Challenge 2
Welcome to the high school challenge page for Challenge 2 of the Fairchild Challenge! Read below to find challenge information, entry requirements, resources and more for the challenge.
Challenge 2: Environmental Justice
Title: Indigenous Conservation Collaboration
For individuals or groups | Maximum points: 200
Due Date: Fri., Dec 1, 2023 by 5 p.m.
Download challenge rubric here
Your Challenge:
The terms preservation and conservation are often used interchangeably, but they are two very different concepts. When referring to wildlife protection, conservation describes a method in which the environment is protected through organized resource management whereas preservation refers to the separation of humans and the environment altogether. While this may make preservation sound like a sure way to reduce threats to the natural environment, it eliminates the ability for communities that rely on local natural resources to access the materials they need to survive.
Indigenous communities from across the world have relied on local natural resources for thousands of years, and those resources are often tied to culture, sense of place, and connection to the land. Because of their reliance on said resources, Indigenous communities have developed unique, innovative, meaningful, and effective ways to practice conservation without endangering wildlife or depleting necessities. Today, with the growing human population, it is important to think about what mainstream conservation methods are being used and how they can be improved.
Your challenge is to pick an Indigenous conservation strategy and create an informational pamphlet. The pamphlet should contain writing and illustrations that narrow in on a specific Indigenous conservation method and how Indigenous conservation practices can be utilized to influence mainstream conservation practices today. Include a Works Cited of your resources.
.Entry Requirements:
- Challenge Entry Form
- 2 entries per school
- Original pamphlet discussing Indigenous conservation practices (Include the school name and the participating students’ names on the front of pamphlet)
- Works Cited with at least 3 sources
Resources:
Tri-Fold Brochure Ideas and Examples:
- Custom Brochure Printing & Design for Business | FedEx Office
- What We Can Learn from Indigenous Communities About Conservation | Defenders of Wildlife
- What Conservation Efforts Can Learn from Indigenous Communities - Scientific American
- Native-Land.ca | Our home on native land
- Indigenous-Led Conservation Can Help Modern Conservation Catch Up | Blog | Nature | PBS
- How Returning Lands to Native Tribes Is Helping Protect Nature - Yale E360
- Indigenous-led Conservation | WWF.CA
- Learning Conservation from Indigenous People | WWF (panda.org)
- Partnering with Indigenous People and Local Communities (nature.org)
- dfp_indigenous_led_conservation.pdf (filesforprogress.org)
Standards:
Read below to find the standards for each grade level for Challenge 2 of the High School Fairchild Challenge
9th & 10th Grade:
- CC.3.5.9-10.A Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
- CC.3.5.9-10.I Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
- CC.3.6.9-10.D Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
- CC.3.6.9-10.G Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
- CC.3.6.9-10.H Draw evidence from informational texts to support analysis, reflection, and research.
- 4.1.10.A Examine the effects of limiting factors on population dynamics.
- Analyze possible causes of population fluctuations.
- Explain the concept of carrying capacity in an ecosystem.
- Describe how organisms become classified as threatened or endangered.
- Describe how limiting factors cause organisms to become extinct.
- 4.1.10.B Explain the consequences of interrupting natural cycles.
- 4.1.10.D Research practices that impact biodiversity in specific ecosystems.
- Analyze the relationship between habitat changes to plant and animal population fluctuations.
- 4.1.10.E Analyze how humans influence the pattern of natural changes (e.g. primary / secondary succession and desertification) in ecosystems over time.
- 4.3.10.A Evaluate factors affecting the use of natural resources.
- Evaluate the effect of consumer demands on the use of natural resources.
- Analyze how technologies such as modern mining, harvesting, and transportation equipment affect the use of our natural resources.
- Describe how local and state agencies manage natural resources.
- 4.3.10.B Analyze how humans manage and distribute natural resources.
- Describe the use of a natural resource with an emphasis on the environmental consequences of extracting, processing, transporting, using, and disposing of it.
- Analyze the impact of technology on the management, distribution, and disposal of natural resources.
- 4.4.10.C Analyze how agricultural sciences and technologies strive to increase efficiency while balancing the needs of society with the conservation of our natural resources.
- 4.5.10.A Explain how public policy encourages or discourages the sustainable use of natural resources.
- Research laws and polices that address the sustainable use of natural resources (e.g., solid and liquid waste management, industry, agriculture and enterprise).
- 5.3.9.A Examine the process of checks and balances among the three branches of government, including the creation of law.
- 5.3.9.B Analyze the roles of local, state, and national governments in policy-making.
11th and 12th Grade:
- CC.3.5.11-12.A Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
- CC.3.5.11-12.F Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
- CC.3.5.11-12.G Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
- CC.3.5.11-12.I Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
- CC.3.5.11-12.J By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently.
- CC.3.6.11-12.C Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- C.3.6.11-12.F Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- CC.3.6.11-12.G Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
- 3.3.12.A2 Analyze the availability, location, and extraction of Earth’s resources. Evaluate the impact of using renewable and nonrenewable energy resources on the Earth’s system.
- 4.1.12.A Analyze the significance of biological diversity in an ecosystem.
- Explain how species adapt to limiting factors in an ecosystem.
- Analyze the differences between natural causes and human causes of extinction.
- Research wildlife management laws and their effects on biodiversity.
- 4.1.12.B Research solutions to problems caused by interrupting natural cycles.
- 4.1.12.C Research how humans affect energy flow within an ecosystem.
- Describe the impact of industrial, agricultural, and commercial enterprises on an ecosystem
- 4.1.12.E Research solutions addressing human impacts on ecosystems over time.
- 4.2.12.C Analyze the effects of policies and regulations at various governmental levels on water quality.
- Assess the intended and unintended effects of public polices and regulations relating to water quality.
- 4.3.12.A Evaluate the advantages and disadvantages of using renewable and nonrenewable resources.
- Explain how consumption rate affects the sustainability of resource use.
- Evaluate the advantages and disadvantages of using renewable resources such as solar power, wind power, and biofuels.
- 4.3.12.B Analyze factors that influence the local, regional, national, and global availability of natural resources.
- Compare the use of natural resources in different countries.
- Analyze the social, economic, and political factors that affect the distribution of natural resources (e.g., wars, political systems, classism, racism).
- 4.4.12.A Research and analyze the social, political, economic, and environmental factors that affect agricultural systems.
