use m address the problem
c
e
a
b
th
t
e
n
e
m
s
ti
e
This
can pr
on to
tion.
, then they
new inventi
n
o
a
ti
m
n
r
their inven
e
v
g
fo
in
n
ti
to
ir
a
e
tr
s
th
n
reate
demo
s time to c
to camera
n
o
ti
ta
n
e
s
Give group
e
r
prepared p
before in a
RESE
Design
ils
In groups, pup
orm
st
should brain
lve
may wish to so
y
e
th
s
m
le
b
solved.
every day pro
be able to be
t
h
ig
m
y
e
th
ly, they
and how
r or individual
e
th
ge
to
g
in
vention
Work
design their in
to
t
ar
st
w
o
should n
on paper.
ld be
materials wou
at
h
w
te
o
n
at size it
Pupils should
invention, wh
ir
e
th
in
se
u
s.
best to
oves or work
m
it
w
o
h
d
should be an
arket
en do some ‘m it with
th
ld
u
o
sh
s
il
p
g
Pu
design, sharin
ir
e
th
n
o
’
h
c
getting
resear
teachers and
r
e
th
o
r
o
s
il
how it
fellow pup
e design and
th
n
o
k
ac
b
d
e
nue
their fe
s should conti
il
p
u
P
.
d
ve
ro
can be imp
design.
to hone their
g
n
i
d
n
Bra d
an ng
i
g
a
k
c
Pa
ARCH
Pupils s
hould b
e
researc
hing ev gin by
e
and ho
ryday o
w
b
Pupils c they were inv jects
en
an
of their choose an o ted.
b
c
j
researc hoice, then th ect
h find o
rough
u
them, a
nd eve t who invente
n, what
d
the inv
inspire
ention.
d
They s
ho
poster uld create a c
about t
o
his inve llage
ntion.
Model
Making
r final 2D design,
Once pupils have thei
odel version.
e
it’s time to build a m
this could be a simpl
s,
ie
ilit
ab
’
ts
en
ud
st
ey have learnt
Depending on
ototype using skills th
pr
ex
pl
m
co
a
or
e
ur
pture.
struct
ys, woodwork or scul
lle
pu
d
an
s
er
lev
as
in class, such
test their
e, pupils may wish to
yp
ot
ot
pr
e
th
ve
ha
Once they
hool or at home.
model inventions in sc
to package it up
Once pupils have their design finalised, it’s time
and get it ready for the market.
aging.
Begin by looking at some famous brands and pack
In groups, pupils should answer the following:
d or a name?
Is the name a recognisable word or a made-up wor
Does this choice matter?
uct in the packaging?
How do these brands tell the story of the prod
hing?
How do they make their logo appealing / eye-catc
packaging and why?
What materials or colours have they used in the
? How do you know?
Who do you think the branding is aimed towards
aging?
What information have they included on the pack
new product: including name, logo,
Pupils should now design the packaging for their
packaging and information on the packaging.
•
•
•
•
•
•
MATE
h
c
r
a
e
s
Re d
an te
ga
i
t
s
e
v
In
RIALS
Once p
upils ha
ve
their in
vention an idea for
a
start is
for the good way to
m
proper
to explo
tie
materia s of some com re
ls
m
water, f such as metal, on
abrics,
w
ood,
plas
Explorin
g the p tic.
ropertie
these m
so
at
to decid erials will help f
e
p
make th on what to u upils
s
e
eir des
ign com to
e to life
.
found in the
materials that can be
nt
re
ffe
di
n
te
y
tif
en
ts to id
ade materials
In groups, ask studen
materials into man-m
e
th
e
riz
go
te
ca
to
classroom. Ask them
and natural materials.
e fromre the materials com
he
w
ch
ar
se
re
to
em
Ask th
p.
es/jumpers from shee
i.e. wool in carpet til
Plants.
Cotton from Cotton
e?
How are plastics mad
m crude oil?
gs.
at plastic is made fro
th
y
tif
en
id
ts
lyethylene, used in ba
en
Po
.
ud
st
i.e
–
Can
tic
as
pl
of
s
tify different type
lene)
Are they able to iden
made from Polypropy
ly
ke
(li
air
ch
or
r
le
lystyrene).
A shatterproof ru
robably made from po
(p
r
s?
te
at
sh
ld
ou
w
at
mo softening polymer
er
th
vs a ruler th
d
an
et
os
m
er
th
the idea of
erial they are.
Could you introduce
with what type of mat
d
ke
ar
m
e
ar
e
bl
cla
are recy
Some products which
om?
amples in the classro
ex
e
m
so
nd
fi
ts
en
re:
ud
Can st
number/codes are he
ng
cli
cy
re
e
th
t
ha
w
to
There’s a wiki guide
s
g/wiki/Recycling_code
or
ia.
ed
ip
ik
w
n.
/e
s:/
tp
ht
e
s
i
r
o
g
Cata
r name
udents find o
st
n
a
c
l
a
ri
te
ma
i.e.
s of
nt categorie
re
fe
if
d
f
o
s
e
p
How many ty
teak
, ash, walnut,
h
c
e
e
(PP),
b
,
e
in
p
k,
lypropylene
o
P
),
E
P
Woods: Oa
D
) etc
lyethylene (H
hloride (PVC
o
c
P
l
y
ty
in
v
si
n
ly
e
o
P
D
h
(PET),
Plastics: Hig
Terephthalate
e
n
le
y
th
e
ly
o
P
on.
ss, copper, ir
ra
b
l,
e
e
st
,
minium
Metals: Alu
ls.
m.
m.
ics and meta
st
la
p
f
om Aluminiu
o
l vs aluminiu
fr
s
e
e
e
e
p
d
st
a
.
Ty
e
m
i.
s.
se
e
o
rti
and th
Their prope
e from Steel,
d
a
m
re
a
t
a
Find cans th
s.
eir propertie
one?
Compare th
here is this d
w
d
n
a
d
le
c
recy
rials can be
Which mate
New
Materials
and
Inventiom
about?
e you heard
av
h
ls
a
ri
te
a
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