A Practical Guide to Planning, Constructing, and Using ...€¦ · A Practical Guide to Planning, Constructing, and Using School Courtyards 2012. Marked set by rwonders. Jay Bansbach

A Practical Guide to

Planning, Constructing, and Using

School Courtyards

2012

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Jay BansbachMSDELibrary Science [email protected]

Rolf GrafwallnerMSDEAssistant State Superintendent Division of Early Childhood [email protected]

Lisa GonzalezUniversity of Maryland [email protected]

Gary HedgesMSDEScience [email protected]

Kim HoweSt. Mary’s County Public Schools Coordinating Supervisor Capital Planning & [email protected]

Ariana LangfordCecil County Public SchoolsProject ManagerConstruction [email protected]

Melanie ParkerChesapeake Connection – Arlington EchoOutdoor [email protected]

Mary RivkinUniversity of Maryland Baltimore CountyDirector of Early [email protected]

Paula ScarfoneOasis Design GroupDirector of [email protected]

Scott ScarfoneOasis Design [email protected]

Kat SchooleyGrimm and Parker ArchitectsIntern [email protected]

Ali Shah Rasool SmithHolistic Life Foundation, [email protected]

Terry SquyresGWWO ArchitectsArchitect, [email protected]

Jay TuckerMSDEArt [email protected]

Ken Weikel Clemson Elementary SchoolPrincipal [email protected]

Renee Yarbough-WilliamsMSDEEducation Program Specialist/ADA [email protected]

Melissa WilfongGrimm and Parker ArchitectsSenior [email protected]

John WrightQueen Anne’s County Public SchoolsSupervisor, Building Maintenance & [email protected]

Review Committee MembersThank you to the following for their contribution to this publication.

Coordinators

Rebecca BellRetired MSDE Environmental Education [email protected]

Gloria MikolajczykMSDEArchitect [email protected]

Trina NarivanchikMSDE Administrative [email protected]

Design/Layout/Production

Photographs designated by | have been acquired from www.designshare.com. Photographs designated by i have been acquired from other public websites.

Unless noted otherwise, the remainder of the photographs have been provided by Gloria Mikolajczyk.

Cover: Beardy the Bearded Dragon lives at Hollywood Elementary School Bel Pre Elementary School, Montgomery County Public Schools

Participation on the review committee does not imply agreement with the entire content of this document.

© Maryland State Department of Education 2012

Maryland State Department of EducationSchool Facilities Branch

200 West Baltimore StreetBaltimore, Maryland 21201

PHONE: 410-767-0098TTY/TTD: 410-333-6442

A Practical Guide to Planning, Constructing and Using School Courtyards

Table of Contents

Chapter 1 - Purpose Introduction ..................................................................... 5 Outdoors=Better,morerelaxedstudent ......................... 8 FosteringNatureAppreciation .........................................10 HealthandObesityissues ................................................11 SchoolGardens ................................................................11 Sustainability/BeingGreen ...............................................13

Chapter 2 - Courtyards History ..............................................................................15 Design...............................................................................17 GeneralCourtyardDesign ................................................21 Orientation .......................................................................22 ExposuretotheSky ..........................................................24 ShadingDevices Man-madeshadingdevices .........................................25 Naturalshadingdevices ...............................................26 MaterialSelections–Up,DownandAround ...................28 NativePlants ....................................................................41 UniversalDesign AccessibilityIssues .......................................................44 LearningandHealthIssues ..........................................44 FacilitatingtheDesignoftheCourtyard ...........................45

Chapter 3 - Uses and Purposes of Courtyards ViewsandScenery ...........................................................48 SensoryStimulation .........................................................51 ExplorationandAdventure ..............................................53 OrganizingandWay-finding .............................................55 PlayandMeetOthers.......................................................57 CurriculumSupport ..........................................................61 Gardening .........................................................................63

Chapter 4 - Courtyard Themes LiteratureandReading .....................................................71 Science .............................................................................74 Art,DesignandDrama .....................................................79 SpecialPurposeCourtyards .............................................83

Chapter 5 - The Use of the Courtyard FacilitatingtheUseoftheCourtyard ...............................85 ControversialDesignElements .........................................87 OutcomesandEffects.......................................................90

Appendix A – LEED Scorecard ....................................................91

Appendix B – Sample Activities BuildingBirdhouses ..........................................................93 ButterflyGardens .............................................................94

Appendix C – References ...........................................................97

School CourtyardsMaryland State Department of Education, May 2012

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Chapter 1 - Purpose

In 1999, the Maryland State Department of Education Division ofInstruction, in collaboration with the Division of Business Services, SchoolFacilitiesBranchpublishedConserving and Enhancing the Natural Environment on New and Existing School Sites. This guide, used by facilities professionalsand educators to promote environmental education and greening of schoolgrounds and buildings, provided guidelines and step-by-step plans to createforest,meadowandwetlandprojects on school grounds. This guideextendsthatdocumentbyincludingschoolcourtyardsasapotentialdesignelement.

This publication addresses the use of courtyards in instruction andprovidesexamplesofcreativeinstructionalstrategiesfromaroundthestateandbeyond.Descriptionsofmaterials,treatmentsofcourtyards,safetyandsecurityimplications, preferred sizes and volume of courtyard spaces, orientationconsiderations,maintenancestrategiesandcoderequirementsareaddressedaswell.

ThisSchool Courtyard Guide is designed tohighlight the importanceofprovidingstudentswithnaturalenvironmentsthatsupporttheireducationalgrowthanddevelopmentandtoprovidearesourcefortheeducationcommunitythat suggests optimum ways of using natural environments to supportinstructionalpractice.Thisresource:

• offersavarietyofsuccessfuloptionsfortheuseofschoolcourtyardsforinstructionandleisureactivitiesforallagegroups;

• enhances awareness of courtyards as a viable component ofcontemporaryschools;

• emphasizestheimportancenatureplaysintheeducationalgrowthanddevelopmentofchildren;

• encouragesarchitectsanddesigners to incorporatemorenaturallightintolearningspacesbyintegratingschoolcourtyardsintotheirdesignsfornewandrenovatedschools;

• describeshowgreeningcourtyardscanleadtoLeadershipinEnergyandEnvironmentalDesign(LEED)certification;and

• addresses maintenance issues inherent in a space that is both“inside”and“outside.”

Introduction

Theuseof courtyardsas adesignelement is common to residential,office, commercial/retail, and even manufacturing buildings. Courtyards aretypicallydefinedasanopenspacewithabuildingorwallsonallfoursides.Spacessurroundedonthreesidesbyabuildingorwallswithanopenendcanalsobeclassifiedascourtyards.Courtyardswereonceaviablewaytocreatelargeschoolbuildingswhilestillprovidingnaturalventilationandlighttoallclassrooms.Intheearly20thcentury,schoolsweredesignedas low-slungcourtyardbuildingstogivestudents light,airandaccess toopenspace. (Gutman,2008,para.9)

“Those who contemplate the beauty of the earth find reserves of strength that will endure as long as life lasts. There is something infinitely healing in the repeated re-frains of nature-the assurance that dawn comes after night, and spring after the winter.”

- Rachel Carsonconservationist

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Theintroductionofthemodernconveniencesofairconditioning,artificialventilationandartificiallightingbegantoovershadowthevaluableassetsofcourtyardsinthelate1940’sandearly1950’s.Courtyardsprovidenotonlylightforroomswithinschoolbuildings,butcanalsoproviderestfulscenerytoalleviateeyefatigueandprovideadistinctlydifferentenvironment for learning. The recent influx of sustainable design practices and daylighting strategies reinforce the influence courtyards can have on school design and student achievement.

Marylandpublicschoolshavelongbeenaleaderinenvironmentaleducationandingreenbuildingdesign.Overthepastdecade,schoolfacilitiesandmaintenancepersonnelhavebeenworkingcloselywithadministratorsandteacherstoplanandprovideoutdoorlearningspacesforinstructionalactivitiesaspartoftheregularcurriculum.Recently,therehasbeenheightenedinternationalinterestinoutdoorlearningandenvironmentaleducation.TheNationalEnvironmentalEducationActof1990calledattentiontohowthenaturalenvironmentcouldbeincludedinthecurriculumateveryeducationallevel.ThenationwidestudyClosing the Achievement Gap: Using the Environment as an Integrating Context (EIC) for LearningpreparedbytheStateEducationandEnvironmentRoundtable,(Liberman,G.A.andHoody,L.L.,1998,p.1)hasshownthatstudents,whoengage inenvironmentalactivitiesaspartoftheregularcurriculum,demonstrate:

• better performance on standardized measures of academic achievement in reading, writing,mathematics,science,andsocialstudies;

• reduceddisciplineandclassroommanagementproblems;

• increasedengagementandenthusiasmforlearning;and

• greaterprideandownershipinaccomplishments.

Accordingtothestudy,EIC-basedlearningusesa“school’ssurroundingsandcommunityasaframeworkwithin which students can construct their own learning, guided by teachers and administrators using proveneducationalpractices.”Schoolshavetheuniqueopportunitytoencourageactiveandhealthylifestylesinchildrenandadolescentsbytransformingschoolgroundsintonaturallearningareasandplayscapesthatofferthephysicalandpsychologicalbenefitsofoutdoorplayandaccesstogreenenvironments.Manyauthoritiesbelievethewindowofopportunityfortheformationofpositiveattitudestowardandbondingwiththenaturalenvironmentdevelopssometimeduringearlyandmiddlechildhoodandrequiresregularinteractionwithnearbynature(White2004,Cohen&Horm1993;Wilson1993;Sobel1990,1996&2004;Kellert2002;Phenice&Griffore,2003). InSeptember2010,theMarylandStateBoardofEducationadoptednewregulations(COMAR13A.04.17.01EnvironmentalEducationInstructionalProgramsGradesPre-kindergartento12)thatrequireallMarylandpublicschoolsystemstoprovidea comprehensive multidisciplinary environmental education program infused with current curricular offerings.ThisprogramisalignedwiththeMarylandEnvironmentalLiteracyCurriculum. InJune2011,theMarylandStateBoardofEducationadoptedCOMAR13A.03.02.04addingEnvironmentalEducationaspartoftheStategraduationrequirements.EnvironmentalEducationgoesbeyondthenaturewalkandthetraditionalstudyofnaturalhistory.Byinvolvingstudentsdirectlyintheplanning,implementationandmaintenanceofgreenspaces,teachersandstudentsrealizeadditionalaffectivebenefits.

Accordingtostudies(NationalEnvironmentalEducationFoundation,“BenefitsofEnvironmentalEducation,”n.d.)EnvironmentalEducation:

• createsenthusiasticstudentsandinnovativeteacher-leaders;

• helpsbuildcriticalthinkingandrelationshipskills;

• offersahostofhealthbenefits;

• fostersleadershipqualities;

• offersallstudentsequalchancesforacademicsuccess;


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• getsapatheticstudentsexcitedaboutlearning;

• makesotherschoolsubjectsrichandrelevant;

• helpsstudentsbecomeself-directedlearners;and

• teachesstudentstobereal-worldproblem-solvers.

Nature allows for open-ended learning. Nature is always changing,regenerating,andrenewing. RobinMoore,a landscapearchitectureprofessorat North Carolina State University is quoted in the book Last Child in the WoodswrittenbyRichardLouv,“Naturalsettingsareessentialforhealthychilddevelopmentbecausetheystimulateallthesensesandintegrateinformalplaywithformal learning.” Childrenhaveaninnateinterest innature. “Interestedstudents are motivated students and motivation is the key ingredient foracademic achievement.” (National Environmental Education Foundation,“BenefitsofEnvironmentalEducation”n.d.,para.4)

TheMaryland Association for Environmental and Outdoor Education(MAEOE) is an important organization in Maryland. Since 1985, MAEOE, anonprofit educational association, has served thousands of teachers andstudentsatallgradelevels,naturalresourcemanagers,naturecenterstaff,andenvironmentalprogrammanagerswithdynamictrainingprograms,workshops,conferences, awards programs, networking opportunities, publications, andrelated materials and resources. One illustrious recognition administeredbyMAEOE is theMarylandGreenSchoolAward. TheProgramhasaholistic,integratedapproachtoauthenticlearningthatincorporateslocalenvironmentalissue investigation and professional development with environmental bestmanagement practices and community stewardship. Both public and privateschoolsofallgradelevelsandenvironmentalcentersareeligible.Nearly20%ofallMarylandschoolshaveearnedthishonor,accordingtoMaryRivkin,AssociateProfessorof Early Educationat theUniversityofMaryland,BaltimoreCounty.(Rivkin,M.2011,p.38).Herarticleappearedinthebook“SchoolsGoingGreen,”sponsoredbyTheNationalAssociationfortheEducationofYoungChildren.Itprovidesteacherswithtipsandstrategiestofight“naturedeficitdisorder”andincrease children’s connection to thenaturalworld. It is essential toprovidechildren with the tools to address these problems, requiring “three types ofenvironmentaleducation:in the naturalenvironment,tofamiliarizechildrenwithit;about theenvironment,togivechildrentheknowledge;andfinallyeducationfortheenvironment,togivethemtheskills,dispositionsandthecouragetosolvetheincreasinglyevidentenvironmentalproblems.”(Davis,citedbyRivkin,2011)MAEOE’sprogramprovidesthismotivationforchildrentoacquirethesetools.TheapplicationforaGreenSchoolmustincorporateenvironmentaleducation:

• Inthenaturalenvironment-demonstratingselectedconservationbestmanagementpractices;

• About thenaturalenvironment-combiningclassroomintegrationofenvironmentalissueinstruction,andprofessionaldevelopmentfortheeducators;

• For the natural environment - through planned celebrations ofmilestones,andsustainedschool-communitypartnershipstoenhanceenvironmentallearning.

Images from Native Plants for Wildlife Habitat - U.S. Fish and Wildlife Service


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TheMAEOEwebsiteprovidesstepstocompletetheapplicationtobecomeaMarylandGreenSchool.Thewebsitealsoincludesabundantresourcesandideastoemployforthebenefitofschoolchildreninoutdooreducation.

Courtyardsareoneareaofaschoolyardwhereoutdooreducationalexperiencescanoccur.Activitiesthatexploreweather,seasons,clouds,soil,gardening,plants,andwatercanallhappeninacourtyardsetting.StudentscanworktowardtheprocessofqualifyingtheirschoolasaMarylandGreenSchoolwithinasmalloutdoorsettingsuchasacourtyard. Althoughmuchof this guide’s focus is towardnewconstruction,manyof the concepts for theuseandtreatmentofexistingcourtyardsarethesame.Thereareendlessoptionsastowhatthefocusofthecourtyardcouldbe.Hereareitemsspecifictoexistingconstructiontoconsider.

• Securetheoriginalplansofthebuildingtolocateanyutilitylinesthatmaycrossthecourtyard.

• Planttreesaminimumof10’-15’awayfromthebuildingwalls.

Outdoors = Better, more relaxed students

In a September 2008 interview by PlentyMag.comRichard Louv stated “…kids are farmore creative innaturalplayspacesthanonatypicalflatplayground,whereit’smadeofconcreteorturf…Andinschoolsthathaveoutdoorclassroomskidstendtodobetteracrosstheboardfromsocialstudiestostandardizedtesting...Itseemstomethatusingallofyoursensesatthesametimeistheoptimumstateoflearning.Whenyou’resittinginfrontofacomputerscreen,orlockedinacubiclecalledaclassroom,you’renotusingallyoursensesatthesametime.Outdoors,youare.”

Another interestingaspectofexposuretotheout-of-doorswashighlightedbyastudysponsoredbytheEconomicandSocialResearchCouncilinGreatBritain.(Crace,J,2006,p.3)Morethan10,000eleventotwelveyearoldBritishchildrenweretestedin2006.“TheprincipalfindingwasthatUKchildrenhavefallentwotothreeyearsbehindincognitiveandconceptualdevelopmentfromwheretheywere15yearsago.”MichaelShayer,psychologiststated,“Themostlikelyreasonsarethelackofexperientialplay…andthegrowthofavideogame,TVculture.Bothtakeawaythekindofhands-onplaythatallowskidstoexperiencehowtheworldworksinpracticeandtomakeinformedjudgmentsaboutabstractconcepts.”

Lucy School

Middletown, Maryland


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One movement that counteracts the videogame/TV culture is theWaldkindergartensorForestKindergartens.Thisconcept(Keller,B.2006,para.3)wasoriginatedinDenmarkinthe1990’sasameanstoprovideinexpensivepreschoolsforchildrenlivinginpoverty.TheconceptspreadtoGermanywhere,asof2008,thereareover700sitesoutofmorethan25,000kindergartensinthecountry.(DeQuetteville,H.2008,para.7)Thebasisoftheschoolsisthattheyarelocatedinnature,forests,andgladesandthatthethreetosixyearoldchildrenspendtheirdays,rainorshine,learninginNature.FourbasicprinciplessumupWaldkindergartenphilosophy.

• Nature,withitsvastsourcesforplay,providesspacefortheemergenceofachild’sfantasies,curiosityandcreativity.

• DirectcontactwithNatureallows themindsofchildren todevelopasensitiveappreciationfortheearth.

• The forestprovidesan idealplace for children tomove freely about,therebydevelopingtrustandgainingself-confidence.

• In free play, above all, but also through daily routines, children gaincompetenceinsocialrelationshipsandinresolvingconflicts.(Keller,B.2006,pp.1-2)

Thesegreen,natural learningenvironmentscontrastsharplywithouraccepted view of an asphalt playground. Outdoor learning on asphalt limitsthe engagement to physical activities, while engagement in natural settingsstimulatespriorknowledgeofscienceorenvironmentalstudiesasthecontextoflivingwithnature.ThebookNatural Learning(R.C.MooreandH.H.Wong,1997)documents the ten-yearaction-researchodyssey thatoccurredatWashingtonElementarySchool inBerkeley,California. In1971,theasphaltschoolyardwasturnedintoanEnvironmentalYard,simplyknownastheYard.Aquotefromthebookfocusesononeaspectofeducation:“Withloosepartsofnaturalobjectsandmaterialstoplaywith,itisalmostimpossibleforachildtofeelbored.”(R.C.MooreandH.H.Wong,1997,p.183)Studentswereinterviewedtenandtwentyyearsafterthetransformation. Herearesomeoftheirmemories(R.C.MooreandH.H.Wong,1997,pp.182-185).

• “I’velearnedthatyoucandoamillionthingshere, likecollectfossils.There’s justsomuchtodoallovertheplace. Ithastwopondsandariver.Ithasdirtandtreesandplantsandbushes.Youcaneatinthere.Youcanwatchfrogsandfishandtadpoles…itsneat.”

• “Itused tobeabig,emptyplacewithnothing todo. Nowthere’sawholebunchoftreesandallthatstuff…..Nowit’smorelikeaforestthanaplayground.”

• “Itwouldjustbehotandgray.Therewouldn’tbeanycolorleft.Kidswould just sit around doing nothing. People like to look at things.WithouttheYardyouwould justsittherewithall thegroundaroundyoubutnothinginit.”

• “We’dfight;we’dgetuptomischiefandactmean.Morefightswouldgivemorecrimeslater.Insteadoftalking,peoplewouldstealstufffromtheschooltogettheirrevenge.”

Silver Lake Reginal School | Kingston, Massachusetts

Courtesy of Lisa GonzalezUniversity of Maryland Extension


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Page252oftheEpiloguetoNatural Learningstates,“Asadults,theyarenowapplyingtheresultsoftheirnaturallearninginsocialskills,creativity,collaboration,scientificunderstanding,andloveofnatureintheirfamilies,workenvironments,andcommunities.”

Fostering Nature Appreciation

Anotherstudy,completedclosertohome, “EvaluatingaConstructivistandCulturallyResponsiveApproachto Environmental Education for Diverse Audiences.” (Stern,M., Powell, R., & Ardoin, N. 2010 pp. 110-122)waspublishedinThe Journal of Environmental Education.ThisstudycompiledinformationfromchildrenattendingtheNorthBayAdventureCenterinCecilCounty.Thiscentermakesavailableformiddleschoolstudents,5-dayresidentialprograms focusing on environmental responsibility, character development and leadership and attitudes towardschool. Thestudyshowsthat thecenterhasachievedsuccess inenhancingthesecharacteristics in itsstudents,asmeasuredthreemonthsfollowingthestudents’experiences. (Stern,M.,Powell,R.,&Ardoin,N.2010p.117)Thestudentspartakeinexperientiallessonsonornearthe97-acresiteinnortheasternMarylandontheshoreoftheChesapeakeBay.Thecurriculumisbasedonthemodelbroughtforwardin2003byHungerford,Volk,Ramsey,Litherland,andPeyton (Stern,M.,Powell,R.,&Ardoin,N.2010p.112)knownasIEEIA,“investigatingandevaluatingenvironmental issuesandactions.” Thissamemodelof learning in theoutdoorscanbeexperienced inaschoolcourtyardinsomesmallway.Withproperplanningandpreparation,anoutdoorcourtyardareacanbedesignedtoexposestudentstoauthenticnaturalexperiencesthroughanenvironmentaleducationcurriculum.

Directcontactwiththeenvironmentisthebestwaytofosteranappreciationfornaturethatleadstocareandstewardship. RichardLouv (Louv,2005,p.2) stated that “Foranewgeneration,nature ismoreabstractionthanreality.Increasingly,natureissomethingtowatch,toconsume,towear,toignore.Today,kidsareawareoftheglobalthreatstotheenvironment–buttheirphysicalcontact,inintimacywithnatureisfading.”Thereisanincreasingconcernaboutenvironmentaldegradationandthelossofearth’snaturalresources:water,air,land,andlivingcreatures.Withoutfosteringanintimatesenseofreverencefortheearth,itishardforstudentstorelatetothispotentiallossofournaturalresources.Habitsofgoodstewardshipdonothappenspontaneously.Exposureandexperienceinnaturecancultivateanappreciationthatlastsintoadulthood.Toreinforcethisnatureconnectionandappreciation,themescanbethreadedthroughoutacourtyardproject.BelowarethreethemespromotedbytheU.S.FishandWildlifeService(Schoolyard Habitat Project Guide, 2010,p.11). Thesethemesandotherscanbewoventhroughoutacourtyardprojecttoreinforcethisnatureconnection.

• Habitat Ahomeforaplantoranimal,providingbasicneedsoffood,water,shelterand space.

Plantsprovidethebasicneedsforanimallife–nuts,seeds,berries,fruitand nectar.Plantsalsoprovideshelterandspacefornestsandtoraiseyoung.

Plantsalsoprovidehabitatformanyinsects.Insectsareamajorfoodsourcefor manywildlifespecies.

Habitatlossisaprimarythreattomanyanimalandplantspecies.

• Watershed Alllandisawatershed,asitisanareathatdrainsorshedsitsrainwaterand springsintoabodyofwatersuchasastream,river,lake,orbay.

Naturalhabitatslikewetlands,meadows,ponds,nativeplantgardens,and forestshelpfilterandremovepollutantsinrunoffwater.Habitatsalsoactas spongestotraprunoffwater,thenslowlyreleasethecleanfilteredwaterinto nearbystreams.

• Biodiversity Biodiversityreferstothenumberofdifferenttypesoflivingthingsorthetotal numberofplantsandanimalsinanarea.Areashavingahighdiversityofnative plantsusuallyalsohaveahighdiversityofanimals.


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Health, Obesity and Nutrition Issues

Outdooractivityinthenaturalenvironmenthas takenabackseat to television, videogames, thecomputer, and a demanding schoolwork andextracurricularschedule. Childrentodaymaybethefirstgenerationatriskofhavingashorterlifespanthantheirparentshave.(Belluck,P.2005,) DatafromtheInstituteofMedicine(“PreventingChildhoodObesity:HealthintheBalance”2005,The Institute of Medicine) shows that childhood obesity has doubled over thepast 30 years for preschoolers and adolescents andmore than tripled for children age six to eleven.

Chronic conditions such as type-2diabetes, asthma, attention-deficit disorderandvitaminDdeficiencyhaveallincreasedoverthepastfewdecades.Childrenarespendinghalfasmuchtimeoutdoorsastheydid20yearsago,accordingtothe National Wildlife Federation literature. A Children & Nature Networkpublicationin2008stated,“Inatypicalweek,only6%ofchildrenage9-13playoutside on their own.” Nature play and physical activity outsidemay be aneffective strategy against childhood obesity as demonstrated by a three-yearcohortstudypublishedintheInternational Journal of Obesity, 2008(Cleland,V,etal.2008,pp.1685-1693.) Extendednatureandoutdoorexposurealsohasbeenshowntoincreasechildren’sattentionspanandtopromotepsychologicalhealth.Introducingoutdooractivitytochildreninaneducationalsettingusingcourtyards allows more contact with nature and space for physical exercise,effortlessly. Astudy(Wells,N.M.&Evans,G.W.,2003,pp.311-330) reportedin2003byenvironmentalpsychologistsfromCornellUniversitystatedthat“Aroomwithaviewofnaturecanhelpprotectchildrenagainststress.”Eveniftheadvantageof naturedoesnotmanifest itself in this particularway, a viewof landscape,trees,andgreenerycanbebeneficial.

School Gardens

Courtyards canbeexcellentplaces forflowerandvegetablegardens.Vegetable gardens can be a lodestone for all types of activities. Planting agarden,atanyagecanbealearningexperience–especiallyforthosechildrenwhodonothavedirectcontactwithnaturallygrowingfoods.Childrenwhoarenotexposedtotheprocessof livingplantsgrowingbeforetheireyesmaynotbeawareofwherecertainfoodscomefrom.Oftenchildrenarelesslikelytotrydifferentfoodswithoutbeingexposedtothem.Aschoolgardenofferswaystoencourageexperimentingwithdifferentfoods.

The importance of thisissue is illustrated by programssuch as the Healthier U.S. SchoolChallenge (HUSSC) Award.SponsoredbytheUSDAFoodandNutrition Service, the HUSSCAward is a voluntary nationalcertification initiative for schools

participating in the National School Lunch Program. It supports First Lady

“The sun, with all those planets revolving around it and de-pendent upon it, can still ripen a bunch of grapes as if it had nothing else in the universe to do.”

- Galileophilosopher

Easton High SchoolTalbot County Public Schools



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MichelleObama’sLet’sMove!campaignbyrecognizingschoolsthatarecreatinghealthierschoolenvironmentsbypromotingnutritionandphysical activity. Thecourtyard schoolgardencanalsoplaya role inMaryland’sHomeGrownSchoolLunchWeekprogram.

TheMarylandAgriculturalEducationFoundation,Inc.(MAEF),anon-profit,non-governmentalorganizationestablished in1989,promotes theunderstanding andappreciationof the importanceof agriculture inourdailylives. Agricultureplaysacritical role inour lives. Itprovidesanexperiential teachingtool for thecorecurriculaofscience,social studies, lifeskills,mathematics,and languagearts. Incorporatingagriculture into teachingandlearningcreatesthefoundationthatstudents,asfuturecitizens,needtomakeeducateddecisionsregardingfoodchoicesandnutrition,communityissues,landuseplanning,andnaturalresourceconservation.

Gardening enhances vegetable consumption.


Withthegeneroussupportofmanyindividuals,organizations,businesses and institutions, MAEF continues to build premiereducationalprogramsenhancingeducationandagriculturalliteracystatewide.OneavenueofexposingstudentstoagricultureisthroughtheUrbanYouthGardenGrants.Onetypeofgrant,theEdibleYouthGardening Project, increases the awareness and appreciation foragriculture in the lives of urban students through gardening andclassroomactivitiesthatmeetMSDE’sStateCurriculum.Thisprojectoffers students direct experience with growing, harvesting andpreparing fresh foods while learning plant requirements, growingconditions,nutritionandwellness.FormoreinformationconsultthewebsiteshownintheAppendixC.

Raised beds allow access for all children.

Judith A. Resnik Elementary SchoolMontgomery County Public Schools


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Sustainability/Being Green

Anothercontemporaryareaofpublicconcernissustainability.Designingbuildingsandenvironmentsthatsupportgood“green”designpracticesaddressesthat concern. Sustainable/green building design would seem a natural fit forthepromotionoftheuseofoutdoorspacesforeducation. TheLeadership inEnergyandEnvironmentalDesign(LEED)certificationforSchoolsisthepremierstandardbywhichsustainablebuildingsare judged. The Innovation inDesigncategoryallowsLEEDpointstobegainedbyusingtheschoolasateachingtool.Several goals in the rating system support the notion of creating the highestquality learning environments. One of these is in the Indoor EnvironmentalQualitycategorywherepointscanbeobtainedbytheamountofdaylightingandviewsallowedfortheteachingspaces.Pointsareattainedbyprovidingdaylightinoneofthreeways:

• for75%-90%oftheclassrooms;• 75%ofallotherregularlyoccupiedspaces;or• byprovidingviewsmeetingvariouscriteriatotheoutdoorsforbuilding

occupantsin90%ofallregularlyoccupiedareas.(LeadershipinEnergyand Environmental Design, 2009 for Schools, New Construction andMajorRenovation)

New schools built inMaryland, receiving State funding shall be highperformanceschoolspertheHighPerformanceBuildingsActof2008. (“GovernorO’MalleySignslegislationtoProtectMaryland’sEnvironment,ChesapeakeBay”;Help Secure Maryland’s Energy Future.” 2008. Para. 8) High performancebuildingsmustmeetorexceed thecurrentversionof theU.S.GreenBuildingCouncil’sLEEDSilverRatingorbetter.Theterm“highperformance”isoftenusedinterchangeablywith“sustainable”or“green”buildings.ThetermisnottobeconfusedwithaschoolthathasaGreenSchooldesignation,asdiscussedearlier. LEEDpointsareawardedforavarietyofgreenpracticesincorporatedintothebuildingdesign.InordertoreachaLEEDSilverratingaminimumof50pointsmustbeearnedinvariouscategories.

OnearchitecturalmethodofachievingsomeoftheseLEEDpointsisbyprovidingcourtyards.Courtyardsprovidemoreexteriorwallsurfaceandmoreexterior areas that provide views from the classrooms. Students, instead ofbeing sequestered in an interior block of roomswith no natural light and noviews,couldenjoydaylightintheirclassroomswithviewstoresttheireyesandminds.Theapplicationofacourtyardthemecouldsolvedaylightingissuesandatthesametimeprovideavitalschoolcomponentlikeanoutdoorenvironmentallearningareawithmanyusesandforms.

ThescorecardutilizedinevaluatingaschoolbuildingforpointstowardLEEDaccreditationcanbefoundinAppendixA.Thecreditstrategiesthatcanbeincorporatedintothecourtyarddesigntoeitherfullyimplementthecreditgoalsortoenhancetheefforttoachievethosegoalsarehighlightedinyellow. Thefollowingprovidesanexplanationofsomeofthemainstrategies.

Davidsonville Elementary SchoolAnne Arundel County Public Schools


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Reviewing the LEED score cardCourtyardsprovidewaystoaddpointstotheLEEDscoring.

• Protecting/restoringahabitatcanbeeasilyaccomplishedincourtyards.• Courtyardscanaddtoopenspacecalculations.• SomeoftherequirementsofQualityandQuantityofStormwatercanbemanagedthroughtheuseofa

courtyardbyprovidingareasforstormwaterbestmanagementpractices(BMP’s).• Courtyardscanbedesignedprovidingpondsorfountainsand/orshadetopromotenaturalconvectionto

occurtoalleviatetheheatislandeffect.• Byconsciouslychoosingnativeplants,pointsmaybegainedinthewaterefficientlandscapingcategory.• Providingcisternsthatcollectwaterfromdownspoutsfromtheroofcanprovidewaterusereductionby

capturingthewaterforlateruseinirrigation.• Courtyardsaregreatplacesforsolararraysandothertypesofenergycreatingdevices,meetingrenewable

energyandgreenpowercredits.• Materialsreuse–bricks,tires,etc.couldaddtothequantityrequirementofreusingmaterialstoattaina

credit.• RecycledcontentmaterialscanbeusedinthecourtyardsuchasTrexdecking,patiofurniture,picnic

tables,andcobconstruction(seeChapter3,ExplorationandAdventure)• Usingmaterialsthatcomefromlessthan500milesfromthesitecancounttowardpointsforregional

materials.• Byvirtueofusingcourtyards,morelightisprovidedtomoreroomsinthebuilding.Thisallowsclassroom

lightstobeputonsensors,daylightandviewsareprovidedtoaddmorepointstotheLEEDcalculation.• Thecourtyardcanbedesignedtousethebuildingitselfastheteachingtool.

Georgian Forest Elementary SchoolMontgomery County Public SchoolsDesigned by Hord Coplan Macht, Inc.


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Chapter 2 - Courtyards

History Courtyards havebeen a long-standingessential componentof architecture,especially in semi-aridand arid climates.Historical researchconfirms thatcourtyardhouseswerebuilt as early as 3500BC in Sumeria. Thisbuilding form hasenduredtothepresentday. One famouscity,Pompeii in Italy,

exhibitsfineexamplesofearlybuildingswithcourtyardsasseenabove. Theywerepreserved intactbytheirburial involcanicash fromtheeruptionofMt.Vesuviusin79AD.

Traditionally,theelementswhichdefineacourtyardare“enclosure,”awaterfeature,andaplacewhichprovidesacalmingandsecureenvironment.Theroomsintheouterportionofthebuildingprovideaprotected,privatespacewithin.Duetoacoolingeffectcreatedbynaturalconvectioncurrents,courtyardsaremoreeasilyassociatedwithplacesclosertotheequator.However,courtyardshaveattributesthatcanbeenjoyedeverywhere.TheyhaveservedapracticalneedinearlysettlementssuchascolonialWilliamsburg,Virginia.Thebuildingsarebuiltaroundcisternsandwellsforthebenefitofallsettlementinhabitants.Anappropriatedesigncanbefoundforanyenvironment.

Courtyardsareanestablishedcomponentofschools,whetherbuiltinthe1920’sordesignedtoday.Theyofferasafe,secureinnerzoneforamyriadofexterioractivitiesthatcanbeenjoyedbyallageranges.Theconfigurationofcourtyardtobuildingallowsforlightintomoreroomsinaschool.Nevertheless, commitment and maintenance is vital to the success and longevity of each building’s courtyard environment. Beingneitherinnorout,maintenanceandcare is shuffled between building supervisors and yard crews. Custodial andmaintenancestaffareoftennottrainednorhaveaninterestinlandscaping,plantmaterialsorplanting.Mostoften,theirareaofexpertiseandinterestisnotinlandscaping. Themaintenanceofcourtyardsisadistinctresponsibilityoutsideofcustodialandbuildingmaintenance. Designatingacare-takinggroupsuchasanecology club, student service learningproject, Parent-Teacherorganization(PTAorPTO)oraschoolclubismostbeneficial.Theseorganizationsprovideacontinuityofcareandattention.Seekinghelpfromlocalhorticulture,landscapeandnativeplantspecialistscanalsobeanalternative.OneschooldistrictinthestateutilizesthelocalRecreationandParksDivision(RecandParks)toprovidemaintenance.InexchangeforpublicuseofthegymnasiumandschoolfacilitiesforRecandParksprograms,thecourtyardhabitatismaintainedinaprofessionalmannerbyRecandParksemployees.


“Study nature, love nature, stay close to nature. It will never fail you.”

- Frank Lloyd Wrightarchitect


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Pompeii, Italy

Throughoutthismanual, it isassumedthatthetopic iscourtyardsofnewconstruction. However,manycourtyardsinschoolconstructionarecreatedthroughadditionsaffixedtoexistingbuildingsthroughouttheyears.Successfulcourtyarddesigncanbeaccomplishedineithernewconstructionorexistingconstruction.Thepurposeofacourtyardgivesinspirationtothedesignofthecourtyardandguideseverychoiceinthedesignprocess.Althoughacourtyardisanintegralcomponentofabuilding,forthismanualitwillbestudiedasadistinctobjectapartfromthebuildingitself. The main purpose of the courtyard will influence the architectural design of the courtyard itself. Thesepurposes,whichincludeeducationalthemes,willbeexploredinthenextchapter.Thisinfluencewillaffecttheorientation,theheightandcolorofthewalls,thesize,thegroundsurfacesandhowmuchnaturalgroundcoverversushardscapewillbeprovided.PotentialeducationalthemesandpurposesforcourtyardswillbeexploredintheChapter3.


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Design Belowisalistofarchitecturalelementstoincludeasthegroundworkforasuccessfulschoolcourtyard.

Elements of Successful Courtyard Design

For School Buildings

• Analyze sun angles, buildingmassing andorientation to ensure themostpositiveimpactonthequalityoflightbothintothecourtyardandintotheadjacentspaces.

• Provideforsouthlightorplacethecourtyardsouthofthebuildingasmuchaspossiblewithappropriateshading.

• Notethedirectionofprevailingwindsanddesignforprotection.

• When designing a new school building consider the noise levels expected in the courtyard.

• Considertheaccessneededbybothpersonnelandequipmenttoprovideregularmaintenance.Snowremovalshouldbetakenintoaccount.

• Plantnativespecies.

• Beforethetreesmature,shademaybeprovidedbyarbors,pergolas,fabricstructures,umbrellas,etc.

• ProvideGFICexterioroutletsandfrost-proofhosebibsonmorethanonewall.

• Considerdrainagepatterns,porosityofthepathmaterialanditsimpactonstormwatermanagement. Providegooddrainage,notonlytocollectthewater,butalsodischargethewatertoasafeplace.

• Whereclassroomsareadjacenttoactivecourtyards,designthewindowsillshighertoblockdistractionsfrominsidetheclassrooms.

Acvtivecourtyardsillheightgreaterthanorequalto3’-4”

• Whereclassroomsareadjacenttosceniccourtyards,designthewindowsillslowerforchildrenofallagestoseeout.

“Take care of the land and the land will take care of you.”

- Hugh H. Bennettconservationist

Sceniccourtyardsillheightlessthanorequalto3’-4”


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LEGEND*MEANSOFEGRESS

Graphics prepared by Grimm and Parker Architects

• Provideatleasttwomeansofegresswithdoorsswinginginthedirectionoftravel,preferablyoutofthecourtyard.

• Review the functions of the rooms surrounding the courtyard for compatibility with the intended uses and noise levels in the courtyard.

• Providetheappropriatesurfacesfortheintensityoffoottrafficexpected.More information is provided on pages 30-35.

Minimal i Moderate to Heavy Duty Heavy duty


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• Create “places”within the courtyard throughmaterial changes, elevationchangesandlandscaping.

Suitland Elementary SchoolPrince George’s County Public Schools

• Designthecourtyardanditssurroundingusessotheycan“begoodneighbors”tooneanother.

• Thelocationoflowwallscandistinguishapicnictableareaforeatingandreading from a class gathering area where the low wall acts as seating.Grassyareasandsidewalksreinforcethedifferentactivities.Plantingboxesandbedscanbordertheentireperimeterofacourtyard.

Plantersactasnaturaldividers between differentspaces within a courtyard.Different colored patternsinconcreteorfloorsurfaceadd texture and definepathways and uses.

Hollywood Elementary School St. Mary’s County Public Schools

Aberdeen High SchoolHarford County Public Schools

“Children the world over have a right to a childhood filled with beauty, joy, adventure, and companionship. They will grow toward ecological literacy if the soil they are nurtured in is rich with experience, love, and good examples.”

- Alan Dyer “A Sense of Adventure”

Denver Public School SystemLandscapes for Learning


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• Createasenseof layering fromtheenclosedbuildingenvironmentout to the fullyexposedcourtyardusingarbors,pergolas,andarchitecturalitemssuchassemi-enclosedporches.


• When designing buildings ofmultiple stories, try to step the upper floors away from the north side of thecourtyardtominimizetheamountofshadingintothecourtyardcreatedbythebuilding.

• ConsiderintegratingsomeofthesefeaturesassuggestedbytheFishandWildlifeServiceintheir2011SchoolyardHabitatProjectGuide:

Logs: Partiallysubmergedlogsinpondsprovideaplaceforturtlesandfrogstobaskinthesun.Brush Piles: Brushpilesprovideexcellentcoverforrabbits,chipmunks,smallbirdsandinsects.DiscardedChristmastreescanbeusedtocreatebrushpiles.Nesting Boxes: Nestingboxesforbirds,bees,andbutterfliesareartificialstructuresthatattractagreatervarietyofwildlifeforstudentstoobserve.

• Considerstrategiestomaintainthecourtyardinaneasy,consistentmanner.

Judith A. Resnik Elementary School

Montgomery County Public Schools


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General Courtyard Design

Denver Public School System – Landscapes for Learning

Duringdesignitisrecommendedtoperformlightandshadowstudiestolearnhowthesuntracksacrossacourtyardfromthewintersolstice(datatakenon Dec. 21st) to the summer solstice (data takenon June21st). The resultingdiagramwill provide a picture of the range of conditions within a courtyardthroughouttheyear.Itwillprovideagoodideaofhowmuchsunwillenteracourtyardandhowmuchshadewouldbedesirabletoprovide.

Suncanbeoneofthemostpleasantfeaturesorthemostbothersomeenemybringingwithitheatandglare.Courtyarddesign,byitsbasicdispositionofbeinganopen-airenclosedspace,musttakeintoconsiderationhowthesunaffectsthefloorsurfacesandwallsurfacesinthecourtyarditself.Planningandthestudyofsunaglesiscrucial.Factorsliketheplanorientationconcerningthecardinalpoints,andtheamountofwallsurfacefacingeast,westandparticularlythesouthernexposurearecriticalfirstdecisions.Otherquestionstoaddressare:

• Whenwillthecourtyardmostlikelybeused–morning,latemorning,forlunchatnoon,afternoonorlateafternoon?

• Forwhatuseswillitbedesigned?

• Howmuchshadeshouldbeprovided?

• Whattypesofplantingswillbeplanned?

• Willthecourtyardbemostlyahardscape?

• Willthecourtyardbedevotedtonatureand growingplants?

“The best remedy for those who are afraid, lonely or unhappy is to go outside some-where where they can be quiet, alone with the heavens, nature and God. Because only then does one feel that all is as it should be and that God wishes to see people happy, amidst the simple beauty of nature.”

- Anne Frankauthor


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Orientation

Onewayofstudyingtheeffectsofthesunonacourtyardistostudytheorientationofthelongwallsofthecourtyard.JohnS.Reynolds’bookCourtyards, Aesthetic, Social and Thermal Delight, 2002providessignificanttechnicaldataondesigningcourtyards.TheorientationconceptswithinthebookarereinforcedbyaquotefromRalphL.Knowles–“any architectural space that is oriented from east to west strengthens our experience of the seasons.”Whenthedominantcourtyardwalls(thelongerwalls)extendintheeastandwestdirection,onewallismainlyinshadethroughallseasons.However,thepathofthesunisbasicallythesameonbothopposingwalls,crossingeasttowest.Astheseasonschange,theamountofshadowonthewallwillchange.Asthesunriseslowintheskyduringlatewinter,theshadowscreatedbythewallsofthecourtyardwillbedeeperintothecourtyard.Asthesunriseshigherandhigheruntilthesummersolstice,theshadowscreatedbythewallsofthecourtyardarediminishedandmoredirectsunlightwillincrease.(Reynolds,J.S.2002,p.11)

Long walls oriented E/W Long walls oriented E/W Long walls oriented E/W June 21 at 9 a.m. June 21 at noon June 21 at 4 p.m.

Long walls oriented E/W Long walls oriented E/W Long walls oriented E/WDec 21 at 9 a.m. Dec 21 at noon Dec 21 at 4 p.m.


Whenthedominantcourtyardwalls(thelongerwalls)extendinthenorth/ south direction this strengthens our experience of the day. In themorning, light fromtheeastwillcastashadowthatmovesquicklydowntheoppositewall and across thefloor, lighting theopposingwall. “Every afternoon, light from thewestwill cast ashadowthatcrossesthefloorandclimbstheopposingwall.”-againquotingRalphL.Knowles.(Reynolds,J.S.2002,p.11)

North


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Long walls oriented N/S Long walls oriented N/S Long walls oriented N/S June 21 at 9 a.m. June 21 at noon June 21 at 4 p.m.


The Solar Shadow Index

Thesolarshadowindexmeasurestheamountofwintersunexposureacourtyardencountersbasedupontheheightofthewallsaroundthecourtyard,andthelengthofwallsrunninginthenorth/southdirection. “Thegreaterthesolarshadowindex,thedeeperthewellformedbythecourtyard,andthelesswintersunreachesthefloororeventhenorth”(sunniest)wallofthecourtyard.(Reynolds,J.S.2002,p.16)

HowtodeterminetheSolarShadowIndex–

Step1:Determinetheheightofthecourtyard’ssouthwall(w).Step2:DeterminethewidthofthecourtyardintheNorth/Southdirection(x).Step3:Dividetheheightofthewall(w)bythewidthofthefloor(x)intheNorth/Southdirection.

w/x=SolarShadowindex(SSI)

The lesser the value of the solar shadow index, the more indicative of light entering the courtyard in winter. This aspect of solar gain is greatly impacted by the orientation of the courtyard in the north/south direction.

Belowaretwosamplecourtyarddiagramswithdifferentorientations.Bothare25’x50’withexteriorwallsof15’-0”high.Northisorientedtotheupperlefthandcorner.NotethedifferencesintheSolarShadowIndex(SSI).

Long walls oriented N/S Long walls oriented E/W December 21 at noon December 21 at noon SSI = w/x = 15/50 = 0.3 SSI = w/x = 15/25 = 0.6


North


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The Solar Shadow index is an indicator of the amount of sun entering the courtyard during the winter. This indicator is most helpful in the design stage using it for comparisons between several different schemes with different courtyard orientations, sizes and wall heights. Note that during the winter months a courtyard with the orientation in the N/S direction gains more sunlight than the same sized courtyard oriented in the E/W direction. This is most evident as shown in the noon-time study diagrams.

Exposure to the Sky

Ifacourtyard’sprimaryreasonweretobringlightintothesurroundingbuilding,thentheprimarygoalofthedesignofacourtyardwouldbetohaveasmuchexposuretotheskyandsunthroughallseasons,asmuchaspossible.Severalfactorsaffectthesuccessofacourtyard’sexposuretotheskyandthismeasurementiscalledtheaspectratio.(Reynolds,J.S.2002,p.16)

The Aspect Ratio

• DeterminetheAspectRatio–

Step 1:Findthearea(A)ofthecourtyardandtheaverageheightofthewallssurroundingthecourtyard(w).

Step 2:Squarethenumberrepresentingtheheightofthewalls. (w)2=W

Step 3:Dividetheareaofthecourtyardbythesquareoftheheightofthesurroundingwalls. (A/W=theaspectratioorAR)

A higher aspect ratio indicates a greater exposure of the courtyard to the sky.

Area = 60’ x 60’ = 3600 Area = 80’ x 30’ = 2400

March 21 at 9 a.m. March 21 at 9 a.m. AR = 60 x 60/152 = 16 AR = 80 x 30/152 = 10.6


Note that although the long walls of courtyard B are in the north/south direction the size of the floor perimeter has a bigger impact on the aspect ratio.

Again, this figure is an index, an indicator of the amount of sun exposure to the courtyard. This indicator is most helpful in the design stage using it for comparisons between several different schemes with different courtyard orientations, sizes and wall heights.

North


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Shading devices

After determining the optimal orientation of the courtyard andconsideringwheretoprovideshade,thenextstepwouldbetoconsiderwhattypeofshade-providerwouldbeused.Shadingdevicescanbebrokendownintotwogroups–naturalandman-made.Naturaliseasy–usuallytreesorsomelargeshrubsarethebestwaytoprovideshade.Thedisadvantageofthistechniqueisthatinnewconstructionittakesyearsforanewlyplantedtreeorshrubtoattainaheightandsizelargeenoughtoprovideadequateshade.Whatisthesolution,then?

Theobviousanswer–designthewallsaroundthecourtyardtocreateshading and orient the courtyard for the activities to be taking place in theshadedarea.Theresultshouldbethatthereisashadedareaforatleastpartoftheday. Inaperfectworld,thismaybeallthat isneeded. However,mostschoolconstructionoccursasanadditiontoexistingbuildingsandcourtyardsarecreatedasleftoverspace.Theyareaddedwhereveritismostconvenientforthedesignofthenewconstruction. Most likely theeasysolution,whetherona temporaryorpermanentbasis,istoconsiderprovidingman-madeshadingdevicesuntilnaturalonesgrowintotheirtask.

Man-made shading devices Architecturallydesignedstructurescanprovideshadeanddefinespace.Thematerialsthatcanbeusedarelimitless-wood,metal,orfabricareafewcommonmaterials. Thearrangementsof theshadingdevicescanplayadualroleinprovidingacoverforparticipantsinthecourtyardandshieldingsunlightthroughthewindows intothebuilding. Trellisesandarborsbuiltalongawallareagoodexampleof this typeof shadingdevice. Deeperarborsand trellisstructuresshouldbeusedtoshadetheeastandwestsidesofthebuilding. Aspaceof1’-6”shouldbeleftbetweenthebuildingandanyvinecoveredscreeninordertoallowventilationandcooling. Largeroofoverhangsfromthemainbuildingcanalsobedesignedtoprovideashadedareawithinacourtyard.Thesearemostsuccessfulontheeastandwestsidesofthebuildingwhereasonthenorthsideofthebuildingnarroweroverhangsallowmorelightinfromthehighersunangle.

Colorfulfabricstructureswithplayfulformsmayalsobeintegratedintothecourtyarddesigntoprovideshade.Thestructurescanactasfocalpointsorgatheringspaceswithinthecourtyard. Gazebosandsmallstructurescanalsobebuiltwithin thecourtyard todefinedifferentareasofuse. Ensure thatallstructures are accessible, providing either no stairs for entry or an accessibleramp if elevated. A firm, level, stable, slip resistant pathmust be provided.Anotheroptionofplanningwouldbeto“setthestage”forfuturestructurestobebuiltbytheschoolchildrenthemselves.

Thesurroundingwallsandtheirorientationplayabigpartindeterminingshadeareasatcertaintimesduringtheday.Reviewthediagramsandconceptsdiscussedunderthe“Orientation”and“Exposure”sections.Man-madeshadingdevicesthatareportable–likelargeumbrellasattables,canprovideflexibility.

Newport Coast Elementary

School |Newport Coast, California

Halls Head Middle School|Mandurah, Western Australia


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Porch i Wood Trellis Fabric Tensile Structure

Natural shading devices

Strategicallyplacedtreescanprovideshade.Plantingsalsoimproveairqualitybyfilteringpollutants.Inordertomakethemostuseofthepropertiesofthedifferenttypesoftrees,placedeciduousvinesortreestowardthenorthandevergreentreestotheeastandwest.Thedeciduoustreeswillshedtheirleavesandallowthewintersuntoenteranywindowopeningsintothebuilding.Carefullystudythecanopyofthetreeasitwillalsodeterminethespreadoftheroots.Ifatree’scanopyis20’indiameter,therootsofthetreewillalsoextend10’inalldirectionsfromthetrunk.Plantingthetreetooclosetothebuildingcancausedamagetofoundationsorbeamaintenancenuisanceshouldleavesfallontheroofandclogdrains. Beawareofandavoidutilityandwaterlinesintheareaproposedtoplantthetree.Alwaysusenativespecies.

Remember that trees and plants can also serve as play or study materials.

Tajimi Junior High School |Japan


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William S. Baer SchoolBaltimore City Public Schools

Spring Ridge Middle SchoolSt. Mary’s County Public Schools

“Children are born naturalists. They explore the world with all their senses, experiment in the environment, and communi-cate their discoveries to those around them.”

- Audubon Nature Preschool


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Samuel Coleridge Taylor Elementary SchoolBaltimore City Public Schools

Planningtheplacementoftreeswithinacourtyardcanprovideformultipleuses–quietactivitiessuchasreading,oreatingundertheshade,ormoreenergeticplayactivitiesintheopen,sunnyspaces.

Material selections – Up, Down, and Around Thefollowingphotosandsuggestionsaresomewaystotreatthecomponentsofacourtyard–theceiling,floor,andwalls.Seatingexamplesarealsoshown.

Courtyard Components: “Up” (the ceiling)

Examplesofshadingdevices:• Canvas• Woodtrellises,pergolas,orarbors• Metalcanopies• Roofoverhangs• Tensilefabricstructures,tents• Treecanopies


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Vine-covered trellis i

Decorative trellis i

Wood arbor i

Some shade should be provided in all courtyards to protect students from overexposure to the sun and the threat of skin cancer or skin health issues.

“The richness I acheive comes from Nature, the source of my inspiration.”

- Claude Monetartist

“The middle years-roughly six to twelve-is a time of greatly expanded interest, curiosity and capacity for assimilating knowledge and understand-ing the natural world. Rapid cognitive and intellectual growth occurs, including many critical thinking skills achieved through interaction and coping in the nonhuman environment. Intellectual development at this stage is especially facilitated by direct contact with nearby natural settings, where a world of exploration, imagination and discovery becomes increas-ingly evident to the child.”

- Stephen R. KellertYale University


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Fabric tensile structure i Mature trees provide shade for seating.

Roof overhang creates a porch for outdoor activities. Vines growing on the arbor creates a meeting space.

Lucy School Judith A. Resnik Elementary SchoolMiddletown, Maryland Montgomery County Public Schools

Porches provide a place to store boots and start seedlings. Fabric tensile structure i

Lucy School

Middletown, Maryland


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William S. Baer Special SchoolBaltimore City Public Schools

Estimate the amount of traffic expected in the courtyard when selecting the floor surfaces.

Courtyard Components:“Down” (the floor) Examplesofwalkingsurfaces:

Heavy use walking surfaces

Stone pavers i Stepping stones i

Brick pavers i Decorative pavers i

Evergreen Elementary School St. Mary’s County Public Schools

Concrete pavers

“I am myself and what is around me; and if I do not save it, it shall not save me.”

- Jose Ortega y GassetSpanish philosopher

“As children observe, reflect, record and share nature’s patterns and rythyms, they are participating in a process that promotes scientific and ecological awareness, problem solving, and creativity.”

- Deb Matthews Hensleyearly childhood consultant

“Children are born with a sense of wonder and an affinity for Nature. Properly cultivated, these values can mature into ecological literacy, and eventu-ally into sustainable patterns of living.”

- Zenobia Barlow“Confluence of Streams”


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Heavy use Heavy use

Ocean City Elementary School Winton Hills Academy | Worcester County Public Schools Cincinnati, Ohio

Concrete (porous and non-porous) – Permeable concrete shown

Concrete with imprints Porous and non-porous asphalt

(non-porous shown)


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De-composed granite (DG) i

Loose DG walkway

DG with stabilizer De-composed granite (DG)

Elevated wooden walkways The Children’s School |and platforms i Stamford, Connecticut

Christa McAuliffe Elementary SchoolMontgomery County Public SchoolsCourtesy of Jillian Storms


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Moderate use walking surfaces

Mulch i Sod i

Stepping stones & mulch i Gravel/Pavers/Porous Concrete i

Recycled Rubber Tires i(crumb rubber is shown)

Recycled Rubber Tire Surfacing

William S. Baer Special School

Baltimore City Public Schools


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Light use walking surfaces

Planting beds with path i

Grass i Intertwined grass and path i

Select pavers can be imprinted with images and names of native trees

and plants in order to teach students valuable information in a very subtle way.

“Let children walk with Nature, let them see the beautiful blendings and communions of death and life, their joyous inseparable unity, as taught in woods and meadows, plains and mountains and streams of our blessed star, and they will learn that death is stingless indeed and as beautiful as life.”

- John Muirnaturalist


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Courtyard Components: “Around” (the walls)

Examplesofwallsurfaces:• Brick• Concreteblock• Stucco• Woodsiding• Metalsiding• ExteriorInsulatingFinishSystem(EIFS)

Brick masonry and ribbon windows Brick masonry and metal siding

James M. Bennett High School St. Michael’s Elementary SchoolWicomico County Public Schools Talbot County Public Schools

Wood siding and glazing

Hazelwood School |Glasgow, Scotland


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Wide openings/glass bring nature in Student painted murals reinforce “a sense of and learning out. belonging.”

Matanuska Susitna Career & Calverton Middle School

Technology High School | Baltimore City Public SchoolsWasilla, Alaska

Light colored metal wall panels and gridded screen wall

Chung Cheng High School | Singapore

Light colored walls with windows and details like pilasters for definition

Bombeck Family Learning Center |Dayton, Ohio

“Children live an imaginary life, and creating a place where they can have fun in a very free way can motivate them and expand their horizons.”

- R. C. Moore & H. C. Wong“Natural Learning”


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“Wall” treatments - Rules of Thumb

• Light colors are encouraged for the surrounding walls.

• Treesandvegetationshouldbemaintainedatadistanceof10’-15’awayfromthebuildingtoalloweaseofmaintenance,lessimpactontreerootstructure,lessimpactonbuildingfoundations,andlesschanceofleavesclogginggutters.

Yu Neng Primary |Singapore

Supergraphics can add a fresh new feeling to an older building.

PS1 – Bergen School Library |Brooklyn, New York

Courtyard Components: Seating

Examplesofseating:• Woodenbenches• Picnictablesofwood,steel,orprecastconcrete• Treestumpsorlogs• Largerocksorboulders• Earth-bermedseating• Concreteorwoodamphitheaters

Leonardtown Elementary SchoolSt. Mary’s County Public Schools


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Spring Ridge Middle School St.Mary’s County Public Schools

Hollywood Elementary SchoolSt. Mary’s County Public Schools

Atrium School |Watertown, Massachusetts

Log Benches in CourtyardBremen, GermanyCourtesy of Rolf Grafwallner


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Planters with seating

Northwest High SchoolBaltimore City Public Schools

Multi-level seating

William Farquhar Middle SchoolMontgomery County Public Schools


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Native Plants

Using Native Plants

School facility professionals and grounds managers have begun toincorporatesustainabilityaspartoftheschoolsitedesignconcept.Animportantelementofdesign is theuseofnativeplantstoprovideshade,reduceenergycosts,reduceerosionandrun-off,andprovideanaestheticallypleasingsiteforstudents,staff,andthecommunity. Nativeplantssupportawholeecosystem–insects,thusbats,birdsandotheranimals.Anotherconsiderationofgrounds-keepinginvolveseaseofmaintenance.The use of native plants in landscaping provides decreased maintenance over time, while satisfying sustainability and aesthetic requirements. Any planting requires maintenance, but the use ofnativeplantlandscapesisusuallylesscostlyinmaintenanceafterthefirstseasonortwo.

AccordingtotheNationalParkService’swebsite: New plants need watering and monitoring during the first season until

they become established. Disturbed soil is prone to invasion by weeds - requiring manual removal (pulling) instead of chemical application. Over time, desired plants spread to fill gaps and natural cycles help with pest control. Garden maintenance is reduced to only minimal seasonal cleanup and occasional weeding or plant management. The savings realized by using little or no chemicals, and less water and gas, can more than make up for initial costs of installing the landscaping. Redefining landscaping goals overall and gradually shifting to using native species provide even greater rewards in terms of environmental quality, landscape sustainability, improved aesthetics, cost savings, and bringing wildlife to the property.

Native plantings are desirable because they are adapted to thisenvironment, reducing the need for watering, fertilizing, and pesticideapplications.Bybeingadaptedtothelocalclimaticconditionsandsoiltypetheyhavedevelopednaturaldefensestodiseasesandinsects.Nativeplantsattractlocalanimals,providingstudentswithanopportunity to learnabout the localecosystem,while reducingmowingareas, controlling erosion, andeliminatingtheneedtomaintaindangeroussteepslopes.Ofcourse,nativeanimalsenjoyfeedingonnativeplantssocaremustbetakeninselectingplantsbasedonthelocalfauna.

Health considerations must also be considered. Plants that attractbeesshouldbeplantedawayfromopenwindows.Pesticideapplications,whicharemonitoredby IntegratedPestManagement (IPM),University ofMarylandExtension, can be reduced. IPM, as described on their website “focuses onminimizingeconomic,environmental,andhealthrisks through innovationandsite-specificevaluationofbiological,cultural,physical,andchemicaltactics.‘

One way to begin a project is to replace dead or dying plants withnatives. Using a varietyof treeson the school groundsprovides teachers anopportunitytousetheplantingasanarboretum,teachingstudentsaboutlocaltrees,fruitsandpollinators.Thebirds,insectsandamphibiansthatareattractedbytheplantingsprovideadditionalinstructionalopportunities.Treesalsoprovide instructionalopportunitiestocollectdataonplantgrowthrate,measurementofcanopy,seasonalcycles,andsoon.Studentscaneasilybeinvolvedinplanting

“When I go into the garden with a spade, and dig a bed, I feel such an exhilaration and health that I discover that I have been defrauding myself all this time in letting others do for me what I should have done with my own hands.”

- Ralph Waldo Emersonauthor



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andcaringforthetrees,aswellaspurchasingthemthroughtheMarylandDepartmentofNaturalResourcesthroughgrantsby theChesapeakeBayTrustorlocalbusinesspartners.

Courtyards,dependingontheirareaanddesign,mayallowfortreeplantings.Grass that requires cutting, can be eliminated in courtyard areas by the use of shrub and perennial plantings areas.Ideally,teachers,parents,thecommunityandstudentsare involvedwithfacilitiespersonneltoplanandplanttheareas. Avarietyofage-appropriategardenscanbedesignedtomeetdifferentcurriculumobjectives.Kindergartenstudentsmaywanttoplantanalphabetgarden-plantsbeginningwiththe letter“A”through“Z”. EnglishteachersmayhavestudentsdesignagardenbasedonabooksuchastheThe Secret Garden.(Burnett,F.H.1987)Artteacherscanhavestudentsdesignsculptures,gardenwalks,benches,muralsorotherfeatures.Addingawaterfeaturetothecourtyardwithitsaquaticplantcontingent increases interestandopportunity. Forelementaryteachers,anativeplantbutterflygardenallowsstudentstolearnaboutplantparts,lifecycles,fruitingandflowering.Onetopiccoveredinthestatecurriculuminvolveshavingstudentsidentifywhatplantsandanimalsneedtolive.Studentscanhelpdesign,plant,andmaintainsmallgardensusingthese“thingsneededtolive”sothattheplantsaresuppliedwithwater,soil,andlightandanimalshavewater,foodandnestingareas.Asexplained in Bringing Nature Home,(Tallamy,D.2007,p.13)thereisanunbreakablelinkbetweennativeplantspeciesandnativewildlife.Nativeinsects“willnotbeabletosurviveonalienplantspecies.”Designingandprovidingasustainablehabitatfornativespeciesaddstothehealthof theecosystem,measuredasbiodiversity. Whennativeplantsdisappear, the insectsdisappear, impoverishingthefoodsourceforbirdsandotheranimals. Wildcreaturessurvivethroughacomplexwebof interconnections.Somerequiredifferentkindsoffoodatdifferentstagesoftheirdevelopment.Inmanypartsoftheworld,habitatdestructionhasbeensoextensivethatlocalwildlifeisincrisis.

Anumberofexcellentresourcesexisttohelpguidethedevelopmentofnativeplantingsincourtyardsandonschoolgrounds.TheMarylandNativePlantSocietywebsite,referencedinAppendixC,isanexcellentresourceforlearningaboutnativeplantsappropriatefortheCoastalPlain,thePiedmont,andtheMountainregionsofMaryland.TeacherscanapplyforgrantstoplantnativesonschoolgroundsaspartofthecurriculumorforStudentServiceLearningprojects.TheNationalWildlifeFederation(NWF)cancertifyschoolyards.TheNWFwebsite,asreferencedinAppendixChastechnicalinformationaswellaslessonplansforteachers.GrantsforstudentprojectsarealsoreferencedinAppendixC.

Map of Maryland showing Physiographic regions

PublicationbyUSFWSBayScapesConservationLandscapingProgram

http://www.nps.gov/cgi-bin/intercept2?http://www.fws.gov/chesapeakebay/Bayscapes.htm


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Meadow Mixes for the Mid-Atlantic Region(U.S. Fish and Wildlife Service Schoolyard Habitat Project Guide, 2010)

Dry SoilFlowersButterflyMilkweed(Asclepiastuberosa)CommonMilkweed(Asclepiassyriaca)HeathAster(Asterericoides)PartridgePea(Cassiafasciculata)ShowyTickTrefoil(Desmodiumcanadense)WildLupine(Lupinusperennis)WildBergamot(Monardafistulosa)Black-Eyed-Susan(Rudbeckiahirta)GrayGoldenrod(Solidagonemoralis)GrassesLittleBluestem(Andropogonscoparius)IndianGrass(Sorghastrumnutans)CanadaWildRye(Elymuscanadensis)

Medium SoilFlowersCommonMilkweed(Asclepiassyriaca)NewEnglandAster(Asternovae-angliae)Zig-ZagAster(Asterprenanthoides)Flat-TopedWhiteAster(Asterumbellatus)ShowyTickTrefoil(Desmodiumcanadense)WildBlueLupine(Lupinusperennis)WildBergamot(Monardafistulosa)Black-Eyed-Susan(Rudbeckiahirta)StiffGoldenrod(Solidagorigida)HoaryVervain(Verbenastricta)GrassesLittleBluestem(Andropogonscoparius)CanadaWildRye(Elymuscanadensis)IndianGrass(Sorghastrumnutans)

Wet SoilFlowersSwampMilkweed(Asclepiasincarnata)NewYorkAster(Asternovi-belgii)NoddingBurMarigold(Bidenscernua)Joe-PyeWeed(Eupatoriumdubium)SpottedJoe-pyeWeed(Eupatoriummaculatum)Boneset(Eupatoriumperfoliatum)Rough-LeavedGoldenrod(Solidagopatula)BlueVervain(Verbenahastata)Ironweed(Vernonianoveboracensis)GrassesBigBluestem(Andropogangerardi)FoxSedge(Carexvulpinoidea)SoftRush(Juncuseffusus)SensitiveFern(Onocleasensibilis)SwitchGrass(Panicumvirgatum)



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Universal Design

TheAmericans with Disabilities Act (ADA)of1990,Title II,prohibitsdiscriminationbasedondisability inservices,programsandactivitiesprovidedbypublicentities,includingunitsofStateandlocalgovernment.Thislawrequiresschoolstomakeaccommodationsforordesignenvironmentsspecificallysothatpersonswithdisabilitiesmayaccessthesamefacilitiesaspersonswithoutdisabilities.Thesestandardswereupdatedwiththe2010 Standards for Accessible Design(the2010Standards)publishedbytheDepartmentofJusticeonSeptember15,2010andcanbeaccessedthroughthewebsitereferencedinAppendixC.AllnewlyconstructedoralteredStateandlocalgovernmentfacilitiesstartingconstructiononorafterMarch15,2011mustcomplywithupdatedregulationsfortheADA.

Belowarelistedanumberofissuestoconsiderwhenplanningyourcourtyard.

Accessibility Issues

• Cominginandgoingout-

Д Generalconstructionpracticeistoraisethefinishfloorofthebuilding6”-8”abovethecourtyard,creatingabarricadeforpersonswithdisabilities.

Д Provideatleastonedoorwithanaccessiblethresholdandashortramptomakeupthedifferenceinheightofthecourtyard“floor”totheschoolbuilding“floor.”Therampprovidedshouldhaveaslopeofnomorethen1:12.

• Participation-

Д Plananarealargeenoughtoaccommodateawheelchaironalevelsurfacewithinaclass-sized gatheringarea.

Д Provideslopedsurfacesforaccesstoelevatedportionsofthecourtyard.

• Mobility-

Д Allwalking/travelingsurfacesmustbefirm,levelandslipresistant.

• Seating-

Д Wheremultiplefixedbenchesareprovided,atleast50%shouldbeaccessible,andhalfofthosewith armrests.

Learning & Health Issues

Students with special needs can easily be accommodated in outdoor spaces. There are instructionaladvantagestoworkingwithstudentsinoutdoorvenues.

• Changeofvenue-

Д Studentswith learningdisabilitieshavebeen found togain confidence, learnwell andbecomemoresettledthroughworkingintheoutdoorenvironment.

• Interactivelearning-

Д Uniquely,outdoorlearningenvironmentsrequireactiveparticipationandengagement.Hands-on learninghasbeenprovenbeneficialtostudentswithlearningdisabilities.


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• Visualorhearingimpaired-

Д Plan a sensory garden addressing all five traditional sensorymodes:sight,smell,touch,taste,andsoundusingpathsthatarepavedwithslipresistantmaterial.Thepathshouldbesmooth,level,andfirm.

Д Ensurethatpathshaveclearbeginningsandendings.

Д Includewind chimes,water fountains, andotherobjects thatcreatesoundsandvibrationssostudentscanorientthemselveseasily.Awell-designedgardenwillstimulateallthesenses.

Д Thegardenshouldprovideajourneyofcolors,textures,sounds,and aromas to arouse the students. Raised planting beds orponds provide experiences for all students, especially thosestudentswithphysicaldisabilities.

Facilitating the Design of the Courtyard

It ishelpful to formacommitteewhose function is todetermine theuseandpurposeof thecourtyard. Fornewconstruction, typically, abuildingadvisorycommitteeisinplaceandthecourtyardcommitteecouldbeasubsetofthatgroup.Forarenovationorrevitalizationproject,aseparatecommitteecouldspearheadthedesignofthecourtyard. Inthisparticularexample,mostofthecriteriapertaintonewconstructionbutcanbemodifiedintheprocessofdesigninganexistingcourtyard.Permission should always be gained from the principal, the superintendent and/or the Board of Education prior to beginning a project within the school’s boundaries.

• Theproductwillbeacourtyardinanewbuildingortherevitalizationofanoldone–anopenairspacesurroundedbywallsonatleastthreesides.Thecommitteehassomeinputintheorientationandsizeofthecourtyard.

• CommitteeGoal1:Decidetheagerangeoftheusers.

Д Considerthebestcurriculumintegrationpotentialfortheage ofthestudents.

• CommitteeGoal2:Decidethepredominantuse/subjectfocus.

Д Holdabrainstormingsession todiscussspecificactivities thatcouldhappeninthecourtyard.Shouldthecourtyardbemoreof a free-form play area, designated stations for learning, orhavelargeopenspacesforclassgatherings?

Д Have a design charette, a focused, sustained activity witha professional planner or architect and all the committeemembers.Allowatleasttwohourstodiscussanddrawuptheoptions.


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Suggested Committee Members

StudentsArchitectLandscapeArchitectCivilEngineerTeachers,especiallythosewhointeractwiththepredominantuse/subjectfocusSchoolAdministratorsSchoolSystemADACoordinatorCommunitymembersBuildingandMaintenanceStaffParentsCommunityParkandRecreationstaffOtherexpertsasrequiredbythepredominantuse/subjectfocus

Goalsfortheinitialmeetingshouldinclude:

• involvingallcommitteemembers;• decidingthefocusofthecourtyard,curriculumtie-insandagerangeofthestudent-users;• reviewingdatasuchasbuildingplans,undergroundutilitylocations,sunpathstudies,etc;• discussingthemostimportantideathecourtyardcanimparttothestudents;• discussingwhatfeaturesshouldbeaddedtoreinforcethemainidea;• decidingwhetherthecourtyardbe“soft”,“hard”,oramixofthetwo;• discussingmaintenanceandthecostofup-keepandthesourceofthefinancesforup-keep;and• discussingwhoisresponsibleformaintenanceandplant/materialreplacement.

Goalsforsubsequentmeetingsshouldinclude:• clarifyingthefocus;• discussingorientationintermsofthepathofthesun,amountofsun;and• discussingthetimeofdayforuseandtheamountofshadedesired.


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Chapter 3 – Uses and Purposes of Courtyards

What is the function of a courtyard? Why would you want a courtyard?

Thefollowingoptionscharacterizetheelementsofcourtyardsthatcanbebeneficialforstudentsinaneducationalenvironment.

• ViewsandScenery

• SensoryStimulation

• ExplorationandAdventure

• OrganizingandWay-Finding

• PlayandMeetOthers

• Education

• Gardening

• SpecialPurpose

Valdelaparra Nursery School |Alcobendas, Spain

School GardenCourtesy Lisa GonzalezUniversity of Maryland Extension

“With loose parts of natural objects and materials to play with, it is almost impossible for a child to feel bored.”

- R. C. Moore & H. C. Wong“Natural Learning”


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Views and Scenery

Courtyards can provide a restful green to view or look out on -- for comfort, for relaxation, for contemplation, and for viewing nature.

Bel Pre Elementary SchoolMontgomery County Public Schools

Thestudentsandteachersintheroomssurroundingthecourtyardareprovidedviewsandperspectivestotheoutside.Readingandwritingrequireashortfocallengthforastudent’seyes.Thechangeoffocallengthfromshorttolong(glancingoutthewindow)allowsarestfortheeyes.“Itisimportanttorememberthatviewsare‘two-way’–thoseintotheschoolgroundsbeingasrelevantasthosefromthem.”(Billmore,B.,Brooke,J.,Rupert,B.,Funnell,K.,&Bubb,M.,1999,p.15)

William Hall Elementary School Prince George’s County Public Schools

These views are valuable purely for their beauty; from green, natural settings to winter weather watching tolandscapeddecorativecourtyards…


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Walt Whitman High School

Montgomery County Public Schools

White River High School | Buckley, Washington

Seasonal effects can bestudied easily in courtyards. i

Spring Ridge Middle School

St. Mary’s County Public Schools


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…toponds…

Roy Lee Walker Elementary School |McKinney, Texas

Chevy Chase Elementary School Judith A. Resnik Elementary School

Montgomery County Public Schools Montgomery County Public Schools


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Zhangde Primary School |Singapore

…tofountains.

Sensory Stimulation

The environment in a courtyard can awaken sensory perceptions that stimulate awareness of the natural surroundings. Natureitselfprovidesstimulifor all the senses. Sensory stimulation is crucial to thematurity and growthof children. It is imperative for children’s sensesbe fully developednot onlythroughtheexperienceoftouch,butalsothroughthevisual,olfactory,auditory,and kinesthetic senses. Often just being in natural settings contributes to achild’sgrowthinmanyways. Children need nature for the healthy development of the senses, and therefore, for learning and creativity. (Louv,R.2009,p.54).

Varieties of trees & shrubsVisual, olfactory stimuli


“He who plants a tree plants hope.”

- Lucy Larcompoet


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Courtyards can bedesigned for auditory andolfactory stimulation, pleasure,and awareness. Whendesigninga courtyard, consider fragranceor pungent smells from plants;predominant wind directionsand different textures and colorsthat complement or contrast toemphasizeuniquecharacteristics.Consider the sound the windmay make passing through orby different materials, plants,and trees, or design musicalinstruments with inventivematerials. Creative parents,teachers, and students canmakeinstruments! Alternatively,outdoor musical instrumentsmade of galvanized steel,aluminum, polymer lumber, orPVCpipecannowbeboughtfrom

Musical instruments interwoven with the greenery commercialvendors.



Rock Garden Tactile, visual stimuli

Bel Pre Elementary School Montgomery County Public Schools


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Exploration and Adventure

Courtyards can be designed for exploratory purposes byhaving curvingpaths,multiplelevelsofplatforms,oravarietyofdifferentgradedlevelstogainvarious perspectives. Multiple samples of flora and faunamay also be used.Buildingstructuresmadeof“cob”–amixtureofstraw,sand,water,andclaycancreateexcitingspacestoplaycreatively. Paths arranged in challengingpatternsaddtotheexcitementofbeinginanothertypeofenvironment. Thistype of play feeds the imagination. Ordinary objects can become special bychanging their scale. To provide another perspective on the world, provideslightlyelevatedwalkways.

Student-made mosaic art adds to the sense of belonging and pride for the students.

Davidsonville Elementary School

Anne Arundel County Public Schools

Buffalo PS90 Courtesy KC Kratt Photography



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Labyrinth at Enchanted Woods i Grass Tunnel i

Winterthur Museum, Winterthur, Delaware

Handmade cob structure

Lucy School Middletown, Maryland

Bird’s Nest play house at Enchanted Woods

Winterthur Museum, Winterthur, Delaware


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Organizing and Way-finding

Courtyards can be designed to provide sensory cues, focal points ornodes for gathering. Emphasis can be placed on certain areas of the schoolbydesigningtree-linedpathsorpromenadesthatconnectthesespecialareas.Usingthesamespeciesofatreeorplantcanhighlightacertainareaasafocalpoint in the courtyard. Sensory cues such as fragrantplants andflowers canguidestudentsalongapath. Thesefocalpoints,nodesandsensorycueshelpstudentstoorientandfindtheirwayaroundaschoolbuilding.

Viewsouttothecourtyardfromwithintheschoolcanhelporientthestudentswithinthebuilding.Focalpointswithinthecourtyardcanbeseenfromdifferentcorridorsorclassrooms,therebyprovidingasenseoflocationforthestudents. Awarenessofdaylightingandsunorientationwithvisual remindersencouragesasenseofsecurityduetofamiliaritywithinthebuilding.Sculpturesandeye-catchingplantersmaygivevisualcuesastoone’slocation.

Baltimore City CollegeBaltimore City Public Schools

Aberdeen High SchoolHarford County Public Schools Design and Image by Grimm and Parker Architects


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Lawrence High School |Lawrence, Massachusetts


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Play and Meet Others

Courtyardscanprovide a secure play area for kindergarten and primary grades or a gathering space for pre-teens and teens. Courtyards designedasa play area for early childhood classes canprovide a secure exploration and imaginative-play area. In early learning and primary settings, the courtyardbecomesanextensionoftheindoorclassroom.

Paschalisschool Elementary School & Child Daycare |The Hague

Bombeck Family Learning Center |Dayton, Ohio

The courtyard is also a protected space for children engaging inlarge-motor skills. In sheltered spaces,providewater features (similar to thealuminum,slantedwaterchannelsattheMarylandScienceCenter’sKidsRoom),a small stagewith seating for performing arts, and a sheltered art studio forpotteryorothermedia.


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One key to a successful “play” courtyard isthechoiceofroomsaroundtheperimeter.Suitablechoicesarecorridors,facultyloungesandworkrooms,or group toilet rooms. Even rooms such as art ormusic can successfully have windows into thecourtyardandnotcompromisethelearninggoingoninsidetheclassroom.ProvidingameetingspaceliketheoneshownbelowatTheLucySchool,aprivateschool in FrederickCounty,Marylandoffers a greatincentivetogather,read,draw,anddiscuss.Almostanythingmaybeusedforseating.Largestonesandlogslendtothenaturalthemeoftheseatingarea.

Evergreen Elementary SchoolSt. Mary’s County Public Schools

Lucy SchoolMiddletown, Maryland



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Tajimi Junior High School |Japan

Seating can be providedwith umbrellas or just left out in the open.Shade is an important component for a successful “play” courtyard,whethernaturalorman-made.

Plan of Tajimi Junior High School |Japan

Hachoresh Elementary

School |Israel


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Easton High School Calvert Middle SchoolTalbot County Public Schools Calvert County Public Schools Courtesy of Jillian Storms

Walt Whitman High SchoolMontgomery County Public Schools

Aconcreteamphitheatercanprovideanenvironmentformanyactivities–gathering,reading,theateractivitiesoranoutdoorclassroom.

New Biloxi High School | Biloxi, Mississippi


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Curriculum Support

Courtyardsmaybedesignedas an environment for teaching. Theycan provide a change of pace from teaching inside the school building. Learningoutsidecansupportcertaincurricularsubjectssuchasscienceandart.Acourtyardcanalsoprovideadifferentenvironmenttosupportaspecificcurriculumsuchasacourtyardforaculinaryartsprogram.AtEastonHighSchool,theculinaryclassroomfacesontothecourtyardwithadoorforeaseofgoinginandoutofthe courtyard. During niceweather, food is prepared in the culinary kitchenand “waiters” bring lunchout to staff seated in the courtyard. Seating areascanbecreatedonapatioofconcrete,brickorstone. Thisareaalsoprovidesadiningspaceforstudentstoserveandentertainguestsoftheprogramwhilehoningtheirskills.Well-placedtreesoffershade.Benches,seats,amphitheaterseating,andtablescanbeprovidedtomaketheenvironmentmoreconducivetolearning,writingnotes,makingdrawings,anddoingassignments.Seephotosbelow.

One of Easton High School’s courtyards in Talbot County serves as an outdoor eating area where the culinary students prepare and serve lunches for staff and dinners for special occasions.


This bridge crosses the pond The reading boat is right outsideproviding easy access. the media center for ease of supervision.

Mattapeake Elementary SchoolQueen Anne’s County Public Schools


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Considerprovidinganamphitheatertoactasaspecialteaching space. Dispersed seating areas throughout thecourtyardallowasingleclasstogooutandreadorworkonprojectsinsmallergroups.

William Hall Elementary School Prince George’s County Public Schools

Montessori School Sindlingen, Germany Courtesy of Rolf Grafwallner

Learningcancomeeasilyfromexperiencingnature.IntheabovephotooftheMontessoriSchool,thestoneretainingwallcreatesraisedbeds.Thetrellisontheleftallowsvinestogrow.Atreetrunkseatisprovided.

This patio, partially shaded by the buildingoverhang, can provide extra learning spaceoutside.Art,reading,andjustenjoyingnaturecanbeexperienced fromthisarea. Noticethegrassrightoutsidethepatioforfreeplay.

Montessori School of Maui |Maui, Hawaii

Mathematics is another subject that lends itself very easily to exploration in the out-of-doors. Trees,flowers,andotherplantscanbestudiedintermsoftheirproportions,speciescomparisons,counting,andapplyingpercentagesandfractions.StudiesofnaturalobjectsinregardstotheFibonaccinumbersandthegoldenspiralarepopular.Observationandcollectionofshapesandpatternsalsoencouragepracticewithgeometry.Acourtyardalsoprovidesendlessopportunitiestoexperiencemeasuring,estimating,andapproximating.


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Gardening

Gardening can help to develop a sense of respect for the natural world. Courtyardsmaybedesigned to teachabout the livingenvironment–trees, plants, ponds, and creatures. This type of courtyard arouses curiosity,astonishment,surprise,admiration,andrespectforthenaturalenvironment.


Gardening is an easyway to use a courtyard,whether it be throughtabletopsaladplantersorraisedbeds.Fosteringasenseofownershipandcarefor theenvironment canbeestablishedbyhaving students investtime in theplanning,plantingandmaintenanceofagarden.Studentsandtheirparentscansignupforadayofweeding,watering,andharvestingoverthesummermonths.Intrigueandcuriositymayberaisedbyusingsignagetoprovidespecificplantinformationortoshowprideandownership.


Sample Planting Schedule for a Schoolyard Garden:

Planting for Harvest During the Schoolyear

by Chrissa Carlson

SPRING GARDEN

Early March

• Start transplants indoors of:

broccolibrussel sproutscabbagecauliflowercollardshead lettuce

Mid March

• Transplant cabbage outdoors

• Direct seed into garden beds or outdoor containers:

leaf lettucesweet peasradishesspinachturnips

Early April

• Transplant remaining starts into garden beds or outdoor containers (broccoli, brussel sprouts, cauliflower, collards, head lettuce)


beetscarrotschardkalemustardsparsleyparsnipsmore leaf lettucemore peasmore radishesmore spinach


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Students planting native plants

Folger McKinsey Elementary SchoolAnne Arundel County Public Schools

Students planting; Senses at work: Olfactory, Kinesthetic, and Visual

The advantages of using raised planting beds

• Raisedbedscanalsobeusedtoavoidtheissueofgardeninginpoorsoil.

• Raisedbedswarmmorequicklyinspring,allowingyoutoworkthesoilandplantearlier.

• Raisedbedsdrainbetter.

One type of raised planting beds Planting Pod i

Easton High School Talbot County Public Schools


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Judith A. Resnik Elementary School Montgomery County Public Schools

Raised garden beds

Lucy SchoolMiddletown, Maryland

• Thesoilinraisedbedsdoesn’tgetcompactedthroughfoottraffic.Theyareconstructedwithaccessibilityinmind.

• It’seasytotailorthesoilforyourraisedbedtotheplantsyouplanto growthere.

• Aftertheinitialconstructionprocess,raisedbedsrequirelessmaintenancethanconventionalgardenbeds.

Another idea for gardening outdoors is the use of a tabletoparrangement. According to the University of Maryland Extension College ofAgricultureandNaturalResourceswebsitecitedinAppendixC“theUniversityofMaryland Salad Table™ is essentially a shallowwooden framewith a largesurfaceareaandameshbottomthatallowswatertodrain.Youcanattachlegs

SPRING GARDEN continued

May

• Harvest as plants become ready, may plant another crop of lettuce if desired

June

• Harvest all spring crops, hold a salad party!

• Plant sweet potatoes to harvest in the fall (be sure to water well to get them established before school ends)

• Put remaining beds to rest for the summer (mulch or cover crop)

FALL GARDEN

End of August

• Harvest sweet potatoes

• Transplant fall cropts into outdoor beds or containers:

broccolihead lettuce


kaleleaf lettuceturnips

September-October

• Harvest as plants become ready

Mid-late October

• Plant garlic!

• Put gardens to bed (mulch, cover crop)


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ofanylengthyoudesireorsetitonsawhorsesorothersupports.Itisportable,versatile,easyandinexpensivetobuild,andterrificforgardenersofallages,sizes,andabilities.TheSaladTable™canbemovedtocapturesunlightinspringandfallandavoidthesunandhighheatofsummer.Bestofall,youcangardencomfortablyatwaistlevelandavoidproblemswithrabbitsandgroundhogs.”Linkstodirectionsforconstructingasaladtablearelistedunderwebresources.

The Salad Table™

Courtesy of University of Maryland ExtensionCollege of Agriculture and Natural Resources website

Good resources for planning a garden and integrating nutrition education aremade available throughJohnsHopkinsforaLivableFuture;UniversityofMarylandExtension,CollegeofAgricultureandNaturalResources;JohnsHopkinsBloombergSchoolofPublicHealth;NationalGardeningAssociation; theMarylandDepartmentofAgriculture;andtheUnitedStatesDepartmentofAgriculture.

Sustainable livingpractices can beintegrated into thecurriculum by providingrainwater cisterns. Therunoff from roof drainpipes can be used forwateringthe gardens!

Suitland Elementary School

Prince George’s County Public Schools


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A tilled garden plot and a shaded study space

Chevy Chase Elementary SchoolMontgomery County Public Schools

Othertypesofgardensareabutterfly/insectgarden,anherbgarden,aberrypatch,ora sensorygarden includingplants thatareselected for theiraromatic,textural,visual,andediblequalities.

“What is a weed? A plant whose virtues have not yet been discovered.”

- Ralph Waldo Emersonauthor

“Teaching children about the natural world should be seen as one of the most important events in their lives.”

- Thomas Berry“The Dream of the Earth”


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Courtesy of Nature Conservancy Berry patch i

Butterflies and Butterfly gardens i


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Herb gardens i

There was a child went forth everyday,

And the first object he look’ed upon, that object he became.

And that object became part of him for the day or a certain part of the day, Or for many years or stretching cycles of years.

- Walt Whitmanpoet

“The goal of life is living in agreement with Nature.”

- ZenoGreek philosopher


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Chapter 4 - Courtyard Themes

Courtyardsprovideaversatilesettingformanycurriculumconnections.Thefollowingthemesmaypro-videideasaboutthepurposeandfocusforyourcourtyard.Thediagramsandtextonpages70-73arecourtesyofthebookDesigning Outdoor Environments for Children(Tai,L.,Haque,M.,McLellan,G.,andKnight.E.,2006).Children’sgardenscanbedesignedtobeanysize,shape,ortheme.Asyoureadaboutthesevariousgardenstakenoteofthemanythemegardensthatmakeaspacespecial.Belowisachartlistingarangeofideasforthemegardens.Elaborateonthislistbyaskingyourchildrenorclassesabouttheirinterests,backgroundandhobbies,andworkwiththemtodesigntheirownthemegarden.

Pizzagarden

Wildlifehabitatgarden

Herbgarden

Fallgarden

Beehivegarden

Moonlightgarden

Cutflowergarden

Ethnobotanygarden

Containergarden

Wintergarden

XeriscapeGarden

Annualgarden

Rainbowgarden

Memorialgarden

Rooftopgarden

Alpinegarden

CarolinaFencegarden

Whitegarden

Storybookgarden

Ediblegarden

Plantsforpetsgarden

Bog garden

Organicgarden

Artist’sgarden

Watergarden

Heritagegarden

Plantsforcraftsgarden

Vegetablegarden

Wetlandgarden

Sculpturegarden

Bird garden

Teagarden

Springgarden

Rainbowgarden

Raingarden

Verticalgarden

Butterflygarden

Ethnicgarden

Summergarden

Nativeplantgarden

Desertgarden

Sunkengarden

Courtesy of Designing Outdoor Environments for Children, p. 96 Developyourchild’sideaforathemegardenbyaskingthemtoresearchthetopic.Theywilldiscoverin-terestingfactsaboutplants,fascinatingfolklore,andrelationshipsbetweenplants,animals,andmankindastheypursueatheme.

Aseriesofthemegardenscaninsurepeaksofinterestthroughouttheyear.Forexample,aGardenfortheSeasonsmighthavedistinctsubgardensthatfeaturespringflowers,summervegetables,fallfruit,andwinterform.Awildlifehabitatgardencanbedesignedtoattracthummingbirdsinthesummerandchickadeesinthewinter.


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Literature and Reading

Literatureinspiredcourtyardsarecourtyardswhicharedesignedtorecreatetheatmosphereandenvironmentofanovelorbookthatthechildrenreadatacertainagelevel.Thesecanalsobedesignedasacomfortableplacetoread. “Storybookdesignsareapowerfulwaytoconnectlandscapespacestoliterature.Childrenlovetoreadstorybooksandthendesigngardensfeaturingelementsfromthestory.TheAmericanHorticulturalSociety(AHS)partneredwiththeJuniorMasterGardenerprogramin2005tocreatethe‘GrowingGoodKids–ExcellenceinChildren’sLiterature’awardprogram.Honoringoutstand-ingchildren’sgardeningandnaturebooks,theawardrecognizesbooksthatareexceptionallyeffectiveathelpingchildrenunderstandandappreciategar-deningandthenaturalenvironment.Themedbookspublishedduringthelast100yearswereevaluatedbyaselectioncommitteeconsistingofbothchildrenandadultstoidentifyaone-time‘Classics’category.ThefortybooksreceivingthisdistinctioncanbefoundwithasynopsisontheAHSwebsiteat:http://www.k2demo.com/jmg/index.k2?did=11777&sectionID=10398“(Tai,etal.,2006)

The Peter Rabbit Garden

The Alice in Wonderland Garden

Mushroom Seating


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The Harry Potter seriesbooks were used forinspiration indesigningthiscourtyard with the help ofthefourthandfifthgraders.(Tai,etal.,2006)

Plan of Harry Potter Garden

Clemson Elementary SchoolClemson, South Carolina

“When designs for a new elementary school were being drawn up in Clemson, South Carolina, fourcourtyardswereselectedtobecomestorybookgardens.Theschoollibrarian,teachers,andparentsworkedwiththechildrentoselecttheirfavoritestorywithastrongoutdoortheme.TheytheninvitedClemsonUniversitylandscapearchitecturestudentstoassistwiththedevelopmentofdesigns…”Twoofthestorybookgardensareshownonthesepages.(Tai,etal.,2006)

The Secret Garden (Burnett, F.H., 1987) inspired this courtyardchosen by the third and fourthgrade students at ClemsonElementary School. The themesof discovery, growing, healing,and magic from the story areinterpretedintothemajorgardenareasinthecourtyard.

Plan of the Secret Garden



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Pizza garden, part of the Harry Potter Garden


Sketch of the walled garden in the Secret Garden


Many theme gardens revolve around food. Pizza gardens are popular with children, and they provide opportunities for children to grow their own pizza toppings in a garden shaped like a pizza pie. Tomatoes, on-ions, peppers, parsley, oregano, garlic, and basil are all easy to grow and fun to harvest from triangular shaped beds.

The Secret Garden theme was chosen by the third and fourth graders. The design incor-porates storybook elements including: 1) the hidden garden door, 2) an area representing the moor with native grasses and wildflowers, 3) Dickon’s enchanted wildlife garden with plants to attract birds and butterflies, 4) The secret garden with footprint impres-sions of the special robin in the pavement. The footprints lead to an impression of the key, so children can discover the key to the gate. Full of spring bulbs, this garden is designed to inspire Dickon’s love of nature in school children.


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Hollywood Elementary SchoolSt. Mary’s Public Schools

Science

Science-oriented courtyards can be designed to foster interest in the growth of the natural habitat.Establishingabutterflycommunitybyplantingbutterflybushes,buildingbirdhousesforspecificnativebirdspeciesandplantingnative species are severalways to utilize a courtyard effectively. Flower gardens and/or vegetablegardenscanbeprepared,designedandplantedbythestudents.Learningcomesthroughdirectobservationanddocumentation. Valuable first hand experiences help children gain real world knowledge through experimentsconductedrightatthesite.

College Gardens Elementary SchoolMontgomery County Public Schools


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AtEvergreenElementarySchoolinMaryland,agreenroofwithvariousnativeplantsallowsforeasyaccessforthestudentsthroughthesecondfloorscienceclassroom.Cisternscollectwaterfromtheupperlibraryroofforgardening.Awindturbineisalsomountedonthesecondfloor.Itgeneratespowerthatcanbemonitoredwithinthescienceclassroom.Solarpanelsarealsomountedontheroofofthelibrarytogeneratemoreenergy.

Courtyards can provide ahabitat for many creatures,includingBeardey–theBeardedDragon that lives part of theschool day out in the enclosedcourtyard.Classescometovisithim and watch his movementsthroughthecourtyard.



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School gardens


Yu Neng Primary School |Singapore

Children love water because water offers a sensory experience likeno other element – natural orman-made. It provides a tactile sensation forhandstosplashandswirlin.Visually,therhythmandthemotionofwateraremesmerizingandthesoundofrushingwaterbringsasoothingfeeling.

Have you ever stroked a velvety Lamb’s ear? Sniffed a spicy Pink? Heard the clatter of Golden-rain tree pods in the wind?

-Robin C. MoorePlants for Play


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Lucy School Judith A. Resnik Elementary School

Middletown, Maryland Montgomery County Public Schools

Water sources or ponds are an age-old element of courtyards and can provide a rich introduction toaquaticlifeandplants.Thedesignofthepondcanincludesmallwaterfalls,miniatureriversanddifferingdepthsasexemplifiedbythestonepondattheLucySchoolshownabove.Pondsofferarichresourcetostudyscience.Theexperiencesthatmaybefoundinasmallpondcanbephenomenal.Millionsoforganismscanbefoundinacupfilledwithpondwater.Childrencanlearnaboutanimalsthatliveinthewaterandwhatparttheyplayintheecosystem.

Easton High School Bel Pre Elementary School

Talbot County Public Schools Montgomery County Public Schools

Weatherstationsandsundialscancontributetostudyingweather,seasonsandtime.Thecourtyarditselfcanbeusedasatime-clock–documentingthepathoftheshadowsacrossthesouthfacingwallthroughdifferentseasons.Anothertypeofsciencerelatedactivitycanoccurinthecourtyardwithasunoven.Utilizingthesun’sraysandthereflectivepropertiesoftheovenflaps, itemscanbecookedoutsidewithoutusingelectricityoranyfuelsourceotherthanthesun!BelowisanexampleofasunovenutilizedatLucySchool.


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Art, Design and Drama

Thecourtyardcanfeatureartcreatedbythestudentsorcanbeaplaceformakingart.Thecourtyardcanbearrangedforstudentstosketch,draw,orpaint.Artgiftsfromgraduatingclassescanalsobedisplayedleavingalegacyoftheirtimeattheschool.





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Davidsonville Elementary School Anne Arundel County Public Schools

Mosaicwallmuralsweredesignedandinstalled by the students with helpfromanartistinresidence.



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Outdooramphitheatersorslopingbermedseatingareascanbeprovidedtoactnotonlyasaclassgatheringspace,butalsoasaperformancestagearea.

Canberra Primary School |Singapore

Yoch-de-He Preparatory School |Brooks, California

Aretractablecanvassunscreenprovidescoveranddefinesthe“theater”fortheperformingartscurriculum.


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Thisscoredconcretepadareaallowsasimplespaceforselfexpressionandcreativity.



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Special Purpose Courtyards

Career and Technology


ThiscourtyardsupportstheculinaryartsprogramatahighschoolontheEasternShoreinMarylandbyprovidingaspaceforthestudentstoprepareand servemeals for special occasions, or for staff lunches. In goodweather,itisusedforeveningevents,specialweekendoccasionsandduringschooldaylunches.


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Memorial courtyards

Thesecourtyardsprovidepleasantplacestorememberanindividualoracknowledgeacontributor.Donorbrickscanbeengravedwithfamilynames.Treesandplantscanbeplantedtohonoralovedone,aspecialteacheroraspecialfellowstudent.


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Chapter 5 – The Use of the Courtyard

Facilitating the Use of the Courtyard

The followingaresuggestions tomoreeasily integrate theuseof thecourtyardintoeverydayschoollife:

• Provide a guide to the courtyard. The guide can listwhat items arewithin the courtyard, art work and a map showing the layout. (See Appendix B for maps of gardens)

• Providestaffdevelopmenttrainingonthewhat’s,how’sandwhy’s inthecourtyard.Thisisakeyactivitytohelpfamiliarizethestaffwithallattributesofthecourtyard.Thisdiminishesstaffhesitancytousethespaceandprovidemotivationandideastoaugmentthecurriculum.

• Consider providing a faucet outside to facilitatewatering plants andwash-up.Ahardsurfacesuchasaconcreteslabatthefaucetpreventsmuddysituations.

• Considerthefollowingninepaireddimensionsastoolstoconsiderwhattoincludeinoutsideplayenvironments:(Stine,S.,1997,pp.24-40)

Accessible/Inaccessible• Promote independence and participation through the

accessibilityofmaterials.Raisedplantbedsoraraisedpondmaybemoreeasilyaccessibletochildrenofallagesandinviteglobaluse.

• Regulateactivitiesandchoicesbyphysicaldistanceorplacement.Forexample, a smallmoundor abridge to climbor adeck tobeunderinviteexplorationofdifferenttypesofareasandfromdifferentviewpoints.

Active/Passive• Provide different environments to allow children to decide

whether they want to engage in vigorous activity or quietcontemplation.

• Larger, open spaces promotemovement while smaller spacesleadtoamorequietactivity.

Challenge/RiskandRepetition/Security• Provide environments designed to allow for varied physical

abilities. Thisallowsfortheexplorationandtestingofphysicalskills.

• Provide environments that allow risk-taking and challenges.Personalcompetence,confidenceandlimitationsarelearned.

• Environments that support repetitionallow forachild tobuildcompetencethrougheliminatingthechallengebyacquiringtheskill.

• Predictablesecurityallowsrisk-takingwithinthelimitsofsafetytobuildself-confidence.

Hard/Soft• Provideexplorationthroughavarietyoftextures,surfaces–mud,

grass,water,concrete,stones,etc.Natural/People-Built• Expose children to growing plants and animals to reinforce

life processes; allow for pieces and parts of built objects tobe dismantled and re-assembled to provide exploration andprocessingactivities.

William W. Hall AcademyPrince George’s County Public Schools

Buffalo PS-90Courtesy of KC Kratt Photography

Joseph Hess Elementary

School |Hammond, Indiana


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Davidsonville Elementary SchoolAnne Arundel Public Schools

Open/Closed• Provideforopen-endedactivitiesthatlackaparticulargoalordefinedendproduct,allowingchildren

tomaketheirownchoicesfromavarietyofalternatives.Explorationanddiscoveryarelearned.• Alsoprovide for close-endedactivities thatprovide feedback suchasball gameswith rules. The

activitydemonstrateswhetherthechildhassuccessfullycompleted,correctlysolvedorproducedaproduct.Accomplishmentandclosurearelearned.

Permanence/Change• Designlandmarkstoconveypermanenceandaspecialplace.Way-findingisimportanttodeveloping

mindsandhealthyindependence.• Provideopportunitiesforchangewithinthecourtyardtoallowexperimentationtoaugmentgrowth

andcreativeproblemsolving.Private/Public• Providedifferentareaswithinthecourtyardthatpromotesolitudeaswellassocialactivity.Identity

andsecurityarestronglylinkedtoachild’sabilitytopreservetheirownprivacy.• Providinggroupactivityspacehelpschildrenunderstandtheirplaceasindividualswithinthewhole.

Simple/Complex• Provideareaswithinthecourtyardthathaveoneobvioususe–asimpleenvironment.Abenchfor

readingortablesfordrawingmaybeprovided.• Provide an area within the courtyard that allows for manipulation or for a child to change the

environment–a complexenvironment. Flowergardensareoneexample that allow the child tointeractwiththenaturebyplanting,weeding,tilling,etc.


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Facilitating the Use of the Courtyard with Controversial Design Elements

Each itemplaced in the courtyardhasbothprosand cons. Someofthese itemsaremorecontroversial thanothers. Listedonpage88,aresomeof themore common “troublesome” elements with a general suggestion onpossiblesolutions.

CompoSpin 50 gallon by CompostBins.com

Hollywood Elementary SchoolSt. Mary’s County Public Schools

Courtesy of USDA School Garden

“To exist as a nation, to prosper as a state, and to live as a people, we must have trees.”

- Theodore Rooseveltpresident


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Sensitive TopicsRecommendations /Solutions

Item Pros Cons SolutionPonds Greatresource,

VersatilePotentialdrowningAttractingmosquitoes

ProvidearaisedpondFishorfrogscontrolinsects

Maintenance Provideslongevityofmaterials,protectsinvestment

Time-consuming,costly,notaneasyjob,shouldnotbeimposedonschoolbuildingsupervisorsandcustodialstaff

Engageavolunteergroup,alocallandscapingbusiness,aparent/teacherassociationorarrangeanagreementwiththelocalrecreationandparkprogram.Creatinganenvironmentalclubisanotheroption.

Maintenancecosts

Necessaryevil Oftenconsideredinhind-sight

Considertheinvestmentoftimeandmoneyneededtomaintainthecourtyardduringthedesignphase

Pressuretreatedwoodbuildingmaterials;oldrailroadties(Chromatedcopperarsenate)*

Easilyobtained Containshazardouschemicalsandcompounds

Substitutewithpaintedwood,cedar,redwood,wood/recycledmaterialscomposite,HighDensityPolyethylene(HDPE),rubberlumberorvirginvinylproducts

Composting Asustainablehabittolearn,good science lesson

Candrawtheattentionofun-wantedcreatures–rodents,etc.

Recommendeddistancetocompost-50’-0”ormorefromtheschool;orpurchaseaself-containedcomposter,seephotosbelow.

FlowersandPlants

Providearomaticandvisualstimulation

Attractingbees Locatefloweringplantsawayfromoperablewindows.

Bees Pollinators Somechildrenmaybeallergic

Locatefloweringplantsawayfromoperablewindows.

BrushPiles Provideshabitatforsmallanimalssuchasrabbits.

Temptingtopranksterstobuildafire

Trees Provideshade,hosttomanyinsectsincludingbutterflies&moths.Treesalsoprovideplayitems–pinecones,leaves,etc.

Plantedtoocloselytothebuildingrootstructuresmaydamagefoundations;rootsmayalsointerferewithpavers,concrete,anywalkingsurface.

Carefullydesigntreelocations–shouldbeaminimumof10’-15’awayfrombuildings.Largerootedtreesshouldbeplantedawayfromwalks.

Gardens Cycleoflifeexpe-rience. Fosters prideandaccom-plishment

Possibilityofrodents Maintainacleanenvironment,useself-containedcomposersorcompostatleast50’awayfromtheschool.

*Pressure treatedwoodwas oftenused increatingedging,playstructuresandboxplanting. This typeofwoodproductwastreatedwithChromatedCopperArsenate(CCA)andcontainedarsenic,aknowncarcinogen.CCAhasbeendemonstratedtocontinuetoleachintothesurroundingsoilforyearsafterinstallation.Thismaterialmaygetonchildren’shands,andcouldbeingestedbythechildputtingtheirhandsintotheirmouth.CCAcouldalsoleachintothegroundproducinganothersourceofcontamination–thesoil.


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ForexistinginstallationswithwoodproductswithCCA,theseproductscan be successfully treated, painted or sealed to prevent the chemicals fromleaching out of the wood. The Maryland Department of the Environmentcautionstheuseofpressuretreatedwoodandemphasizesappropriatesafetyprecautionsandproperhandling.RestrictionsdoapplyinMarylandintermsofCCAcontactwithwaterways.

Proper handling techniques are washing hands thoroughly aftertouching,especiallypriortoeatinganddrinkingandalwaysensuringthatfooddoesnotcome intodirectcontactwithanytreatedwood. CCAtreatedwoodshould never be burned. Wear goggles and a dust mask when cutting andsawing.Donotusethismaterialformulchanddonotuseitwhereitmaycomeintodirectcontactwithdrinkingwater.

TheEnvironmentalProtectionAgency (EPA)doesnotbelieve there isany reason to remove or replace CCA-treated structures including decks andplayground equipment. The EPA is not recommending surrounding soils beremovedorreplaced.

The industry agreed to stop using this chemical as a treatment forwood as of December 2003. There are several other arsenic-free wood pressure treatment alternatives to CCA. Substitutes include painted wood,cedar,redwood,wood/recycledmaterialscomposite,HighDensityPolyethylene(HDPE),rubberlumberorvirginvinylproducts.

Tumbleweed Composter i Selfcontainedcomposters;children“roll”theball(seenonpage87)orturnthecanistertoactivatecompostingandintroduceairintothecontainer.


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Outcomes and Effects

Increaseduseofthecourtyardasanarchitecturalfeaturemay:• exposemorechildrentonature;• bringmorelightintomoreschoolrooms;• heightenawarenessofthebeautyanddelicatebalancenatureplaysinman’sexistence;• encouragemorechildrentotakeaninterestinthestateoftheenvironmentasadults;• enhancecharacterdevelopmentandleadership;• improvechildren’sattitudestowardschoolandlearning;• provideaspacetoexerciseinasecure,carefreezone;and• experienceamoreflexiblecrosscurricularatmosphereforlearning.

Courtesy of Sheri D. Thomas Thesearebutafewofthemanyappealingoutcomesgeneratedbyasimpleintegrationofaneducationaloutlookwithadesignelement.


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Appendix A – LEED Scorecard

LEED 2009 for Schools New Construction and Major RenovationsProject Checklist

Sustainable Sites - 24 Possible PointsPrerequisite1 ConstructionActivityPollutionPrevention RequiredPrerequisite2 EnvironmentalSiteAssessment RequiredCredit1 SiteSelection 1Credit2 DevelopmentDensityandCommunityConnectivity 4Credit3 BrownfieldRedevelopment 1Credit4.1 AlternativeTransportation—PublicTransportationAccess 4Credit4.2 AlternativeTransportation—BicycleStorageandChangingRooms 1Credit4.3 AlternativeTransportation—Low-EmittingandFuel-EfficientVehicles 2Credit4.4 AlternativeTransportation—ParkingCapacity 2Credit5.1 SiteDevelopment—ProtectorRestoreHabitat 1Credit5.2 SiteDevelopment—MaximizeOpenSpace 1Credit6.1 StormwaterDesign—QuantityControl 1Credit6.2 StormwaterDesign—QualityControl 1Credit7.1 HeatIslandEffect—Nonroof 1Credit7.2 HeatIslandEffect—Roof 1Credit8 LightPollutionReduction 1Credit9 SiteMasterPlan 1Credit10 JointUseofFacilities 1

Water Efficiency - 11 Possible PointsPrerequisite1 WaterUseReduction RequiredCredit1 WaterEfficientLandscaping 2-4Credit2 InnovativeWastewaterTechnologies 2Credit3 WaterUseReduction2-4 Credit4 ProcessWaterUseReduction 1

Energy and Atmosphere - 33 Possible PointsPrerequisite1 FundamentalCommissioningofBuildingEnergySystems RequiredPrerequisite2 MinimumEnergyPerformance RequiredPrerequisite3 FundamentalRefrigerantManagement RequiredCredit1 OptimizeEnergyPerformance 1–19Credit2 On-siteRenewableEnergy 1–7Credit3 EnhancedCommissioning 2Credit4 EnhancedRefrigerantManagement 1Credit5 MeasurementandVerification 2Credit6 GreenPower 2

Materials and Resources - 13 Possible PointsPrerequisite1 StorageandCollectionofRecyclables RequiredCredit1.1 BuildingReuse—MaintainExistingWalls,FloorsandRoof 1-2Credit1.2 BuildingReuse—MaintainExistingInteriorNonstructuralElements 1Credit2 ConstructionWasteManagement 1-2Credit3 MaterialsReuse 1-2Credit4 RecycledContent 1-2Credit5 RegionalMaterials 1-2Credit6 RapidlyRenewableMaterials 1Credit7 CertifiedWood 1


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Indoor Environmental Quality - 19 Possible PointsPrerequisite1 MinimumIndoorAirQualityPerformance RequiredPrerequisite2 EnvironmentalTobaccoSmoke(ETS)Control RequiredPrerequisite3 MinimumAcousticalPerformance RequiredCredit1 OutdoorAirDeliveryMonitoring 1Credit2 IncreasedVentilation 1Credit3.1 ConstructionIndoorAirQualityManagementPlan—DuringConstruction 1Credit3.2 ConstructionIndoorAirQualityManagementPlan—BeforeOccupancy 1Credit4 Low-EmittingMaterials 1-4Credit5 IndoorChemicalandPollutantSourceControl 1Credit6.1 ControllabilityofSystems—Lighting 1Credit6.2 ControllabilityofSystems—ThermalComfort 1Credit7.1 ThermalComfort—Design 1Credit7.2 ThermalComfort—Verification 1Credit8.1 DaylightandViews—Daylight 1-3Credit8.2 DaylightandViews—Views 1Credit9 EnhancedAcousticalPerformance 1Credit10 MoldPrevention 1

Innovation in Design - 6 Possible PointsCredit1 InnovationinDesign 1-4Credit2 LEEDAccreditedProfessional 1Credit3 TheSchoolasaTeachingTool 1

Regional Priority - 4 Possible PointsCredit1 RegionalPriority 1-4

_______________________________________________________________LEED 2009 for Schools New Construction and Major Renovations100basepoints;6possibleInnovationinDesignand4RegionalPrioritypoints

Certified 40–49 pointsSilver 50–59 pointsGold 60–79 pointsPlatinum 80 points and above


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Appendix B – Sample Activities

U.S.FishandWildlifeService-SchoolyardHabitatProjectGuideBuildingbirdhousesaugmentsthemath,english,scienceandartcurriculum.

Bird House Specifications

Species Preferred Habitat

Width (in)

Height (in)

Entrance Size (in)

Entrance Ht. Above Floor (in)

Height of House

(ft)

Special Tips

Barn Owl Open canopy woodlands or edges of bottom thick woodlots

22 18 10” sq. centered in building 2” of woodchips on bottom

Barred Owl old growth,wetland forests

12 24 7 12 20-30 3” of woodchips on bottom a perch should be close

but not blocking entrance

Brown-headednuthatch

pine woodlands

4 10 1 ¼ 7 10-25 outer material shouldbe pine bark

White-breasted nuthatch

deciduouswoodlands

4 10 1 ¼ 7 6-25 outer material should be bark

Carolina wren woodlands withthick underbrush

4 8 1 ½ 1-6 6-10 house can be hung fromlimb or house eave

Carolina chickadee all woodlands 4 8 1 1/8 6 4-10 place house in areawith 1/2 sunlight

Common Flicker all woodlands 7 24 2 ½ 18 8-20 fill house tightly with sawdust, outer material should be bark

Downy woodpecker all woodlands 4 10 1 ¼ 7 8-25 fill house tightly with sawdust, outer material should be bark

Eastern bluebird open fields andgolf courses

5 9 1 ½ 5 4-8 place house in open area facing and about 10’ away from a bush or along a wire fence

Eastern screech owl

woodlandedges

8 16 3 10 15-30 3” of woodchips on bottom

Great crestedflycatcher

all woodlands 6 10 2 6 8-20 place house in shade

Hairy woodpecker all woodlands 6 15 1 ½ 10 12-25 fill house tightly with sawdust, outer material should be bark

Pileatedwoodpecker

old growthwoodlands

11 24 4 18 20-30 2” thick boards, fill tightly with sawdust, outer material

should be bark

Prothonotary warbler

swamps and along rivers

4 8 1 ¼ 6 2-12 place house next to or over water

Purple martin open fields, yardsand golf courses

6 6 2 ½ 1 10-20 must have several compartments, place house on pole at least 25’ from trees, other tall structures

Red-belliedwoodpecker

all woodlands 7 15 2 10 20-40 fill tightly with sawdust, outer material should be bark

Red-headedwoodpecker

open canopy woodlandsand edges

6 15 2 10 20-40 fill tightly with sawdust, outer material should be bark

Southeastern American kestrel

open areas andedges of woodlots

9 16 3 11 15-30 2” of woodchips on bottom

Tufted titmouse all woodlandsand edges

4 10 1 ¼ 7 4-15 place house in shade

Wood duck or Hooded merganser

bottomland hardwoodsand wetlands

10 24 4x3 horiz. oval

20 4-6 over water15-25 over land

4” of woodchips on bottom 18”x3” strip of hardware

cloth on inside below entrance


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ButterflyGardens- MontgomeryCountyPublicSchools http://www.montgomeryschoolsmd.org/curriculum/outdoored/

http://www.montgomeryschoolsmd.org/curriculum/outdoored/


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Appendix C – References

Bibliography

Chapter 1Print References: • Cleland,V,etal(2008).International Journal of Obesity, 32:1685-1693.

• CraceJ.(2006,January23).ChildrenAreLessAbleThanTheyUsedtoBe.The Guardian,p.3.

• Liberman,G.A.andHoody,L.L.(1998).Closing the Achievement Gap: Using the Environment as an Integrating Context for Learning. Poway,CA:ScienceWizards.

• Louv,R.(2005).Last Child in the Wood: Saving our Children from Nature-deficit Disorder. ChapelHill: AlgonquinBooks.

• Moore,R.C.&Wong,H.H.(1997)Natural Learning: The Life History of an Environmental Schoolyard. Berkeley: MIGCommunications.

• Rivkin,M.(2011)SchoolsGoingGreen:BenefitsforChildrenandNature.Spotlight on Young Children and Nature. Washington,DC.:NationalAssociationfortheEducationofYoungChildren.

• Wells,N.M.&Evans,G.W.(2003)NearbyNature:Abufferoflifestressamongruralchildren.Environment and Behavior, 35 (3).

Web References: • Belluck,Pam(2005,March17)Children’sLifeExpectancyBeingCutShortbyObesity.The New York Times.

Retrievedfromhttp://www.nytimes.com/2005/03/17/health/17obese.html

• DeQuetteville,Harry.(2008)Waldkindergarten:TheForestNurserieswhereChildrenLearninNature’sClassroom. The Telegraph.Retrievedfromhttp://www.telegraph.co.uk/education

• “GovernorO’MalleySignslegislationtoProtectMaryland’sEnvironment,ChesapeakeBay;HelpSecureMaryland’sEnergyFuture.”2008.Retrievedfrom

http://www.governor.maryland.gov/pressreleases/080424.asp

• Gutman,M.(2008).School Buildings and Architecture.Retrievedfromhttp://www.faqs.org/childhood/RE-So/School-Buildings-and-Architectrure.html

• Keller,B.(2006)Forest Kindergartens in Whatcom?Retrievedfromhttp://whatcomewatch.org/php/WW_open.php?id=718

• LeadershipinEnergyandEnvironmentalDesign,2009forSchools,NewConstructionandMajorRenovation.Retrievedfromhttp://www.usgbc.org/ShowFile.aspx?DocumentID=8872

• MarylandAssociationofEnvironmentalandOutdoorEducation http://www.maeoe.org

• NationalClearinghouseforEducationalFacilities http://www.edfacilities.org/rl/landscape.cfm

http://www.nytimes.com/2005/03/17/health/17obese.html

http://www.telegraph.co.uk/education

http://www.governor.maryland.gov/pressreleases/080424.asp

http://www.faqs.org/childhood/RE-So/School-Buildings-and-Architectrure.html

http://whatcomewatch.org/php/WW_open.php?id=718

http://www.usgbc.org/ShowFile.aspx?DocumentID=8872

http://www.maeoe.org

http://www.edfacilities.org/rl/landscape.cfm


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• NationalEnvironmentalEducationFoundation. (n.d.)Benefits of Environmental Education.Retrievedfromhttp://www.eeweek.org/resources/EE_benefits

• NationalWildlifeFederation http://www.nwf.org/At-School.aspx

• PlentyMag(wentoutofbusiness2009)

• “PreventingChildhoodObesity:HealthintheBalance.”2005.TheInstituteofMedicine.Retrievedfromhttp://www.neefusa.org/assets/files/NIFactSheet.pdf

• Stern,M.,Powell,R.,&Ardoin,N.(2010), EvaluatingaConstructivistandCulturallyResponsiveApproachtoEnvironmentalEducationforDiverseAudiences.The Journal of Environmental Education,vol.42(2)pp.110-122.doi:10.1080/00958961003796849

• TheFederatedGardenClubsofMaryland http://www.fgcofmd.org/index.html

• TheMarylandAgriculturalEducationFoundation,http://www.maefonline.com/About_MAEF.php

• USFishandWildlifeService http://www.fws.gov/educators/

Chapter 2Print References: • Burnett,F.H.(1987)The Secret Garden. Connecticut:LongmeadowPress.

• Reynolds,JohnS.(2002).Courtyards: Aesthetic, Social and Thermal Delight.NewYork:JohnWiley&Sons,Inc.

• Tallamy,D.(2007)Bringing Nature Home. Portland:TimberPress,Inc.

• U.S.FishandWildlifeService(2010)Schoolyard Habitat Project Guide. Maryland.U.S.Fish&WildlifeService’sChesapeakeBayFieldOffice

Web References: • 2010StandardsforAccessibleDesign http://www.ada.gov/2010ADAstandards_index.htm.

• AudubonSociety http://web4.audubon.org/bird/at_home/PlantNativeSpecies.html

• MarylandDepartmentofNaturalResourcesForestService http://www.dnr.state.md.us/

• MarylandDepartmentofNaturalResources LandscapingwithNativePlants

http://dnr.maryland.gov/naturalresource/spring2005/landscaping.asp

• Maryland’sForestConservancyDistrictBoards http://www.marylandforestryboards.org/

http://www.eeweek.org/resources/EE_benefits

http://www.nwf.org/At-School.aspx

http://www.neefusa.org/assets/files/NIFactSheet.pdf

http://www.fgcofmd.org/index.html

http://www.maefonline.com/About_MAEF.php

http://www.fws.gov/educators/

http://www.ada.gov/2010ADAstandards_index.htm

http://web4.audubon.org/bird/at_home/PlantNativeSpecies.html

http://www.dnr.state.md.us/

http://dnr.maryland.gov/naturalresource/spring2005/landscaping.asp

http://www.marylandforestryboards.org/


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• MarylandIntegratedPestManagement CollegeofAgricultureandNaturalResources

http://www.mdipm.umd.edu/

• MarylandNativePlantSociety http://www.mdflora.org/

• MarylandCooperativeExtensionOffices http://extension.umd.edu/

• NationalArborDayFoundation http://www.arborday.org/

• NationalClearinghouseforEducationalFacilities http://www.edfacilities.org/rl/landscape.cfm

• NationalParkService http://www.nps.gov/

• NationalWildlifeFederationhttp://www.nwf.org/At-School.aspxNWF-SchoolyardHabitatProgramhttp://www.nwf.org/Get-Outside/Outdoor-Activities/Garden-for-Wildlife/Schoolyard-Habitats.aspx

• NativePlantsforWildlifeHabitatandConservationLandscaping: ChesapeakeBayWatershed

http://www.nps.gov/plants/pubs/chesapeake/toc.htm

• NationalTreeTrust http://www.treetures.com/TreTrust.htm

Chapter 3Print References: • Billmore,B.,Brooke,J.,Rupert,B.,Funnell,K.,&Bubb,M.(1999)The Outdoor Classroom. London:Crown.

Web References: • UniversityofMarylandExtensionCollegeofAgricultureandNaturalResources,(July2011).Retrievedfrom

http://growit.umd.edu/saladtablesandsaladboxes/index.cfm andhttp://www.hgic.umd.edu/_media/documents/hg601.pdf

• JohnsHopkinsforaLivableFuture.Retrievedfromhttp://www.jhsph.edu/clf/

• JohnsHopkinsBloombergSchoolofPublicHealth.Retrievedfromhttp://www.jhsph.edu/

• NationalGardeningAssociation.Retrievedfromhttp://www.garden.org/

• MarylandDepartmentofAgriculture.Retrievedfromhttp://www.mda.state.md.us/

http://www.mdipm.umd.edu/

http://www.mdflora.org/

http://extension.umd.edu/

http://www.arborday.org/

http://www.edfacilities.org/rl/landscape.cfm

http://www.nps.gov/

http://www.nwf.org/At-School.aspx

http://www.nwf.org/Get-Outside/Outdoor-Activities/Garden-for-Wildlife/Schoolyard-Habitats.aspx

http://www.nps.gov/plants/pubs/chesapeake/toc.htm

http://www.treetures.com/TreTrust.htm

http://growit.umd.edu/saladtablesandsaladboxes/index.cfm

http://www.hgic.umd.edu/_media/documents/hg601.pdf

http://www.jhsph.edu/clf/

http://www.jhsph.edu/

http://www.garden.org/

http://www.mda.state.md.us/


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• UnitedStatesDepartmentofAgriculture.Retrievedfromhttp://www.usda.gov/wps/portal/usda/usdahomeandhttp://www.aphis.usda.gov/plant_health/index.shtml

Chapter 4Print References: • Tai,L.,TaylorHaque,M.,McClellan,G.&JordanKnight,E.,(2006).Designing Outdoor Environments for

Children. NewYork:McGrawHill.

Web References: • Burnette,M.(2010). Back to School: Back Outside.Retrievedfrom http://www.nwf.org/news-and-magazines/newsbytopic Alsoincludesactivities,programsandvolunteeropportunities.

Chapter 5 • Stine,S.(1997)Landscapes for Learning.NewYork:JohnWiley&Sons,Inc.

Miscellaneous InformationGrants for student projects and Resources:• CommunityTreePlantingProgram 1120GStreet,NW S-770 Washington,DC20005

• CheasapeakeBayTrusthttp://cbtrust.org

• Multiplegrantsourceshttp://www.fxbrowne.com/html/newsletter%20grants.htm

• “MakeYourWorldBetter”GrantProgram http://www.conservationgrants.com/education.htm

• RootsandShootsIntergenerationalSchoolGardenProgram 306OverhillDrive Lexington,VA24450540-463-6454

Distributors/Centers:• LargestNorthAmericandistributorofresourcesforschoolgardening: Let’sGetGrowing 1900CommercialWay SantaCruz,CA95065 800-408-1868 www.letsgetgrowing.com

• TheCenterforEE AntiochNewEnglandGraduateSchool 40AvonStreet,KeeneNH03431

http://www.usda.gov/wps/portal/usda/usdahome

http://www.aphis.usda.gov/plant_health/index.shtml

http://www.nwf.org/news-and-magazines/newsbytopic

http://cbtrust.org

http://www.fxbrowne.com/html/newsletter grants.htm

http://www.conservationgrants.com/education.htm

http://www.letsgetgrowing.com/


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101

• EE-Link http://eelink.net/pages/EE-Link+Introduction Gatherslistsoforganizations,grants,classroomresourcesforenvironmentaleducationEE-Linkisfundedby

theNorthAmericanAssociationforEnvironmentalEducation(NAAEE)

• EnvironmentalProtectionAgency http://www.epa.gov/enviroed/ ThissitetapsintotheEPAGrantsProgramforEnv.Edprojects,Env.EdTraining,StudiesandFellowships,

EducationalresourcesforPortalSites,PartnershipsandAdvisoryGroups

Additional Sources

• DepartmentofEducationCommonwealthofVirginia.(2003).From Playgrounds to Play/Learning Environments

• FieldingG.R.(2006).Learning, Light and Color. Designshare.com

• Grant,Tim&Littlejohn,Gail–editors(2001).Greening School Grounds, Creating Habitats for Learning.GreenLivingEditorialDesignServices.

• Jensen,Eric(2003).Environments for Learning. TheBrainStore.

• Keister,Douglas(2005).Courtyards: Intimate Outdoor Spaces.GibbsSmith.

• Kellert,S.R.,Heerwagen,J.&Mador,M.(2008).BiophilicDesign:TheTheory,ScienceandPracticeofBringingBuildingstoLife.ch.10.Healthy Planet, Healthy Children: Designing Nature into the Daily Spaces of Childhood,RobinC.MooreandClareCooperMarcus.Hoboken:Wiley.

• Moore,RobinC.(2002).Plants for Play: A Plant Selection Guide for Children’s Outdoor Environments. Berkeley:MIGCommunications.(originalworkpublished1993).

• NationalEnvironmentalEducationFoundation.(n.d.)Benefits of Environmental Education

• NationalWildlifeFoundation.(n.d.)Whole Child: Developing Mind, Body and Spirit through Outdoor Play

• Perkins,L.Bradford(2001).Building Type Basics for Elementary and Secondary Schools.NewYork:JohnWiley&Sons,Inc.

• U.S.FishandWildlifeService.(2010&2011)Schoolyard Habitat Project Guide www.nps.gov/plants/pubs/chesapeake/pdf/chesapeakenatives.pdf

http://eelink.net/pages/EE-Link+Introduction

http://www.epa.gov/enviroed/

http://www.nps.gov/plants/pubs/chesapeake/pdf/chesapeakenatives.pdf


102

Maryland State Board of Education

Bernard J. SaduskyInterim State Superintendent of Schools

Secretary-Treasurer of the Board

Mr. James H. DeGraffenreidt, Jr., President

S. James Gates, Jr. Guffrie M. Smith, JrCharlene M. Dukes

Donna Hill Staton, Esq.Mary Kay Finan

Ivan C.A. Walks, M. D.Madhu Sidhu

Sayed M. NavedKate Walsh

Luisa Montero-DiazNina E. Marks, Student Member

The Honorable Martin O’MalleyGovernor

Maryland State Department of Educationwww.MarylandPublicSchools.org

Stephen BrooksDeputy State Superintendent

Finance

Robert CrawfordDirector

Division of Business Services

Barbara J. BiceChief

School Facilities Branch

STATEMENT OF NON-DISCRIMINATION

The Maryland State Department of Education does not discriminate on the basis of race, color, sex, national origin, religion, or disability in matters affecting employment or in pro-

viding access to programs.

Documents

A Practical Guide to Planning, Constructing, and Using ...€¦ · A Practical Guide to Planning, Constructing, and Using School Courtyards 2012. Marked set by rwonders. Jay Bansbach