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: Fine Arts and Writing
Title: Nature’s Unique Designs
For individuals or groups | Maximum points: 200
Due Date: Fri., Dec. 6, 2024 by 5 p.m.
Download challenge rubric here
Your Challenge:
From the intricate spirals of a sunflower to the vibrant stripes of a zebra, nature is full of fascinating patterns that serve a variety of purposes. In this challenge, you will delve into the world of natural patterns by choosing a specific plant or animal that displays a unique design. Your task is to create a 2D art piece that captures the essence of this pattern. While your artwork should stay true to the characteristics and details of the pattern, feel free to experiment with color, composition and style to emphasize its significance. Consider how you can use artistic techniques to highlight the form and function of the pattern in your subject.
In addition to your artwork, you will write and submit a 500-word essay that investigates why this pattern exists. What advantages does it provide to the plant or animal? How did it evolve, and what role does it play in the organism's survival or reproduction? By examining the function and evolution of natural patterns, you'll gain insights into the adaptive strategies that different species use to thrive in their environments. Through this project, you will not only enhance your artistic skills but also deepen your understanding of the vital role that patterns play in the natural world. Embrace the challenge and discover the stories behind nature's most captivating designs!
Your 2D artwork should be either 8.5” x 11” or 16” x 20” inches. Select pieces will be displayed in Phipps’ CSL Gallery.
.Entry Requirements:
Deliver to the science education coordinator at Phipps in person or via certified mail (electronic submission is not accepted for this challenge)
- Challenge Entry Form
- Original artwork that is labeled with student’s name and school name
- Works Cited with at least 3 sources
Resources:
The following list of online resources may be used when preparing your entry:
- The Science Behind Nature's Patterns | Smithsonian (smithsonianmag.com)
- The themes of nature: Exploring repeating patterns in the natural world – ScienceBorealis.ca Blog
- Patterns in Nature – Nearby Nature (fwni.org)
- Animal Pattern Photos, Picture Gallery, Desktop Wallpaper – National Geographic
- How do animals get their patterns as explained by Turing mechanism | Knowable Magazine
- How Animals Got Their Spots and Stripes – According to Math | Scientific American
- Patterns, Genes, and Butterfly Wings – National Geographic Education Blog
- 30.8: Leaves - Leaf Structure and Arrangment - Biology LibreTexts
Standards:
Read below to find the standards for each grade level for Challenge 2 of the High School Fairchild Challenge
- 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.3.6.9-10.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.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.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.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.
- 3.1.10.A8 Investigate the spatial relationships of organisms’ anatomical features using specimens, models, or computer programs.
- 3.1.10.B1 Describe how genetic information is inherited and expressed.
- 3.1.10.C3 CONSTANCY AND CHANGE
- Interpret data from fossil records, anatomy and physiology, and DNA studies relevant to the theory of evolution.
- 4.1.10.C Evaluate the efficiency of energy flow within a food web. Describe how energy is converted from one form to another as it moves through a food web (photosynthetic, geothermal).
- 4.1.10.D Research practices that impact biodiversity in specific ecosystems.
- Analyze the relationship between habitat changes to plant and animal population fluctuations.
- 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.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.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.3.6.11-12.E Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
- 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.
- CC.3.6.11-12.I Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
