Creating & managing greener schools


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Creating & managing greener schools

  1. 1. Creating and Managing Greener Schools GREEN BUILDING PROFESSIONAL Series An  educa)on  ini)a)ve  supported  by  
  2. 2. Learning Objectives On completion of this course, successful students will be able to: q  Understand the changing nature of education and community q  Identify key benefits of Green Schools q  Examine definitions and components of Green Schools q  Review case studies, and understand the importance and difference between small interventions and “deep green” schools q  Describe the range of stakeholders and their reasons for engagement with Green Schools
  3. 3. Course Agenda q  q  q  q  q  q  q  q  q  Overview of issues facing schools Why Greener Schools? Green schools as learning tools The changing nature of education and community Green schools in action Certifying schools Planning and design for green schools Closing Case study review – included throughout the course
  4. 4. Why Green Building?
  5. 5. Why Green Building? Globally the built environment accounts for: 17% of fresh water consumption 25% of wood harvest 33% of CO2 emissions 30-40% of energy use 40-50% of raw materials used The building sector also has the highest potential to cost effectively mitigate GHG emissions, it holds huge opportunities to stimulating economic growth and has a direct impact on our health and wellbeing. This is why Green Building Councils all around the world are tapping into the potential of the built environment to drive sustainability.
  6. 6. 1 – Setting the Scene
  7. 7. What  Issues  Face  Our  Schools?   Use  the  flipchart  to   share  what  you  feel   are  issues  facing  our   schools.    (Both   physical  space/   needs,  and  about   people  and   communi)es.)      
  8. 8. What  Issues  Face  Our  Schools?   Now  look  at  which  issues   can  be  addressed  by   green  design  and   construc)on,  and  which   are  about  behaviours,   opera)ons,  or  other   non-­‐facility  criteria     Use  the  flipchart  to   iden)fy  under  which   criteria  issues  can  be   classified.  
  9. 9. A  Defini)on   •  A  green  school  can  be  defined  as  a   –  a  school  building  or  facility  that  creates  a  healthy   environment  that  is  conducive  to  learning  while   saving  energy,  resources  and  money  
  10. 10. The  case  for  green  schools   The  case  for  green  schools  can  be  made  through  the  following:   •  Demonstrate  a  Commitment  to  the  Health  and  Achievement  of  Students,   Teachers,  and  Staff   –  A  cer)fied  school  demonstrates  a  commitment  to  the  health  and  well-­‐being  of   students,  teachers,  and  staff.  By  improving  indoor  air  quality,  removing  toxic   materials,  op)mizing  ligh)ng  condi)ons,  and  addressing  cleanliness  and   comfort  issues,  a  green  school  becomes  a  learning  environment  capable  of   improving  the  academic  performance  of  students.   •  Improve  Energy  Efficiency  and  Generate  Cost  Savings   –  Improving  an  exis)ng  facility’s  energy  performance  is  a  major  component  of   ra)ng  tools  for    exis)ng  buildings  and  can  provide  immediate  and  measurable   reduc)ons  in  opera)onal  costs,  resul)ng  in  lower  u)lity  bills.    
  11. 11. The  case  for  green  schools   •  The  case  for  green  schools  can  be  made  through  the  following:   •  Third-­‐Party  Verifica)on   –  Cer)fica)on  by  an  interna)onally  recognized  cer)fica)on  system  that  offers   third-­‐party  verifica)on  verifies  that  the  school  has  achieved  real  energy  and   environmental  performance  goals  and  created  a  healthier  and  more   produc)ve  learning  environment.   •  The  School  as  a  Teaching  Tool   –  Teachers  at  green  schools  can  use  the  building  as  the  basis  for  innova)ve   curricula.  The  school  can  serve  as  a  tool  for  hands-­‐on  lessons,  such  as  math   students  tracking  and  char)ng  u)lity  cost  savings,  science  students  analysing   the  environmental  impact  of  tradi)onal  cleaning  products  compared  to  eco-­‐ friendly  ones,  and  students  designing  their  dream  sustainable  homes  using  the   types  of  systems  and  innova)ons  used  to  green  their  school.  Exercises  like   these  help  students  connect  to  their  environment  and  understand  the  effect   that  buildings  have  on  land,  natural  resources,  and  their  communi)es.  
  12. 12. What  does  a  Green  School  do?   Conserves  energy  and  natural  resources   Saves  public  money   Improves  indoor  air  quality   Removes  toxic  materials  from  places  where   children  learn  and  play   •  Employs  dayligh)ng  strategies  and  improves   classroom  acous)cs   •  Employs  sustainable  purchasing  and  green   cleaning  prac)ces   •  •  •  • 
  13. 13. What  does  a  Green  School  do?   •  Improves  environmental  literacy  in  students   •  Decreases  the  burden  on  municipal  water  and   wastewater  treatment   •  Encourages  waste  management  efforts  to  benefit  the   local  community  and  region   •  Conserves  fresh  drinking  water  and  helps  manage   stormwater  runoff   •  Encourages  recycling   •  Promotes  habitat  protec)on   •  Reduces  demand  on  local  landfills  
  14. 14. Case  Studies   •  This  course  includes  the  following  case  studies   –  Herwig  Blankertz  School,  Germany   –  Mar)net  Primary  School,  Spain   –  Kindergarten  Neufeld   –  Phoenix  Special  School,  UK   –  Sea^le  Central  Library,  Sea^le,  Washington,  USA   –  L'Ecole  Jean-­‐Louis  Marqueze,  France   –  Centre  for  Alterna)ve  Technologies,  Wales    -­‐  learning   laboratory  for  adult  learning    
  15. 15. Case  Studies   •  This  course  includes  the  following  case  studies   –  Rogiet  Primary  School,    Monmouthshire  UK  –  BREEAM   –  Neubau  VHV  Kindergarten,  Hannover  –  DGNB  –  need   details   –  HQE  project  –  need  details   –  Anglo-­‐American  School  of  Sofia  (AAS);  Sofia,  Bulgaria   –  Passive  School  Buildings,  Ireland   •  Scoil  Naomh  Mhuire,  Moynalty,  Co.  Meath   •  Powerscourt  Na)onal  School,  Enniskerry,  Co.  Wicklow   –  CIRCE  building,  Spain   –  Green  School,  Odense,  Denmark  
  16. 16. Example  -­‐  Herwig  Blankertz  School    
  17. 17. Example  -­‐  Herwig  Blankertz  School     •  •  •  •  •  •  •  Former  army  barracks;  original  concrete  floor   and  support  beams  kept  intact.     Roof  replaced  with  thin-­‐film  PV  panels   Panels  are  semi-­‐translucent,  allowing  light  into   the  building,  reducing  glare  and  heat.     Windows  open  automa)cally  to  provide   natural  ven)la)on  and  fresh  air.     Modular,  highly-­‐insulated  classrooms   Cost:    €  10.8  million  (including  PV)   Gross  floor  area  (GFA):    15,500  m²  
  18. 18. •  A  2006  report  on  the  Cost   and  Benefits  of  Greening   America’s  Schools  showed   that  the  net  benefit  was   $71/sf2.  This  report  is  found  at DocumentID=2908   •  [Note:  slide  under   development.    Is  there  a   report  like  this  for   Europe?]  
  19. 19. 2 – Why Greener Schools?
  20. 20. 3 – Why Greener Schools? •  Solar  power   demonstra)on     house  at  the  Centre   for  Alterna)ve   Technology  (CAT)  in   Wales  
  21. 21. Be^er  for  Learning   •  An  es)mated  40%  of  schools  [in  the  United  States]   are  subject  to  poor  environmental  condi)ons  that   compromise  the  health  and  learning  of  students.   •  Yet,  healthier  environment  and  atmosphere  in   school  buildings  u)lizing  green  design  and   construc)on  principles  is  shown  to  lead  to  significant   reduc)ons  in  student  absenteeism   •  And,  improvements  in  test  scores  have  been  shown   to  accrue  where  students  are  learning  in  a  greener   building  and  its  healthier  environment       (1)     (2)     (3)  
  22. 22. Be^er  for  Learning   •  In  a  pilot  study  by  the  University  of  Salford   and  architects,  Nigh)ngale  Associates,  it  was   found  that  the  classroom  environment  can   affect  a  child’s  academic  progress  over  a  year   by  as  much  as  25%.   •  Study  considered  design  parameters  such  as   classroom  orienta)on,  natural  light  and  noise,   temperature  and  air  quality.     •  For  more  details  of  the  results  see^/m/?s=14    
  23. 23. Both  design  and   use  factors   affect  learning   progress;   -­‐   Ligh)ng   -­‐   Choice   -­‐   Flexibility     -­‐   Connec)on   -­‐   Complexity   -­‐   Colour  
  24. 24. Be^er  for  Learning   •  Students  can  focus  be^er  with  improvements   in     –  Acous)cs   –  Thermal  Comfort   –  Dayligh)ng   •  Addi)onally,  green  schools  can  enhance   experien)al  learning  
  25. 25. Be^er  for  Learning   •  Acous)cs:    Green  building  features  such  as   acous)cal  ceiling  )les,  lined  ductwork  and   HVAC  systems  with  appropriately  placed  vents   provide  an  environment  that  lessens   distrac)ons  and  encourages  par)cipa)on.  
  26. 26. Acous)cs  example   Near-­‐Room  Unit   Original  configura)on   •  WSHP  located  in   plenum   •  Supply  duct  to   T  junc)on     •  Two  diffusers   •  Unducted  return  
  27. 27. Acous)cs  example   Near-­‐Room  Unit   Improved  configura)on     Relocate  unit  over   adjacent  hallway     Add  lined  return  duct       Line  the  supply  duct  
  28. 28. Be^er  for  Learning   •  Thermal  Comfort:  Comfortable  indoor   temperatures  enhance  produc)vity  and  keep   students  more  alert.  Fresher,  cleaner  air  can   be  achieved  with  windows  that  open  or   ven)la)on  systems  that  provide  a  constant   supply  of  air.  
  29. 29. Example  -­‐  Mar)net  Primary  School  
  30. 30. Example  -­‐  Mar)net  Primary  School   •  •  •  •  •  •  A  ceramic  lavce  acts  as  protec)on  for  south   facing  corridors     The  unusual  honeycomb  facade  inset  with  mul)-­‐ coloured  )les  has  visual  interest   Acts  as  a  sunscreen,  while  also  providing  natural   ven)la)on   West  orienta)on  combine  a  range  of  green   "spring“  colours,  east  orienta)on  a  range  of  3   earthy  colours  "autumn   Cost:    €  4.36  million   Gross  area:  3.448,71  m2  
  31. 31. Example  -­‐  Mar)net  Primary  School  
  32. 32. Be^er  for  Learning   •  Dayligh)ng:    When  deprived  of  natural  light,   studies  have  shown  that  children’s  melatonin   cycles  are  disrupted,  likely  having  an  impact   on  their  alertness  during  school  (Figueiro  &   Rea,  2010).  Skylights  and  large  windows  allow   daylight  to  stream  in,  reducing  energy  costs   and  improving  student  concentra)on.  
  33. 33. Example  -­‐    Kindergarten  Neufeld  
  34. 34. Example  -­‐    Kindergarten  Neufeld  
  35. 35. Example  -­‐  Kindergarten  Neufeld   •  Groups  can  collect  or  break  up  within  the  spaces   without  being  cut  off   •  Entrances  along  the  southern  face  facilitate   connec)vity  to  the  outdoors   •  Operable  windows  for  both  daylight  and  fresh  air     •  Wooden  louvered  pergola  protects  the  glass  and   the  play  area  from  the  sun   •  Drop-­‐down  skylights  integrated  into  the  ceiling   •  Underground  earthtube  air  intakes  provide  fresh   pre-­‐tempered  air   •  Building  Volume:  4.300  m²   •  Construc)on  Costs:  €  1,5  M  
  36. 36. Example  -­‐  Kindergarten  Neufeld  
  37. 37. 3 – Green Schools as Learning Tools •  There  is  a  connec)on  between  sustainable   design  and  the  learning  environment   •  For  example   –  integra)ng  nature   –  monitoring  energy   –  managing  waste  
  38. 38. Green  Schools  as  Learning  Tools   •  In  this  TED  talk,  John  Hardy  points  to  a  be^er  future   through  an  inspira)onal  story  about  a  green  schools   program  based  in  Bali     –  13  minutes   –  John  Hardy  My  Green  School  Dream  
  39. 39. The  commitment  to  the   environmental  quality  of  school   buildings,  in  both  new  and   renovated  schools,  must  go  hand   in  hand  with  commitment  to   environmental  educa)on  and  to   educa)on  that  is  effec)ve  in  a   highly  compe))ve  global   economy.    
  40. 40. Green  Schools   •  Be^er  for  teaching   –  Green  schools  have  lower  turnover  of  teachers   and  staff   –  Health  impacts  for  teachers  and  staff  are  similar   to  those  of  students  
  41. 41. Be^er  for  Teaching   •  Reten)on     –  The  highest  opera)ng  expenditure  for  schools  is   personnel  costs.   –  A  2010  report  by  the  Na)onal  Commission  on   Teaching  and  America's  Future  (NCTAF)  es)mated   that  the  na)on's  school  districts  spent  at  least   $7.2  billion  a  year  on  teacher  turnover.    
  42. 42. Be^er  for  Teaching   •  Health/Produc)vity  -­‐  Examples   –  When  toxic  chemicals  —  o{en  found  in  paint,   flooring  and  furniture  as  well  as  conven)onal   cleaning,  pest  management  and  snow  removal   products  —  are  eliminated,  students  and  staff   report  less  eye,  nose  and  throat  irrita)on,  and   asthma-­‐related  incidents  decline.     –  Op)mizing  classroom  acous)cs  so  children  can   hear  also  helps  preserve  teacher  health  —  the   average  teacher  misses  2  days  per  year  due  to   vocal  strain  
  43. 43. Green  Schools   •  Be^er  for  budgets   –  Green  schools  can  be  created  at  or  below  regional   K-­‐12  construc)on  costs  and  operated  within   exis)ng  facili)es  budgets.   –  On  average,  green  schools  save  $100,000  per  year   on  opera)ng  costs  —  enough  to  hire  at  least  one   new  teacher,  buy  200  new  computers,  or   purchase  5,000  textbooks.  
  44. 44. Be^er  for  budgets   •  Be^er  for  budgets   –  Energy  is  the  second  highest  opera)ng  expenditure  for   schools  a{er  personnel  costs.     –  Green  schools  use  33  percent  less  energy  and  32  percent   less  water  than  conven)onally  constructed  schools,   significantly  reducing  u)lity  costs  over  the  average  42-­‐year   lifecycle  of  a  school.  
  45. 45. Be^er  for  budgets   •  Be^er  for  budgets   –  The  cost  savings  in  green  schools  are  generated   from  many  sources,  including  energy-­‐efficient   hea)ng  and  air  condi)oning  systems,  energy-­‐ efficient  ligh)ng  and  occupancy  sensors,   dayligh)ng  strategies,  water-­‐efficient  fixtures  and   lower  opera)ons  and  maintenance  expenses.  
  46. 46. Be^er  for  Budgets   •  Green  schools  do  not  have  to  more  than   conven4onal  schools.   –  A  study  of  100  cer)fied  buildings  were  compared   to  a  random  sample  of  tradi)onally  designed   buildings  and  controlling  for  )me,  loca)on  and   cost,  the  study  found  no  significant  difference  in   average  costs  for  green  buildings  as  compared  to   non-­‐green  buildings.   –  Costs  to  operate  energy-­‐  and  water-­‐efficient   schools  are  far  less  than  corresponding  costs  for   conven)onal  schools.  
  47. 47. Be^er  for  Budgets   •  Green  schools  do  not  have  to  more  than   conven4onal  schools.   –  By  u)lizing  the  integrated  design  process,  a   process  that  brings  all  stakeholders  together  to   iden)fy  and  resolve  problems  early  in  the  process,   green  schools  can  be  built  for  no  addi)onal   premium.   –  To  create  green  schools,  a  community  does  not   have  to  build  new  schools.  There  are  many  cost-­‐ effec)ve  measures  available  to  turn  exis)ng   schools  into  green  schools.    
  48. 48. Example   •  Phoenix  Special  School   •  The  Central  Founda)on  Girls  School   •  Construc)on  Costs:  £7  million    
  49. 49. Example   •  A  key  part  of  the  design  has  been  the   partnership  between  Phoenix  and  the   adjoining  school,  the  Central  Founda)on  Girls   School.     •  Through  co-­‐opera)ve  development  and   collabora)on  the  new  building  will  have  both   shared  and  specific  spaces.     •  The  focus  on  community  integra)on  and   voca)onal  training  which  is  relevant  to  the   area  and  future  lives  is  shared  by  both  schools.    
  50. 50. Green  Schools   •  Be^er  for  communi)es   –  Green  schools  strengthen  the  local  economy,   advance  the  use  of  new  technologies  and   contribute  to  job  growth.  Sevng  green   construc)on  and  renova)on  standards  provides   opportuni)es  for  people  to  develop  needed  skills   for  the  new  green  economy.    
  51. 51. Be^er  for  Communi)es   •  Be^er  for  communi)es   –  School  as  the  centre  of  community     –  Enhance  learning  by  cul)va)ng  local  experts   –  Green  schools  increase  property  values   –  Quality  schools  are  a  deciding  factor  for  many   home  buyers  
  52. 52. 4 - The changing nature of education and community
  53. 53. The  changing  nature  of  educa)on  and   community   •  Ken  Robinson  is  a  thought  leader  in  educa)onal   philosophy  and  in  this  clip,  he  presents  an  argument   on  how  re-­‐thinking  educa)on  can  open  whole  new   vistas  for  the  future  of  our  communi)es.   –  12  minutes   –  Ken  Robinson,   Changing  Educa)on   Paradigms    
  54. 54. Consider  the  Library  
  55. 55. Ques)ons  –  not  answers   •  Why  is  this  important?   –  We  are  learning  differently   –  We  are  learning  globally   –  We  are  life-­‐long  learners   –  Our  communi)es  are  global,  but  may  suffer  locally   –  Our  buildings  need  to  be  future-­‐proof  (healthy,   durable,  flexible)  
  56. 56. Example  -­‐  L'Ecole  Jean-­‐Louis  Marqueze    
  57. 57. Green  Schools   •  Be^er  for  the  planet   –  Green  schools  lessen  environmental  impacts,   conserve  resources  and  educate  the  next   genera)on  of  environmental  stewards.   –  Buildings  are  one  of  the  heaviest  consumers  of   natural  resources.  Therefore,  the  impact  within   our  educa)onal  sector  is  immense.  
  58. 58. 5 - Green Schools in Action
  59. 59. Centre  for  Alterna)ve  Technologies   •  h^p://  
  60. 60. Wales  Ins)tute  for  Sustainable   Educa)on  (WISE)   •  The  WISE  building  features  many  innova)ve  sustainability   features.  Throughout  the  construc)on,  low  embodied   building  materials  such  as  earth  and  hemp  were  used.   Building  materials  have  been  sourced  locally;  the  rammed   earth  lecture  theatre  is  made  using  soil  from  a  nearby  disused   quarry.  The  building  has  energy-­‐efficient  glazing  to  enhance   natural  day  ligh)ng  and  passive  heat  gain,  making  energy   requirements  minimal.  Every  stage  of  construc)on  was   monitored  to  calculate  the  environmental  footprint  -­‐  from  the   materials  used  to  the  daily  journey  to  work  made  by  those   working  on  WISE.  Environmental  monitoring  will  con)nue   throughout  the  building’s  life.    
  61. 61. Example  -­‐  WISE  Building   Features   •  A  rammed  earth  lecture   theatre.   •  Energy  and  water  usage   monitoring  equipment.   •  Natural  zero  energy   treatment  of  grey  water   and  sewage.  
  62. 62. Example  -­‐  WISE  Building   Features   •  Restaurant  and  bar  –   promo)ng  the  importance   of  sustainable  land  use,   food  miles  and  a  healthy   diet.   •  Uniquely  designed  organic   gardens.  
  63. 63. Green  Schools   •  CAT  and  the  other  examples  have  shown  what   can  happen  if  an  educa)onal  ins)tu)on/ school  district/etc  is  commi^ed  to   sustainability.   •  But,  what  about  the  rest  of  our  schools?  
  64. 64. Approaches   Design  new  schools  to  be  green   Retrofit  exis)ng  schools   Use  green  schools  as  learning  tools   Invite  community  par)cipa)on  in  both  design   and  use  of  schools   •  Cer)fy  green  schools   •  •  •  • 
  65. 65. Ac)ons     •  Designers  and  providers  have  commissioned  new   buildings  at  all  levels  of  educa)on  with  proven   results  in  improving  educa)onal  outcomes   •  Mul)-­‐stakeholder  involvement  in  building   programs  have  led  to  higher  community  use  of   the  resources  and  encouraged  new  approaches   to  educa)on   •  Green  school  programs  exist  at  all  levels  where   students  become  involved  in  ini)a)ves   •  The  building  programs  have  evolved  alongside   new  approaches  to  environmental  educa)on  
  66. 66. Europe  2020   •  Under  Europe  2020,  there  are  a  number  of   na)onal  ini)a)ves  for  green  public  buildings,   including  schools,  but  not  a  European-­‐wide,   school-­‐specific  programme.   •  The  role  of  EU  is  to  encourage  and  support   moves  towards  a  more  sustainable  society   •  The  EU  Direc)ves  on  Energy  Performance,   Waste,  etc  affect  school  building  programs    
  67. 67. Inter  country  networks   •  There  are  many  valuable  country-­‐based   ini)a)ves  and  projects  focused  on  promo)ng   sustainability  in  schools  across  the  European   Union,  but  these  are  not  well  co-­‐ordinated   •  Moreover,  there  are  numerous  twinning   school  arrangements  among  EU  member   countries   •  Local  ac)on  at  the  school  or  community  level   is  not  well  linked  to  the  na)onal  or   interna)onal  policy  &  planning  level.  
  68. 68. Na)onal  Governments     •  Funding  –  Each  na)onal  government  is  the   largest  developer  of  school  buildings  and  as   such  are  huge  influencers  of  design  criteria   •  Many  EU  countries  have,  or  are  developing,   green  public  procurement  policies  which   affect  not  just  the  new  buildings  but  the   opera)onal  supply  chains  
  69. 69. Na)onal  Governments   •  Transport    -­‐  most  na)onal  governments  have   pledged  to  reduce  the  carbon  footprint  of  the   transport  sector  by  2020     •  School  transport  is  part  of  greening  the  fleet   •  However,  there  is  also  the  health  ini)a)ves   around  childhood  exercise  and  fitness  where   children,  parents,  school  authori)es  are  trying   to  encourage  cycling,  walking  to  school    
  70. 70. Example  for  review  process  only–     Building  Schools  for  the  Future   •  Building  Schools  for  the  Future  (BSF)  is  a   na)onal  programme  in  the  UK.  Over  15  years   the  project  will  see  new  schools  built  and   exis)ng  ones  upgraded  to  meet  the  needs  of   communi)es  in  the  21st  century.   •  Focus  on  extended  schools,  providing  services   and  ac)vi)es  that  reach  beyond  the  normal   school  day.  This  helps  meet  the  needs  of   families  and  working  parents  in  the  wider   community.  
  71. 71. Na)onal  Educa)on  Policy  
  72. 72. 6 - Cer)fying  Schools •  •  •  •  •  •  BREEAM   DGNB   HQE   LEED   Passivehaus   Other  systems  
  73. 73. Integrated  design   •  Cer)fying  schools  also  assist  in  ensuring  an   integrated  design  process   –  An  integrated  design  process  includes  the  ac)ve   and  con)nuing  par)cipa)on  of  users  and   community  members,  code  officials,  building   technologists,  contractors,  cost  consultants,  civil   engineers,  mechanical  and  electrical  engineers,   structural  engineers,  specifica)ons  specialists,  and   consultants  from  many  specialised  fields.     –  The  best  buildings  result  from  con)nual,   organised  collabora)on  among  all  players.  
  74. 74. Third-­‐party  cer)fica)on  validates  and  gives   owners  confidence  that  the  building  was  built   as  designed,  with  performance  in  mind,  and   can  be  expected  to  perform  as  intended.   Why  Cer)fy?  
  75. 75. BREEAM  New  Construc4on:  Educa4on   •  BREEAM  for  educa)on  is  an  assessment  method  and   cer)fica)on  scheme  that  can  be  used  at  the  design,   construc)on,  and  refurbishment  stages  of  a  building’s   lifecycle.     •  It  can  be  used  to  assess  the  following  types  of   educa)on  buildings:   –  Pre-­‐schools,   –  Schools  –  primary  and  secondary,   –  Sixth  Form  Colleges  (higher  secondary  schools),   –  Further  Educa)on/Voca)onal  Colleges  and  Ins)tu)ons,   –  Higher  Educa)on  Colleges  and  ins)tu)ons.  
  76. 76. BREEAM  Schools  research   •  In  some  circumstances  the  exponen)ally   increasing  costs  of  achieving  the  addi)onal   credits  for  an  'Excellent'  ra)ng  can  detract   significantly  from  the  project's  affordability   Score   Ra)ng   Extra  Cost   40   Good   Li^le  or  no   55   Very  Good   +£19  sq  mt   70+   Excellent   +£60  sq  mt  
  77. 77. BREEAM  Schools  research   •  The  study  highlights  that  a^emp)ng  to  reach   BREEAM  Excellent  can  mean  addi)onal  costs   climb  very  steeply.     •  An  'Excellent'  ra)ng  will  be  very  hard  to   achieve  without  incorpora)ng  a  suitable   renewable  energy  solu)on,  which  will  o{en   be  the  only  prac)cable  method  of  achieving   an  ‘Excellent’  ra)ng.  
  78. 78. BREEAM  Schools  research   •  The  renewable  credits,  associated  with  the  installa)on  of   technologies  such  as  ground  source  heat  pumps  (GSHP),   biomass  boilers,  solar  thermal  hot  water  systems,   photovoltaic  ‘solar  cells’  (PV)  or  small  scale  wind  turbines   are  likely  to  be  among  the  most  expensive  to  a^ain.   •  However,  current  trends  suggest  that  the  inclusion  of  an   on-­‐site  renewable  energy  source  is  likely  to  become  a   mandatory  requirement  for  future  projects.   •  On  a  posi)ve  note,  the  study  demonstrates  that   achieving  a  ‘Very  Good’  ra)ng  is  not  likely  to  create   significant  extra  costs,  provided  that  sa)sfac)on  of  the   BREEAM  credits  is  given  due  considera)on  early  in  the   design  process.  
  79. 79. BREEAM  Example   Rogiet  Primary  School,  Monmouthshire  UK    
  80. 80. BREEAM  Example   Rogiet  Primary  School,  Monmouthshire  UK     About  the  Project   •  New-­‐build  project  to  replace  an  exis)ng  school   on  adjacent  land   •  Single-­‐storey,  )mber-­‐frame  building   accommodates  260  pupils  and  staff   •  Monmouthshire  County  Council  set  the  BREEAM   ‘Excellent'  objec)ve  in  line  with  its  targets  and   Welsh  Assembly  Government  guidance  on  the   sustainable  development  of  public  buildings.    
  81. 81. BREEAM  Example   Rogiet  Primary  School,  Monmouthshire  UK     Key  Facts   •  •  •  •  •  •  BREEAM  ra)ng:  Excellent   Score:  78.18%   Size:  1447  m2  gross  floor  area   Cost:  €2046/  m2   BREEAM  version:  Schools  2006   Comple)on:  October  2009  
  82. 82. BREEAM  Example   Rogiet  Primary  School,  Monmouthshire  UK     Environmental  Features   •  Sustainable  design  principles  were  followed   from  the  outset   •  High  levels  of  natural  daylight  in  all  areas   •  Responsibly  sourced  )mber  and  local  supply   chain  contractors   •  Natural  ven)la)on  using  both  manually  and   automa)cally  actuated  windows,  rooflights  and   vents  
  83. 83. BREEAM  Example   Rogiet  Primary  School,  Monmouthshire  UK     Environmental  Features   •  Efficient  thermal  and  building  services  using   high  levels  of  insula)on  and  passive  measures   to  minimise  energy  consump)on   •  Landscape  design  and  plan)ng  that  maximised   both  educa)onal  benefits  for  the  school  and   biodiversity  enhancement  of  the  site   •  Best  prac)ce  approach  to  site  environmental   management  and  procurement  on  the  part  of   the  contractor  
  84. 84. BREEAM  Example   Rogiet  Primary  School,  Monmouthshire  UK     •  The  BREEAM  Assessment   •  The  project  scored  well  in  all  BREEAM   categories  with  6  of  these  exceeding  a   score  of  70%:   •  Management  (80%)     •  Health  &  Wellbeing  (83%)   •  Energy  (74%)   •  Water  (86)   •  Materials  (76%)     •  Pollu)on  (100%)  
  85. 85. BREEAM  Example   Rogiet  Primary  School,  Monmouthshire  UK     •  The  school  as  a  learning  lab   •  Sustainable  principles  were  integrated   with  the  children's  educa)on  including:   •  Landscape  design  delivering  a  nature   garden  area  and  a  pond  for  wildlife   study.   •  An  eco  wall  in  the  library  presen)ng   informa)on  on  the  sustainability   aspects  of  the  project,  and  displays  of   energy  use  and  rainwater  capture.   •  Produc)on  of  a  DVD  video  of  the   project  including  the  life-­‐cycle  of  the   recycled  cellulose  insula)on  used  in   the  )mber  frame  construc)on.  
  86. 86. DGNB   •  New  educa4onal  facili4es.   •  Cer)fica)on  System  for  kindergartens,  schools,  adult   educa)onal  facili)es,  universi)es,  and  rooms  mainly   used  for  seminars  and  lectures  and  as  classrooms.     •  The  modular  assessment  also  allows  for  the  adjacent   use  of  offices,  kitchens,  cafeterias,  libraries,  and   sports  facili)es  within  the  same  building.     •  Gymnasiums,  libraries,  and  cafeterias  in  separate   buildings  are  not  taken  into  considera)on.     •  The  design  of  outdoor  facili)es  is    also  assessed.  
  87. 87. DGNB  example   •  Possible  DGNB  school:  Neubau  VHV   Kindergarten,  Hannover,  Deutschland  
  88. 88. HQE   •  Please  supply  informa)on  regarding  HQE  for   schools  
  89. 89. HQE  Example   •  Please  supply  informa)on  regarding  a  HQE  for   schools  example  
  90. 90. LEED  for  Schools   •  The  LEED  for  Schools  Ra)ng  System,  first   introduced  in  2007,    recognizes  the  unique   nature  of  the  design  and  construc)on  of  schools.     •  Based  on  the  LEED  for  New  Construc)on  ra)ng   system,  it  addresses  issues  such  as  classroom   acous)cs,  master  planning,  mold  preven)on  and   environmental  site  assessment.     •  Addresses  the  uniqueness  of  school  spaces  and   children's  health  issues  to  provide  an  building   that  is  not  only  technically  efficient  but  supports   wider  educa)onal  and  community  goals  
  91. 91. LEED  for  Schools   •  LEED  for  Schools  provides  a    comprehensive  tool   for  schools  that  wish  to  build  green  and  access   measurable  results.     •  The  ini)a)ve  is  interna)onal  in  reach     •  The  topics  of  Site,  Energy,  Materials  etc  are   honed  and  refined  to  support  planners  and   developers  to  meet  the  unique  demands  of  a   school  building     •  USGBC  offer  wider  support  for  those  wishing   become  involved  in  the  green  school  program   itself  in  how  to  link  to  the  wider  community  
  92. 92. LEED  Example   •  Anglo-­‐American  School  of  Sofia  (AAS);  Sofia,  Bulgaria   –  AAS  is  the  first  school  building  in  Bulgaria  and  the   third  K-­‐12  School  outside  of  the  US  to  gain  LEED   EBOM  Gold  Cer)fica)on.   –  Key  Facts   •  LEED  ra)ng:  LEED  Exis)ng  Buildings:  Opera)ons  and   Maintenance  (EBOM)  Gold     •  Size:  9,500-­‐sq.m   •  Original  Building  Completed:  2006   •  Cer)fica)on:  2012  
  93. 93. Anglo-­‐American  School  of  Sofia   (AAS);  Sofia,  Bulgaria  
  94. 94. Anglo-­‐American  School  of  Sofia   (AAS);  Sofia,  Bulgaria   •  Currently  the  three-­‐story  school   building  serves  380  students  and  has   been  a  catalyst  for  the  school  to   enhance  the  environmental  focus  in  its   curriculum.  
  95. 95. Anglo-­‐American  School  of  Sofia   (AAS);  Sofia,  Bulgaria   •  History   –  The  Anglo-­‐American  School  was  designed     according  to  green  building  principles  although  it   was  not  ini)ally  intended  to  undergo  LEED   cer)fica)on.     –  The  original  design  aimed  to  save  energy,  water   and  materials,  as  well  as  incorporate  a  variety  of   other  sustainable  strategies  in  the  construc)on  of   the  school  building.    
  96. 96. Anglo-­‐American  School  of  Sofia   (AAS);  Sofia,  Bulgaria   •  The  LEED  cer)fica)on  process  of  The  Anglo-­‐ American  School  of  Sofia  began  in  2011     –  involved  a  complete  assessment  of  the  building  as   well  as  a  thorough  energy  audit  of  all  mechanical   and  electrical  systems.     –  Cer)fica)on  was  awarded  based  on  the  quality  of   the  exis)ng  building,  the  implementa)on  of  high   performance  opera)ons  and  maintenance   strategies,  as  well  as  a  number  of  green  design   and  construc)on  features  that  posi)vely  impact   the  project  itself  and  the  broader  community.    
  97. 97. Anglo-­‐American  School  of  Sofia   (AAS);  Sofia,  Bulgaria  
  98. 98. Anglo-­‐American  School  of  Sofia   (AAS);  Sofia,  Bulgaria   •  These  features  include:     –  strictly  controlled  energy  and  water  consump)on   –  solar  energy  usage   –  usage  of  natural  light  in  classrooms   –  water  purifica)on  and  re-­‐usage  cycle   –  sustainable  building  materials   –  recycling  policy  and  reuse  of  materials   –  comprehensive  transporta)on  planning   •  62  points  (LEED  EBOM  Gold  Cer)fica)on)  
  99. 99. Anglo-­‐American  School  of  Sofia   (AAS);  Sofia,  Bulgaria  
  100. 100. Anglo-­‐American  School  of  Sofia   (AAS);  Sofia,  Bulgaria   •  Architect  Vessela  Valtcheva-­‐McGee,  LEED  AP   Principal  from  Triple  Green  Building  Group,   LLC,  the  company  responsible  for  LEED   cer)fica)on  documenta)on  said:  “Due  to  the   cer)fica)on  process  the  school  management   has  an  actual  idea  of  how  they  perform   compared  to  other  green  buildings  and  they   also  have  the  facility  management  tools   necessary  to  maintain  and  operate  the   building  to  its  op)mal  poten)al.”  
  101. 101. Passivhaus   •  For  achieving  Passivhaus  standards  in  schools,  the   following  can  be  recommended:     –  A  favourable  A/V-­‐ra)o   –  Excellent  insula)on   –  Absence  of  thermal  bridges   –  Air)ghtness   –  Passive  House  windows   –  Ven)la)on  systems   –  Heat  recovery  
  102. 102. Passivhaus   •  For  achieving  Passivhaus  standards  in  schools,  the   following  can  be  recommended  (con)nued):     –  Time  control  for  ven)la)on   –  Hea)ng  by  means  of  the  supply  air   –  Thermal  protec)on  in  summer   –  High  internal  heat  capacity   •  Applying  these  basic  recommenda)ons  and  the   components  available  on  the  market  today,  it  is   possible  to  realise  Passive  House  school  buildings   with  various  design  concepts.  
  103. 103. Passive  House  Schools  in  Ireland   •  Scoil  Naomh  Mhuire,  Moynalty,  Co.  Meath   •  Powerscourt  Na)onal  School,  Enniskerry,  Co.   Wicklow  
  104. 104. Scoil Naomh Mhuire, Moynalty, Co. Meath, Ireland  
  105. 105. Scoil Naomh Mhuire, Moynalty, Co. Meath, Ireland   •  Construc)on  of  a  New  4  Classroom   Primary  School  to  new  Passivhaus   Standard.   •  Architect  was  an  in-­‐house  architect  from   the  Client  (Department  of  Educa)on  and   Science)   •  Value:  €1.80  M   •  Completed:  March  2012   •  This  achieved  an  Air  Tightness  result  of  .54   (M3/hr)  /  M3  @  50pa.  
  106. 106. Scoil Naomh Mhuire, Moynalty, Co. Meath, Ireland   •  Building  features  also  include:   –  200mm  phenolic  insula)on  to  floors  and  120mm   in  polysio  insula)on  to  roof.   –  Triple  glazed  alu  clad  windows  with  a  U-­‐Value   <0.80  W  /  m2  K.   –  External  insulated  render  system  with  200   phenolic  insula)on.   –  Wood  Chip  Boiler,  heat  recovery  ven)la)on  and   integrated  BMS  Systems.   –  Photovaltaic  solar  panels.  
  107. 107. Powerscourt  Na)onal  School  in   Enniskerry,  Co  Wicklow   •  School  principal  Anna  Ovington  said,  “We  will   be  moving  from  a  very  old  building  on  a  site,   which  was  not  very  accessible,  to  an  ultra-­‐ modern  school  which  has  as  li^le  impact  on   the  environment  as  possible.  It  is  so  exci)ng   and  the  new  school  will  provide  a  wonderful,   s)mula)ng  environment  for  the  children  to   learn  in.”  
  108. 108. Powerscourt  Na)onal  School  in   Enniskerry,  Co  Wicklow   •  Windows  open  by  themselves  when  the   classrooms  reach  a  certain  temperature,  lights   turn  off  automa)cally  when  there  is  no   ac)vity  in  the  room  and  the  water  used  to   flush  the  toilets  is  harvested  rainwater.   •  Inside  the  school  there  are  panels  mounted  on   the  wall  which  show  how  much  energy  is   being  used  in  each  of  the  classrooms.  
  109. 109. Powerscourt  Na)onal  School  in   Enniskerry,  Co  Wicklow   •  All  classrooms,  as  well  as  the  hall  and  mul)-­‐ purpose  room,  are  fi^ed  with  interac)ve   whiteboards  and  computer  sta)ons  and  have   access  to  an  outdoor  sea)ng  area  so  that  in   good  weather  some  lessons  can  take  place   outside.  
  110. 110. •  Quiz  15  
  111. 111. 7 – Planning and Design for Green Schools
  112. 112. Example  –   School  in  Odense,  Denmark  
  113. 113. Example  –   School  in  Odense,  Denmark   •  Old  barracks  in  Odense,  Denmark,  was   transformed  into  a  state-­‐of-­‐the-­‐art,   sustainable  school   •  Goal  was  to  use  as  much  of  the  old   buildings  as  possible  
  114. 114. Example  –   School  in  Odense,  Denmark   •  Waste  from  the  construc)on  site  was   sorted  into  much  smaller  frac)ons  so  that   a  far  greater  percentage  of  the  material   was  iden)fied  as  reusable.  In  total,  97%  of   the  waste  material  was  recycled.   •  Material  from  the  demolished  buildings   was  reused  for  the  construc)on  of  parking   areas.  
  115. 115. Example  –   School  in  Odense,  Denmark   •  Surface  materials  used  in  the  classrooms   were  chosen  with  care  using  life  cycle   analysis  of  all  poten)al  products.  This   analysis  was  conducted  at  every  stage  of   the  product’s  life  cycle,  from  poten)al   greenhouse  gas  emissions  created  in   produc)on  through  to  hazardous   emissions  from  end  of  life  incinera)on  or   landfill.  
  116. 116. Green  Strategies  to  Consider   •  •  •  •  •  •  •  •  Overall  Concepts   Community   Site  Design   Dayligh)ng  and  Windows   Building  Shell   Electrical  Systems   Mechanical  Systems   Recycling  and  Environmentally  Sound  Materials  
  117. 117. Overall  Concepts   •  Think  whole-­‐building,  not  individual  measures.   It  is  very  typical  that  one  green  feature,  by   itself,  won’t  be  less  expensive.  But,  in   combina)on  with  others,  the  overall  impact   on  the  cost  is  to  lower  it.   •  For  exis)ng  schools,  the  first  step  is  a  series  of   audits:  energy,  water,  waste  and  any  relevant   processes.  This  allows  the  team  to  establish   the  star)ng  point  against  which  upgrades  and   improvements  can  be  measured.  
  118. 118. Community   •  Maximize  your  community’s  resources  by  analysing   facili)es  that  could  be  jointly  and  beneficially  used   by  more  than  one  group  within  the  community.  A   church  and  your  school  could  share  parking,  a  town   library  system  and  the  school  could  eliminate  the   need  for  duplicate  space  that  could  serve  both,  or  a   constructed  wetland  could  be  used  by  several   surrounding  neighbours  to  solve  their  common   erosion  problems.  Sharing  recrea)onal  facili)es  is   o{en  a  real  opportunity  for  significant  savings.  
  119. 119. Community   •  Design  your  pedestrian  paths  so  that  they  provide   easy,  safe  access  from  the  residen)al  areas  of  the   community  to  the  school.     •  Take  advantage  of  public  transporta)on  that  can   alleviate  the  need  for  addi)onal  parking  spaces  or   stacking  lanes.  
  120. 120. Outside  spaces   •  In  a  2008  field  study  of  17  children  diagnosed   with  a^en)on  deficit  hyperac)vity  disorder  in   Urbana-­‐Champaign,  Illinois,  researchers   iden)fied  a  17  percent  improvement  in   concentra)on  performance  at  memory  tasks   a{er  a  20-­‐minute  guided  walk  in  a  natural   park  as  compared  with  a  walk  in  a  downtown   sevng  or  a  residen)al  sevng.    
  121. 121. Outside  Spaces   •  Green  schools  should  be  within  walking   distance  of  students  and  teachers.  Green   schools  in  neighbourhoods  designed  for   walking,  or  at  least  in  transit-­‐oriented   communi)es  where  some  walking  can  be   assumed,  provide  recrea)onal  and  mee)ng   spaces  that  support  the  community,  improve   neighbourhood  safety  and  vitality,  and  ensure   the  immeasurable  benefits  of  physical   exercise.    
  122. 122. Outside  Spaces   •  Green  schools  should  be  rich  with   environmental  materials  and  learning  -­‐-­‐  a   living  laboratory  for  children.  The   opportuni)es  to  understand  the  flow  of  heat,   light,  air,  sound,  and  energy  in  buildings  and   to  teach  the  science,  the  math,  the  history,   and  the  art  of  innova)on  for  our  shared  future   is  most  powerfully  delivered  when  the  school   is  a  living  laboratory.    
  123. 123. Site  Design   •  Retain  site  features  that  can  later  serve  as  3-­‐D   teaching  tools.  Wooded  areas  that  can  serve  as   interpre)ve  spaces  are  one  example.  Fully   understand  the  curriculum  and  maximize  the  site  as   a  means  to  enhance  experien4al  learning.   •  Keeping  parts  of  your  site  “natural”  and  not  plan)ng   grass  can  save  first  costs  as  well  as  eliminate  the   need  for  con)nual  mowing  and  watering.  
  124. 124. Site  Design   •  Incorporate  or  retain  indigenous  vegeta)on  to   minimize  water  needs.  Xeriscape  plan)ng  strategies   cost  less  money  upfront,  and  they  save  on  water  use   for  years  to  come.   •  O{en  a  constructed  wetland,  by  itself,  will  cost   slightly  more  than  a  reten)on  pond.  A  rainwater   catchment  system  will  typically  cost  more.  But   together  they  o{en  cost  less  because  the  civil  piping   costs  are  prac)cally  eliminated.  
  125. 125. Water  and  Moisture   •  Water  and  Moisture   –  Managing  excessive  moisture  in  the  form  of  leaks,   visible  dampness,  or  visible  mould  has  been   associated  with  reduced  asthma  and  respiratory   disease  in  schoolchildren.     –  In  a  2002  study  of  32  schools  in  Finland,   researchers  iden)fied  an  average  15  percent   reduc)on  in  the  prevalence  of  the  common  cold   during  spring)me  in  school  buildings  that  had  no   moisture  or  mould  problems  as  compared  with   moisture  or  mould-­‐damaged  schools.    
  126. 126. Dayligh)ng  and  Windows   •  One  of  the  most  famous  school-­‐building   studies,  completed  by  the  Heschong  Mahone   Group,  iden)fies  test  scores  7-­‐26  percent   higher  for  schoolchildren  in  classrooms  with   plen)ful  natural  light  than  for  those  in   classrooms  with  li^le  or  no  daylight.    
  127. 127. Dayligh)ng  and  Windows   •  Windows  also  can  support  natural  ven)la)on,   especially  with  high  and  desk-­‐height  windows  that   provide  free  cooling  through  most  of  the  academic   year  and  let  outside  air  flow  into  stuffy  classrooms  as   needed.     •  Benefits  of  dayligh)ng    including  saving  energy,   increasing  produc)vity,  and  improving  health.  When   selec)ng  the  most  cost  effec)ve  strategies,  choose   the  spaces  that  are  used  the  most  and  are  to  be  air   condi)oned.    
  128. 128. Dayligh4ng  and  Windows   •  In  classrooms  that  are  to  be  daylit  from  lightshelves,  slope  the   ceiling  from  the  window  down  to  the  interior  wall.  This  will   allow  you  to  maximize  the  high  clerestory  glass  areas   uniformly  across  the  exterior  wall  while  s)ll  allowing  for   mechanical  ductwork  close  to  the  halls.  This  sloped  ceiling   approach  increases  performance  of  the  dayligh)ng  and   enables  the  designer  to  reduce  clerestory  area.  It  can  also   help  eliminate  the  need  to  increase  the  floor-­‐to-­‐floor   dimension  in  mul)-­‐story  buildings.  
  129. 129. Dayligh4ng  and  Windows   •  Don’t  use  any  more  glass  in  your  dayligh)ng  strategy  than  is   necessary  to  achieve  your  ligh)ng  level  objec)ve  during  peak   cooling  )mes.  Over-­‐glazing  increases  cost  as  well  as  peak   cooling  loads.   •  Eliminate  east  and  west  facing  glass  and  only  u)lize  view  glass   where  there  is  a  purpose  –  not  just  to  balance  the  design   eleva)on.   •  Tin)ng  your  unprotected  east  and  west  facing  windows  can   typically  reduce  peak  cooling  loads  and,  in  turn,  reduce   installed  cooling  equipment.   •  U)lize  other  building  elements  such  as  covered  walkways  or   even  adjacent  buildings  to  shade  east  or  west  glass.  
  130. 130. Dayligh4ng  and  Windows   •  By  evalua)ng  the  ligh)ng  requirements  in  classroom  spaces,   it  is  o{en  found  that  the  ligh)ng  requirement  at  night  is  not   what  it  is  during  class  )me.  A  typical  example  might  be  a   classroom  that  needs  50  footcandles  during  the  day  and  only   40  footcandles  at  night  when  the  space  is  used  for  parent-­‐ teacher  mee)ngs  or  by  a  single  teacher  in  a  par)cular  part  of   the  room.  In  this  common  situa)on,  20  percent  less  lights  can   be  installed  ini)ally.  
  131. 131. Building  Shell   •  Use  building  elements  as  3-­‐D  teaching  tools.   A  picture  is  worth  a  thousand  words  but  the   real  thing  is  beNer  than  a  whole  book.  
  132. 132. Indoor  Air  Quality   –  Reducing  indoor  pollutant  sources,  providing   adequate  quan))es  of  outside  air,  and  ensuring   maintenance  of  the  filters  and  ven)la)on  system   have  been  linked  to  reducing  absenteeism  and   improving  teacher  produc)vity  and  student   learning.     –  In  a  2006  study  of  54  elementary  schools,   researchers  iden)fied  a  14.4  percent   improvement  in  standardized  math  test  scores  in   classrooms  with  a  ven)la)on  rate  that  was  double   the  norm.    
  133. 133. Electrical  and  Mechanical  Systems   •  Consider  photovoltaic  ligh)ng  in  remote   loca)ons  where  conduit  and  trenching  costs   can  exceed  the  cost  of  the  PV.   •  Op)mize  the  mechanical  system  as  a   complete  en)ty  to  allow  for  the  interac)on  of   various  building  system  components.  Don’t   oversize  your  equipment,  par)cularly  the   cooling.    
  134. 134. Mechanical  Systems   •  The  use  of  environmentally  sound  on-­‐site  waste   treatment  systems  like  the  Living  Machine  can   actually  cost  considerably  less  if  the  next  best   op)on  is  to  extend  the  central  sewer  line  a  half-­‐ mile  or  more.   •  A  rainwater  catchment  system  providing  90%  of   the  school’s  water  needs  can,  in  some  cases,  be   supplemented  with  a  low-­‐flow  well  (for  potable   needs),  to  provide  a  less  expensive  solu)on  than   extending  a  central  city  water  line.  
  135. 135. Acous)cs   •  Most  green  school  buildings  are  designed  or   retrofi^ed  to  be  quiet,  managing  traffic  noise,   room  reverbera)on,  and  noise  transmission   between  rooms.  Managing  noise  in   classrooms  has  been  shown  to  improve   student  learning  and  the  development  of   language  skills,  as  well  as  protec)ng  teachers'   vocal  cords.    
  136. 136. Acous)cs   •  In  a  2002  study  of  10  preschools,  researchers   in  Stockholm  found  an  11  percent  reduc)on  in   vocal  strain  among  teachers  in  quiet   classrooms  (with  background  noise  levels  of   about  55  decibels)  as  compared  with  those  in   noisy  classrooms  (at  a  surprisingly  common  75   decibels).    
  137. 137. Recycling  and  Environmentally   Sound  Materials   •  During  construc)on,  require  the  contractors   to  recycle  materials  that  have  a  local  market.   Once  they  understand  that  there  is  a  market   for  recycled  material,  they  will  see  that  they   can  make  money  at  the  same  )me  they  help   our  environment.   •  Buy  local  products,  materials  and  equipment.   It  helps  the  local  economy,  reduces  embodied   energy  associated  with  transporta)on,  and  is   typically  less  expensive.  
  138. 138. Planning  and  Maintaining  Green   Schools   •  In  mee)ng  the  financial  challenges  of  building,   opera)ng,  and  maintaining  school  buildings   that  foster  student  achievement,  research  has   demonstrated  the  importance  of:     –  Effec)ve  planning  processes  as  a  key  ingredient  to   improving  project  success     –  Early  involvement  of  key  stakeholders  in  the  pre-­‐ project  planning  process    
  139. 139. Planning  and  Maintaining  Green   Schools   –  Developing  a  performance  measurement  system,   including  facility  post-­‐occupancy  reviews,  in  order   to  understand  and  improve  the  facility  delivery   process     –  Effec)ve  training  of  personnel  in  the  process  and   technical  aspects  of  pre-­‐project  planning  and  in   the  en)re  facility  delivery  process  
  140. 140. Maintaining  Green  Schools   –  Conduct  an  energy  audit.   –  Use  energy  modelling  to  es)mate  a  building’s   future  energy  consump)on.   –  Make  sure  your  building  systems  (e.g.,  boilers,   fans  and  pumps)  are  opera)ng  efficiently.   –  Use  green  cleaning  procedures.  Use  of  green   paper  and  plas)c  products.   –  Have  a  green  public  procurement  policy   –  Modify  student/staff  behaviour  with  buildings   serving  as  a  teaching  tool.      
  141. 141. Maintaining  Green  Schools   –  Perform  a  waste  audit,  and  divert  waste  based  on   informa)on  from  the  audit  outcomes   –  Remove  toxic  chemicals  from  landscaping  and   pest  control  
  142. 142. Green  school  planning  and  design   •  Discussion,  ac)vi)es  –  90  mins   •  Planning  and  design  exercise  based  on  role  play   •  Handouts  describing  chare^e,  diving  into  small   groups,  assign  each  person  a  "role"  with  related   priori)es  (eg  school  administrator  -­‐  budget,   parent  -­‐  healthy  building,  architect  -­‐  interes)ng   design,  etc)       •  Defined  outcome:  groups  feedback  the  building   programme,  discuss  what  challenges  and   compromises  -­‐  what  they  learned  from  the   exercise.  
  143. 143. •  Quiz  15  
  144. 144. Closing [insert  graphic  associated  to  sec)on]  
  145. 145. •  Final  discussion,  closing  thoughts  –  20  mins  
  146. 146. Exercise 1 Case  study  sample  image                               Direc)ons  for  ac)vity  or  exercise:   Add  text  here  ……       If   there   are   no   ac)vi)es   in   your   course,   use   this   slide   for   review   ques)ons.                          
  147. 147. Tools/Resources [insert supplementary materials for this section if applicable]
  148. 148. THANK YOU!
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