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Students investigate and test two approaches to growing vegetables, using research on sustainable gardening practices to monitor and minimize human impact. They evaluate competing design solutions, analyze data through a systematic process, and develop an experiment. 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Students work toward sustainable gardening practices by experimenting with vegetable-growing approaches and producing a persuasive photo essay.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"What final product do students create?",{"text":114,"@type":110},"Students create a photo essay that takes a position on sustainable gardening practices in general and hydroponics specifically, tailored for an audience such as the Farm-Based Education Network at Shelburne Farms.",{"name":116,"@type":107,"acceptedAnswer":117},"How do students use critique and reflection during the project?",{"text":118,"@type":110},"Critique and revision happen at three key moments: during experimental design, after the lab is drafted, and after the photo essay is drafted. 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Meeting people’s nutritional needs in a sustainable way requires innovative thinking. In this project, students work toward two key science standards: monitoring and minimizing human impact, and evaluating competing designs. They experiment with and test two approaches to growing vegetables, grounding their experiment in research on sustainable gardening practices. Ultimately, students will translate their research into a photo essay.  \n2  \nPROJECT OVERVIEW  \nFINAL PRODUCT  \nA photo essay that takes a position on sustainable gardening practices generally, and hydroponics specifically. Sharing the photo essay with the Farm-Based  Education Network >> at Shelburne Farms >> is one possible authentic audience option.  \nAREA OF STUDY  \nEarth and Space Science  \nTIMEFRAME  \n15-20 hours  \nAGE GROUP  \nGrades 6-8  \nKEY STANDARDS ASSESSED  \nNGSS.MS-ESS3-3 >> Monitoring & Minimizing Impact NGSS.MS-ETS1-2 >> Evaluate Competing Designs CCSS.SL.6.4 >> Presentation of Knowledge and Ideas  \nCCSSPresen.WHSTt~~ ~~Know.6l-8ed.~~ ~~7ge~~>>~~ Research to Build and See APPENDIX 1 >> for the full list of standards.  \nRUBRICS  \nProject Rubric >>  \nBIE Presentation Rubric >>  \nPLANNING TOOLS AND TEMPLATES  \nProject Design Companion >> Student Planning Sheet >>  \nWHAT MAKES THIS PROJECT GOLD-STANDARD PBL?  \nCHALLENGING PROBLEM OR QUESTION  \nFood and water are two essential resources for life. In this project, students dig into the key standards of engineering design and human impact on resources to explore sustainable farming practices.  \nPUBLIC PRODUCT  \nPresenting the photo essay to a local community garden orthe Farm-Based Education Network >> at Shelburne Farms >> with the goal of persuading small-scale food producers to consider incorporating hydroponics into their practices.  \nKEY KNOWLEDGE, UNDERSTANDING, AND SUCCESS SKILLS  \nThe key standards explored in this project ask students to evaluate how well competing design solutions solve a problem and to design a method of monitoring and minimizing human impact on the environment. Students employ research skills as they learn to follow a systematic process of collecting and analyzing data.  \nAUTHENTICITY  \nScientific experimentation is a highly desirable and transferable skill. Students determine criteria and conduct research on a problem in the same way scientists in the field do on a larger scale. Finally, the skill of taking technical knowledge and translating it in an engaging way for a general audience is an integral part of many professional tasks.  \nSUSTAINED INQUIRY  \nStudents begin their inquiry by visiting local gardening experts and generating questions about small-scale food production and the concept of hydroponics. Research on how human agriculture practices and water use impact the Earth’s finite resources leads into experimental design to explore the specific viability of hydroponics.  \nREFLECTION  \nReflection is essential after students receive a critique on their experimental designs, before they begin the lab report revision process, and after the photo essayist critiques their photo essay. Students will reflect on the key content, the accuracy of their experiment and its findings, the persuasiveness of their photo essay, their contributions to the group, and their group’s effectiveness as a team.  \nSTUDENT VOICE AND CHOICE  \nStudent questions will shape their experimental design, as well as the focus, purpose, and format of their final project (a photo essay) .  \nCRITIQUE & REVISION  \nThere are three specific “moments” in the project when critique and revision are essential: during the experimental design process, after the lab is drafted (the audience will critique the findings), and after the phot","cbCaiouADlRZ9AFn","https://ap.wps.com/l/cbCaiouADlRZ9AFn","pdf",1923468,"English","# Driving Question\n# Project Description\n## Final Product\n## Area of Study and Timeframe\n## Key Standards Assessed\n# Rubrics and Planning Tools\n# Gold-Standard PBL Features\n## Challenging Problem or Question\n## Public Product and Authenticity\n## Sustained Inquiry and Reflection\n## Student Voice and Choice\n## Critique and Revision\n# Exploring Hunger and Water Filtration\n# The Project Path and Key Milestones\n## Launch","[{\"question\":\"What is the project’s driving question and main goal?\",\"answer\":\"The driving question asks how to reduce impact on community food-growing systems. 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