A Practical Guide to
Planning, Constructing, and Using
School Courtyards
2012
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
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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
Mexico i
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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
Courtesy of Lisa GonzalezUniversity of Maryland Extension
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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.
Courtesy of Lisa GonzalezUniversity of Maryland Extension
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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School CourtyardsMaryland State Department of Education, May 2012
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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.
Judith A. Resnik Elementary SchoolMontgomery County Public Schools
“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.
School CourtyardsMaryland State Department of Education, May 2012
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School CourtyardsMaryland State Department of Education, May 2012
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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
School CourtyardsMaryland State Department of Education, May 2012
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School CourtyardsMaryland State Department of Education, May 2012
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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.
Graphics prepared by Grimm and Parker Architects
• 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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School CourtyardsMaryland State Department of Education, May 2012
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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.
Graphics prepared by Grimm and Parker Architects
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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School CourtyardsMaryland State Department of Education, May 2012
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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.
Graphics prepared by Grimm and Parker Architects
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
Graphics prepared by Grimm and Parker Architects
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
Graphics prepared by Grimm and Parker Architects
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
School CourtyardsMaryland State Department of Education, May 2012
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School CourtyardsMaryland State Department of Education, May 2012
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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
Easton High SchoolTalbot County Public Schools
i
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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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School CourtyardsMaryland State Department of Education, May 2012
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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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School CourtyardsMaryland State Department of Education, May 2012
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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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School CourtyardsMaryland State Department of Education, May 2012
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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)
School CourtyardsMaryland State Department of Education, May 2012
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School CourtyardsMaryland State Department of Education, May 2012
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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
School CourtyardsMaryland State Department of Education, May 2012
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School CourtyardsMaryland State Department of Education, May 2012
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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
School CourtyardsMaryland State Department of Education, May 2012
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School CourtyardsMaryland State Department of Education, May 2012
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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
School CourtyardsMaryland State Department of Education, May 2012
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School CourtyardsMaryland State Department of Education, May 2012
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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
School CourtyardsMaryland State Department of Education, May 2012
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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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School CourtyardsMaryland State Department of Education, May 2012
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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
Images from Native Plants for Wildlife Habitat - U.S. Fish and Wildlife Service
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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
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School CourtyardsMaryland State Department of Education, May 2012
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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)
Images from Native Plants for Wildlife Habitat - U.S. Fish and Wildlife Service
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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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School CourtyardsMaryland State Department of Education, May 2012
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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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School CourtyardsMaryland State Department of Education, May 2012
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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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School CourtyardsMaryland State Department of Education, May 2012
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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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School CourtyardsMaryland State Department of Education, May 2012
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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
Bel Pre Elementary SchoolMontgomery County Public Schools
“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.
William S. Baer SchoolBaltimore City Public Schools
William S. Baer SchoolBaltimore City Public Schools
Rock Garden Tactile, visual stimuli
Bel Pre Elementary School Montgomery County Public Schools
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School CourtyardsMaryland State Department of Education, May 2012
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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
Spring Ridge Middle SchoolSt. Mary’s County Public Schools
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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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School CourtyardsMaryland State Department of Education, May 2012
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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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Davidsonville Elementary SchoolAnne Arundel County Public Schools
Lawrence High School |Lawrence, Massachusetts
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School CourtyardsMaryland State Department of Education, May 2012
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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
Bel Pre Elementary SchoolMontgomery County Public Schools
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School CourtyardsMaryland State Department of Education, May 2012
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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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School CourtyardsMaryland State Department of Education, May 2012
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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.
Easton High SchoolTalbot County Public Schools
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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School CourtyardsMaryland State Department of Education, May 2012
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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.
Davidsonville Elementary SchoolAnne Arundel County Public Schools
Gardening is an easyway to use a courtyard,whether it be throughtabletopsaladplantersorraisedbeds.Fosteringasenseofownershipandcarefor theenvironment canbeestablishedbyhaving students investtime in theplanning,plantingandmaintenanceofagarden.Studentsandtheirparentscansignupforadayofweeding,watering,andharvestingoverthesummermonths.Intrigueandcuriositymayberaisedbyusingsignagetoprovidespecificplantinformationortoshowprideandownership.
Davidsonville Elementary SchoolAnne Arundel County Public Schools
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)
• Direct seed into garden beds or outdoor containers:
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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School CourtyardsMaryland State Department of Education, May 2012
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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
• Direct seed into garden beds or outdoor containers:
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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School CourtyardsMaryland State Department of Education, May 2012
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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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School CourtyardsMaryland State Department of Education, May 2012
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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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School CourtyardsMaryland State Department of Education, May 2012
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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§ionID=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
Clemson Elementary SchoolClemson, South Carolina
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Pizza garden, part of the Harry Potter Garden
Clemson Elementary SchoolClemson, South Carolina
Sketch of the walled garden in the Secret Garden
Clemson Elementary SchoolClemson, South Carolina
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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Spring Ridge Middle SchoolSt. Mary’s County Public Schools
Evergreen Elementary School St. Mary’s County Public Schools
Spring Ridge Middle SchoolSt. Mary’s County Public Schools
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Evergreen Elementary School St. Mary’s County Public Schools
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.
Hollywood Elementary School St. Mary’s County Public Schools
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School CourtyardsMaryland State Department of Education, May 2012
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School gardens
Courtesy of Lisa GonzalezUniversity of Maryland Extension
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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School CourtyardsMaryland State Department of Education, May 2012
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Art, Design and Drama
Thecourtyardcanfeatureartcreatedbythestudentsorcanbeaplaceformakingart.Thecourtyardcanbearrangedforstudentstosketch,draw,orpaint.Artgiftsfromgraduatingclassescanalsobedisplayedleavingalegacyoftheirtimeattheschool.
Easton High School Talbot County Public Schools
Davidsonville Elementary School
Anne Arundel County Public Schools
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Davidsonville Elementary School Anne Arundel County Public Schools
Mosaicwallmuralsweredesignedandinstalled by the students with helpfromanartistinresidence.
Hollywood Elementary School St. Mary’s County Public Schools
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School CourtyardsMaryland State Department of Education, May 2012
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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.
Judith A. Resnik Elementary SchoolMontgomery County Public Schools
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Special Purpose Courtyards
Career and Technology
Easton High School Talbot County Public Schools
ThiscourtyardsupportstheculinaryartsprogramatahighschoolontheEasternShoreinMarylandbyprovidingaspaceforthestudentstoprepareand servemeals for special occasions, or for staff lunches. In goodweather,itisusedforeveningevents,specialweekendoccasionsandduringschooldaylunches.
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Davidsonville Elementary School
Anne Arundel County Public Schools
Memorial courtyards
Thesecourtyardsprovidepleasantplacestorememberanindividualoracknowledgeacontributor.Donorbrickscanbeengravedwithfamilynames.Treesandplantscanbeplantedtohonoralovedone,aspecialteacheroraspecialfellowstudent.
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School CourtyardsMaryland State Department of Education, May 2012
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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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School CourtyardsMaryland State Department of Education, May 2012
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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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School CourtyardsMaryland State Department of Education, May 2012
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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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School CourtyardsMaryland State Department of Education, May 2012
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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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School CourtyardsMaryland State Department of Education, May 2012
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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/
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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
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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/
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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/
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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
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• 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
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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.