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Welcome to the high school challenge page for Challenge 6 of the Fairchild Challenge! Read below to find challenge information, entry requirements, resources and more for the challenge.


Challenge 6

Title: Pennsylvania Native Plant Posters

For Individuals or Groups | Maximum points: 200

Due Date: Fri., April 26, 2024 by 5 p.m.

Download Challenge 6 Rubric

Your Challenge:

Introduction: Embark on a botanical adventure and examine the lush tapestry of Pennsylvania's native flora! In this research challenge, you are tasked with exploring the rich biodiversity of Pennsylvania by delving into the characteristics and significance of three native plants of your choosing. You should choose three distinct native plants found in Pennsylvania, providing detailed insights into the plant's classification, historical relevance, ecological and cultural services, contemporary uses, and potential threats posed by invasive species. It is encouraged that you investigate the cultural and historical connections of these plants to the region, shedding light on their roles in indigenous practices, early settler interactions, or any other relevant historical contexts. Additionally, when it comes to analyzing the current ecological landscape, assess whether these native plants face threats from invasive species, emphasizing the importance of biodiversity conservation.

Challenge: Through this challenge, you will not only deepen your understanding of the local flora but also develop research skills, critical thinking, and an awareness of the ecological challenges faced by native plant species in Pennsylvania. Your research of these three native plants should be displayed on a large trifold poster board and include at least 3 Works Cited. The comprehensive exploration of each plant's past and present significance provides a holistic perspective on the interconnectedness of ecosystems and human societies, fostering a sense of environmental stewardship.


Entry Requirements: Deliver to the High School Programs Coordinator at Phipps in person or via certified mail. Written reports and guidebooks can be submitted electronicly via email to amule@phipps.conservatory.org.

  • Challenge Entry Form
  • For completion by individual students or small groups
  • Maximum Number of Entries per School: 2 
  • Research includes relevant information about three distinct native plants in Pennsylvania detailing their classification, historical relevance, ecological and cultural services, contemporary uses, and threats from invasive species
  • Research presented in tri-fold poster format with at least 3 Works Cited

Address:
Phipps Conservatory and Botanical Gardens
The Fairchild Challenge c/o Alyssa Mulé
One Schenley Park
Pittsburgh, PA 15213


Resources: 

 

  • Grades Nine – Twelve

    Grades Nine – Ten

    • 8.1.9.A Compare patterns of continuity and change over time, applying context of events.
    • 8.1.9.B Compare the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships.
    • 8.2.9.A Contrast the role groups and individuals from Pennsylvania played in the social, political, cultural, and economic development of the U.S.
    • 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.D Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
    • CC.3.6.9-10.C Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
    • CC.3.6.9-10.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.3.6.9-10.H Draw evidence from informational texts to support analysis, reflection, and research.
    • 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.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.B Analyze the effects of agriculture on a society’s economy, environment, standard of living, and foreign trade.
    • 4.5.10.B Describe the impact of integrated pest management practices on the environment.

    Grades Eleven – Twelve

    • 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.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.H Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
    • 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.
    • CC.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.
    • CC.3.6.11-12.H Draw evidence from informational texts to support analysis, reflection, and research.
    • 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.
    • 4.5.12.B Evaluate pest management using methods such as cost/benefit analysis, cumulative effects analysis, environmental impact analysis, ethical analysis, and risk analysis.
    • 8.1.12.A Evaluate patterns of continuity and rates of change over time, applying context of events.
    • 8.2.12.B Evaluate the impact of historical documents, artifacts, and places in Pennsylvania which are critical to U.S. history and the world.

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