Educational Learning Green

The Learning Green Outdoor Learning, Activities and Features

Katy High School No.8 and Junior High No. 15

March 23, 2015

THE LEARNING GREEN Program Investigation and Site Utilization The intention of this programming investigation engages the questions and considerations as to the integration of the Learning Green into the fabric of the new Katy High School No. 8 and Junior High No. 15. The Learning Green was conceived as an encompassing, centralized feature that both unifies and promotes the unique identity of the two new schools. Our goal at this time is to determine the best use and arrangement of features for this outdoor space.

Our investigation focuses on two fronts to determine the most appropriate features of the site.

The first investigation will focus on the Learning Green in providing an engaging outdoor learning

experience. The second investigation will examine the types of activities and site features that would best promote the green’s use as a unifying, community building feature for both schools. Let’s begin our investigation to examine the various educational programs that could be incorporated into the design and layout of The Learning Green.

The outcome of the program investigation will be to determine the features, activities and venues that will be utilized at The Learning Green. From this investiation and utilization, a design layout will created along with involvement of landscape, civil and MEP consulatation.

“Learning Green” as presented for Design Development Book Presenation 11-17-2014

Preliminary Design Considerations

Early concept sketch of outdoor Learning Green.

Our factors that were considered integral to the programming and design of the learning green were to create a living vital component of the schools.

Outdoor Learning The first consideration for the quad is for educational purposes. Part of the consideration at this time is how to best provide for outdoor learning for use by students and staff.

Science course work would certainly benefit from the use of the outdoor space. Another consideration is how other courses and programs could utilize this space on a continuous basis.

Amphitheater Secondly, within the portion quadrangle designated for the high school, a primary feature has been determined as a large outdoor amphitheatre space. The space would be used for performances, presentations and other theatrical events by the community and school.

Student Life A third consideration is how the students could use this space as an ongoing component of student life. The quad can become and outdoor route that links the academic portion to the fine arts, cafeteria and athletics. There are also opportunities to link the indoors to the outdoors by providing outdoor dining and gathering spaces. The charge is how to best integrate this outdoor areas to the daily life of the school.

Holistic Design Lastly, strong consideration must be given to the success of the quad in terms of installation, maintenance, and continued use of the outdoor environment. The overall design must be considered holistically. The success of the space is not just at its initial development but also throughout the entire life of the campus.

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Integrating Science Instruction in the Outdoor Learning Environment In a study conducted (published 01/2012 in Journal of Adventure Education and Outdoor Learning by E. Fagerstam and J. Blom) at Sweden High Schools, students aged 13 – 15 years, who received part of biology courses in outdoors, tested and retained higher degree of knowledge than students who received the same instruction indoors. In being outdoors, the course work was able to be experience-based with a high degree of student interaction. Several such study and courses can benefit from the engagement of the outdoors and a supplement to instruction provided indoors.

Currently Americans are spending an average of 90% of their time indoors, an outdoor learning area and actives can directly engage the subject of study in a manner that is personal and experiential. With direct contact to the environment, students can acquire better attitudes and appreciation of the outdoors. There are tremendous opportunities for personal growth and education enhancement through the incorporation of outdoor learning. Several subjects can be directly linked to programs of study, particulary in the sciences, that can be enhanced through outdoor study and activities.

Environmental Science, Ecology & Environmental Studies By integrates physical, biological and information sciences to the study of the environment, and the solution of environmental problems. Environmental science provides an integrated, quantitative, and interdisciplinary approach to the study of environmental systems.

• Outdoor Ecology Lab • Energy Lab that examine building use and potential generation.

• Atmospheric & Soils Testing • Erosion & Soil Conservation Water Conservation Demonstrate rainwater harvesting, drought mitigation, flow and slope, collection, filtration storage and distribution systems, gray-water recycling, measurement and control, water quality testing, use of efficient irrigation methods.

• Cisterns • Rainwater Harvesting • Ponds & Wetlands

Renewable Energy Harvesting, Generating, Converting and Transmission Systems Provide demonstration space for solar, photovoltaic, water & wind energy generating and, other energy harvesting and generating features.

• PV & Solar Panels • Wind Turbines • Energy Collection, Conversion & Transmission Demonstration Recycle, Renew & Reuse Utilize opportunities that acknowledge life-cycle of materials that include use of reclaimed wood, recycled paper, recycled glass. As well as demonstrations of applications in collecting, installing and constructing materials and products through the various life-cycle stages.

• Collection Garden & Station • Reuse/Reclaim Project Space Biology Biology coursework and instruction is ready-made for outdoor learning experiences. There are numerous learning activities outlined by the Outdoor Biology Instructional Strategies include group and individual activities available with materials, preparation, activity and outcome of each for middle and high school children.

• Decomposition Stations • Insect Collection • Restoration and Conservancy Stations • Plant Life in Natural and controlled settings • Greenhouse THE LEARNING GREEN

THE LEARNING GREEN

Outdoor Learning Features and Activities Listed are a series of potential activities and features that could be incorporated with the learning green.

These features should be determined based upon the educational and community needs of the outdoor space.

Outdoor Classrooms An outdoor classroom is an outdoor educational facility that can be developed into a space for educators, students or anyone interested in the natural environment and sees the benefits of learning opportunities in the outdoor environment. All subjects or curriculum can be presented in an outdoor classroom.

Outdoor classrooms also provide alternatives for all to gain a better knowledge of what natural resources are and to understand the interconnectedness of these resources. Opportunities are available in an outdoor classroom to educate youth on the importance of taking care of the environment and can provide a healthy dose of fresh air and sunshine.

The Outdoor Classroom can be open or sheltered with a roof, while allowing for natural ventilation. The important thing that is essential for this classroom is that have an area for structured discussion, demonstration and knowledge sharing. The classroom location can be located as a hub or in conjunction with an overall outdoor study area linked to an institution or agency. Few amenities are needed unless storage, maintenance, water, power or security features need to be incorporated into the function of the classroom.

Greenhouse Numerous schools throughout the country utilized a greenhouse in conjunction with coursework in the horticulture, landscape design and agriculture.

Outdoors spaces could provide opportunities to learn about plants, crops, landscape, gardening basics, herbaceous and aquatic plans and small-scale woody and turf management.

• Plant Gardening Area • Greenhouse Plant Cultivation • Outdoor Planting • Native and Xeriscape Planting and Landscape • Plant Ecosystems

Building & Project Sites The Learning Green can provide designated areas where students in Architecture and Construction could use for planning, measuring and designing. These areas can give students opportunities to have hands on experience on an actual site. In addition, Agricultural Mechanics and Metal students could be called upon to design and create features throughout the Learning Green. These items might include benches, planters, and other site features. Courses such as Civil Engineering could use the Green for measurement, topography, drainage and soils testing.

Edible Garden An outdoor garden can help students reconnect with home-grown food with an Edible Garden. A vertical wall can be created filled with herbs and a variety of vegetable beds, the garden can showcase a variety of edibles all year long. The food harvested in the garden is then used in cooking classes either through an outdoor kitchen or in the food science or culinary arts classes. Throughout the garden are a series of planter boxes, composting bins and an outdoor classroom from sustainable materials. The garden is irrigated using rain water harvesting features in the Learning Green.

Visual Arts Outdoors Outdoor pedagogical spaces provide students with the opportunity to draw, paint or sculpt outside using ample quantities of natural light as an enhanced THE LEARNING GREEN

THE LEARNING GREEN

Outdoor Learning Features and Activities artistic experience. Since our art rooms are adjacent to our Learning Green, a developed classroom area can provide a place for a class to bring out sketching benches and easels during class time. The green can become a subject of study for photography, settings for film students and installations for outdoor sculptures.

Performing Arts & Community Amphitheatre From the simple use of a sloping hill or mound of earth or through the formal construction of raisedtiered seating, amphitheatres provide an opportunities to bring large groups of people together in outdoor spaces for the enjoyment of performance, civic or educational events. With ample area in the Learning Green, an amphitheatre can become a focal point for the school or community. An amphitheatre is designed in oval, semi-circular or circular area surrounded by rising ground. The lower portion used for performance and raised area for audience. For more formal event performances a raised stage area is covered at the lower portion to provide shelter and acoustical and visual enhancement of the production.

Ecology Garden An Ecology Park is comprised of features that exhibit characteristic and ecosystems of the local ecology. It is an area that is usually allowed to be self-generating and sustaining. As such the garden is used to educate students on the importance of our local and global environment by numerous opportunities to learn about biological and ecological processes and responsible garden management.

Outdoor Seating Areas Outdoor seating can provide opportunities for student social engagement through large or small group interaction. The Learning Green, as an open

secure area, can provide the perfect opportunity for congregation of groups and individuals in constructive, casual settings.

Dining Areas A series of doors were strategically placed nearby the high school and junior high cafeterias. The purpose of these was to provide an opportunity for the students to utilize the outdoor space for dining during designated lunch times. There was also the thought that table and benches could be used during incidental time between classes and during school hours. In most cases these dining areas are furnished with fixed seating that is durably built for outdoor student use. Shading would also be a benefit in these areas to shield students from glare and heat.

Pedestrian Corridors The pedestrian walk system is comprised a primary route and secondary routes that links academic areas of the high school to the athletic and fine arts section and numerous pathways within the junior high quadrant of the green.

Green Wall During the initial design stage of the project, a strong desire was voiced to provide a separation of the junior high quadrant from the high school area of the quad.

A quarter circular element was created to provide a barrier between these two sections. The barrier was conceived as a green wall that would filter the view between sections. It should not be considered as a barricade but as a visually appropriate feature. As such the ideal is considered as a lattice system with vines or vegetation. A sidewalk or path was considered in conjunction with this wall to allow pedestrian access across the junior high quad.

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THE LEARNING GREEN

Outdoor Learning Features and Activities Amenities Safe and Security: Careful thought should be given

to the features that provide safety, security and maintenance of the outdoor environment for the students and community. Determine the best locations for access from within and outside the school by public or visitors. Also, the desire to separate the junior high students from the high school students is required.

Vehicular and Equipment Access: Regarding access,

vehicular access must be provided for maintenance equipment and delivery of soils and other bulk items related to outdoor features and events.

Outdoor Lighting: Although the learning green is most

active during daytime school hours, lighting should be provided for evening events. Adequate lighting can be considered a component of safety and security features.

Electrical, Plumbing and Wireless Access: The need for

electrical, plumbing and wireless access should be considered as a supportive component of the activities, events and maintenance of the learning green. The learning green should be considered as an extension of the other learning spaces with the schools; as such infrastructural needs are equally critical.

Learning Green Design Strategy After thoughtful consideration of the desired feature and actives of the outdoor spaces, the next step will be to involve a program of spaces that will locate the features and activities within the learning green.

This program will provide a roadmap for the planning to follow. At that time the plan will be shared and developed in conjunction with the landscape architect, civil engineer and MEP to create the best outcomes.

Learning Green Information: ACADEMICS

Dimension: 740”l. x 540’w.

Square Feet: 400,000 Square Yards : 44,400 Square Meters: 37,124 Acre: 9.1

ACADEMICS

HIGH SCHOOL LIBRARY

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LEARNING GREEN ACADEMICS FINE ARTS ART

Comparison Football Field SF

57,600

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JUNIOR HIGH SCHOOL

ATHLETICS

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9TH GRADE

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2 INTEGRATED CURRICULUM

1 HIGH SCHOOL GREEN

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4

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JUNIOR HIGH ACADEMICS GREEN

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1 HIGH SCHOOL 2 HIGH SCHOOL 3 JUNIOR HIGH SCHOOL 4 JUNIOR HIGH SCHOOL

Outdoor Social & Community Spaces Integrated Curriculum Learning Spaces Outdoor Social & Community Spaces Integrated Curriculum Learning Spaces

LEARNING GREEN PROGRAMMATIC PLAN

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HIGH SCHOOL

9TH GRADE CAFETERIA

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JUNIOR HIGH SCHOOL ATHLETICS

The Images shown are proximic illustration of the types of functions and location for the range of venues, features and learning activities for consideration of The Learning Green.

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THE LEARNING GREEN

LEARNING GREEN PLAN DEVELOPMENT

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