This document provides an introduction and table of contents for a guide on best practices for designing green schools in China. It was created through a collaboration between organizations to provide sustainability guidelines for at least ten new schools being built after an earthquake in Sichuan, China. The guide draws from various international green building standards and aims to integrate sustainability into school design and construction. It covers topics like integrated design approaches, site selection, commissioning, ecosystem protection, energy and water efficiency, materials use, indoor air quality, and using schools to teach sustainability practices.

1. China Green Schools
Best Practices Design Guide
Energy Foundation Pilot Program
Eco-Tech International
October 2008

2. Preface
Background Acknowledgements
The idea to create this guide came about, in part, as a result of a This guide would not have been possible without the collective
Green Schools Workshop conducted 6-10 October 2008 in Chengdu, knowledge and inspirational outlook offered by many esteemed
China, through the collaboration of the Southwest Architecture Design practitioners and existing guidelines on green building. The team of
and Research Institute, the Energy Foundation, Eco-tech International, experts and “green warriors” involved in the Sichuan Green Schools
and many highly experienced practitioners from around the world. Intent Pilot Program contributed not just their time, but their experiences from
on applying green building principles and concepts of sustainability into years of expertise in this field. For this, they deserve thanks and
the design of at least ten new schools being built in the aftermath of the recognition. They are: Lawrence Eighmy, Darren Cassel, and Mark
May 2008 Sichuan earthquake, the team collaborated over several days Rostafin from the Stone House Group / Green Schools Alliance;
and several interactive sessions. Through site visits, existing design Makrand Bhoot from P-A-T-H; Khee Poh LAM from Carnegie Mellon
review, consideration of Chinese building codes and green building University; LIN Bo Rong from Tsinghua University; SONG Ling from
guidelines, and incorporation of internationally recognized green building the Ministry of Housing and Urban-Rural Development Green Building
approaches, the team generated a set of project-specific and general Labeling Office; WU Ping from the Energy Foundation; and ZHOU Zhe,
guidelines for integrating sustainability into schools. It is therefore in ZHANG Jin Ying, MENG Shi Rong, and Elizabeth Balkan from Eco-
coordination with the Sichuan Green Schools Pilot Program, supported by Tech International. Many thanks are likewise extended to the
the Energy Foundation and the Ministry of Housing and Urban-Rural Southwest Architecture Design and Research Institute Sichuan Green
Development that the first China Green Schools Best Practices Design Schools Pilot Program team of experts and participants. They are:
Guide has been developed, with the hope that many more similar efforts project leader Professor FENG Ya, GAO Qing Long, XU Ke, XU
will follow in the same spirit. Ming,CHEN Hong, DENG Qiang, and XU Jun Fei.
Hoping you benefit from this Green Schools Design Guide, This guide draws heavily on the State of California’s Collaborative for
High Performance Schools Best Practices Manual, Volume II: Design,
Elizabeth Balkan 2002 Edition, both for specific recommendations and general
Eco-Tech International principles. Consideration has also been given to the US Green
Buildings Council LEED for Schools for New Construction and Major
Renovation and the American Society of Heating, Refrigerating and
Air-Conditioning Engineers Advanced Energy Design Guide for K-12
School Buildings, and the Carbon Trust Best Practices Guide.

3. Sustainability Goals & Measures
Table of Contents IV. Energy Conservation
Bright Ideas
Electricity Savings Checklist
Preface
Electricity Efficiency Strategies
Background
Efficient HVAC Systems
Acknowledgements
Table of Contents Energy Efficiency Checklist for HVAC Systems
HVAC Strategies
I. Taking an Integrated Approach
Resources
Integrated Concepts & Goals
Building Enclosures
Ways to Enhance Integration
Ways to Build Efficiently
Specific Strategies
Building Enclosure Strategies
II. Sustainability by Design Ranking Fuel Types
Commissioning
Innovative, Low-cost Renewable Technologies
Responsibilities of the Commissioning Agent
Examples of Accessible Renewables
Careful Site Selection
Creating a Job-Site Operations Plan V. Water Efficiency
Applicability & Compliance with Code
Waterways & Water Wise
Documentation & User Manual Creation
Water Efficiency Checklist
Monitoring
Water Conservation Strategies
Training & Education
Reaching Higher Ground: Channeling Water
III. Ecosystem Protection
Effectively
Our Planet, Our Responsibility
Ways to Ensure Site & Ecosystem Protection VI. Reduced & Responsible Materials Use
Strategies for Preservation & Improvement
Setting Goals
Site Protection -- Erosion & Sediment Control
Reducing Resource Use
Reducing Unwanted Heat
Materials Efficiency Strategies
Using Materials Responsibly
Greening Your Materials Use
Environmentally Friendly Materials
Material Safety Data Sheets (MSDS)
Resources

4. Sustainability Goals & Measures
Table of Contents
IX. H ealth & Indoor Air Quality
VII. Health & Indoor Air Quality
Healthy Schools Make Healthy Children
Health & Indoor Air Quality Checklist
Strategies for a Healthy School Environment
Rethinking Conventional Methods -- Fans
VIII. Visual & Acoustic Comfort
Seeing More Clearly
Ways to Achieve Visual Comfort
Lighting Systems Strategies
Lighting Systems -- Light Shelf
Fine-tuning Acoustical Systems in Schools
Achieving Acoustical Comfort
IV. Safety
Safety & Sustainability Go Together
Safety + Sustainability Checklist
Green Strategies that Make Schools Safer
X. Education: Teaching by Example
Green Schools Offer Learning Opportunities
Learning Possibilities Checklist
Green Educational Strategies
XI. Addressing Misperceptions about
Sustainability
Green as High-Tech
Green as Expensive
Green & Industrialized Countries

5. Taking an Integrated Approach
Integrated Concepts & Goals Ways to Enhance Integration
The following recommendations offer specific ways to use an
Integrated design considers all building systems &components
integrated approach to enhance sustainability:
together, bringing together various disciplines involved in designing a
building and reviewing recommendations as a whole. Integrated design
• Draw from Eclectic Sources of Information
recognizes that each discipline's recommendations impact other
• Involve various stakeholders during all stages of the
aspects of the building project. This approach allows for optimization of
project
both building performance and cost.
• Use of energy modeling & other simulation tools
• Site visits & construction oversight
Often, HVAC systems are designed independently of lighting systems,
for example, and lighting systems are designed without consideration
of day lighting opportunities. The architect, mechanical engineer,
electrical engineer, contractors, and other team members each have
Specific Strategies
their scope of work and often pursue it without adequate
• Draw from Eclectic Sources of Information
Communication and interaction with other team members. This can
result in oversized systems or systems that are optimized for non LEED Schools

typical conditions. China Green Building Guidelines

California Collaborative for High Performance Schools

Even a small degree of integration provides some benefits, allowing Sichuan Green Schools Workshop

professionals working in various disciplines to take advantage of
efficiencies that are not apparent when they work in isolation. Design
• Involve various stakeholders during all stages of the
integration is the best way to avoid redundancy or conflicts with
aspects of the building project planned by others. project
Public-private Partnerships

The earlier that integration is introduced in the design process, the
Community Engagement

greater the benefit. For a high performance school, project team
International Exchanges

collaboration and integration of design choices should begin no later
Multidisciplinary Specialists

than the programming phase.

6. Taking an Integrated Approach
• Use of energy modeling & other simulation tools
 Energy-Plus
http://www.lbl.gov/
 DOE 2
http://www.lbl.gov/
 TRACE
http://www.trane.com/
 BLAST
http://www.bso.uiuc.edu/
• Site visits & construction oversight
 Improve consistency between design and completed project

7. Sustainability by Design Means:
Commissioning Commissioned Systems
The commissioning agent is responsible for coordinating and carrying The contractor should be informed of the types of systems that will be
out the commissioning process. For complex projects, the commissioned, the types of information that may be required, and his
commissioning agent should be brought on as part of the design responsibilities in terms of correcting problems that are identified. Types
phase. However, for most schools, commissioning may not be needed of systems to be commissioned may include:
until construction start-up, and knowledgeable in-house personnel may
HVAC Kitchen equipment
• •
fill the role of the commissioning agent. Commissioning should
Air & water delivery system Building envelope
continue well into start-up, and be integrated into the operation and • •
maintenance plan.
Energy management system Renewable energy system
• •
Electrical & lighting system Fume hoods
Responsibilities of the commissioning agent • •
Fire / life safety system Gas delivery system
• •
Assisting with a clear statement of the design intent for each

building system Security system Emergency power supply
• •
Writing the commissioning specifications and incorporating them in

the appropriate divisions of construction specifications Irrigation system Plumbing
• •
Carrying out pre-functional and functional testing of all equipment

and systems to be commissioned using procedures designed in
advance
Careful site selection
Reviewing operation and maintenance documents to be provided

by the contractor
If and when designing for a school to be built on a new site, careful
Developing operation and maintenance training curricula and

consideration of the site should be an integral part of the design
materials to ensure they meet needs of staff
process. Schools sites should be selected in accordance with their
Writing a final report including all commissioning documentation

ability to ensure children’s safety (I.e. consideration of earth fault lines,
and recommendations for the school and area schools
flood paths, etc), co-exist with the natural ecosystem, and integrate with
the community.

8. Sustainability by Design Means:
Creating a Job-site Operations Plan Documentation & User Manual Creation
The easier it is for staff to perform regular checks and maintenance
A sustainable job-site operations plan describes goals, construction
on building systems, the better building performance needs can be
practices to achieve those goals, methods to train or otherwise
met and costly maintenance can be avoided. For this reason,
communicate these goals to field personnel, and methods to track and
documenting building design features is critical for O&M staff as well
assess progress towards those goals. For each component of the plan
as the school’s users. The contractor, commissioner, or design team
(waste reduction, IAQ, and site protection), these elements will be
should develop a user manual that includes the following information
specified. In addition, the plan will specify the method of documenting
on the buildings systems:
compliance with these goals, including in the case of product
substitutions. Contact information of the installing contractor

Product data

Test data

Applicability & Compliance with Code Performance curves (for pumps, fans, chillers, etc.)

Installation instructions

The climate in which a school is situated should be considered in the
Operation requirements

design process. Likewise, pursuing energy and performance standards
Preventive maintenance requirements

that comply or exceed relevant national and local building codes should
Parts lists

be an integral part of the design.
Troubleshooting procedures specific to the equipment design and

application
Monitoring
Sound O&M practices can help keep the school operating at
commissioning levels. Some of these practices include:
Establishing and implementing a preventive maintenance

program for all building equipment and systems
Using commissioning checklists and functional tests as a basis

for periodic testing of equipment
Reviewing monthly utility bills for unexpected changes in building

energy use
Using energy accounting software to track building energy use

Tracking all maintenance, scheduled or unscheduled, for each

piece of equipment. Periodic reviews of these documents may
indicate whether certain pieces of equipment require tune-ups
Updating building documentation to reflect current building usage

and any equipment change-outs
Assessing operator training needs annually


9. Sustainability by Design Means:
Training & Education
Training is one of the most important ways to get the most out of green
design and realize superior performing schools. Training gives building
operators and managers, as well as teachers and other staff, the skills to
perform quality O&M practices, thereby helping the building to continue
to perform optimally.
While training topics will differ according to design and individuals
school’s needs, the following topics serve as a starting point for
developing training materials tailor-made for your school:
Descriptions of equipment and systems installed and their

warranties or guarantees
Equipment start-up and shutdown procedures, operation in normal

and emergency modes, seasonal changes, and manual/automatic
control
Requirements and schedules for maintenance on all O&M-sensitive

equipment
Indoor health & air quality, health, visual & acoustic comfort, and

safety issues
Recommendations for special tools and spare parts inventory

Emergency procedures

Operation and adjustment of dampers, valves, and controls

Hands-on operation of equipment and systems

Common troubleshooting problems, their causes, and corrective

actions
Review of O&M manuals, and their location onsite

Building walk-through

Review of related design intent documents

Energy management control system operation and programming

Control sequences and strategies

Thermostat programming

Relevant commissioning reports and documents

When and how to re-commission building systems

The maintenance work order management system

Sound energy management practices


10. Ecosystem Protection
Our Planet, Our Responsibility • Avoid materials that harm the ecosystem
Ecosystem protection includes the use of products and techniques  Eliminate materials that harm the natural ecosystem through
that do not introduce pollutants or degradation at the project site or at toxic releases or by producing unsafe concentrations of
the site of extraction, harvest, or production. A sustainable school is substances
one designed to be environmentally responsive to the site,  Give preference to locally manufactured materials and
incorporating natural conditions such as wind, solar energy, moisture to products to eliminate air pollution due to transportation
enhance the building’s performance.
• Preserve & restore natural features & areas on, or
Ways to Ensure Site & Ecosystem Protection
near, the site
• Specify indigenous materials
 During construction, develop & implement operations plan to
• Avoid materials that harm the ecosystem
protect the site
• Preserve & restore natural features & areas on, or near,  Evaluate the potential impact of specified site materials on
the site the natural ecosystems located on site or adjacent to the
• Reduce, Reuse, Recycle site
 Take steps to eliminate stormwater runoff and erosion that
• Consider & minimize the ecological impact of construction
can affect local waterways and adjacent ecosystems
 Maintain connection to nearby natural ecosystems
Strategies for Preservation & Improvement
• Reduce, Reuse, Recycle
• Specify indigenous materials  Consider a school-wide recycling program, using natural
waste for composting
 Use native landscaping and materials adapted for the site
• Minimize the ecological impact of construction
 Consider noise pollution of construction
 Prevent polluting the air with dust and particulate matter, I.e.
from cement

11. Ecosystem Protection
Site Protection -- Erosion & Sediment Control Reducing Unwanted Heat
Creating an Erosion and Sediment Control Plan during the design Buildings add heat when their surfaces are dark and highly
phase of the project is worth considering. There are a range of absorbent of sunlight, which can hurt wildlife and habitat. To
strategies that can be sought, including temporary and permanent prevent this “heat island” effect, consider adding a green,
seeding, mulching, earth dikes, silt fencing, sediment traps and vegetated roof or using light-colored and pervious materials on the
sediment basins. Some of these approaches are illustrated below. roofs and other surfaces for reflectivity. The use of landscape
shading for constructed areas may likewise help reduce
undesirable heat. In the place of a concrete pathway or courtyard,
• Sediment Retention Pond consider a grass path or open field.
 Basic retention ponds, or bioswales, can be created on even
• Green Roofs in China
small plots of land, using simple design methods and minimal
equipment
• Sediment & Erosion Control Fencing
 Sediment and Erosion Control Fencing can be made from local
straw or other basic materials

12. Energy Conservation
Bright Ideas
Energy-efficient schools cost less to operate, allowing money to be used
on other items essential to the educational goals of schools. Energy-
efficient schools also reduce emissions to the environment, since energy
use is related to emissions of carbon dioxide (CO2), sulfur oxides (SOx),
nitrous oxides (NOx), and other pollutants.
Use of daylighting is one way to reduce electricity costs in schools.
Properly designed systems can substantially reduce the need for electric
• Optimize the number & types of luminaires
lighting, which can account for 35% to 50% of a school's electrical
 Use suspended indirect or direct/indirect luminaires in
energy consumption. Also, daylight provides savings during the day,
classrooms to provide soft uniform illumination
when demand for electric power is at its peak and electricity rates are at
 Consider using additional accent and directional task lighting for
their highest. This decrease in demand, if it is met by a combination of
specific uses (such as display areas)
high efficiency electric lighting equipment and controls, can substantially
lower a school’s electricity usage.
• Incorporate controls to ensure peak system performance
Electricity Savings Checklist  Use automatic sensors or dimmers that adjust to changes in
light throughout the day
The following design principles promote electricity savings and
 Install devices that turn off when sufficient natural light is
sustainability in schools:
available
Design for high efficiency
•
Optimize the number & types of luminaires
•
• Integrate electric lighting & daylighting strategies
Incorporate controls to ensure peak system performance
•
Integrate electric lighting & daylighting strategies  Consider the amount of natural light available, based on
•
seasonal, elevation, and other conditions
 Provide time controlled lighting for public, outdoor spaces
Electricity Efficiency Strategies
• Design for high efficiency
 Use “Super” T-8 florescent lamps with electronic ballasts for
general lighting applications
 Consider using T-5 lamps if justified by life-cycle costs

13. Energy Conservation
Efficient HVAC Systems
HVAC Strategies
A school's HVAC system provides the heating,ventilating and air
• Use high efficiency equipment
conditioning necessary for the comfort and well-being of students,
teachers, and staff. To ensure peak operating efficiency, the HVAC
 Use energy efficient labeled products (see “Resources”)
system in a high performance school should use high efficiency
equipment; be quot;right sizedquot; for the estimated demands of the facility; and
include controls that boost system performance.
• “Right-size” the system
The HVAC system is one of the largest energy consumers in a school.  Apply any safety factors to a reasonable base condition for the
Even modest improvements in system efficiency can represent relatively building: not the hottest or coldest day of the year with maximum
large savings to a school's operating budget. With the highly efficient attendance; not the most temperate day of the year with the
systems available today -- and the analysis tools that can be used
school half full
to select and size them -- there’s no reason why every school HVAC
 Select systems that operate well under part-load conditions
system can't be designed to the highest levels of performance.
The key to optimizing HVAC system performance is an integrated design
• Incorporate controls that boost system performance
approach that considers the building as an interactive whole rather than
 Consider the natural light available, based on seasonal,
as an assembly of individual systems. For example, the benefits of an
energy-efficient building enclosure may be wasted if the HVAC elevation, and other conditions
equipment is not sized to take advantage of it. Oversized systems,  Provide time controlled lighting for public, outdoor spaces
based on rule-of-thumb sizing calculations, will not only cost more, but  Consider individual HVAC controls for each classroom
will be too large to ever run at peak efficiency and will waste energy  Installing electric meters in each building facilitates better
every time they turn on. An integrated approach, based on an accurate
monitoring of quantity used and peak use times
estimate of the impact of the high efficiency building enclosure, will allow
the HVAC system to be sized for optimum performance. The resulting
system will cost less to purchase, will use less energy, and will run more
efficiently over time.
Energy Efficiency Checklist for HVAC Systems
Schools wishing to deploy efficient HVAC systems should follow these
guidelines:
• Use high efficiency equipment
• “Right-size” the system
• Incorporate controls that boost system performance

14. Energy Conservation
Resources
• Energy Efficiency Labels
 China Standard Certification Center (previously the Center for
Certification of Energy Conservation Products)
http://www.cecp.org.cn/
 Chinese Energy Efficiency Label, China National Institute of
Standardisation
www.energylabel.gov.cn

15. Energy Conservation
Building Enclosures • Consider high mass materials, like concrete or brick
The building enclosure (walls, roofs, floors, and windows) of a sustainable  Use the building’s thermal mass to store heat and temper heat
school should enhance energy efficiency without compromising durability, transfer
maintainability, or acoustic, thermal, or visual comfort. An energy-efficient  Consider adding thermal mass to increase the storage capacity
building enclosure is one that integrates and optimizes moisture control, and energy efficiency of the building
insulation levels, glazing, shading, thermal mass, air leakage control, and
light-colored exterior surfaces.
• Control air leakage
An energy-efficient building enclosure will reduce a school's overall
 Complement insulation methods, such as double pane glass,
operating expenses and will also help the environment. Many of the
with construction oversight to ensure tightly-sealed buildings
techniques employed -- high performance glazing, shading devices, light-
colored surfaces -- are easy for students to understand and can be used
as instructional aids. The key to optimizing the building enclosure is an
integrated approach to design that considers how all the components of
the building shell interact with each other and with the building's HVAC
systems. Tools to analyze these interactions are readily available and can
be used to create the optimal building enclosure based on total system
performance. As part of an integrated approach, consider the actions
described below.
Ways to Build Efficiently
• Control heat gain & glare
• Consider high mass materials, like concrete or brick
• Control air leakage
Building Enclosure Strategies
• Control heat gain & glare
 Consider shading devices to reduce solar heat gain and minimize
glare

16. Energy Conservation
Ranking Fuel Types Examples of Accessible Renewables
In the hierarchy of fuel types based on environmental criterion only, • Charging Bike
energy generated from renewable, non-depleting resources is at the
top, as the most desirable option. Gas is the second most attractive
option, followed by oil. Coal is the least environmentally friendly
fuel type.
Cost RMB 1000
Power Outlet 35-45W at 12VDC
Power Duration 6:1 to 9:1 recharge ratio
Benefits Easy to maintain, locally available parts
• Water-pump Playground Equipment
 Children’s play generates usable groundwater
 Information about this equipment can be found at Play Pumps
Gas boiler: a preferred option for schools
International (www.playpumps.org)
Innovative, Low-cost Renewable
Technologies
A variety of innovative and low-cost renewable technologies have
been developed specifically with the goal of deployment in schools in
mind. At the same time, other basic renewable equipments have
been designed specifically for weather and other conditions in China,
and are manufactured and available in China as well. Check with
large international organizations, such as the Energy Foundation and
Clinton Foundation, municipal organizations such as the Shanghai
Energy Conservation Supervision Center, or your local government to
determine what incentives might be available to avail inexpensive, or
wholly subsidized renewable energy technologies for your school.
• Solar Water Heaters

17. Water Efficiency
Waterways & Water Wise • Specify water-conserving fixtures & equipment
 Consider automatic lavatory faucet shutoff controls
Fresh water is an increasingly scarce resource. Green schools strive to
control and reduce water runoff from its site, consume freshwater as  Simple devices, such as aerators, can improve water savings
efficiently as possible, and recover and reuse gray water to the extent dramatically
feasible. Basic efficiency measures can reduce a school’s water use by
 Automatic flushing toilets simultaneously reduce water use &
30% or more. These reductions help the environment, locally and
improve hygiene
regionally.
Water Efficiency Checklist
A high performance, sustainable school trying to conserve water should
do the following:
Design landscaping to use water efficiently
•
Set water use goals for the school
•
Specify water-conserving fixtures & equipment
•
Consider using recycled or rainwater for non-potable use
•
Water Conservation Strategies Automatic Flushing Toilets
• Design landscaping to use water efficiently
• Consider using recycled or rainwater for non-potable use
Reduce water use

Provide for hardy, native vegetation
  Decrease use of potable water for sewage conveyance by using
Use drip irrigation in lieu of sprinklers or irrigation
 gray and/or black water systems. Opportunities include toilet
Use captured rain or recycled site water for irrigation
 flushing and irrigation
“Design in” cisterns for capturing rainwater
  Consider on-site wastewater treatment
• Set water use goals for the school
 Recommended goal: 20% less than the baseline calculated for
the building (not including irrigation)

18. Water Efficiency
Reaching Higher Ground: Channeling Water
Effectively
Collecting rain water for non-potable use such as irrigation and
toilet flushing begins with a smart paving approach. Pervious
ground tiling, a material widely available in China, offers a great
starting point for smart water collection systems. The tiling below can be
used in a pathway, parking lot, or quadrangle application. The addition
of small pebbles or sand in the middle makes this paving approach safe
for children.
Pervious Ground Tiling

19. Reduced & Responsible Materials Use
Setting Goals • Reduce the amount of construction waste going to
landfills
Reduced and Responsible Materials Use refers to two overarching
goals: 1) use of products that conserve raw materials, including energy  Develop and implement a management plan for sorting and
or water, or are / can be reused or salvaged before / after site use, as recycling construction waste
well as minimizing waste -- including construction and demolition (C&D)
source, and 2) use of building products that are manufactured in ways
• Design to facilitate recycling & user-friendly operation
that reduce hazardous emissions, conserve raw materials, including
energy and water, or are / can be reused or salvaged before / after site
 Provide in the design an area within the building dedicated to
use.
separating, collecting, storing and transporting materials for
recycling
Addressing these goals provides significant environmental benefit.
 Avoid products that unnecessarily complicate operation and
According to WorldWatch, buildings account for 40% of many processed
maintenance procedures, and provide training to ensure proper
materials (such as stone, gravel, and steel) and 25% of virgin wood
upkeep and ensure full service life
harvested. These withdrawals can cause landscape destruction, toxic
runoff from mines, deforestation, biodiversity losses, air pollution, water
pollution, siltation, and other problems.
Reducing Resource Use
A high performance, sustainable school can achieve reduced material
use by doing the following:
• Maximize recycled content of all new materials
• Reduce the amount of construction waste going to
landfills
• Design to facilitate recycling & user-friendly operation
• Specify salvaged or refurbished materials
Materials Efficiency Strategies
• Maximize recycled content of all new materials
 Set a goal to reach 25% recycled content

20. Reduced & Responsible Materials Use
Greening Your Materials Use
• Specify salvaged or refurbished materials
 New building materials contain more embodied energy, on • Eliminate materials that may introduce indoor air
account of the resources required for manufacturing therefore use
pollutants
of new materials increases a building’s resource consumption &
environmental pollution  Avoid materials that harm the natural ecosystem through
toxic releases or by producing unsafe concentrations of
substances
 Products that pollute water, air, or other natural resources
where they are extracted, manufactured, used or disposed
of should be avoided
 Source from an environmentally conscious supplier (see
“Resources”)
• Sourcing locally reduces carbon footprint only if all
processes occur in the region
 This includes extraction, processing, and manufacturing
Using Materials Responsibly
• When evaluating materials, consider their impact on
A high performance, sustainable school can achieve responsible material the acoustic & visual quality of the classroom
use by doing the following:
• Eliminate materials that may introduce indoor air pollutants
• Source locally to reduce your school’s carbon footprint
• When evaluating materials, consider their impact on the
acoustic & visual quality of the classroom

21. Reduced & Responsible Materials Use
Environmentally Friendly Materials • Produced from rapidly renewable material: Includes
material that is grown or cultivated and can be replaced in a
Besides price, availability, performance and aesthetics, the following
relatively short amount of time (defined by the type of material)
characteristics make materials environmentally preferable:
• Made with industrial byproducts: Includes material that
• Durable: Offers (proven) longer service life compared to other is created as a result of an industrial process (fly ash, for
options in a given product category
example)
• “Healthy”: Does not introduce toxics or polluting emissions into • Marketed in an environmentally responsible
the building
manner: Includes products available with minimal packaging
• Made with recycled content: Includes materials that have
been recovered or otherwise diverted from the solid waste stream,
either during the manufacturing process (pre-consumer), or after Material Safety Data Sheets (MSDS)
consumer use (post-consumer)
Material Safety Data Sheets, which must be prepared by product
• Salvaged or reused: Includes materials that are refurbished manufacturers, can provide some information and in particular can
and used for a similar purpose; not processed or remanufactured for help identify problem ingredients that may be toxic or emit
another use significant VOCs. For example, the Health Hazard Rating (0 is low,
5 is high) found on an MSDS provides some indication of whether
• Recyclable: Can be collected, separated or otherwise recovered
a product is appropriate for indoor school environments. MSDS’s
from the solid waste stream for reuse, or in the manufacture or
are often incomplete, however. Generally they do not include
assembly of another package or product
information about environmental attributes other than toxicity of
• Responsibly produced: Extracted, harvested or manufactured regulated ingredients. MSDS’s are primarily useful for eliminating
in an environmentally friendly manner (includes certified wood building materials that may cause serious environmental problems.
products)
• Environmentally benign: Includes or introduced no, or low
amounts of, known pollutants to the natural ecosystem (included
non ozone-depleting or toxic materials)
• Low in embodied energy: Does not require significant
amounts of energy to produce or transport the material (includes
locally manufactured or extracted options in a given product
category)

22. Reduced & Responsible Materials Use
Resources
• China Building Material Industry Association
http://www.cbminfo.com/
• Beijing International Green Building Materials
Exhibition
http://www.chinabuilding.org/index.asp
• International Building & Construction Trade Fair
2009
http://www.wes-expo.com.cn/building/2006/intro.asp
• China Buildings Doors Windows Curtain Walls &
Equipment
http://www.cnbdw.com
• China Eco Expo (2007 & 2009)
http://www.ecoexpo.com/EcoExpo2008/
• Energy Foundation China Sustainable Energy
Program -- Buildings
http://www.efchina.org/CSEPCN/FProgram.do?act=list&type=Progr
ams&subType=5
• International Eco Expo
http://www.ecoexpo.com/EcoExpo2008/
• China Energy Management Company Association
http://www.emca.cn/
• China Energy World
http://www.chinagb.net/

23. Health & Indoor Air Quality
Healthy Schools Make Healthy Children • Provide adequate ventilation
The quality of the air inside a school is critical to the health and  Install carbon dioxide and airflow measurement equipment.
performance of children, teachers and staff. According to the US  For naturally ventilated areas, follow these eight steps to better
Environmental Protection Agency (EPA), the concentration of pollutants ventilation:
inside a building may be two to five times higher than outside levels. 1) Develop design requirements
Children are particularly vulnerable to such pollutants because their 2) Plan airflow paths
breathing and metabolic rates are high relative to their size. 3) Identify building uses and features that might require
special attention
4) Determine ventilation requirements
Health & Indoor Air Quality Checklist 5) Estimate external driving pressures
6) Select types of ventilation devices
A high performance, sustainable school should provide superior quality
7) Size ventilation devices
indoor air by doing the following: 8) Analyze the design
Eliminate & control sources of contamination
•
Provide adequate ventilation
•
• Prevent unwanted moisture accumulation
Prevent unwanted moisture accumulation
•
 Provide HVAC systems and controls designed to limit space
Keep latent heat inside by providing better insulation
•
relative humidity to 60% or less during all load conditions, both
occupied and unoccupied
Strategies for a Healthy School Environment
• Keep latent heat inside by providing better insulation
• Eliminate & control sources of contamination
 Use non-toxic adhesives and sealants
 Reduce or eliminate cleaning supplies that contain harmful
chemicals
 Use only non-lead paint
 Ensure that desks and other furniture has a non-formaldehyde
coating

24. Health & Indoor Air Quality
Rethinking Conventional Methods -- Fans
Though easy to source and less energy intensive than air conditioning,
conventional fans may not be the best choice for optimum ventilation.
Research suggests that downward fans may actually circulate stale air
instead of channeling it outside. By contrast, low-velocity fresh air
introduced near the floor displaces warmer, dirty air, which is gently
pulled into the return. Consider turning your fan upside down, or rather,
sideways; and placing it in another part of the room.
Harnessing the Winds of Change:
Going from Ceiling Fan to Upright Floor Fans

25. Visual & Acoustic Comfort
Seeing More Clearly Factors Affecting the Visual Environment:
• Layout & Site Orientation
Performing visual tasks is a central component of the learning
process for both students and teachers. A high performance school
should provide a rich visual environment -- one that enhances,
rather than hinders, learning and teaching.
Students spend much of their day engaged in visual tasks —
writing, reading printed material, reading from visual display
terminals, or reading from blackboards, whiteboards, and
overheads. They must constantly adjust their vision from a
“heads-up” to “heads-down” position and back again. Inadequate
lighting and/or glare can seriously affect a student’s ability to learn.
On the other hand, a comfortable, productive visual environment —
one that takes into account more than simply the amount of light
hitting the desktop — will enhance the learning experience for both
students and teachers. Visual comfort results from a well-
designed, well-integrated combination of natural and artificial
lighting systems.
• Number, type & placement of light fixtures
• Number, type, & placement of windows
Ways to Achieve Visual Comfort  North-facing windows should be minimized
 South-facing window size should be maximized
• Integrating natural & electric lighting strategies
Maximizing use of day lighting reduces the need for

artificial lighting, which, in turn, reduces electricity bills
and waste heat
• Balancing the quantity & quality of light in each room
• Controlling or eliminating glare

26. Visual & Acoustic Comfort
Lighting Systems Strategies Lighting Systems -- Light Shelves
Indoor & Outdoor light shelves may reduce the need for electric
• Integrate natural & electric lighting
lighting while still complying with building code. Light shelves can be
 Consider the amount of natural light available, based on made from inexpensive, simple materials, like a wooden board or
seasonal, elevation, and other conditions cement slab.
 Use automatic sensors or dimmers that adjust to changes in
light throughout the day
 Install devices that turn off when sufficient natural light is External Light Shelf
available
 Provide time controlled lighting for public, outdoor spaces
• Balancing the quantity & quality of light in each room
 Avoid excessively high horizontal light levels
 Illuminate spaces as uniformly as possible, avoiding shadows
or sharp distinctions between dark and light
 Provide task or accent lighting to meet specific needs (e.g.,
display areas, whiteboards, team areas)
 Develop different approaches for different rooms, rather than
adopting a “one size fits all” design
Internal Light Shelf
• Controlling or eliminating glare
 Interior or exterior additions -- such as shades, a light shelf or
even trees -- can filter daylight and control glare
 Consider light-colored ceiling surfaces to help reflect daylight
within the room
Without a Light Shelf With a Light Shelf
No lights are on in either photo

27. Visual & Acoustic Comfort
Fine-tuning Acoustical Systems in Schools
Trying to hear in a poor acoustical environment is like trying to read in a
room with poor lighting: stress increases, concentration decreases, and
learning is impaired. Noise from outside the school (from vehicles and
airplanes, for example), hallways (foot traffic and conversation), other
classrooms (amplified sound systems and inadequate sound
transmission loss), mechanical equipment (compressors, boilers, and
ventilation systems), and even noise from inside the classroom itself
(reverberation) can hamper students’ concentration. By using the
information and tools available, newly constructed schools can provides
an acoustic environment that positively enhances the learning
experience for students and teachers.
Achieving Acoustical Comfort
• Reducing sound reverberation time inside the classroom
 Hard surfaces -- like blackboards and concrete floors and
ceilings -- increase reverberation
 Soft surfaces -- like fabric pin-up boards, carpet, and curtains --
reduce reverberation
• Limit transmission of noise from outside the classroom
• Minimize background noise from the building’s HVAC
system

28. Safety
Safety & Sustainability Go Together • Ensure simultaneous compliance with green
regulations & safety codes
Making schools safer will also make them more sustainable. In order to
enhance safety in schools, whenever possible school sites that are less
 China National Earthquake-resistance code
vulnerable to natural disasters should be selected. When schools must be
 National and Local Building Codes
built in areas susceptible to earthquakes, flooding, and other natural
 China Green Building Guidelines
disasters, it is a good idea for designers and other project participants to
keep in mind that more material use does not necessarily deliver more
structurally sound schools. The use of modeling, traditional and time-
proven structural approaches, and construction oversite will help your
school become a place that protects students while protecting the
earth’s precious resources as well.
Safety + Sustainability Checklist
• Protect lightbulbs to prevent injury from shatters
• Ensure simultaneous compliance with green regulations &
safety codes
Green Strategies that Make Schools Safer
• Protect light bulbs to prevent injury from shatters
 Light bulbs with trace mercury can be harmful when broken, as
during an earthquake, if not covered. Installing a protection cover
under the lamp can prevent injury and increase illumination.
 Inexpensive, locally available materials such as paper can be
used

29. Education: Teaching by Example
Green Schools Offer Learning Opportunities • Foster the Next Generation of Conservationists
 Participation of students in maintaining their school exposes
Perhaps one of the greatest advantages that green schools offer is a
them early on to concepts of stewardship
everyday living example of sustainability. Government officials and
administrators wishing to give students a better understanding of  Deployment of renewable energies helps students understand
environmental protection and sustainable development should consider resource use & constraints
green schools to be a meaningful, direct, and highly influential means
of doing so.
• Use Signs & Posters to Illustrate & Explain Green
The use of these strategies can help teach students about the
importance of protecting natural habitats and the impact of human Features
activities on ecological systems.
• Set Up a User’s Guide for Systems Operation &
Learning Possibilities Checklist Management
Schools wishing to maximize the educational benefits of green design
 A guide should be created for building systems operators as
should do the following:
well as students
• Incorporate Facilities into the Curriculum  Curriculum designed for students should describe not only the
building features, but also explore the relationship between
• Foster the Next Generation of Conservationists human ecology, natural ecology and buildings.
• Use Signs & Posters to Illustrate & Explain Green
Features
• Set Up a User’s Guide for Systems Operation &
Management
Green Educational Strategies
• Incorporate Facilities into the Curriculum
 Retention ponds become a water testing classroom
 Landscaping leads to a lesson on biodiversity & climate

30. Addressing Misperceptions about Sustainability
Green as High-Tech  Building sustainability into schools requires taking a long-
term approach. Green schools will last years longer than
• Misperception: Building Green Requires Advanced
non-green schools, yielding energy savings and
Technology environmental benefits for a much longer period of time.
Those savings can really add up, in resource as well as
• Reality: Many Green Building strategies are simple, low-
monetary terms!
tech, and make use of commonly available resources
• Examples:
Green & Industrialized Countries
 Sediment and Erosion Control Fencing can be made from local
straw or other basic materials
• Misperception: Only Economically Developed
 Light shelves can be made from simple, readily available
Countries can Build Green
materials, like a wooden board or cement slab
• Reality: Building Green is as or more appropriate in
 China’s manufacturing capacity means that most materials and
equipment can be sources domestically a developing country context as it is in industrialized
countries
• Examples / Statistics:
 The US and China are the world's top two energy users
Green as Expensive and emissions producers
• Misperception: Building Green is Costly  Emissions are fast increasing due to China's 70%
dependence on coal for energy and rising energy
• Reality: Green Building strategies range from demands
inexpensive to more costly; and much can be done given  China’s leaders have announced the policy of the “Circular
even a small budget Economy,” an initiative towards Sustainable Development
that indicates a need to balance economic development
• Examples: with environmental and resource protection
 Bioswales offer an inexpensive way to retain stormwater
 Educating building users and children about saving water,
electricity, and other resources is free, and can bring about as
much or more conserved resources than expensive equipment