Challenge 3
Welcome to the high school challenge page for Challenge 3 of the Fairchild Challenge! Read below to find challenge information, entry requirements, resources and more for the challenge.
Challenge 3: Jackpot Video Challenge
Title: "Intergenerational Interviews"
For individuals or groups
Note: Entries will be considered for the Patti Burns Prize for Excellence in Communication and Media, a monetary prize of $500, instead of being awarded points towards the Fairchild Challenge.
Due: Fri., Jan. 12, 2024 by 5 p.m.
Download the Challenge 3 Rubric
Your Challenge:
In our rapidly changing world, discussions about climate change and related issues have become increasingly vital. However, engaging in these conversations with individuals from different generations can often be challenging or intimidating. In this challenge you are encouraged to tackle this difficulty head-on by initiating meaningful dialogues with older generations through an interview format. By delving into how terms like “climate change” and “global warming” were understood in the past and exploring their perspectives on environmental protection, you can infer and uncover the nuances and evolution of these discussions. Additionally, having these kinds of conversations creates a platform to become more educated advocates for change, bridging generational perspectives and paving the way for a more informed and sustainable future. Your interview should take place with an older family member, friend, or community member (preferably 50 years old or older). Invite them to participate in an interview about environmental changes they've witnessed during their lifetime and craft a set of engaging questions that will guide your conversation. Consider questions like: “How have you noticed shifts in the environment during your lifetime?”, “What were your thoughts and feelings about these changes when you were my age?”, “Have you observed any changes in how society views the environment over the years?”. Create a comfortable and relaxed setting for your interview, either in person or via video call. After the interview, take time to reflect on what you've learned. Examine the differences and similarities between your interviewee's experiences and perspectives and your own. Consider how societal attitudes, technological advancements, and scientific knowledge have influenced these generational differences. Lead with empathy and find common ground! Written interviews should be 1 to 2 pages in length (size 11 or 12 font, 1.15 or 1.5 spacing). Videos should be between 2 and 4 minutes in length. We suggest uploading your video on YouTube as an unlisted video or uploading it to a Google Drive folder. Share the link with us by copying it and pasting it into a Word Doc. Be sure to include a list of resources you used.
Written speeches should be 1 to 2 pages in length (size 11 or 12 font, 1.15 or 1.5 spacing). Videos should be between 2 and 4 minutes in length. We suggest uploading your video on YouTube as an unlisted video or uploading it to a Google Drive folder. Share the link with us by copying it and pasting it into a Word Doc. Be sure to include a list of resources you used.
Entry Requirements: Submit up to 2 entries to the high school programs coordinator at Phipps via electronic submission to amule@phipps.conservatory.org:
- Challenge Entry Form, include the school name and the participating students’ names.
- One of the following:
- A link to a video between 2 and 4 minutes in length
- A written speech that is 1 to 2 pages in length, size 11 or 12 font, 1.15 or 1.5 spacing
- Works Cited or Sources list
School Submits: Challenge Entry Form, Video or written speech, resources list
Resources:
- Interviewing 101 for Student Journalists (linkedin.com)
- How to interview someone who is d/Deaf: How to Conduct an Interview in Journalism - Rules and Guidelines for Journalism | Gallaudet University
- Words Matter: How the language of climate change has changed | USDA Climate Hubs
- Dictionary update shows how changing climate changes language, and much more » Yale Climate Connections
- Rethinking climate change language – Monash Lens
- Ecolinguistics — State of the Art 1998 on JSTOR
- Americans’ views of climate change in 8 charts | Pew Research Center
- U.S. views on climate change differ by generation, party and more: Key findings | Pew Research Center
- 2 generations' perspectives on the future of climate change: NPR
- Generational gaps: Young people more worried about climate change than their parents - Climate360 News (lmu.edu)
- Timeline: The Politics of Climate Change | FRONTLINE (pbs.org)
- A Fierce Green Fire | Timeline of Environmental Movement and History | American Masters | PBS
- Social Sustainability Coalition highlights Black leaders in environmentalism – Office of Sustainability – UW–Madison (wisc.edu)
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.E Analyze how humans influence the pattern of natural changes (e.g. primary / secondary succession and desertification) in ecosystems over time.
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.
4.5.10.A Explain how public policy encourages or discourages the sustainable use of natural resources. Research laws and policies that address the sustainable use of natural resources (e.g., solid and liquid waste management, industry, agriculture and enterprise).
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.
Other Possible Standards (depending on the direction of the speech):
4.5.10.C Analyze real-world data and explain how point and non-point source pollution can be detected and eliminated.
- Compare and contrast the environmental effects of different industrial strategies.
4.5.10.D Evaluate various methods of managing waste as related to economic, environmental, and technological factors.
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.
