Make arrangements to take your students to their chosen place within their community. If you are collaborating with other teachers for this lesson, make sure that you communicate with them ahead of time (see above for more information). Help your students review their plans for the day (they should take their planning handouts with them), but also reassure them that their plans might change once they get there, and that’s okay. Remind them that they should take at least 100 photos (to ensure that they will have enough to choose from afterwards). 

Take your students to their chosen place and supervise their photoshoot. 

After their photoshoot, the students will download and save their photos on a computer. Using a program like Adobe Bridge or Adobe Lightroom, they will choose which photos they want to use for their photo essay nad edit them to create a cohesive series. They should follow the following steps:

• Step 1: Download and save images.
• Step 2: Look at the image thumbnails and select images with strong compositions and proper exposure (avoid choosing duplicates). Filter them by assigning a different number of stars (3, 4, or 5) to each one. 
• Step 3: Further narrow down your choices by selecting photos that show variety and strength of composition. Also, the photos you choose should be able to stand on their own, but they should also fit well into your photo series. In the end, you should choose 10-12 photos to use for your photo essay. 
• Step 4: Edit the photos to create a cohesive look. You can choose either color or black and white for your editing. 

When they have finished choosing and editing their photos, have your students write an artist statement to go along with them. 

Assign each of your students 2-4 peer review partners and make sure that they have access to each other’s photos. Give your students time to review their partners’ photos and respond to the following prompts: 

• List two things that this student did well with their artwork. 

• List and explain three things that this student could work on to improve their artwork. 

• How well do this student’s photos work well together? Do they tell a coherent story? 
• List two comments and/or questions about this student’s artist’s statement. 

Afterwards, give your students time to meet with their peer review partners to exchange and discuss their feedback. The students should hold onto the feedback they receive for future reference. 

Give your students time to make revisions based on the feedback they received. If possible, return to the students’ chosen place to do reshoots. If your students are doing multiple rounds of water testing as part of completing the Solution Plan Project (or if they are helping other students with this process), it would make sense for them to try to improve their photo essays every time they revisit the testing site for a new round of testing. In this case, it may take several weeks for this assessment to be completed. 

In addition, give your students time to think again about which photos they want to include in their photo essay, what order they want to present them in, how they want to edit them, and how they want to structure their artist’s statement. 

When your students submit their final photo series, you may want them to include a statement about their reshoot(s) and/or revisions.