Phase I Students explore plant life through varied hands-on tasks, such as seeding, seedling oversight and observation, plant experiments, mini projects that invite students to closely study plant families, etc. Phase II Students identify a single environmental challenge with implications for edible gardening and plant health. As a class, they flesh out a select issue through research to chart its impact. They conduct field studies to further their knowledge; such study can include visiting other school gardens to determine whether the environmental issue has a similar effect, conducting research at a local botanic garden, meeting with botanic/environmental scientists, testing and monitoring plant growth in community gardens, etc. Phase III Students synthesize and report on research/field study findings through student-designed means. Students create a solution to the challenge: what can they do, recommend, create, etc., that could stem the issue's negative impact?