© 2023 National Earth Science Teachers Association. All Rights Reserved.

Volume XL, Issue 1 Page 35

Abstract

The Landscape Architectural Project, an environmental awareness project funded 

by NOAA Planet Stewards, enabled students to take ownership in designing, 

creating, and maintaining natural gardens around Seminole High School (SHS). 

Students had, and continue to have, opportunities to earn service hours, and 

become leaders within the school community. Approximately 350 – 400 students, 

8 educators, a high school administrator, and 2 outside horticulture experts were 

involved from Pinellas County Schools Gardens and the University of Florida (UF) 

Urban Horticulture Extension. Restoring Florida native plants to the campus 

and expanding access to the gardens by educators who have used them for lesson 

enhancements for their students are measures of success for this project. 

Introduction

Seminole High School (SHS) is a 64-acre 

campus that has minimal vegetation on it. The 

Landscape Architectural Project was designed 

for students to build a native landscape 

promoting shelter and food for native wildlife, 

biodiversity, and stewardship of nature, and 

will increase the aesthetic value of the student’s 

educational experience (NOAA, 2021).

A variety of Florida native plants might grow 

optimally within the 64-acre campus at SHS and 

provide many benefits. Native plants provide 

nectar, pollen, and seeds that are important 

food sources for regional species of butterflies, 

insects, birds, and other animals (Pitchford, 

2019). Native landscaping provides local habitat that is necessary for species that are 

indigenous to the area (Florida Wildflower Foundation, 2021). Additionally, native plants do 

not require fertilizer and reduce the need for pesticides. These plants require less water as 

Seminole High 

School Landscape 

Architectural Project

Jerry Cantrell, Seminole High School in Seminole, Florida

Monarch on milkweed plant

Photo Credit: Billy Skaradek

Image 1. Seminole High School garden before planting Photo Credit: Jerry Cantrell
© 2023 National Earth Science Teachers Association. All Rights Reserved.

Page 36 The Earth Scientist

well as prevent erosion (e.g., water runoff and flooding in the local area will be minimized) 

(US Forest Service, 2021). Finally, native landscaping reduces carbon from the air, which in 

turn assists in reducing air pollution. 

The Project

The Landscape Architectural Project has engaged many educators at SHS and their students 

in activities relating to the gardens. SHS has used the Landscape Architecture Project 

to direct a focus on high school-wide STEAM (Science, Technology, Engineering, Arts, 

Mathematics) education. 

The vision of Seminole High School’s STEAM program is to develop specialized and 

innovative skills through exploration, critical thinking, and problem solving (Webster 

University, 2022), (The Glossary of Education Reform, 2016), (UMass Chan Medical 

School, 2022). The Secondary STEAM offerings at SHS are rooted in the interdisciplinary 

application and interaction of all STEAM fields. Real-Life approaches to STEAM-oriented 

issues are gained through hands-on STEAM challenges and implementation of the 

engineering design process (Back, 2017). Participation in the STEAM program allow 

students to:

■ Address specific design challenges.

■ Use a variety of technologies to enhance their understanding of STEAM tasks.

■ Practice communication and leadership skills.

■ Explore STEAM careers and their associated pathways.

■ Provide avenues for students to use interdisciplinary skills to accomplish 

learning goals. 

■ Provide opportunities to compete in the Pinellas Regional Science and 

Engineering Fair and the Florida State Science and Engineering Fair.

All 85 teachers and 2,000 students have access to use the gardens to teach cross-curricular 

connections of environmental sustainability as they relate to science, engineering, math, the 

Arts, and related technologies (Royal Academy of Engineering, 2014). SHS is Pinellas County 

Schools’ first school to initiate STEAM for the entire High School. 

Image 2. Seminole High School propagation garden space prior to 

improvements Photo Credit: Jerry Cantrell

Image 3. Seminole High School propagation garden space with clearing

Photo Credit: Jerry Cantrell
© 2023 National Earth Science Teachers Association. All Rights Reserved.

Volume XL, Issue 1 Page 37

The Sustainable Engineering Academy of SHS uses the gardens to teach unmanned aircraft 

system operation: filming, light differentiation, ESRI ArcGIS integration based on vegetation 

as well as water quality data. Language Arts continues to use the gardens to explore nature 

and interpretation of nature through an author’s lens. Foreign language uses the gardening 

for students to teach how to give directions in Spanish. Visual arts students add artwork 

to the garden: on the ground, in the trees, and on the walls. Science uses the gardens to 

demonstrate real world examples of species population and their associated life cycles. 

There have been 80 students actively involved in maintaining and cultivating 

the gardens every week. The species planted are listed in Table 1. 

SHS is expanding the gardens this year to include a hydroponics garden. 

Pinellas County Schools worked with the Sustainable Engineering Academy 

to build out a space that will house the hydroponics system. The goal this 

year is to begin working on obtaining materials to have students build a 

greenhouse over the vegetable/propagation garden. 

SHS has added CAPE Certifications (industry specific certifications) to its 

offerings partially because of the Landscape Architectural Project. We 

offer USI Safety Level 1 Unmanned Aircraft Certification opportunities to 

students; 33 certifications were obtained last academic year and 60 additional 

are expected in the 2022 – 2023 academic year. In the next academic year, 

the Sustainable Engineering Academy is adding ESRI ArcGIS Desktop Entry 

Certification, AutoCAD Certification, Aquaculture Certification (hydroponics), and Ecology 

Conservation Certification. 

School year timeline:

■ Students discussed the launch of the project on May 26, 2021. 

■ Soil sampling took place throughout the 64-acre campus of Seminole High 

School. Environmental analysis probeware through Vernier was used along 

with the student’s phones to determine soil pH levels. Students mapped the pH 

measurements and communicated these to Theresa Badurek of UF. Theresa 

provided input regarding the soil and plant species that are suitable. 

■ The soil was sampled in the 

summer of 2021 (Table 2). SHS 

worked in collaboration with 

the University of Florida to 

accomplish this task. 

■ Students decided that the 

Landscape Architectural 

Project will be called SHS 

Beautify at Seminole High School, August 2021.

■ Florida Native Plant Society (FNPS) came to the school and worked with students 

and educators. FNPS provided guidance on the appropriate plants to place and 

the times of year to plant them. Additionally, valuable information regarding the 

vegetable garden and native species to plant was obtained in October 2021.

■ Students from the Graphics Media course as well as STEAM Academy 

created videos for school publication, writings for the school newspaper, and 

Table 1. Species Planted in the garden

Qty Description

80 Native Groundcover

50 Native Vine 

80 Native Wildflower 

60 Butterfly Larval Host Plants 

60 Butterfly Nectar Plants 

30 Exceptional Pollinator Plant 

30 Exceptional Bird Food Source Plant 

30 Native Fruit Plants

100 Wildflower Seeds 

30 Soil Amendments 

Table 2. Project Data Collection Types

Type of Data Data Collection Method Amount

Soil pH Probeware detecting pH 3 sites, 10 samples each

Survey of student’s 

interest

Verbal communication and data 

research for gardening

40 students

CO2 Sequestration Measurement and estimation 10 students and 2 teachers
© 2023 National Earth Science Teachers Association. All Rights Reserved.

Page 38 The Earth Scientist

communications through the school’s The Morning Show to inform and engage 

students in SHS Beautify Project.

■ August 2021, the students planted a butterfly garden and began creating a 

community space. 

■ October 2021, students began conditioning the soil of the propagation garden 

for planting. Students also cleared seashell from the gardens so they could plant 

the gardens.

■ October 2021 - January 2022, (ongoing) students have worked 

with Wilcox Nursery to design, select, and plant three 

landscapes at Seminole High School. The students have planted 

one landscape in front of the school, created an improved 

memorial garden for students who have passed on as they 

attended Seminole High School, began creation of a studentcentered community space and garden, began planting a shade 

garden near the auditorium, and began clearing space and 

improving the allocated vegetable/propagation garden space.

■ September 2021, the students were surveyed regarding 

their understanding of the need for native plants in the local 

environment during this time (e.g., benefits, aesthetics, how 

to continue engaging students in activities, their desires to 

improve and continue gardening efforts).

■ September 2021 - current, students are planting suitable sources of nectar and 

food for indigenous butterfly species

■ November 2021 - current, students began propagating a small quantity of native 

plant species through its propagation garden. 

■ Academic year 2022 - 2023, students are maintaining the created gardens, 

building a vegetable garden, and researching aquaponics.

Student surveys were conducted in the fall of 2021 and the spring of 2022 to determine 

the student’s level of interest. The spring survey was used to determine knowledge of the 

students and was a baseline 

measurement that will be used 

as the program moves forward.

Based on EcoMatcher’s carbon 

sequestration formula, the 

carbon dioxide sequestered 

in one year was 13,408 lbs 

(Fransen, 2019). There were 

more than 570 wildflower 

plants, trees, shrubs, and 

vines planted. In the process 

of restoring native vegetation 

to the school’s campus, 4.62 

tons of crushed coquina 

shells were removed from 

the memorial garden.

Image 4. Seminole High School wildflower garden after planting in 2022

Photo Credit: Jerry Cantrell

Image 5. Memorial Garden Photo Credit: Jerry Cantrell Image 6. Wildflowers Photo Credit: Jerry Cantrell
© 2023 National Earth Science Teachers Association. All Rights Reserved.

Volume XL, Issue 1 Page 39

Many SHS educators wanted to be involved in this project, but curriculum sharing and 

integration had to occur, so we have taken an approach of collaborating in cross-disciplinary 

teams. The goal of the teams is to better understand the student’s needs and to provide 

STEAM-centered learning opportunities. A group of educator leaders and administrators 

met monthly to discuss moving this idea forward. One year’s theme for education was 

“water” and many lessons incorporated a water concept. Each discipline within the school 

created a “water” project to present to the student body via our Morning Show, a studentcreated news aired on Wednesdays and Thursdays. There was also a cross-functional team 

of teachers working with educators regarding the process of building collaborative teams 

and brainstorm ideas. The educators now see that sharing/integration can be successful and 

are consistently looking for ways to integrate sustainability into their coursework. 

Conclusion

Students have been successful in restoring native wildflowers on SHS’s 64-acre campus. 

There are 5 distinct garden spaces, with plants established over roughly three acres of land. 

The gardens created at SHS offered valuable teaching experiences that cultivate the potential 

in every student to thrive as a global citizen by inspiring a love of learning, encouraging 

civic engagement, challenging and supporting every student to achieve academic excellence, 

while embracing the full richness and diversity of our community. SHS has used the 

Landscape Architectural Project to grow its STEAM concept which is improving the teaching 

and learning environment at Seminole High School. It is also promoting new, innovative, 

and captivating learning experiences for students. 

The Landscape Architectural Project continues to be student-run, provides practical, hands-on 

experiences in farming and gardening, business management, community relations, and nature 

observation. Additionally, students are anticipating research projects, scientific inquiry, as well 

as places for reflection and creativity in the cultivation of the native plant habitat.

References

Back, J. 2017. Integrating the Engineering Design Process and Challenge-Based Learning 

in STEM. Retrieved from Getting Smart: https://www.gettingsmart.com/2017/10/19/

integrating-edp-and-cbl-in-stem/

Florida Wildflower Foundation. 2021. Native Wildflower Habitat: Protected through education, 

conservation, planting, and research.: https://www.flawildflowers.org/

Fransen, B. 2019. How to Calculate CO2 Sequestration. Retrieved from EcoMatcher: https://www.

ecomatcher.com/how-to-calculate-co2-sequestration/

NOAA. 2021. NOAA Southeast Habitat in the Southeast. Retrieved from Habitat in the Southeast: 

https://www.fisheries.noaa.gov/region/southeast#habitat

Pitchford, Z. 2019. How to Develop a Florida Native Landscape Design. Retrieved from Wilcox 

Nursery & Landscape, Landscaping: https://www.wilcoxnursery.com/landscaping/

develop-florida-native-landscape-design/

Royal Academy of Engineering. 2014. Think Like and Engineer Full Report. Retrieved from 

Thinking Like an Engineer Implications for the Education System: https://raeng.org.uk/

media/brjjknt3/thinking-like-an-engineer-full-report.pdf

The Glossary of Education Reform. 2016. Capstone Project. Retrieved from The Glossary of 

Education Reform for Journalists, Parents, and Community Members: https://www.

edglossary.org/capstone-project/

UMass Chan Medical School. 2022. Capstone Resources. Retrieved from Lamar Soutter Library: 

https://libraryguides.umassmed.edu/capstone-resources/parts-of-paper

Webster University. 2022. Capstone & Thesis Research. Retrieved from Webster University 

Library: https://libguides.webster.edu/capstone

About the Author

Jerry Cantrell is a science and 

engineering teacher at Seminole 

High School in Seminole, Florida.

Jerry holds a BS from Southern 

Polytechnic State University in 

Electrical Engineering and an 

MS from University of South 

Florida in Environmental Science, 

Policy, and Geography. He has

taught science and engineering 

in Pinellas County Schools for 

8 years; prior to teaching Jerry 

was a biomedical engineer and 

had served 15 years in the US 

Army. Additionally, Jerry is a Top

10 Finalist for Pinellas County 

Schools 2023 Teacher of the 

Year. Jerry can be reached at

cantrellj@pcsb.or