Design of Outdoor Education and Active Play Environments

Design of Outdoor Education and Active Play
Environments to Support Environmental
Literacy in Early Childhood Education
GREEN SCHOOLS SUMMIT
APRIL 18, 2015
CONCEPTSITEPLAN-PHASE2
SITEDESIGN
DistrictofColumbiaPublicSchools
VanNessElementarySchool

QUINN EVANS ARCHITECTS Green Schools Summit - 2
LEARNING OBJECTIVES
• Understand opportunities to build community
through effective site programming.
• Understand opportunities to promote early childhood
physical and social development through thoughtful
site design.
• Understand opportunities to support curricular goals
through outdoor education.
• Understand ways that site storm water design can
enrich environmental literacy education.

“Right now, in the second decade of
the 21st century, preparing our
students to be good environmental
citizens is some of the most important
work that any of us can do. It’s for our
children, it’s for our children’s children,
and it’s for generations to come.”
           — Education Secretary Arne Duncan,
                  Sustainability Education Summit,
                                         September 21, 2010

WHY THE ACT IS NEEDED
• 43% of all D.C. school-age
children are obese or over-
weight.
• Only about 30% of District
children do the CDC-rec-
ommended 60 minutes of
physical activity per day.
• Estimated annual health
care costs associated with
obesity in D.C. are $372
million and rising.
2010 DC HEALTHY SCHOOLS ACT
The Healthy Schools Act (HSA) was passed
in 2010 as a landmark policy in the District
of Columbia to create a healthy school en-
vironment where students can achieve aca-
demically and learn healthy nutrition and
activity habits for life

helping schools,
students and
families....
1. Eat Healthy
All schools are serving free, nutritious breakfasts
Meals are tastier with more fruits, veggies,
whole grains, and local foods
2. Stay Active
Schools are increasing amounts of time for
physical activity and physical education each year
Schools are promoting ways for students to be
active throughout the week
3. Learn Healthy Habits
Students are learning the skills and knowledge
to live safe and healthy lives
Schools are tobacco-free on school property
and at off-campus school-sponsored events
4. Care for the Environment
Gardens are blossoming across the District schools
Recycling programs are helping conserve our
natural resources
5. Create Healthy School Communities
School wellness teams are key to promoting the
Healthy Schools Act
Schools are adopting healthy vending and fundraising
The Healthy Schools Act is
Together we can put the Act into action!
For more information, visit
http://osse.dc.gov/service/healthy-schools-act
1
2
3
4
5
• Improved nutrition
• Put students in
touch with local food
sources
• Increase physical
fitness
• Environmental
literacy
GOALS OF THE ACT
2010 DC HEALTHY SCHOOLS ACT
Source: dchealthyschools.org

ENVIRONMENTAL LITERACY
An environmentally literate person:
• discusses and describes ecological and environmental
systems and human impacts on these systems;
• engages in hands-on, outdoor learning experiences
that involve discovery, inquiry, and problem solving;
• formulates question and analyzes information per-
taining to his or her surrounding environment; and
• understands how to take actions that respect, restore,
protect, and sustain the health and well-being of hu-
man communities and environmental systems.
Source: DC Environmental Literacy Plan
DCPS INITIATIVES
Source: foodprintsdc.org

HANDS ON ENVIRONMENTAL LEARNING
A Meaningful Watershed Educational
Experience, or MWEE, enables students to
participate in hands-on environmental
learning about the Anacostia, Potomac and
the Chesapeake Bay watershed. A MWEE
integrates field studies with multidisciplinary
classroom activities and instruction.
DCPS INITIATIVES

FOODPRINTS
Through the FoodPrints
program, children learn about
the impact their choices make
on their personal health and
the health of our planet.
Using project-based learning
and hands-on experiences
with gardening and cooking,
we empower children to lead
healthy lives and to be stew-
ards of the environment.
Source: foodprintsdc.org
DCPS INITIATIVES

“I believe that the 2-hour block of time that students
spend in FoodPrints is some of the most creative and
absorbing instructional time at Watkins. Learning is
seamlessly integrated into gardening, writing, drawing,
cooking, and experiencing the outdoors. ”
— Parent at Watkins Elementary

KEY FACTS
DDOE’s RiverSmart programs help to reduce
stormwater runoff that harms the District’s
waterways and the Chesapeake Bay.
• Program of District Dept. of the Environment
• Funding tied to stormwater retrofits
• Schools selected through application process
RIVERSMART SCHOOLS PROGRAM

KEY FACTS
• 4 month teacher training required
• Teachers guide end design (participatory
design)
• 5 schools/year (3 larger projects)
• Previously $35-70k/school – now $50-400K/
school
• Scope is driven by potential & school support

• Needs: generally
higher than budget
• Expectations: high
• Usage: tough
• Stakeholders: many
• Maintenance capaci-
ty: very low
• Funding: typically
restricted
KEY CHALLENGES

NO SHORTAGE OF INSPIRATION

ENDLESS POTENTIAL

• Project integrated with
larger playground retrofit
• Stormwater retention
requirement of 1.2 inch
drove design
• 60,000 sq ft asphalt/
concrete “playground”
• $850K contribution by
DDOE
• No teacher training for
this project
SIMON ELEMENTARY SCHOOL

• High SW capture
(1.2 inch-what we
asked for)
• Some interactive
elements
• Educational value
TBD

• More effectively integrate stormwater capture
• Provide shade!
• Integrate active “foodprints” program
• Leave room for future phases
• Create spaces in large area
• Low maintenance
LUDLOW TAYLOR ELEMENTARY SCHOOL

• Define spaces in
understandable
language
• Unique connections:
Tree species ->
deck
Single species
planting beds ->
meadow ID
RUNOFF

“Environment-based education produces student gains
in social studies, science, language arts, and math;
improves standardized test scores and grade-point av-
erages; and develops skills in problem-solving, critical
thinking, and decision-making.”
“Natural play strengthens children’s self-confidence
and arouses their senses—their awareness of the world
and all that moves in it, seen and unseen.”
— Richard Louv, Last Child in the Woods: Saving
Our Children from Nature-Deficit Disorder

THE LIVING BUILDING CHALLENGE

GREEN APPLE DAY OF SERVICE
BUILDING COMMUNITY

“The physical exercise and emotional stretching that
children enjoy in unorganized play is more varied and
less time-bound than is found in organized sports.
Playtime—especially unstructured, imaginative,
exploratory play—is increasingly recognized as an
essential component of wholesome child development.”
— Richard Louv, Last Child in the Woods: Saving
Our Children from Nature-Deficit Disorder

• Linguistic
Development
• Motor Skills
• Social Skills
• Cognitive
Development
• Executive Function
THE IMPORTANCE OF PLAY
National Institute for Play - Opportunities
TRANSFORMING PERSONAL HEALTH
Happier, healthier people use play all their life to
become more productive, better parents, and re-
quire less health care.
TRANSFORMING RELATIONSHIPS
Making play an important role in a relationship in-
creases harmony and effectiveness of the relation-
ship.
TRANSFORMING EDUCATION
Current evidence suggests, that play optimizes
learning. It is vital to infuse play into curricula and
teacher education is vital.

• Develop a Sense of Empathy
• Negotiation and Collaboration
• Imagination and Creativity
• Community and Belonging
• Exploration and Discovery
• Confidence and Self Esteem
• Provide Opportunities for Self Expression
• Test Boundaries of Personal Abilities
THE IMPORTANCE OF PLAY

GOALS
VAN NESS ELEMENTARY SCHOOL
VAN NESS E.S. SHOULD PROMOTE PERSONAL GROWTH AND A SENSE OF IDENTITY WITHIN THESE CONTEXTS
Self Family Community Nation World

SCHOOL AS HEART OF COMMUNITY & A CENTER OF CHILD’S EARLY WORLD
VAN NESS E.S.

SCHOOL AS A HOME BASE FOR EXPLORATION OF THE LARGER WORLD
NATIONAL MALL
WATERFRONT
NAVY YARD
VAN NESS E.S.
NATIONALS
STADIUM
EASTERN
MARKET

COMMUNITY WORKSESSION

SITE PROGRAMMING
DESIGN
GANIZATION
Columbia Public Schools
Elementary School
L STREET SE
M STREET SE
5THSTREETSE
SCALE 1”=40’
0 40 80FT
LEGEND
EXISTING BUILDINGS
BUS CIRCULATION
VEHICULAR CIRCULATION
ON STREET PARKING
EXISTING TREES
PEDESTRIAN CIRCULATION
EXISTING WALL
EXISTING FENCE
PROPOSED SITE CONNECTIONS
SERVICE CIRCULATION
EXISTING PROPERTY LINE
BETWEEN DPR AND DCPS
VAN NESS ELEMENTARY
SCHOOL:
PRELIMINARY/PROPOSED
SITE DEVELOPMENT PROGRAM
x
x x x x x
x
x
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x
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POSSIBLE LOCATION FOR
COMMUNITY AND
SCHOOL GARDEN
2-5 YEAR
OLD
STRUCTURED
PLAY/
EARLY
CHILDHOOD
OUTDOOR
LOBBY SHARED
5-12 YEAR OLD
STRUCTURED PLAY
20 SHARED
VEHICLE
PARKING
SPACES
WITH TRAFFIC
CALMING
PARKING + DRIVE
TO BE SHARED
BETWEEN DCPS AND DPR;
PERVIOUS PAVING TO BE
CONSIDERED
HISTORIC
COMMUNITY
BUILDING -
USE TBD
SERVICEBUFFER
FREE-PLAY AND
OUTDOOR
CLASSROOM
GATHERING
SPACE
VISIBLESTORMWATERSTORAGEFORBUILDINGUSEENTRANCE
PEDESTRIAN CORRIDOR
NATURE
PLAY/
OUTDOOR
LEARNING LAB
PEDESTRIAN
CORRIDOR
oooooooooooooooooo
97111696SFF
PrreKinddderrg
1035.421035.42S.42SF
Pre-SchooScl(3)
105.45SF
CLOFF
T
241.61SF
PRINCIPAL
ENCE
E
2268SF
CAFERTERIA/GYM
/AUDITOORRIUM
142.62SF
RRRECIIEEVIINNGG
362.996SFF
PPREPPP
97111971119711696696696SSSFFFFFF
PKidddrPrre-KinddderrPre-Kinddderrggg
1035.42SF
Pre-Kindergartrrenn(4(4)
1035.42SF
Pre-Schoool(3l(3
1035.42S1035.42SF
Pre-Sre-School(3(3)
FFFF
TTT
241241241...616161SSSFFF
PRINCIPAPRINCIPAPRINCIPALLL
2567.85S22567.85S22567.85SFFF
CAFERTERIA/GCAFERTERIA/GCAFERTERIA/GYYYMMM
/AUDITAUDIT/AUDITAUDIT/AUDITAUDITOOOOOORIURRIURRIUMMM
142142142...626262SSSFFF
RECCRECRRECRRECRECIIIIIIEVVEVEVEVEVIIIIIINNNNNNGGGGGG
362362362...996996996SSSFFFFFF
PREPREEEPREPREEPREREEPREPREPPPPPPPPPPPP
CORRIDO
CORRIDOR
UPPERLOBBY
69.422SSFF
LAAAPTAPTOP
9292.50SSFF
STORAGE
787884.4949SSFF
SSSSTSTAGAGE
12123.00SF
SECURITY
COMMONCOMMONMS
RRR
E
PARRKIINNGG
GARAAGGEE
5 F5 FLOOORSRSRRS
LLLLIINNNNCCCOOOLLLNNN
CCCEENNNTTEERR
POOL
JJOOOYYYY - EEEVVVVAAAAANNSS
RREECCCRRREEAAAATTTTIIIIOOOONN
CCCEEENNNTTTTTEERRRR
M STREET SE
5THSTREETSE
SCALE 1”=40’
0 40 80FT
LEGEND
EXISTING BUILDINGS
BUS CIRCULATION
ON STREET PARKING
EXISTING TREES
EXISTING WALL
EXISTING FENCE
SERVICE CIRCULATION
x
x x x x x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
oooooo
xoox
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xx x xx
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xx
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xxx
ooooooooooooooooooooo
2-5 YEAR
OLD
STRUCTURED
PLAY/
EARLY
CHILDHOOD
OUTDOOR
LOBBY 20 SHARED
VEHICLE
PARKING
SPACES
WITH TRAFFIC
CALMING
PARKING + DRIVE
TO BE SHARED
CONSIDERED
HISTORIC
COMMUNIT
BUILDING
USE TBD
SERVICEBUFFER
FREE-PLAY AND
OUTDOOR
CLASSROOM
GATHERING
SPACE
PEDESTRIAN CORRIDOR
NATURE
PLAY/
OUTDOOR
LEARNING LAB
PEDESTRIAN
CORRIDOR
ooooooooooooooooo
97111696SFF
PrreKinddderrg
1035.421035.42S.42SF
Pre-SchooScl(3)
105.45SF
CLOFF
T
241.61SF
PRINCIPAL
ENCE
E
2268SF
CAFERTERIA/GYM
/AUDITOORRIUM
142.62SF
RRRECIIEEVIINNGG
362.996SFF
PPREPPP
97111971119711696696696SSSFFFFFF
1035.42SF
1035.42SF
Pre-Schoool(3l(3
1035.42S1035.42SF
Pre-Sre-School(3(3)
FFFF
TTT
241241241...616161SSSFFF
2567.85S22567.85S22567.85SFFF
142142142...626262SSSFFF
362362362...996996996SSSFFFFFF
CORRIDO
CORRIDOR
UPPERLOBBY
69.422SSFF
LAAAPTAPTOP
9292.50SSFF
STORAGE
787884.4949SSFF
SSSSTSTAGAGE
12123.00SF
SECURITY
COMMONCOMMONMS
RRR
E
SITE DESIGN
SITE ORGANIZATION
District of Columbia Public Schools
Van Ness Elementary School
L STREET SE
M STREET SE
5THSTREETSE
SCALE 1”=40’
0 40 80FT
LEGEND
EXISTING BUILDINGS
BUS CIRCULATION
ON STREET PARKING
EXISTING TREES
EXISTING WALL
EXISTING FENCE
SERVICE CIRCULATION
VAN NESS ELEMENTARY
SCHOOL:
PRELIMINARY/PROPOSED
SITE DEVELOPMENT PROGRAM
x
x x x x x
x
x
x
x
o o o o
x
x
x
x
x
x
x
x
x
x
x
x
x
oox
ooooooo
xoox x xx x x
o
x
x
x
x
x
xx
x
x
x
x
x
x
x
x
x
x
oo
xooo
x
o xxo
x
xx
x
xx
x
x
xx
x
x
x
x
x
x
x
xx
x
xx x xx
x
xx
x
xxx
oooooooooooooooooooooo
POSSIBLE LOCATION FOR
COMMUNITY AND
SCHOOL GARDEN
2-5 YEAR
OLD
STRUCTURED
PLAY/
EARLY
CHILDHOOD
OUTDOOR
LOBBY SHARED
5-12 YEAR OLD
STRUCTURED PLAY
20 SHARED
VEHICLE
PARKING
SPACES
WITH TRAFFIC
CALMING
PARKING + DRIVE
TO BE SHARED
CONSIDERED
HISTORIC
COMMUNITY
BUILDING -
USE TBD
SERVICEBUFFER
FREE-PLAY AND
OUTDOOR
CLASSROOM
GATHERING
SPACE
PEDESTRIAN CORRIDOR
NATURE
PLAY/
OUTDOOR
LEARNING LAB
PEDESTRIAN
CORRIDOR
oooooooooooooooooo
97111696SFF
PrreKinddderrg
1035.421035.42S.42SF
Pre-SchooScl(3)
105.45SF
CLOFF
T
241.61SF
PRINCIPAL
ENCE
E
2268SF
CAFERTERIA/GYM
/AUDITOORRIUM
142.62SF
RRRECIIEEVIINNGG
362.996SFF
PPREPPP
97111971119711696696696SSSFFFFFF
1035.42SF
1035.42SF
Pre-Schoool(3l(3
1035.42S1035.42SF
Pre-Sre-School(3(3)
FFFF
TTT
241241241...616161SSSFFF
2567.85S22567.85S22567.85SFFF
142142142...626262SSSFFF
362362362...996996996SSSFFFFFF
CORRIDO
CORRIDOR
UPPERLOBBY
69.422SSFF
LAAAPTAPTOP
9292.50SSFF
STORAGE
787884.4949SSFF
SSSSTSTAGAGE
12123.00SF
SECURITY
COMMONCOMMONMS
RRR
E
PARRKIINNGG
GARAAGGEE
5 F5 FLOOORSRSRRS
LLLLIINNNNCCCOOOLLLNNN
CCCEENNNTTEERR
POOL
JJOOOYYYY - EEEVVVVAAAAANNSS
RREECCCRRREEAAAATTTTIIIIOOOONN
CCCEEENNNTTTTTEERRRR

SITE PLAN
PHASE2
Schools
l

SITE FEATURES
5TH STREET ENTRY AND STORMWATER TERRACES
SITE DESIGN
an Ness Elementary School

2 - 5 YEAR OLD TERRACE
SITE DESIGN
Van Ness Elementary School
SITE FEATURES

FLEXIBLE PLAY LAWN
SITE DESIGN
SITE FEATURES

5 - 12 AREA / DPR SITE
SITE DESIGN
SITE FEATURES

Daniel Curry, Senior Associate
Quinn Evans Architects
dcurry@quinnevans.com
Pete Hill, Branch Chief for the Planning and Restoration
District of Columbia Department of the Environment
peter.hill@dc.gov
SPEAKER CONTACT INFORMATION

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