Welcome to the 2013 WHERE Challenge! The Challenge is a national contest endorsed by the Canadian Earth sciences community that asks students aged 9 - 14 years to discover the answers to these questions: What on Earth is in your stuff and WHERE on Earth does it come from? There are thousands of dollars in regional and national prizes to be won and you can enter as a group, an individual or a school. All you have to do is use your imagination and dig up some interesting facts about your stuff. The 2013 WHERE Challenge runs from September 4, 2012 to April 15, 2013.
Pick a favourite object in your home, school or playground, identify one or more non-renewable Earth resources* needed to make that object and tell us WHERE on Earth those resources come from. You may be surprised by how many come from Canada. Your story can be told through an essay, a poem, a song or a play, a painting or a poster, an audio, video or multimedia presentation or anything else you can dream up. The more original, the better.
Winning entries may be used as promotional tools to demonstrate how non-renewable Earth resources are essential to our everyday lives. So think hard, dream big and good luck!
*Non-renewable Earth resources are substances which occur naturally within the Earth and must be mined, quarried or pumped out from underground. These resources are found in limited quantities and are consumed more quickly than natural processes can replace them.
Some examples of non-renewable Earth resources include:
Many non-renewable Earth resources are recyclable (e.g. glass and aluminum pop cans) but only a small proportion of what is produced is recycled.
The following are NOT considered non-renewable Earth resources:
Need some inspiration? Here are a couple of links to help you get started:
Snowmobile Poster
Look at a snowmobile. Do you see a sleek, powerful machine or a pile of Earth resources? It's both! Snowmobiles are made from many resources extracted from the Earth. (.pdf)
Cutting Edge Poster
Ice, training, muscle, passion, determination...skaters need them all to get to the top of their sport. But there's more. The equipment, the venues... Earth resources make it happen. (.pdf)
Remember, all you have to do is tell a story about any object in your home or school. Tell us about one or more non-renewable Earth resources needed to make that object and WHERE on Earth those resources come from. Your entry can be anything that tells a story: a poster, a dance, a song, a play, a video, a multi-media presentation or anything else you can think of. So dream big, and have fun!
Get ready to turn your imagination loose and develop a creative message to answer the WHERE Challenge: What on Earth is in your stuff and WHERE on Earth does it come from? You may submit an individual entry or enter with a group, youth organization (scouts, guides, 4H, etc) or classroom.
Here's how to get started:
1. Select an everyday object at home or school;
2. Identify one or more non-renewable Earth resources* needed to make that object (such as copper, iron, or silicon);
3. Tell us WHERE on Earth those non-renewable resources were discovered and produced. Were any of them discovered here in Canada?
Now you're ready to create a story to explain why non-renewable Earth resources are so important in our daily lives. Your story can be told through an essay, a poem, a song or a play, a painting or a poster, an audio, video or multimedia presentation or anything else you can dream up! Remember, your entry may be used as a promotional tool to demonstrate how non-renewable Earth resources are essential to our everyday lives.
*Non-renewable resources are substances which occur naturally within the Earth and must be mined, quarried or pumped out from underground. These resources are found in limited quantities and are consumed more quickly than natural processes can replace them.
Some examples of non-renewable Earth resources include:
Many non-renewable Earth resources are recyclable (e.g. glass and aluminum pop cans) but only a small proportion of what is produced is recycled.
The following are NOT considered non-renewable Earth resources:
4. Entry guidelines are as follows:
To submit a video to the WHERE Challenge, simply access YouTube, find the WHERE Challenge Commercial and 'post a video response'. You will be prompted to either create a YouTube account or login if you already have one and upload your video. Finally, head over to the Entry Form and make sure you post the link to your YouTube video when you fill out a form.
Please note that all entries MUST be submitted in digital format.
Electronic Submission
Fill out the entry form and upload your files accordingly (if multiple files, please upload a .zip file). Electronic submission is the best method if your entry is an essay (story or research paper), an audio presentation (song or music) or imagery (painting, poster, illustration, digital painting).
Submitting Video
If your entry is a video, upload your video to YouTube as a 'video response' to the WHERE Challenge commercial and include the link on your entry form.
Snail Mail
If you'd prefer to mail in your entry, please note that you MUST submit your entry in the form of a CD. You may send your entry to:
WHERE Challenge
Attention: Heather Henry
Mining Matters
904-1200 Eglinton Avenue East
Toronto ON M3C 1H9
Tel: 416-863-6463 ext 325
Fax: 416-863-9900
Email: hhenry@pdac.ca
Don't forget, you can submit your entry until midnight, April 15, 2013. Also, remember to fill out all categories on the entry form before you submit your entry. All entries will become the property of Mining Matters, which retains the right to reprint, publish or display the entries in any format.
Please note that none of the entries will be returned.
All WHERE Challenge entries will be judged based on creativity, originality, accuracy and how well they address the WHERE Challenge questions: What on Earth is in your stuff and WHERE on Earth does it come from?
To see the WHERE Challenge rubric developed for teachers and students, please click here.
The following are the rules and conditions applicable to this WHERE Challenge Contest (the "Contest Rules").
Entry Form: Individual
Entry Form: Group (non school)
Entry Form: Group (school)
Thank you. Your WHERE Challenge entry has been successfully submitted.
To follow the judging process and winner announcements, please click here to join our Facebook group.
Your completion of the attached survey would be very much appreciated. Thank you again for taking part in the WHERE Challenge and good luck!
ALL WHERE Challenge entries go into random draw for iPod shuffle.
Regional Prizes (Individuals or Groups)
Up to six regional cash prizes of $125 each will be awarded in every Canadian region. (Up to three regional prizes of $125 will be awarded in each region in the 9 to 11 age group and up to three regional prizes of $125 will be awarded in each region in the 12 to 14 age group.)
The seven Canadian regions are broken down as follows: Atlantic Canada (PEI, New Brunswick, Nova Scotia, Newfoundland & Labrador), Quebec, Ontario, Prairies (Saskatchewan & Manitoba), Alberta, British Columbia, the North (Northwest Territories, Yukon, Nunavut).
National Grand Prizes (Individuals or Groups)
Three national grand prizes will be awarded to the top three regional winners in the 9 to 11 age group and three national grand prizes will be awarded to the top three regional winners in the 12 to 14 age group, as follows:
School Prizes (Schools)
There will be three school prizes awarded of $750 each. School prizes are based on a combination of quality and quantity of entries from each school.
(School entries are group entries from a school or classroom with an associated teacher.)
All winners will be announced May 8, 2013
The following rubrics outline the criteria that will be used to judge your entry and how it will be scored. An equal emphasis is placed on research (40%) and creativity (40%), and a lesser emphasis is placed on mechanics, grammar, and sources (20%). 18 points is the highest score you can get in the research and creativity categories and 9 points is the highest score you can get in the mechanics, grammar, and sources category. Your overall score will be out of 45 points.
|
Research (40%) |
(0 points) |
(2 points) |
(4 points) |
(6 points) |
|
Addresses Questions |
Does not address the questions. |
Addresses some of the questions (>50%). |
Addresses most of the questions; not all thoroughly. |
Addresses each of the questions thoroughly. |
|
Accuracy |
Scientific background is consistently inaccurate. |
Scientific background contains common inaccuracies. |
Scientific background is mostly accurate. |
Scientific background is accurate. |
|
Entry's Persuasiveness to the Public as to the Importance of Earth's Resources in Everyday Life |
Entry fails to persuade the audience or relate to everyday life. |
Entry is somewhat persuasive and/or relates somewhat to everyday life. |
Entry is persuasive and makes a connection to everyday life and/or presents some incomplete arguments or connections. |
Entry is extremely persuasive and makes a connection to everyday life. |
|
Creativity (40%) |
(0 points) |
(2 points) |
(4 points) |
(6 points) |
|
Creativity and Originality |
Entry is neither creative nor original in its design, artistic or literary components. |
Entry is creative but is not original in its design, artistic or literary components. |
Entry is both creative and original in its design, artistic, or literary components. |
Entry is extremely creative and original in its design, artistic or literary components. |
|
Design and/or Literary, Esthetic Appeal |
Entry is lacking in artistic and/or literary value. |
Entry is somewhat lacking in artistic or literary value. |
Entry has obvious artistic or literary value. |
Entry has outstanding artistic or literary value. |
|
Craftsmanship and Effort |
Minimal or no effort is made in planning and craftsmanship. |
Some effort is made in planning or craftsmanship. |
Craftsmanship is adequate but could have been improved with more planning. |
Craftsmanship is exceptional and shows careful preparation and planning. |
|
Mechanics, Grammar, and Sources (20%) |
(0 points) |
(1 point) |
(2 points) |
(3 points) |
|
Mechanics and Grammar |
Obvious and numerous errors in spelling, punctuation or grammar. |
Some errors in spelling, punctuation or grammar. |
Few errors in spelling, punctuation, or grammar. |
No errors in spelling, punctuation or grammar. |
|
Sources |
Entry does not cite or indicate any sources. |
Entry has sources but of questionable quality or origin. |
Entry uses at least a few high quality sources. |
Entry uses several (4 or more) high quality sources. |
|
Copyright |
Sources are not properly documented OR material was used without permission from a source that required permission. |
Fair use guidelines followed but some sources are incomplete or unclear. |
Fair use guidelines followed with clear and accurate citations for almost all sources. No material is included from sources that state that permission is required unless permission has been obtained. |
Fair use guidelines followed with clear and accurate citations for all sources. No material is included from sources that state that permission is required unless permission has been obtained. |
|
31-45 points |
16-30 points |
0-15 points |
|
Entries are exceptionally well researched with a novel or innovative design. |
Entries are highly creative or well researched but may not be strong in both categories OR are moderate in each category. |
Entries are limited in research, accuracy, and/or creativity. Fair use guidelines may or may not be followed and citations may or may not be included for all sources. |
Video: High Quality (.mov) | Low Quality (.wmv)
Snowmobile Poster: Example poster of a snowmobile and some of the Earth resources it contains.
Ice skating Poster: Ice, training, muscle, passion, determination, skaters need them all to get to the top of their sport. But there's more. The equipment, the venues... Earth resources make it happen.
Sample Fact Sheet: Fact sheets on mineral and energy resources.
2013 Consent Assignment Release (.pdf): English
2013 Contest Summary (.pdf): English
View winning entries by clicking on contest years below:
"I encourage other teachers to participate in the Where Challenge. It is such a great learning opportunity for all involved with the schools -- that is students, teachers and parents as well. We all got more aware of what is around us, where it came from and what it is made of. Many of us had no idea of the processes involved in making things we use every day, from ore to metal to specific objects. We not only learned about non-renewable resources, but we also touched on international trade, careers in geoscience, prospecting and the mining industry and fabrication. We also talked about the environment and the three Rs.
"I believe my students' ideas about the world we live in changed as a result of participating in this contest. Even if we hadn't won a prize, we still would have won, coming out of the adventure with a better understanding of the world, the marvels of industry and the challenges up ahead.
"It was also a lot of fun to create the video all together, to show it to people and to explain what we learned. I know my students will want to take part in this contest again, whether as a group or individually. We all agree, it was a great and rewarding opportunity!"
Suzanne Wernli-Roy, John Field Elementary School, Hazelton, B.C.
"I had my science students participate in the WHERE Challenge and was really impressed with the professionalism of the contest and with the quality of work my students produced. I found it to be a unique and exciting opportunity that allowed students to really contemplate how Earth's resources are used and how we often take the process for granted. Students were excited that there were a multitude of presentation formats permitted (Story, Poster, Movie, etc...) and that there were cash prizes available."
"The quality of work produced by my students was exemplary and I plan on doing the WHERE Challenge again next year."
Kurt Smith, Vincent Massey Junior High School, Calgary Alberta
"It was relatively easy to integrate the WHERE Challenge into the curriculum at the grade 7 level. The kids were highly motivated largely because they got to choose what they wanted to investigate and how they would present what they had learned. You know a project is a success if at the grade 7 level students are willing to do work on it at home and really want to, rather than it being assigned as homework. I think the project met its goals in that the students learned about non-renewable resources and where they are found in the world as well as they have a better appreciation for career paths in geology, environmental science etc. We would definitely consider entering next year. I would suggest that individual prize money is less of an interest or motivator than getting prize money for the whole school."
Crystal Pearl-Hodgins, École Whitehorse Elementary, Whitehorse, Yukon
"Our students benefited greatly from the WHERE Challenge. The idea of integrating their learning into a video with an external competition increased the students' motivation. The use of technology as a medium to demonstrate learning and allowing for creativity really tapped into something special for my students. Now that we have had a great experience participating in the WHERE Challenge I will be able to incorporate this competition into my entire class as it ties in nicely with the grade 7 science unit, ‘The Earth's Crust’. This year I used the WHERE Challenge as an enrichment opportunity for my gifted students, but would include more next year."
Amanda Tetrault, River Heights Middle School, Winnipeg, Manitoba
"I decided to incorporate the WHERE Challenge into my grade 8 science class. It was something that I wanted the whole class to participate in and so suggested making a magazine. The students thought that would be fun and following a discussion of all the objects we use in our lives, we broke the items into categories and each class chose a different category. I had one class study food (and its packaging), another did toys and the other did sporting equipment. Students then picked items from within these broad categories and were grouped together based on interest. Therefore in each class we had between 10 and 13 groups investigating different products. When the research portion was complete, students were given different tasks in their Language Arts class in order to produce the magazine.
"I think there were many amazing facets to this project that I have not experienced with other projects I have done with students. First, in the research process, students were looking for information that was, in some cases, very hard to find. They would come and ask me and I would honestly tell them that I had no idea what a product was made from. This made students discover different ways of researching and solving their problems. Often teachers know the answers to questions, or students assume that the teacher knows the answer but that the teacher is just withholding information. In this case, they knew that they were the only people in the room who knew certain facts and they were very proud of this. Additionally, many students ended up phoning manufacturers to get help and came across difficulty in communicating and getting information. They quickly learned the meaning of 'proprietary information'! Students discovered that they needed to formulate good questions that were specific and clear so that people would help them and give them information. In some classes students discovered that certain individuals in the class were very good at talking to people on the phone and getting the information they wanted. In this unique process, students learned about what their products are made of, where they come from and how the earth is integral to our lives.
"The project was a huge success; students were consistently engaged, they were proud of being able to find information online, they felt very mature talking to individuals on the phone and they worked past many different kinds of frustration. In the end, each class worked in small groups gathering information and as a whole class to produce the magazine. This incorporated the understanding of our world, science and LA in a cross-curricular framework in which every student was a contributor. I will definitely have my classes work on this project again next year."
Alison Stuart, Vincent Massey Junior High School, Calgary, Alberta
"As an educator, I thought the 'WHERE Challenge' fit nicely with our school's Inquiry focus on 'Connecting with Expertise' and 'Critical Thinking' Asking students to complete work that professionals tackle in the work world, makes this project authentic and engaging. To complete their research, students needed to go beyond the internet and textbooks, and connect with the manufacturers of their project topics. Students and teachers are always looking for relevant connections to the 'real world' for the work they complete in the classroom and this project met those needs. Other skills students needed for this project included problem solving, time management, creativity, editing, and perseverance."
Jeff Krar and Amy Park (Grade 8 Teachers at the Calgary Science School)
"My students thoroughly enjoyed the challenge of researching different countries and the sources that come from the Earth. They were allowed to let their creative juices flow by making a rap or a video. They love using technology (multimedia resources) to enhance their projects either through a power point or editing their video. Our program (ScienceTrek) usually does a science fair project however the WHERE Challenge allows them to do a science project using different media that they are engaged in and take ownership in. We will definitely do this project again next year."
Susana Chan, ScienceTrek Program, Montgomery School, Saskatoon, Saskatchewan
Heather Henry
PDAC Mining Matters
904-1200 Eglinton Avenue East
Toronto ON M3C 1H9
Tel: 416-863-6463 ext 325
Fax: 416-863-9900
Email: hhenry@pdac.ca
Complete the following a short form that captures your school and classroom information, as well as information as to who referred you to the WHERE Challenge. In exchange for submitting the form, your names will be entered into a draw to win $250 for their school. You are also encouraged to forward information about the challenge to your list of teacher contacts and so on, and so on. Finally, after the April 15, 2013 recruitment deadline, the teacher who has recruited the greatest number of other teachers to the WHERE Challenge will also win $250 for his or her school!
