Growing Innovation: A Student-Designed Biophilic Living Wall for Research, Wellness, and Environmental Learning
Courtney Cassidy
ID-131
School Name:Barron Collier High
Grant Request Grade:9-12
Grant Request Subject:STEM
Additional Details
The goal of this project is to design, construct, and maintain a student-created Biophilic Living Wall in our school's main hallway (purple cross-curricular intersection wall) that will serve as both a "living" educational research laboratory and a permanent learning resource for our campus. The wall will be designed and maintained by AP Research students while supporting interdisciplinary learning in English Language Arts, AP Research, Environmental Science, Engineering, and Psychology.
This living wall will become an authentic hands-on research environment where AP Research students will investigate real-world questions regarding environmental design, student wellness, sustainability, and innovative solutions for urban and industrial spaces. This wall will be experienced, studied, and enjoyed by our entire student body and faculty/staff (+2,000 people). It will also foster future AP and personal student research projects.
Students will engage in the recursive research process where authentic, inquiry-based research experiences combine environmental stewardship, engineering design, scientific investigation, and communication skills while also improving the physical learning environment of our school.
A group of AP Research students, led by head Barron Collier High School student researcher Megan B. (originator of this idea during her AP Seminar year as she now moves into her AP Research year this 2026-2027 school year), will engage in every phase of the project:
a. researching living wall designs;
b. comparing construction methods;
c. selecting appropriate plant species;
d. designing irrigation systems;
e. monitoring maintenance needs;
f. collecting environmental data;
g. surveying student perceptions;
h. analyzing research findings;
i. presenting evidence-based conclusions.
The completed wall will become a permanent instructional resource that future students across multiple disciplines can continue to study and improve.
Project Timeline: October–April
October- Research & Planning
Students will:
a. Research biophilic design and living wall systems;
b. Read current peer-reviewed literature;
c. Develop individual AP Research questions;
d. Meet with local horticultural professionals and/or university experts (FGCU/FSW/Naples Botanical Gardens, etc.);
e. Evaluate different wall construction methods;
f. Select appropriate indoor plants;
g. Design preliminary layouts;
h. Administer baseline student perception surveys;
i. Collect baseline hallway environmental data (temperature, humidity, air quality);
Student products: Literature review; research proposals; initial engineering sketches; baseline survey data
November- Design & Construction Planning
Students will:
a. Finalize engineering designs;
b. Determine irrigation needs;
c. Create maintenance schedules;
d. Order materials;
e. Assign research teams;
Student products: Final blueprint; materials inventory; maintenance handbook; research protocols and student roles.
December- Installation and Implementation (putting the "petal to the metal"...a little pun here...I couldn't resist)
Students will:
a. Assemble the modular wall;
b. Install waterproof backing;
c. Install irrigation;
d. Plant vegetation;
e. Install environmental sensors.
f. Create educational signage.
g. Launch QR codes linking fellow classmates and school visitors to research.
Student Products: Completed Living Wall; installation documentation; initial survey data (ongoing)
January- Maintenance and Data Collection Phase I
Students begin weekly monitoring.
Data collected may include:
Environmental-temperature; humidity; CO₂; VOC levels; soil moisture; plant growth
Human Factors- Student stress perception surveys; hallway atmosphere surveys; student engagement. Students also begin documenting maintenance requirements.
February – Data Collection Phase II
Students continue weekly monitoring while refining maintenance procedures.
Possible experimental investigations include: Which plant species grow best? Which irrigation schedule is most effective? Does hallway traffic affect plant health? Which design features require improvement?
Students begin preliminary statistical analysis.
March – Data Analysis
Students compile all collected data.
Activities include: Statistical analysis; graphing trends; comparing baseline vs. current data; drafting research papers; creating conference-style posters; designing presentations
Students can also investigate whether exposure to the wall influences creativity through classroom problem-solving activities.
April – Presentation & Reflection
Students present findings to:
a. School administration
b. District leadership
c. Community partners and local organizations
d. Parents
Students submit:
AP Research papers to AP College Board
Presentations
Future research proposals
Students are expected to demonstrate measurable growth in:
a. research methodology
b. scientific literacy
c. critical thinking
d. collaboration
e. communication
f. environmental awareness
g. engineering design
h. leadership
i. problem solving
j. creativity
Student success will be measured through:
a. completed AP Research projects submitted to the AP College Board
b. research presentations
c. student surveys
d. environmental monitoring data
e. maintenance records
f. air quality measurements
g. creativity assessments
h. hallway perception surveys
i. student reflections
j. teacher observations
Evidence of Impact will include:
a. published research papers through AP College Board (and possibly student research publications/journals)
b. AP Research presentations
c. statistical analyses
d. before-and-after survey comparisons
e. environmental data
f. photographs documenting growth
g. engineering design notebooks (AP Research students)
h. maintenance logs
i. student portfolios
j. community presentations
The living wall transitions into a permanent instructional resource for future student researchers.
Biophilic design, the practice of incorporating natural systems into built environments, has become an increasingly important area of study in architecture, engineering, healthcare, mental health, education, and urban planning. However, few secondary students have opportunities to investigate these concepts through authentic research.
This project addresses several educational needs:
a. authentic student-led research experiences;
b. interdisciplinary STEM and humanities collaboration;
c. environmental literacy;
d. sustainability education;
e. mental wellness awareness;
f. engineering design thinking;
g. scientific communication;
h. community engagement;
i. teamwork;
j. and of course my favorite as an English teacher...RESEARCH and real-world application of that research!
Learning Goals, Academic Standards, and Outcomes: This project supports numerous academic standards across disciplines.
a. English Language Arts- Students will:
i. conduct sustained research
ii. evaluate credible sources
iii. synthesize complex information
iv. write technical reports
v. communicate research findings
v. present evidence-based arguments
AP Research- Students will:
i. identify research gaps
ii. develop original research questions
iii. design mixed-method studies
iv. collect qualitative and quantitative data
v. perform statistical analysis
vi. defend conclusions supported by evidence
Science- Students will investigate:
i. photosynthesis
ii. plant physiology
iii. indoor ecosystems
iv. environmental monitoring
v. air quality
v. sustainability
Engineering & Technology- Students will design and evaluate:
i. irrigation systems
ii. modular construction methods
iii. maintenance procedures
iv. material durability
v. cost efficiency
Mathematics- Students will analyze:
i. survey data
ii. environmental measurements
iii. statistical significance
iv. longitudinal data trends
Connection to School and CCPS District Priorities- This project strongly supports district priorities emphasizing:
i. authentic student learning
ii. project-based learning
iii. STEM integration
iv. college and career readiness
v. environmental responsibility
vi. student wellness
vii. innovation
viii. collaborative learning
ix. community partnerships
Students are expected to demonstrate measurable growth in:
a. research methodology
b. scientific literacy
c. critical thinking
d. collaboration
e. communication
f. environmental awareness
g. engineering design
h. leadership
i. problem solving
j. creativity
Student success will be measured through:
a. completed AP Research projects submitted to the AP College Board (May)
b. research presentations (April-May)
c. student surveys (January-May)
d. environmental monitoring data (January-May)
e. maintenance records (January- May)
f. air quality measurements (January-May)
g. creativity assessments
h. hallway perception surveys (May data finalized)
i. student reflections (ongoing)
j. teacher observations (ongoing)
Evidence of Impact will include:
a. published research papers through AP College Board (and possibly student research publications/journals)
b. AP Research presentations
c. statistical analyses
d. before-and-after survey comparisons
e. environmental data
f. photographs documenting growth
g. engineering design notebooks (AP Research students)
h. maintenance logs
i. student portfolios
j. community presentations
Because data will be collected over multiple years, future students will build upon previous findings, creating a continually expanding body of original research.
The wall will become a permanent campus feature, and as such, future students will continue using it for research, creating a sustainable instructional resource rather than a one-time classroom project.
The wall may also become a showcase for community partnerships with local universities such as FSW and FGCU, horticultural organizations (we've already created a partnership with the Naples Botanical Gardens through Let's Grow!), environmental agencies, and industry professionals.
This proposal funds a living laboratory as a permanent campus resource that integrates environmental science, engineering, psychology, English language arts, and research methodology. By empowering students to design, build, maintain, and study the wall over multiple years, the project cultivates critical thinking, collaboration, and evidence-based problem solving while contributing original research on how biophilic design can enhance school environments and inspire solutions for future urban and industrial spaces.
The requested funding of up to $1,750 will provide the essential materials needed to establish our BCHS student-designed Biophilic Living Wall that serves as both a permanent campus enhancement and an interdisciplinary research laboratory. Funds will be used to purchase a modular living wall system, waterproof mounting materials, an automated irrigation system, a water reservoir, indoor plants, lightweight growing medium, LED grow lights, environmental monitoring equipment, maintenance supplies, and student safety materials. Additionally, funding will support the purchase of air quality monitoring equipment and environmental sensors that allow AP Research students to collect authentic quantitative data on temperature, humidity, indoor air quality, and plant health throughout the school year. Each item will provide students with the tools needed to design, construct, maintain, and evaluate the living wall while conducting meaningful scientific research.
This investment will directly support student learning by creating a permanent, hands-on learning environment where students apply research methodology, engineering design, environmental science, data analysis, and technical communication to solve real-world problems. Initially, the project will directly benefit approximately 30 students enrolled in AP Research while cross-curricularly enhancing the educational experience of every student, teacher, staff member, and visitor who passes through the BCHS purple hallway. Because the living wall will remain on campus for years to come, the requested funding represents a sustainable investment that will continue to provide authentic research opportunities, promote environmental stewardship, support student wellness, and inspire future cohorts of learners to investigate innovative solutions for healthier schools and more sustainable urban environments.
1750
Modular Living Wall Panels (10-12 panel system that will act as the main structure for vertical garden)
500
Waterproof PVC Backing Board & Mounting Hardware (Protects school wall and secures installation)
