High Performing Buildings - Winter 2008 - (Page 46)

Experiential Learning Every sustainable feature at the schools is an opportunity to enhance experiential learning. The entry area at both schools features a sundial, which allows students to connect the seasonal change with the different positions of the earth and sun. A special sensory garden at Northern Guilford has been designed for challenged students, geared at stimulating the students with multiple sensory experiences. Interpretive signage is installed throughout the school buildings and sites, helping to educate students, staff, community and visitors about the sustainable features. At Northern Guilford, an LCD screen is installed in the main hall outside the administration ofﬁce to educate visitors about the many beneﬁts of the green campus. Both schools incorporate realtime monitoring of the sustainable design features. Students can use their computer monitoring systems to compare the performance of their systems to similar sustainable systems in other schools across the country and world. Linked into their classroom computers, the students at Northern Guilford can see how their Living Machine®, constructed wetlands, solar hot water system, rainwater harvesting system, photovoltaic systems, and the weather station are performing. Energy, water, and nitrogen reductions are all monitored in real-time and monthly and weekly savings are compiled. The savings are instantaneously converted into energy and environmental savings including CO2 reduction. In the near future it is hoped that the students will be able to Winter 2008 bundle these CO2 savings and sell them through the Chicago Climate Exchange to states and other countries that have carbon trading mechanisms in place. Linking these systems and their performance to science curriculum gives students opportunities to learn through ﬁrsthand experience. • Wall sundial near main entrance to Reedy Fork. Sign explains photovoltaic system on Reedy Fork’s entry canopy. Bioswales and Constructed Wetlands At Northern Guilford and Reedy Fork, bioretention swales and constructed wetlands capture all rainfall that does not fall on the roof areas, further minimizing nitrogen runoff before being discharged to the local streams and rivers. No storm water is discharged into local storm sewers. Special soils and a variety of aquatic plants such as Pickerel Weed, Soft Rush and Spike Rush reduce pollutants from the storm water, again returning clean water to the aquifer. Photovoltaic-driven aerators are used in constructed wetlands to move surface water and minimize mosquito problems. The wetlands at both schools are used as important parts of the school’s science curriculum, offering the students opportunities to study local ecosystems. ABOUT THE AUTHOR Michael Nicklas, FAIA, is president, cofounder and design principal at Innovative Design, Inc., in Raleigh, N.C. He served on the project committee of ASHRAE’s publication, Advanced Energy Design Guide for K–12 School Buildings: Achieving 30% Energy Savings Toward a Net Zero Energy Building. 46 HIGH PERFORMING BUILDINGS

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High Performance Buildings - Winter 2008 Passing On the Gift: Heifer International Headquarters Head of the Class: University of Florida’s Rinker Hall How Far Can You Go? Pearl River Tower The Proof Is Performance: How Does 4 Times Square Measure Up? Lighting the Way: Two Guilford County Schools Montreal’s Retail Example: Mountain Equipment Co-op® (MEC)

High Performing Buildings - Winter 2008

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