Greenberg Elementary Eco-Schoolyard by Bian Jing

GREENBERG ELEMENTARY TRANSFORMATION TO AN ECO-SCHOOLYARD

TEMPLE UNIVERSITY

LANDSCAPE ARCHITECTURE STUDIOS PROFESSOR LOLLY TAI, PhD, RLA, FASLA FALL 2016

TEMPLE UNIVERSITY

Published By:

Temple University Tyler School of Art Division of Architecture and Environmental Design Landscape Architecture Studios | Fall 2016 580 Meetinghouse Road, Ambler, PA 19002 Phone: +1 (267) 468 8181 Fax: +1 (267) 468 8188

Copyright ÂŠ 2016. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the author.

ISBN: 978-1-5323-2543-4

TABLE OF CONTENTS

Greenberg Elementary

ACKNOWLEDGMENTS....................................6 EXECUTIVE SUMMARY..................................10 INVENTORY AND ANALYSIS...........................12 History Cultural Analysis Ecological Analysis

14 22 38

DESIGN.........................................................74 Design Team I Design Team II Design Team III

76 112 134

CASE STUDIES.............................................160 REFLECTIONS..............................................254 AFTERWORD...............................................266 REFERENCES...............................................268

Transformation Transformation to anto an Eco-Schoolyard Eco-Schoolyard

ACKNOWLEDGMENTS

Greenberg Elementary

DESIGN STUDIO PROFESSOR Lolly Tai, PhD, RLA, FASLA

DEPARTMENT OF LANDSCAPE ARCHITECTURE Baldev Lamba, RLA, ASLA, Department Chair

COMMUNITY SUPPORT Sally Gendler, Coordinator, Primex, Green Projects David Green, Owner, Primex Gina Hubbard, Principal, Greenberg Elementary Scott LaQuay, Counselor, Greenberg Elementary Brian Wenrich, City Planner, West Philadelphia

Dierdre Clemp, Parent Jennifer Miller, Parent Nicole Flynn, Parent Susan McCann-Erick, Parent Janice Sicilano, Parent

STUDENTS Design Team I Jing Bian Ani Knauff Lisa Mann Sean Vanderslice

Design Team II Di Huang W. Patrick Playdon Derek Suomi Julia Westermeier

Design Team III Robert Gray Hamed Lavasani Erin Smith Kristin Winters

Back Row (Left to Right): W. Patrick Playdon, Robert Gray, Sean Vanderslice, Hamed Lavasani, Erin Smith, Derek Suomi, Lisa Mann, Di Huang. Front Row (Left to Right): Kristin Winters, Ani Knauff, Jing Bian, Julia Westermeier, Dr. Lolly Tai.

Transformation to an Eco-Schoolyard

Greenberg Elementary

The graduate and senior landscape architecture students are so grateful for the outpouring of support we received from everyone involved with our project. This would not have been possible without Sally Gendler and David Green of Primex, as well as Principal Gina Hubbard, Counselor Scott LaQuay, and parents Dierdre Clemp and Brian Wenrich from the Greenberg School. Their thoughtful feedback throughout the semester assisted us in our design process, and we hope they will see their input throughout this book. A special thank you to parents Jennifer Miller and Nicole Flynn, and to teacher Susan McCann-Erick who were kind enough to lend us their time during our final presentation. Finally, thank you to the entire Greenberg Community: the students, teachers, faculty and staff, and neighborhood residents who offered support and suggestions for our project.

Transformation to an Eco-Schoolyard

EXECUTIVE SUMMARY Greenberg Elementary Eco-Schoolyard project was conducted by graduate and senior landscape architecture students at Temple University during the fall semester of 2016. This collaboration merged a rich and unique range of experiences and ideas. The semester began with comprehensive research of case studies of eco-schoolyards and playgrounds. This provided the students with a thorough knowledge of the focus of the project as well as tremendous design inspiration. They learned a great deal about successful projects in the U.S. and around the world. Most importantly, they learned the key design criteria integral to successful outdoor spaces for children. To familiarize themselves with the cultural and ecological context of the site, students conducted a thorough inventory and analysis of Greenberg Elementary and the local community. They researched history and examined demographics, land use, vehicular and pedestrian circulation, vegetation, soils, geology, slope, climate, views, materials, and utilities. They used the results of this work to inform their designs. A critical part of the project was soliciting input from the users of the schoolyard which included kindergarteners through eighth graders. A focus group was held early in the design process with a group of selected students. Temple students also met with parents, teachers, staff, and the principal. These meetings yielded key ideas from all participants which guided the development of the program for the project. As the design process proceeded, students worked in three teams to develop three alternative master plans for Greenberg Elementary. The designs followed each teamâ&#x20AC;&#x2122;s goals and objectives, as well as guidelines from Philadelphiaâ&#x20AC;&#x2122;s Green Schools Program. Each design focused on connecting children to the outdoor learning and play environment, reducing pervious pavement, integrating elements of creative green infrastructure, and enhancing the schoolyard and the community through an aesthetic landscape. The goal is to transform Greenberg to an eco-schoolyard, and to foster a natural learning and play environment.

Transformation to an Eco-Schoolyard

INVENTORY & ANALYSIS An in-depth inventory was conducted to understand the specific site conditions of Greenberg Elementary School. The collected information was analyzed so the design teams could make informed decisions that would maximize the benefit to the school and the surrounding community.

Transformation to an Site History Eco-Schoolyard

Site History

HISTORY Understanding the history of the site is a vital part of the design process. This knowledge gives depth to design solutions that pays homage to the past, but looks to the future.

Transformation to an Eco-Schoolyard

HISTORICAL TIMELINE

The site currently occupied by Greenberg Elementary was owned by J.W. Barnes in 1852.

1600s

1700

1895

1800 1852

Quakers and Swedes settled in the Bustleton section of Philadelphia in the mid 1600s.

Disease outbreaks in the City of Philadelphia influenced the wealthy residents to purchase country homes in the rural parts of Philadelphia County. The land that Greenberg Elementary occupies was owned by John Antrobus in 1895. 16

Site History

Bustleton was part of the first airmail service route in the United States. A 137-acre site near Byberry Road, Red Lion Road, and Bensalem Pike was chosen as a landing field for planes going between Washington, D.C. and New York. 1900 1918

Over time farms and estates were turned into airfields. New housing developments were built in the 1950s. In 1953, the Flying Dutchman Airfield was sold to builders and replaced with a large housing development. 1929

The groundbreaking ceremony for Greenberg Elementary occurred in 1964.

1962 1953

2000

2016

1964 Today, Greenberg Elementary’s surrounding neighborhood is a primarily residential area with mostly single-family homes.

In 1929, Ernest Buehl moved to Bustleton and started the “Flying Dutchman Air Service” on 200 acres of open, flat land at Bustleton and Tomlinson Roads. Buehl not only made local air mail deliveries, but also taught flying lessons. In May of 1941, Buehl was ordered to share the field space with the Brewster Flying Club.

SiteTimeline History

JOSEPH J. GREENBERG

Joseph J. Greenberg was born on September 28th, 1883, in Baltimore, Maryland. He attended the City College of Baltimore before moving to Philadelphia in 1904. Greenberg was a real estate developer, builder, and broker in Philadelphia for over fifty years, and was the chairman of the firm of Joseph J. and Reynolds H. Greenberg, Inc. Some of his buildings include 2601 Parkway, and the Architects Building on Walnut Street. During World War I, Greenberg built naval facilities in and around Philadelphia. He was concerned about the state of public schools in the area, and was appointed to the Board of Education. Joseph J. Greenberg passed away on June 16th, 1963 at the age of 79.

Site History

JOSEPH J. GREENBERG ELEMENTARY SCHOOL

HISTORICAL PHOTOS

TOP The beginning of construction on Greenberg Elementary School.

Historical Photos

Site History

OPPOSITE LEFT Photo of the groundbreaking ceremony for Greenberg Elementary. TOP AND BOTTOM Photos during construction of Greenberg Elementary.

Historical Photos

Site History

CULTURAL ANALYSIS The social context of a site informs design opportunities and constraints. We researched the cultural aspects of Greenberg Elementary to better understand how to design the schoolyard to be a safe and useful asset for the students and surrounding community.

Transformation to an Site History Eco-Schoolyard

NEIGHBORHOOD DEMOGRAPHICS HOUSEHOLD INCOME AND EXPENDITURE $45,998 $48,867 $75,440

Average Household Total Expenditure

Huntingdon Valley PA, 19006 d Re n Lio

Joseph J Greenberg School

ule va rd Bo

se ve lt Ro o

Pennypack Park

ila

on tgo de mery lph ia

Bustleton,NE Philadelphia, PA 19115

2 miles

$146,611 $182,000 $330,000

Median Home Sale Price

$319,558 $387,206

Average Household Net Worth Median Household Income

$41,248 $50,950 $87,439

Average Household Income

$55,324 $59,569 $111,424

Philadelphia

$831,737

$400,000 $800,000

$0 $400,000$800,000 PER YEAR

Bustleton

Huntington Valley

According to neighborhoodscout.com, the Bustleton neighborhood has a higher income than 46.7% of the neighborhoods in America.

The map above shows two zip code areas which are partially within a two mile radius from Greenberg Elementary School. The two areas shown are 19006 for Huntingdon Valley in Montgomery County, and 19115 for the Bustleton neighborhood in Northeast Philadelphia. The graphs on these pages compare 2013 data for the two zip code areas and the City of Philadelphia as a whole. The population for each area is as follows: - Huntingdon Valley 21,423 - Bustleton 35,661 - Philadelphia 1,556,600 24

Cultural Analysis

CRIME Motor Motor Vehicle Vehicle Theft Theft Larceny Theft Theft Larceny Burglary Burglary Aggravated Assault Assault Aggravated Robbery Robbery Forcible Rape Rape Forcible Murder Murder

GRAPH 0 0

Philadelphia Philadelphia

500 500

1000 1000

PER YEAR

Bustleton Bustleton

1500 1500

2000 2000

2500 2500

Huntington Huntington Valley Valley

The crime rates in both areas are significantly less than Philadelphia as a whole in every category, suggesting that fewer measures may be needed to create a safe schoolyard.

3000 3000

AGE AGE 1.8%

Age 85 and over

4.3% 4.1% 5.2%

Age 75 to 84

6.5%

Age 65 to 74

9.9% 9.7%

3.8%

8.2%

6.1% 4.4%

Age 55 to 59

Age 35 to 44

13.5%

Age 25 to 34

52.40% 47.60% 30.0%

Female

50.0%

Male

The adult female population is higher than the male and the three areas follow the same ratio pattern.

RACE 7.7%

3.8% 3.8% 4.2%

3.2% Native American 3.6% Age 15 to 17 3.2% Other 4.6% Black Age 10 to 14 5.5% Two or More Races Asian4.0% Age 5 to 9 5.3% White Age 0 to 4

4.4% 4.4%

7.4% 7.1% 7.4%

6.5%

0.0% 20.0% 40.0% 60.0% 80.0% 100.0%

2.0%

Huntington Valley

14.8% 14.3%

8.1%

0.0%

53.10% 46.90%

16.1%

14.5%

11.5% 11.3%

Age 18 to 20

Bustleton

10.0%

Age 45 to 54

2.4%

52.70% 47.30%

8.1% 8.2% 12.0%

Age 21 to 24

Philadelphia 7.9%

7.1%

Age 60 to 64

GENDER

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

16.0%

18.0%

In the Bustleton neighborhood 32.6% of the working population is employed in sales and service jobs. These range from major sales accounts positions to jobs in fast food restaurants. The second most important occupational groups in this neighborhood are executive, management, and professional occupations, with 27.2% of the residents employed in these areas. Other residents here are employed in clerical jobs or tech support.

Philadelphia Bustleton Bustleton Huntington Valley Philadelphia Huntington Valley

MARITAL STATUS

RACE Native American Other Black Two or More Races Asian White

Separated Divorced Widowed Never Married

GRAPH

Married

0.0% 20.0% 40.0% 60.0% 80.0% 100.0% Philadelphia

Bustleton

Huntington Valley

0.00% Philadelphia

GRAPH 20.00% 40.00% 60.00% 80.00% Bustleton

Huntington Valley

The population in Bustleton is primarily white when compared to the city of Philadelphia as a whole. Demographics

SCHOOL DEMOGRAPHICS Greenberg Elementary is a highperforming school. Some specific needs, such as studentsâ&#x20AC;&#x2122; varying abilities or economic status, should be addressed in the design process.

0.2 Miles

Greenberg Elementary School serves the students of the Bustleton neighborhood.

RACE RACE

ENROLLMENT 740 730 720 710 700 690 680

738 4.9%

718

Cultural Analysis

9.9% 0.5% 4.9% 4.9%

703

GRAPH

School enrollment from 2013 to 2016.

0.5%

12.6% 9.9%12.6% RACE 0.5%

9.9%

12.6%

African American African American WhiteAmericanWhite African White

23.2%

Asian

Latino Latino

Latino

Asian

23.2% 48.9%

48.9%

Indian American

Indian American Indian American Other 48.9% Other Other

Almost half of the students at Greenberg Elementary are white.

91.5 15.5

5 Grade 7 Math

58.4 51.7

4 Grade 7 Math

53.8

3 Grade 7 Math

GRADES FROM GRADES FROM PSSAPSSA 31.9

rade 6 Reading

(Pennsylvania System of School Assessment) 34.1

2014-2015 Grade 8 Reading

rade 6 Reading

rade 6

38.8

80.7

41.5

2012-2013 Grade 8 Reading Reading 2014-2015 Grade 7 Math

16.5

5 Grade 5 Math

2013-2014 Grade 7 Math

38.6 31.9

3 Grade 5 Math 2013-2014 Grade 6 Reading

74.7

2014-2015 Grade 4 Reading

40.8 38.5

2012-2013 Grade 4 Reading

4 Grade 3 Math

18.9

2014-2015 Grade 3 Math

42.9

86.4 74.7

45.8

SDP Average % SDP Average %

40 40

(School District of Philadelphia)

ENGLISH LANGUAGE LEARNERS 6.10%

50 60

87.7

6.10% of students receive English Language Learner (ELL) services.

7060

82.4 80

7090

82.4 10080

100

Greenberg %

CEP CEP ECONOMICALLY ECONOMICALLY CEP ECONOMICALLY ECONOMICALLY DISADVANTAGED DISADVANTAGED DISADVANTAGED DISADVANTAGED 38.17 38.17 61.83 61.83 61.83 61.83

93.90% English Language Learners Other Students

87.7

47.4

2012-2013 Grade 3 Math 20

74.7

42.9

3 Grade 3 Math2013-2014 Grade 3 Math 20 10

16.80% of the students at Greenberg Elementary have

86.4 Individualized Education Plans (IEPs).

78.7

45.8

Students without Individualized Education Plans

82.1

74.6

18.9

Mentally Gifted

74.6

38.5

27.7

GRAPH

Students with Disabilites

82.1 78.7

72.4

41.1

2012-2013 Grade 5 Math

rade 4 Reading

41.5

38.640.8

rade 4 Reading2013-2014 Grade 5 Math

83.20%

67.9

16.5

2013-2014 Grade 4 Reading 5 Grade 3 Math

74.7

53.8

41.1 38.8

27.7

2012-2013 Grade 6 Reading

51.7

2014-2015 Grade 6 Reading

2014-2015 Grade 5 Math

91.5

58.4

4 Grade 5 Math2012-2013 Grade 7 Math

rade 4 Reading

89.7

57.2

15.5

14.90% 1.90%

72.4

60.3

2013-2014 Grade 8 Reading

SPECIAL EDUCATION

67.9

38.17 38.17

SERIOUS INCIDENTS 3 2 1 0

2012-2013

GRAPH

2013-2014 2014-2015

CEPEconomically Economically Disadvantaged Disadvantaged CEP CEP Economically Disadvantaged CEP Economically Disadvantaged Other Students Other Students Other Students

AboutOther one-thirdStudents of the students are economically disadvantaged.

Most serious incidents in the school have involved theft.

Demographics

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Friends of Fox Chase Farm Pennypack Environmental Center

GREENBERG ELEMENTARY SCHOOL LOCAL ROADS STATE ROADS COUNTY LINE PARK/OPEN SPACE

ACTIVE RECREATION AGRICULTURE esri RESIDENTIAL - LOW DENSITY RESIDENTIAL - MEDIUM DENSITY 0

Cultural Analysis

0.25 0.5

Miles

UTILITY TRANSPORT CIVIC WATER VACANT/UNKNOWN

RESIDENTIAL - HIGH DENSITY COMMERCIAL MILITARY INDUSTRIAL

0.5

2 Miles

LAND USE OPPORTUNITIES Land use surrounding Greenberg Elementary School is predominantly detached, low density, single family housing. There is ample commercial retail within a two-mile radius for shopping. Pennypack Park and Fox Chase Farm are a mile from the school and offer many opportunities for free play, active recreation, and education, all within city limits. Proximity to various transportation opportunities encourages community involvement and use of school space.

CONSTRAINTS There is no room for expansion of Greenberg Elementary School in the Bustleton neighborhood. Existing single family housing restricts road widening to alleviate traffic in the immediate vicinity. Gaps in the extensive multi use trail system and high speed traffic make road use dangerous for young people. There are no current plans to safely connect bike friendly roads in the gap between Middleton and Pine Road to access Pennypack Environmental Center. Road circulation around the school is tight and congested at peak times. Access by public transit is limited to set schedules.

Land Use

ile s

k 5 2 3 (2 miles) GREENBERG ELEMENTARY SCHOOL BUSINESSES SHOPPING CENTERS INDUSTRIAL BUSINESSES SUPERMARKETS FARM MARKETS

CULTURAL CENTERS RELIGIOUS INSTITUTIONS 2 KLEIN LIFE - JEWISH COMMUNITY CENTER 3

LANDMARKS 4 PENNEPACK BAPTIST CHURCH HISTORICAL SITE NORTHEAST PHILADELPHIA 5 AIRPORT 0 0.5 1

ARTS/ENTERTAINMENT MITCHELL PERFORMING ARTS CENTER MOVIE THEATER 2 Miles

Esri, HERE, DeLorme, MapmyIndia, Â© OpenStreetMap contributors, and 1 2 0 0.5 the GIS user community Miles

Cultural Analysis

BUSINESS AND CULTURE Greenberg Elementary is in the middle of a purely residential neighborhood. Densely populated neighborhoods and businesses such as restaurants and shops are nearly two miles from the school. Many businesses are in shopping centers and strip malls. Some local supermarkets specialize in Indian, African, Russian, and European items. The nearest farm market is nearly four miles away from the school; presenting an opportunity to increase studentsâ&#x20AC;&#x2122; awareness of food sources through an edible garden on the school grounds. There are many different religious institutions in the local neighborhood, including Pennepack Baptist Church, which was founded in 1688 and is the oldest surviving Baptist church in Pennsylvania. Both the Northeast Philadelphia airport and the Mitchell Performing Arts Center are within a short drive.

Shopping center

Supermarket

Specialty foods market

Pennepack Baptist Church

Jewish synagogue

Catholic church and Albanian Orthodox ďż˝hurch

Business and Culture

ile s 2M

3 1

6 5 GREENBERG ELEMENTARY SCHOOL PLAYGROUNDS

1 LACKMAN PLAYGROUND 2 HAYES MEMORIAL PLAYGROUND

GYMS/SPORTS CENTERS

SINGLE FAMILY HOMES 49.17% OR LESS 49.18% - 88.59% 88.60% OR MORE

3 ROOSEVELT RACQUET CLUB OUTDOOR TENNIS COURTS

4 BUSTLETON SWIM CLUB 5 FOX CHASE RECREATION CENTER 6 NORTHEAST RACQUET AND FITNESS

0.5

SCHOOLS PUBLIC PRIVATE

2 Miles

Esri, HERE, DeLorme, MapmyIndia, Â© OpenStreetMap contributors, and 1 2 0 0.5 the GIS user community Miles

Cultural Analysis

RESIDENTIAL LIFE Most residences near Greenberg Elementary are single family detached, split-level homes with a front yard, back yard, and driveway. There are sidewalks along the well-maintained streets. The nearby neighborhoods also contain many attached, single family homes (twins). In the areas west and southeast of the school there are higher density residences such as apartments, condominiums, and townhouses. CCA Baldi Middle School is the closest public school, while most other nearby schools are private. The two closest public playgrounds are two miles from Greenberg. Local sports and recreation centers are not exclusively geared towards children. The scarcity of nearby playgrounds and recreation centers supports the value of proposed improvements at Greenberg Elementary.

CCA Baldi Middle School

Hayes Memorial Playground

Lackman Playground

Single family detached, split-level homes

Single family attached homes

Apartment building

Residential Life

ile s 2M KEY GREENBERG ELEMENTARY SCHOOL MAJOR ACCESS ROUTES MINOR ACCESS ROUTES HIGHWAY ACCESS

Cultural Analysis

0.5

2 Miles

REGIONAL CIRCULATION Greenberg Elementary School is a fairly secluded site that can be accessed easily from the west via Route 232, and from the southeast via Roosevelt Boulevard. Springview Road provides the only two-way access road to the school, and forms a loop with the adjacent one-way roadways of Alicia Street and Sharon Lane. Although the site is located not far from Northeast Philadelphia, traffic patterns are consistent with low volume travel during most of the day. However, like many school zones, major traffic congestion forms on a daily basis as school buses drop off or pick up students in a designated area along Alicia Street. This condition is a direct result of the school having no distinct pull off area for buses, as well as only enough room to accommodate a staggered arrival and departure schedule. Neighbors cite traffic as a major concern regarding the school. Not only would a true bus lane help solve this issue, the zone could be designed in such a way to provide a welcoming arrival point for students and parents. On site parking is within two designated lots with additional non-permit on-street parking along Springview Road, Sharon Lane, and Alicia Street. During peak times, both the upper and lower lots are completely full, so on-street parking is very important to the site. Safety should also be considered when designing the edges of this site because light pedestrian use is common on the sidewalks along the roadways adjacent to the school.

Regional Circulation

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TRANSPORTATION Greenberg School is accessible by auto, rail, bus, bike, and foot. The Route 67 bus stop is 0.4 miles walking distance from the school. The nearest train station, Bethayres, on the West Trenton Regional Rail line is within a 1.5 mile walk. Pennypack Park and Fox Chase Farm are a mile from the school.

Transportation

Site History

ECOLOGICAL ANALYSIS A thorough understanding of the ecological conditions of a site is essential for creating a design that will be functionally and aesthetically sound. An eco-schoolyard serves not only the staff and students well, but also the flora and fauna of the region.

Transformation to an Site History Eco-Schoolyard

LOCATION OF GREENBERG ELEMENTARY WITHIN PHILADELPHIA COUNTY HISTORIC ECOSYSTEMS

Greenberg Elementary School

Philadelphia Historic Ecosystem Upland forest Floodplain forest Coastal plain forest Tidal marsh and mudflat Tidal river

Map: Pennsylvania Natural Heritage Program

Ecological Analysis

HISTORIC ECOSYSTEMS OF PHILADELPHIA COUNTY Joseph J. Greenberg Elementary falls within the Piedmont ecosystem of the northeastern United States. Historically it would have been part of an upland forest ecosystem that included some of the following plant species:

Quercus coccinea - scarlet oak Quercus prinus - chestnut oak Sassafras albidum - sassafras Carya glabra - pignut hickory Castanea dentata - American chestnut Carya ovata - shagbark hickory Quercus falcata - southern red oak Ostrya virginiana - hop-hornbeam Fagus grandifolia - American beech Carya tomentosa - mockernut hickory Quercus velutina -black oak Quercus rubra - northern red oak Quercus alba - white oak Carya cordiformis - bitternut hickory Carya laciniosa - shellbark hickory Quercus phellos - willow oak Quercus palustris - pin oak Quercus bicolor - swamp white oak

Linking Joseph J. Greenberg School within the wider ecological context of the northeastern United States will enable the school to foster connections between students and many organizations focused on bringing nature back to urban areas. Support from such organizations may enrich the curriculum and programs at the school.

Quercus prinus - chestnut oak

Sassafras albidum - sassafras

Quercus phellos - willow oak

Historic Ecosystems

4 2M

ile s

To Benjamin Rush State Park (4 miles)

1 3

Lorimer Park

k 2 Pennypack Park

GREENBERG ELEMENTARY SCHOOL eBIRD HOTSPOTS (eBIRD.ORG)

1 LORIMER PARK 2 PENNYPACK PARK

FARMS

3 FOX CHASE FARM 4 MEADOWBROOK FARM

ENVIRONMENTAL CENTERS PENNYPACK ENVIRONMENTAL CENTER (NORTH-END) 0

0.5

2 Miles

1 2 0 0.5 Esri, HERE, DeLorme, MapmyIndia, Â© OpenStreetMap contributors, and Miles the GIS user community

Ecological Analysis

GREEN SPACES

ATLANTIC FLYWAY

Greenberg Elementary is near Lorimer Park (Montgomery County) and Pennypack Park (Philadelphia Department of Parks & Recreation). Both parks are eBird Hotspots on ebird.org with several dozen bird species identified each year. The school is not directly connected to either park, as it is surrounded by a residential neighborhood. Students from Greenberg visit nearby Fox Chase Farm as part of their studies. The 304-acre Benjamin Rush State Park is four miles from the school.

Lorimer Park

Greenberg Elementary is located in the Atlantic Flyway migratory zone, an area where edible and pollinator gardens can benefit both people and birds. Audubon Priority Birds which live in or travel near Greenberg include those pictured below.

Prothonotary Warbler

Wood thrush

Bald eagle

Black-throated blue warbler

Pennypack Environmental Center

United States

Fox Chase Farm

Atlantic Ocean

Atlantic Flyway

Green Spaces

UPPER PHILADELPHIA COUNTY NATURAL HERITAGE AREAS

4 3 1

1 2 3 4

WISSAHICKON VALLEY FAIRMOUNT PARK PENNYPACK PARK POQUESSING CREEK UPLANDS PHILADELPHIA COUNTY LINE

Ecological Analysis

NATURAL HERITAGE AREAS Pennypack Park is one mile away from Greenberg Elementary, and is part of a collection of sites across Pennsylvania that have been declared critical or supporting landscapes for native species of flora and fauna. By designating open spaces as Natural Heritage area, the Pennsylvania Natural Heritage Program (PNHP) is helping to “catalogue and provide current, reliable, objective information” on the location and status of ecologically significant landscapes. The PNHP is a member of NatureServe, an international network of natural heritage programs. Identifying and recognizing the location of these spaces within the proximity to Greenberg Elementary School may assist in the selection of plant species for the site design. It is important to link these fragmented parcels of land in order to strengthen the habitats of threatened species. This objective could inform and support a program of learning about indigenous species within the school’s curriculum.

Natural Heritage Areas

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Ecological Analysis

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GIFFORD

GR RIPL FUL IFF EY LER I TH RT EL AF GREENBERG ELEMENTARYTSCHOOL ON BE EC LOCAL M ROADS HE Y R STATERROADS TL FA E UN COUNTY LINE BL CE EIG H TY SO LE N KN DA EN OR L G R

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the GIS user community

Miles

MULTI-USE TRAILS Philadelphia has more than 435 miles of dedicated bike lanes beginning within 0.6 miles of Greenberg Elementary School. Multi-use trails such as the Pennypack Trail, a designated East Coast Greenway Trail, are also in the neighborhood. A visible gap in trail connectivity (purple circle) is identified as an opportunity to bring Greenberg Elementary School students quickly and safely into Pennypack Park without having to ride on busy four lane roads. A safer connection to Pennypack Park and Fox Chase Farm would be desirable.

Multi-Use Trails

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Sources: Esri, HERE,0DeLorme, 0.5 Intermap, increment P Corp., GEBCO, 1 2 USGS, FAO, NPS, NRCAN, GeoBase, IGN, Kadaster NL, Ordnance Miles Survey, Esri Japan, METI, Esri China (Hong Kong), swisstopo, MapmyIndia, Â© OpenStreetMap contributors, and the GIS User Community

Ecological Analysis

SOILS A soil survey is critical to help evaluate the feasibility of a site for designing and planting. The soil within the Greenberg Elementary School site is classified uniformly as urban soil (UdB) that has been manipulated, disturbed, or transported by man’s activities in the urban environment. Further on-site soil surveys are needed to determine the proper procedure for remediation.

PH Soil pH has a significant effect on the solubility of minerals or nutrients. Most minerals and nutrients are more available in acid soils than they are in neutral or slightly alkaline soils.

HYDROLOGICAL SOIL GROUP Soils are assigned to one of four groups according to the rate of water infiltration when the soils are not protected by vegetation, are thoroughly wet, and receive precipitation from longduration storms. The soils on this site fall into groups B and C. B - moderate infiltration rate C - slow infiltration rate

DEPTH TO WATER TABLE “Water table” refers to a saturated zone in the soil that has grayish colors (redoximorphic features). Information on water table depths are important when manipulating the earth for cut and fill, and for creating wetlands and shallow water management features.. The water table may also impact wetlands in or near the project area.

2ft

6.2

>6ft 6in 4.9

B 4.9

Hydrological Soil Group

>6ft 6in

Depth to Water Table

Soil

HYDROLOGY AND TOPOGRAPHY Greenberg Elementary lies within the Pennypack Creek watershed in Philadelphia. The Pennypack Creek watershed is the fourth largest in the city, and covers approximately 17.5 square miles. All water in this watershed flows into the Pennypack before it makes its way to the Delaware River.

MAJOR WATERSHEDS Poquessing Creek Watershed

Pennypack Creek Watershed

Tookany/TaconyFrankford Creek Watershed 50

Delaware Direct Watershed ER

IV ER

Ecological Analysis

R WA ELA

0.5

2 Miles

All water that is not stored on-site at Greenberg Elementary is controlled by storm drains along the street which direct it to Ballard Brook and Pennypack Creek. Greenberg Elementary is not part of Philadelphiaâ&#x20AC;&#x2122;s combined sewer system, so wastewater and stormwater are handled separately.

STORMWATER INPUTS AND OUTFLOWS ALBURGER AVE

STORMWATER INPUT STORMWATER OUTFALL

CHAR

BA L

LA RD

AR E

BR OO

ETTE

SHARON LN

ALICIA

K BR OO

125

BA L

250

500 Feet

IEW NGV SPRI

GREENBERG ELEMENTARY

Hydrology and Topography

SLOPE ANALYSIS

190

TTE R

VIE ING SPR

N RO HA

190

180

200

E CHAR

180

160

170

Most slopes on the Greenberg Elementary site are relatively flat, especially in the schoolyard. However, there are steep slopes along the siteâ&#x20AC;&#x2122;s perimeter. Water that reaches this perimeter will drain off-site. The surrounding neighborhood is characterized by gentle slopes. The major exception to this is at the banks of Ballard Brook, where slopes can reach over 30%.

190

180 GREENBERG ELEMENTARY

180

200 19

170

ALICIA ST

190

SLOPE 52

25%+ 20-25% 15-20% 10-15% 5-10%

Ecological Analysis

2-5%

0-2%

125

250

500

Feet

Wissahickon Wissahickon Creek Water Creek Wissahickon Water Wissahickon Creek Water Creek 10.5Water10.5 Cobbs Creek Cobbs Watershed Creek Watershed Cobbs Creek CobbsWatershed Creek Watershed 5.5 5.5 Darby Creek Darby Watershed Creek Watershed Darby Creek DarbyWatershed Creek Watershed 0.9 0.9

10.5 5.5 0.9

Total Impervious Area Area Total AreaArea Impervious Impervious RoofArea AreaRoof AreaArea AREA IMPERVIOUS Total AreaTotal AreaImpervious Area Area Area 151544 Area SF151544 SF 151544 116219 151544 SFSF116219 SF SF 116219 31055 116219 SFSF 31055 SF SF SURFACES

Pervious Roof Area Area Roof Pervious AreaArea PerviousPervious Area Area 31055 35325SF 31055 SF 35325 SF SF

35325 SF 35325 SF RI SP

VI NG

LN2016-2017 FYFY2016-2017 FY 2013-2014 FY 2013-2014 FYFY2013-2014 2014-2015 FY 2013-2014 FY 2014-2015 FYFY2014-2015 2015-2016 FY 2014-2015 FY 2015-2016 FYFY2015-2016 2016-2017 FY 2015-2016 2017-2018 FY 2016-2017 FY 2017-2018 FY 2017-2018 FY 2017-201 NFY EW

O AR According to the Philadelphia SH Cost Cost Cost $1,220.19 Cost $1,220.19 $1,220.19 $1,287.37 $1,220.19 $1,287.37 $1,287.37 $1,287.37 $1,287.37 $1,287.37 $1,287.37 $1,281.90 $1,287.37 $1,281.90 $1,281.90 $1,281.90 $1,339.51 $1,339.51 $1,339.51 $1,339.5 Water Department, the total area Watershed Name Watershed NameWatershed Name Area Watershed Name (Square Area Name (Square Miles) Area Miles) (Square Area (Square Miles) Area Miles) (Square Miles) of GreenbergWatershed Elementary’s parcel Delaware Delaware Direct Delaware Watershe Direct Delaware Watershe Direct Delaware Watershe Direct Watershe Direct 34.64 Watershe 34.64 34.64 34.64 34.64 is 151,544 square feet. Of that, Schuylkill Schuylkill River Watershed Schuylkill River Watershed Schuylkill River Watershed Schuylkill River Watershed River 22.5 Watershed 22.5 22.5 22.5 22.5 116,219 square feet, or 76% of the Tookany/Tacony Tookany/Tacony Tookany/Tacony Creek W Tookany/Tacony Creek W Tookany/Tacony Creek W Creek W 19 Creek W 19 19 19 19 total area, is currently impervious. Of Pennypack Pennypack Creek Pennypack Watersh Creek Pennypack Watersh Creek Pennypack Watersh Creek Watersh Creek 17.5 Watersh 17.5 17.5 17.5 17.5 that impervious cover, approximately Poquessing Poquessing Creek Poquessing Waters CreekPoquessing Waters CreekPoquessing Waters Creek Waters Creek 13Waters 13 13 13 13 31,055 square feet, or 26% of the ST Wissahickon Wissahickon Creek Wissahickon Water Creek Wissahickon Water Creek Wissahickon Water Creek Water Creek 10.5 Water 10.5 10.5 10.5 10.5 A area, is occupied by roof space. CI I L Cobbs Creek Cobbs Watershed Creek Cobbs Watershed Creek CobbsWatershed Creek Cobbs Watershed Creek Watershed 5.5 5.5 5.5 5.5 5.5 A The remaining 35,325 square feet Darby Creek Darby Watershed Creek Darby Watershed Creek Darby Watershed Creek Darby Watershed Creek Watershed 0.9 0.9 0.9 0.9 0.9 IMPERVIOUS - ROOF of pervious surfaces mainly drain IMPERVIOUS - CONCRETE off-site. As a result, Greenberg IMPERVIOUS Total Area Total Area Total Impervious Area Total Impervious Area Area Total Impervious Area Area Impervious Area Roof Impervious Area Area Roof Area Area Roof Area Pervious Roof Area Pervious Area Roof Area Pervious Area Pervious Area Pervious Area Area- ASPHALT Elementary will pay $1,339.51 per PERVIOUS month fiscal year 2017Area forArea Area(FY)Area 151544Area 151544 SF SF 151544 151544 SF116219SF 151544 116219 SF SFSF 116219 116219 SF 31055SF 116219 SF31055SFSF31055 SF31055 35325SF31055 SF35325SFSF35325 SF35325 SF35325 SF 2018. In FY 2013-2014, this cost was $1,220.19, indicating that stormwater costs will rise approximately 1.8% per FY 2013-2014 FY 2013-2014 FY 2013-2014 FYFY2013-2014 2014-2015 2014-2015 FY 2014-2015 2015-2016 2015-2016 2016-2017 FYFY2013-2014 FYFY2014-2015 FYFY2014-2015 FY 2015-2016 FYFY2015-2016 FYFY2015-2016 2016-2017 FY 2016-2017 FYFY2016-2017 2017-2018 FYFY2016-2017 2017-2018 FY 2017-2018 FY 2017-2018 FY 2017-2 COST year for this 5-year period. RD

Cost

Cost Cost $1,220.19 $1,220.19 $1,220.19 $1,287.37 $1,287.37 $1,287.37 $1,220.19 $1,287.37 $1,220.19 $1,287.37 $1,287.37 $1,287.37 $1,287.37 $1,287.37 $1,281.90 $1,287.37 $1,281.90 $1,281.90 $1,281.90 $1,281.90 $1,339.51 $1,339.51 $1,339.51 $1,339.51 $1,33

VI NG

EW RD

N RO HA

ELEVATION BANDS AND WATER FLOW The site and its immediate surroundings have an elevation change of 22.5 feet. The majority of grade changes happen on the edges of the site and in the surrounding streets. There are five existing drains that catch water in the schoolyard and in the parking lot. However, all other water drains off-site.

IC AL

ELEVATION

EXISTING DRAIN FLOW DIRECTION

176’ 178’ 180’ 182’ 184’ 186’ 188’ 190’ 192’ 194’ 196’ 198’ 198’+ Hydrology and Topography

N RI

I GV

Prunus x okame

Acer saccharinum

ON AR

Larix decidua

ST R

Pinus strobus

Acer palmatum

Liriodendron tulipifera Quercus palustris

Gleditsia triacanthos (note: If possible, keep mature trees for shade in schoolyard.)

Fraxinus pennsylvanica

0 54

Ecological Analysis

100

200

Feet

EXISTING VEGETATION Most mature trees are around the perimeter of the school and appear to be in good health. Mature trees should be kept, where possible, due to the highlighted need for shade within the schoolyard. Northern Zone Heavily sloped and grassed area with a northerly aspect. Species: Pinus strobus - white pine Prunus x Okame - Okame cherry Hedera helix - English ivy

Western Zone Deeply shaded area. Possibly standing water as there are many mosquitos. Species: Querus palustris - pin oak Liriodendron tulipifera - tulip tree Fraxinus pennsylvanica - green ash

Southern Zone Highly exposed strip of mostly dead grass. High traffic/play area sloping towards the schoolyard (north-facing slope). Species: Gleditsia triacanthos - honey locust Acer palmatum - Norway maple

Eastern Zone Exposed grassy area sloping west towards the road. Small planter/vegetable boxes installed with overgrown material. Species: Grass Weeds

School Frontage (Northern) Deeply shaded area. Front entrance - most heavily planted area of the school. Northerly aspect, and terraced along stairs. Species: Forsythia spp. Vinca minor - periwinkle Rhododendron spp. Taxus baccata - yew Azalea spp.

Chasmanthium latifolium - northern sea oats Rosa ‘Radrazz’ - Knock Out rose Ilex glabra - inkberry Lagerstromia indica - crape myrtle Deutzia gracilis - slender deutzia

Ilex x meserveae ‘Blue Princess’ - holly Spirea japonica ‘Little Princess’ Fagus sylvatica - beech Onoclea sensibilis - sensitive fern Cornus florida - flowering dogwood

Existing Vegetation

N RI

I GV

Wind: Prevailing cool NW winds from mid-October to mid-April

ON AR

ST R

Micro-environment: cool, shaded, exposed

Micro-environment: sunny, warm, protected Micro-environment: warm, summer-shaded, protected

Sun: Approximate orientation at 12 PM

Wind: Prevailing warm SW winds from mid- April to mid-October

0 56

Ecological Analysis

100

200

Feet

CLIMATE OPPORTUNITIES

A sunny, warm, protected microenvironment southeast of the building presents the opportunity for extended outdoor learning, recreation, and play during the cooler months. Introducing shade to these areas will enable utilization during warm months. A warm, tree shaded, protected microenvironment adjacent to the library and cafeteria presents an opportunity for outdoor learning, relaxation, and quiet conversation during both warm and cool months.

CONSTRAINTS

The cool, shaded, exposed microenvironment on the north side of the building offers limited utilization potential as a result of the narrow configuration, topography, shade, and exposure.

TEMPERATURE AND PRECIPITATION Temperature: Average daily high exceeds 60 degrees F during five months of the school year. Precipitation: Consistent moderate amounts of precipitation during the school year.

Climate

SHADE STUDIES

December

March and September

June

9 AM

Ecological Analysis

12 PM

3 PM

Late spring and summer shade is concentrated in a narrow band on the north and west side of the school building during the school day. The schoolyard is in full sun for virtually the entire school day.

Late summer, early fall, and spring shade is concentrated on the north and west sides of the school building during the school day. The north side is in shade for the duration of the day. The schoolyard is in full sun for virtually the entire school day.

Winter shade dominates the north and west sides of the school building for the entire day. Afternoon shading accurs along the west side of the schoolyard, but the schoolyard is sunny for most of the school day. The library and cafeteria area is sunny from midday through the afternoon.

0 100 200

Feet Shade Studies

EXISTING SITE SECTION A-A The site section below displays the general elevation, running from west to east. The schoolyard which accounts for most of the area remains relatively flat. Two distinct elevation changes occur from east to west. The turf mound on the east side of the site transitions from the schoolyard to Springview Road with an elevation change of about eight feet. The ground level changes significantly from the front to the back of the building as well, with an elevation change of about fourteen feet.

Residential Property

11’-0”

26’-0”

Walk

Alicia Street

11’-0”

Walk

57’-4”

Lawn Area

7’-0”

Lawn Walk Area

WEST

North section A-A: Through building, schoolyard, and turf mound

Existing Conditions

17’-0”

252’-1”

School Building

Context Map A NE

N RI SP I GV

N RO HA

ST RE E

241’-3”

Schoolyard

46’-6”

11’-0”

26’-0”

11’-0”

Walk Spring- Walk view Rd.

Turf Mound

EAST

Feet

Section A-A

EXISTING SITE SECTION B-B The section below displays the elevation of the site extending from south to north. Most of the ground level here remains relatively flat. The topography of the schoolyard slopes down toward Alicia Street at an approximate slope of one percent. One distinct 10-foot elevation change can be seen where the parking lot retaining wall meets the schoolyard.

11’-0”

26’-0”

11’-0”

15’-8”

109’-6”

Walk

Alicia Street

Walk

Lawn Area

Schoolyard

SOUTH

West section B-B: Through schoolyard and parking lot building

Existing Conditions

Context Map NE

I GV

N RO HA

N RI SP

ST RE E

30’-0”

59’-4”

29’-8”

12’-3”

26’-4”

11’-6”

Pavement

Retaining Wall

Walk

Sharon Lane

Walk NORTH

Feet

Section B-B

EXISTING SITE SECTION C-C The drawing below displays the south-north site section. The schoolyard slopes toward Alicia Street at approximately one percent. Two drastic elevation changes occur through this particular section. An eight-foot elevation change exists from the schoolyard to Sharon Lane. A large set of retaining walls and steps also create a substantial elevation change from Sharon Lane to the front entrance of the school. The elevation here changes thirteen feet.

11’-0”

26’-0”

11’-0”

41’-3”

184’-0”

Walk

Alicia Street

Walk

Canopy

School Building

SOUTH

West section C-C: Through schoolyard, stairs, and building

Existing Conditions

Context Map NE

I GV

N RO HA

N RI SP

ST RE E

9’-1”

8’-3”

15’-8”

Raised Stairs Bed

Raised Bed

11’-10”

Walk

26’-4”

11’-6”

Sharon Lane

Walk NORTH

12.5

Feet

Section C-C

well as only only enough enough room room to to accommodate accommodate aa staggered staggered schedule schedule of of arrival arrival and and departure. departure. Future Future designs designs should should address address this, this, as as neighbors neighbors ell as ell as only enough room towould accommodate a lane staggered schedule ofsoutheast arrival Future designs should address this, as neighbors ding school. Not only aa true help solve this issue, the zone could be in aa way provide aa welcoming can bethe accessed easily from the west west viabus Route 232, and from the viadeparture. Roosevelt Boulevard. Springview ding the school. Not only would true bus lane help solve this issue, the and zone could be designed designed in such such way to to provide welcoming can be accessed easily from the via Route 232, and from the southeast via Roosevelt Boulevard. Springview ding the school. Not only would a true bus lane help solve this issue, the zone could be designed in such a way to provide a welcoming ding the school. Not only would a true bus lane help solve this issue, the zone could be designed in such a way to provide a welcoming ts. and nts. and forms forms aa loop loop with with the the adjacent adjacent one-way one-way roadways roadways of of Alicia Alicia Street Street and and Sharon Sharon Lane. Lane. Although Although the the site site is is ts. ssts.are are consistent consistent with with low low volume volume travel travel during during most most of of the the day. day. However, However, like like many many school school zones, zones, major major traffic traffic wo main lots, while additional non-permit on-street parking can be found along Springview Road, Sharon Lane and or pick-up students in a designated area along Alicia Street. This condition is a direct result of the school having no wo main lots, while additional non-permit on-street parking can be found along Springview Road, Sharon Lane and Alicia Street. Street. During During or main pick-up students in a designated area along Aliciaparking Street. can Thisbecondition is a direct resultRoad, of theSharon school Lane having noAlicia wo lots, while additional non-permit on-street found along Springview and Alicia Street. During wo lots, while additional non-permit parking can be Future found Road, andwhen Aliciadesigning Street. During wer lots were completely full, on-street parking very important to site. Safety should also be around m tomain accommodate staggered schedule ofon-street arrival is and departure. designs should address this, as Lane neighbors wer lots were completely full, so so on-streetof parking very important to the thealong site. Springview Safety should alsoSharon be considered considered when designing around m to accommodate aa staggered schedule arrival and departure. Future designs should address this, as neighbors wer lots were completely full, so on-street parking isis very important to the site. Safety should also be considered when designing around wer lots light, were completely full, sosolve on-street parking very important to the site. Safety should also be considered when designing around hough is common the surrounding sidewalks along the adjacent the nly would true bus lane laneto help this issue, issue, the iszone zone could beroadways designed in such way toschool. provide welcoming though light, common to the surrounding sidewalks along the roadways adjacent to the school. nly would aa true bus help solve this the could be designed in such aa to way to provide aa welcoming hough light, isis common to the surrounding sidewalks along the roadways adjacent to the school. hough light, is common to the surrounding sidewalks along the roadways adjacent to the school.

tional tional non-permit non-permit on-street on-street parking parking can can be be found found along along Springview Springview Road, Road, Sharon Sharon Lane Lane and and Alicia Alicia Street. Street. During During yy full, full, so so on-street on-street parking parking is is very very important important to to the the site. site. Safety Safety should should also also be be considered considered when when designing designing around around n to the surrounding sidewalks along the roadways adjacent to the school. n to the surrounding sidewalks along the roadways adjacent to the school.

student student drop drop off off student drop off student drop off

3 3 3 3

Beautification Beautification of of property property edges edges Beautification of property edges Beautification of property edges

4 4 4 4

Beautification Beautification of of property property edges edges

4 4

Increase Increase bicycle bicycle access access Increase bicycle access Increase bicycle access

Increase Increase bicycle bicycle access access

5 5

5 5 5 5

KEY KEY

2 2

KEY KEY KEY KEY

1 circulation 1 Vehicular circulation MAJOR DROP OFFVehicular ZONE Vehicular circulation Vehicular circulation VEHICULAR ENTRANCE Major pedestrian circulation Major pedestrian pedestrian circulation circulation Major NTS NTS Major Minor Minorpedestrian pedestriancirculation circulation Minor pedestrian circulation MAJOR PEDESTRIAN ENTRANCE Minor pedestrian circulation MINOR PEDESTRIAN ENTRANCE Vehicular circulation Major drop off zone Vehicular circulation Major drop drop off off zone zone Vehicular circulation VEHICULAR CIRCULATION Major Vehicular entrance Vehicular entrance Major pedestrian circulation Vehicular entrance Major pedestrianPEDESTRIAN circulation MAJOR CIRCULATION Major pedestrian circulation Major Major pedestrian pedestrian entrace entrace Minor Major pedestrian entrace Minor pedestrian pedestrian circulation circulation Minor pedestrian circulation MINOR PEDESTRIAN CIRCULATION Minor pedestrian entrance Minor pedestrian pedestrian entrance entrance Minor PARKING ON SITE Major Major drop drop off off zone zone Major drop off zone Major drop off zone Vehicular entrance Vehicular entrance Vehicular entrance Vehicular entranceentrace Major Major pedestrian pedestrian entrace Major pedestrian entrace Minor entrance Major Minorpedestrian pedestrianentrace entrance Minor pedestrian entrance Minor pedestrian entrance

A A

PARKING ON ON SITE SITE PARKING

Parking Parking lot lot stormwater stormwater Parking lot stormwater Parking lot stormwater management BMP’s management BMP’s management BMP’s management BMP’s

Parking Parking lot lot stormwater stormwater management management BMP’s BMP’s

NTS NTS NTS NTS

79 spaces 79 79 spaces spaces

PARKING ON SITE 79 spaces

Student Student Drop-off Drop-off Entra Entra Student Drop-off Entra Student Drop-off Entra

3-4 in in drop drop off off zone zone 3-4 3-4Student in drop off zone Drop-off Entrance Student Drop-off Drop-off Entrance Entrance Student

Bus Drop-off Drop-off Bus

6 (1 bike rack on site) 6 6 (1 (1 bike bike rack rack on on site) site) 3-4 in drop off zone

ption ption in in ption in ption in

B B B B

ADA ADA accessibility accessibility

ADA ADA accessibility accessibility ADA accessibility ADA accessibility

C C

C C C C

Defined Defined traffic traffic patterns patterns Defined traffic patterns Defined traffic patterns

Defined Defined traffic traffic patterns patterns

D D

D D D D

STREET PARKING STREET PARKING 6 (1 bike rack on site) STREET PARKING

Parking Parking lots lots currently currently at at maximum maximum capacity capacity Parking lots currently at maximum capacity Parking lots currently at maximum capacity

Parking Parking lots lots currently currently at at maximum maximum capacity capacity

STREET PARKING

Springview Road, Road, Sharon Sharo Springview Springview Road, Sharon Sharon

Springview Road, Sharon Lane, Alicia St

PARKING ON SITE 79 parking spaces 3-4 in drop off zone 6 (1 bike rack on site)

STREET PARKING Springview Road, Sharon Lane, Alicia Street

0 66

Existing Conditions

100

200

Feet

SITE CIRCULATION The vehicular and pedestrian circulation in and around Greenberg Elementary School is restricted by Sharon Lane and Alicia Street, both one-way roads adjacent to the site. However, the potential to improve the drop off zone would significantly alleviate traffic congestion on Alicia Street. In addition, the sunken staff parking lot and raised overflow parking lot offer prime opportunities for incorporating stormwater best management practices (BMPs) such as vegetated swales, rain gardens, and even pervious pavement. It is evident that this site lacks a welcoming entrance and waiting areas for parents, students, and teachers. The proposed design for this area should be close to the main student drop off areas, and should also be an aesthetic improvement for the surrounding neighborhood. It is also important to note that any changes to the parking areas should maintain the same existing number of parking spaces.

Circulation

ST R

4 IA

11 14

I GV

N RI

ON AR

7 3 2

Materials and Signage:

Aluminum Railing Bituminous Concrete 3 Basketball Hoops 4 Bicycle Rack 5 Brick Building 6 Black Mulch 7 Chain Link Fence 8 Coated Aluminum Bench 9 Concrete 10 Line-Up Canopy: Aluminum 11 Pennsylvania Fieldstone 12 Timber Edging 13 Wire Mesh Receptacle 14 Wood Chip Mulch 15 Wooden Planters A Dog Waste Signage B Accessible Entrance C Before School Entrance D School Bus Lane E Student Drop Off 1

C 12 A

10 D

0 68

Existing Conditions

100

200

Feet

MATERIALS AND SIGNAGE The Greenberg School site is a small property with many materials. Not only are many of the materials in disrepair or in need of maintenance, but the variety of materials provides a very disjointed experience. As the school moves ahead with further development, choosing aesthetic and compatible materials would create a more coherent landscape setting. The signage at the site is minimal, and much of it appears to be temporary signage that has outlived its use and is in need of replacement.

MATERIALS

Aluminum Railing

Bituminous Concrete

Basketball Hoops

Bicycle Rack

Black Mulch

Chain Link Fence

Coated Aluminum Bench

Concrete

Line-Up Canopy: Aluminum

Wooden Planters

Student Drop Off

Pennsylvania Fieldstone

Timber Edging

Accessible Entrance

Wire Mesh Receptacle

Wood Chip Mulch

Before School Entrance

School Bus Lane

Brick Building

SIGNAGE

Dog Waste Signage

Materials and Signage

SP N RI

ON AR

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ST R

2 5 1

KEY: STREET LIGHT WALL LIGHT SIGN TELEGRAPH POLE FIRE HYDRANT

PARKING GATE CHAIN LINK FENCING POST LIGHT WITH THREE FIXTURES FLAG POLE

0 70

Existing Conditions

100

200

Feet

LIGHTING Greenberg Elementaryâ&#x20AC;&#x2122;s schoolyard has very bright overhead lighting primarily for security. The bright lights impose on the neighboring residences. Further development of lighting should focus on soft, accent, low wattage fixtures.

Sign

Street Light

Wall Light

Post light with three fixtures

NIGHT VIEW

Lighting

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L ON AR

7 3

9 AL

ST R

11 12 4 6

Unfavorable view of schoolyard looking west

0 72

Existing Conditions

100

200

Feet

VIEWS Favorable views toward and away from the school are concentrated on the siteâ&#x20AC;&#x2122;s north and west sides (views of trees and the school building). Unfavorable views are concentrated on the siteâ&#x20AC;&#x2122;s south and east sides (asphalt parking lots and the schoolyard). Opportunities for improvement are proposed primarily in and around the schoolyard and parking lots.

Unfavorable view of lower parking lot

Unfavorable view of upper parking lot

Favorable view from school to the north

Favorable view from cafeteria

Favorable view of north facade and trees

Favorable view of west facade and trees

Favorable view of main entrance steps

Favorable view of steps to schoolyard

Unfavorable view from Alicia Street

11 Unfavorable view of schoolyard (to south)

Unfavorable view of schoolyard (to east)

Views

DESIGN The design process began with each student creating two preliminary design concepts. Following a review of all the designs, students formed thee design groups. Similar design concepts were combine in each group to produce a cohesive design concept for group 1, 2, and 3.

Transformation to an Transformation to an Eco-Schoolyard Eco-Schoolyard

DESIGN TEAM I

Transformation to an Eco-Schoolyard

77 76

GOAL To create a safe, community oriented schoolyard that enhances the play experience for all age groups, fosters critical thinking, and connects students to the natural environment.

OBJECTIVES Achieve fewer accidents and improved accident prevention by delineating activities into separate spaces. Foster achievement of developmental milestones in accordance with the Greenberg curriculum. Promote eco-education: children learn to identify trees and plants native to the SE Piedmont. Children care for new plantings, demonstrate stewardship, and understand the analogy between tree growth and their own growth. Children comprehend the function of plants in the landscape related to ecological services, and the weather. Children identify plant, insect and bird relationships as interdependent. Encourage community engagement. NATIVE WOODLAND AREA

77 78

Design Team I

EAST ENTRANCE A

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LAN

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EXISTING PARKING LOT MEADOW

EAST ENTRANCE B

VISITOR ENTRANCE STAFF ENTRANCE

THE HIVE OUTDOOR CLASSROOM

PROPOSED PARKING LOT

ST RE ET

ACTIVE PLAY

IC IA

BASKETBALL COURT RAIN GARDEN

MUSIC GARDEN STUDENT ENTRANCE GREEN ROOF

BUS DROP-OFF

Master Plan

79 78

TAKING FLIGHT FLIGHT |AABoundless BoundlessFuture Future at Greenb at Greenberg Elementary

79 80

Design Team I

berg Elementary School

There are many parallels between schools and beehives. Both include individuals that are a part of a group. Thus, each bee or student within a group helps each other. As bees search for food they fly in a purposeful circular pattern. We have translated this pattern into a path for children to follow through the schoolyard.

GOAL

Create a safe schoolyard that enhances the p Upon returning to the hive, bees communicate where thinking, connects to the natural environ they found theand best food. This is a detailed dance that describes both direction and distance.

Communication is central to the success of learning. We hope that using the visual inspiration of bees throughout our design highlights not only the importance of bees, but that of communication and community.

OBJECTIVES

> Fewer accidents and improved prevention r DESIGN INSPIRATION

age appropriate location / spacing and buffering of pla De school bus) Ge

Mi Re Jam Wi Wi Ha Wi Syd class Mo St Be Sha Tre Ve

> Play equipment, delineated play and study Beehive Developmental milestones in accordance wit Beehive

creative play equipment / music garden/ outdoor den / pollinator garden)

>Bee Children learn to identify trees and plants n path Bee path

native woody and herbaceous plants installed Bird's-Eye View and Inspiration

81 80

> Children care take new plantings, demonstr

CIRCULATION Vehicular Circulation Bus Drop-off Parent Drop-off SHA

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>Redesign upper parking lot to free more space

LAN

ALICIA

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>Pull aside the bus drop-off lane to eliminate traffic congestion

RIN

STREE T

GATEWAY Primary Schoolyard Entrance Secondary Schoolyard Entrance Primary Building Entrance SHA

RO N

ALICIA

Secondary Building Entrance LAN

>Provide new secondary access points and trails for community engagement IEW

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STREE T

IN PR

TREES AND SHRUBS >Native Plants throughout the site >Create various plant communities for education and wildlife habitat 81 82

Design Team I

engagement

TREES AND SHRUBS >Native Plants throughout the site >Create various plant communities for education and wildlife habitat

SHA

RO N

ALICIA

LAN

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STREE T

GREEN INFRASTRUCTURE AND SITE RUNOFF Site Runoff Green Infrastructure

SHA

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LAN

> Design green infrastructure to decrease imprervious pavement and reduce site runoff W

ALICIA

STREE T

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AXONOMETRIC DIAGRAM Site Plan | GROUP I CREATING AN ECOLOGICAL SCHOOLYARD

AXONOMETRIC DIAGRAMS

Joseph J.Greenberg Elementary School | Philadelphia, PA Temple University | Department of Landscape Architecture and Horticulture your name | Dr. Lolly Tai | Fall 2016

The axonometric diagrams highlight four key features of the proposed design - circulation, gateway, vegetation, and green infrastructure and site runoff.

Axonometric Diagrams

83 82

STORMWATER MANAGEMENT

STORMWATER MANAGEMENT DIAGRAMS SH A RON L

Existing impervious area E

IEW GV N I

AD RO

ALICI A STRE

ANE

building .71 ac teachers' parking .24 ac school yard & parking 1.5 ac schoolyard

SH A RON L

ANE

& pollinator mix

IEW GV N I

AD RO

ALICI A STRE

Existing green space E

grass covered

ALICIA

STREET

A Additional green features installed 83 84

Design Team I

ANE

S PR IN GV IE

SH A RON L

AD RO

GOALS  

Signiﬁcantly reduce the PWD stormwater charge to Greenberg Elementary School

OBJECTIVES 

Decrease the impervious area (sf) on site



Install technological and natural materials



15% INCREASED PERVIOUS AREA OVER EXISTING CONDITION N

with textural interest

G green roof N R

& pollinator mix F

pollinator plants P music garden SHAR ON L

ANE

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ALICIA STREET

P porous play surfaces Rrain garden

44 pervious parking spaces

& pollinator mix

Stormwater Management

"The Hive" Outdoor Classroom

Observation Deck

Meadow

Orchard

Parking Lot

East Entrance

L ON AR

R SP I GV IN EW AD RO

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Recycled Plastic Bottle Planters 86

Design Team I

Recycled Plastic Bottle Greenhouse

Native Mason Bee Home

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Goldfinch Feasting on Coneflower Seed

OUTDOOR CLASSROOM & EAST ENTRANCE PERSPECTIVE I - Looking northwest towards the new entrance pathway and meadow

Having an outdoor classroom where students can explore the natural world, experiment, play, and learn would be a rich asset for Greenberg Elementary. 'The Hive' outdoor classroom provides a learning space that encourages students to make connections between their school life and the outdoor environment beyond. Students can explore safely with their five senses all areas of the outdoor classroom.

PERSPECTIVE II - Looking from the school building towards "The Hive"

Native plant communities grow beside formal orchards and vegetable gardens provide food not only for student experience, but for native pollinators and bird species. The east entrance to Greenberg Elementary has been transformed into a meadow walk where students can observe bird and insect species on their way into school. Perennial plants and grasses have been specified for ease of maintenance and to beautify this visible corner of the school.

East Entrance and Outdoor Classroom Detail

Observation Deck

Natural Play Rain Garden

Parking Lot

P a lici

t ee Str

0’

10’

20’ 0

Feet

SECTION AA' 20'

10'

2' 0' -2'

27'

50'

Active Play

Track

Basketball Court

15'

Track Natural Play

25' Rain Garden

Parking Lot 0

Design Team I

Feet

PERSPECTIVE I NATIVE PLAY AND RAIN GARDEN Looking towards to the native play area and rain garden

PERSPECTIVE-ILooking - Lookingtoward towardsthe to the native play area andRain rain Garden garden PERSPECTIVE native play area and This proposed design area contains a native play area along with a rain garden. In order to foster different types and different purposes of play for all age groups in Greenberg Elementary School, the natural play area combines a number of tree trunks, logs, stepping logs, balance beams, and large branches.

A' A'

PERSPECTIVE - Lookingtoward towardsthe to the main entranceseating seatingand and observation observation deck PERSPECTIVE II- Looking main entrance deck PERSPECTIVE II - Looking towards to the main entrance seating and observation deck

Feet

Native Play and Rain Garden Detail

Feet

RAIN GARDEN 20

The proposed rain garden is designed to capture most of the water run-off from the schoolyard and to alleviate flooding. Native, drought-tolerant, resilient woody and perennial plants are recommended for the rain garden, which will provide stormwater management, wildlife habitat, seasonal interest, and learning opportunities. Children will be able to enjoy and embrace the beauty of nature as they hop and skip their way across the natural play area.

Feet

Detail Plan | GROUP I

Lineup area

Active play

Track

Basketball Court

Existing school building

5 4

Music Garden

2 6 3

0 1

Lineup area

ic den

Track

Active play

Basketball Court

Unity Dome (side view)

Unity Dome (plan view)

Playworld Systems - Unity Dome 4 2

Design Team I 6 3

Feet 10

Feet 3/16"=1'

PERSPECTIVE I - Looking into the music garden from the bus dropoff area PERSPECTIVE - Looking into the Music Garden from bus drop off

7 2

Slapped pipes

Telephone tube

Metallophone

ACTIVE PLAY AND MUSIC GARDEN This proposed design area is divided into active play areas and a sensory Music Garden area. In the active play zone, a new rubberized running track and permeable basketball court provide ample opportunities for students to participate in both individual and team sports activities. The unity dome play structure offers a fun, innovative, and safe activity for students, as well. The Music Garden offers sensory play that is emphasized through both the colorful plant palette and new instruments located in each node of the garden itself.

Slapped pipes

Telephone tube

Kettle drum

Metallophone

Grandiose chime

Goblet drum Active Play and Music Garden Detail

NATIVE WOODLAND AREA PERSPECTIVE - Renewed activity in the native woodland area

PERSPECTIVE - Reading and play outside the auditorium entrance

SECTION A A' - Looking west towards Alicia Street

Sidewalk Native grass plantings 16% slope Grassy lawn New paved pathway Stonewall seating area scale 1/8” - 1’

Design Team I

This underutilized quiet area of the campus offers an opportunity to be revitalized and repurposed. The native woodland area now has a centralized gathering area with a curved stone bench which students may utilize as an outdoor classroom. Parents and the community may use the space after hours. A secondary seating area welcomes visitors to sit by a small water feature placed to attract birds. A birdbath is also tucked away in a recessed corner. The youngest children can have fun climbing on, in, and around the 'Bear's Den' log.

GREENBERG ELEMENTARY WEST WING

This shady area is beautified with flowering shrubs and lush green plants typically found in the SE Piedmont region. Former grass covered areas on steep slopes surrounding the site are planted with no mow grasses to provide textural interest, habitat for insects and birds, and stormwater management.

Aâ&#x20AC;&#x2122;

T EE

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A Native Woodland Area Detail

93 92

PHASE 1A V NG RI SP

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ST RE E IC

• Grading for Rain Garden & Entrance Pathway & Woodland Seating Area • Pathways for Entrance Area & Woodland Seating • Excavation/Earth Moving • Formwork for pathways

PHASING

VI NG

ON AR

• Parking Lot & Bus Drop Off • Permeable Paving in parking areas, conventional asphalt in drive aisle • Excavation • Grading

AD RO

• Form work (Curbs) • Asphalt • Concrete Sidewalks • Painting

The goal for p separated spa phase, traffic c convenient ac that follow. In during this co

• Concrete Pour • Final micro-grading

The goal for p pathways thro phase 1A. Co critical zones f construction.

PHASE 1B

IEW

A NL

PHASEphases 2A Three are proposed for the design with several additional subphases. Each phase has been delineated to provide• Music adequate parking Phase 2A invo Active Play & Music Garden elements • De-paving theat playground & Rubberized surface • Planting in parking lot A new rubber and access sections to the ofsite all times during construction. In addition, provide • Concrete cutting & removal each phase provides a dedicated area for the students to play during court music garden • Temporary fencing for play area during construction construction. These safe zones will allow for activity throughout use this area, • Rubberized surfacing created during the construction process, but will also provide students with the opportunity to see their new eco-schoolyard come together! PHASE 2B

ST R

During phase three, students will be given the opportunity help • Planting for Music Garden • Painting ofto bee-line • Planting for garden classroom area. This will provide a fun and construct therainoutdoor • Planting for native woodlandfor area educational experience the students. More importantly, this will • New play equipment installed provide a sense of ownership forfixtures the students because they will be • Installation of playground seating and truly involved in the design process from concept to construction.

Phase 2B focu areas prepare of phase 2A a equipment is conditions, an

PHASE 3A

RI SP

EW VI NG

N RO HA

• Outdoor Classroom De-pave • Connect entrance pathway through outdoor classroom to school • Excavation for seating wall • Construction of Seating wall

• Finish off outdoor classroom construction • Form work for Greenhouse footings (kids to collect soda bottles for construction during school time) • Greenhouse build & planter boxes

IC AL

Recess area during construction

NTS 94

Design Team I

During phase area. During t creative play s be inaccessibl construction i

• Planter box placement and fill • Planting in outdoor classroom area

During phase creative play s major constru can participat

PHASE 3B

ST RE

AD RO

• Formwork (Pathway) • Concrete Pour • Soil remediation for Orchard Area & Pollinator Garden

PHASE 1A • Parking lot and bus drop off • Permeable paving in parking areas, conventional asphalt in drive aisle • Excavation • Grading

• Form work (curbs) • Asphalt • Concrete Sidewalks • Painting

The goal for phase 1A is to organize parking into a more efficient and separated space. By prioritizing the parking lot in the initial construction phase, traffic congestion around the school will be reduced and a convenient access point will be established for the construction phases that follow. In addition, the outdoor play spaces can still be utilized during this construction phase.

• Concrete pour • Final micro-grading

The goal for phase 1B is to prepare the major planting areas and pathways through the site, all while machinery is still present from phase 1A. Concrete pathways will be established to provide access to critical zones for workers and machinery required in the future phases of construction.

PHASE 1B • Grading for Rain Garden and Entrance Pathway and Woodland Seating Area and Woodland SeatingArea Area • Pathways for Entrance Area & Woodland Seating • Excavation or earth moving • Formwork for pathways PHASE 2A Active Play & Music Garden • Music elements • De-paving sections of the playground and rubberized surface • Planting in parking lot • Concrete cutting and removal • Temporary fencing for play area during construction • Rubberized surfacing

Phase 2A involves the installation of exciting play areas for the students. A new rubberized poured-in-place running track and pervious basketball court provide active play zones, while concrete is cut in order to prepare music garden planting beds. During construction, students can no longer use this area, but can instead play in the additional space that was created during phase 1.

PHASE 2B • Planting for Music Garden • Planting for Rain Garden • Planting for Woodland Seating Area • New play equipment installed • Installation of playground seating and fixtures

• Painting of bee-line

Phase 2B focuses heavily on the implementation of plant material in the areas prepared during the previous phase. The reason for the separation of phase 2A and 2B is to ensure that new plants and playground equipment are not damaged. Plants are very sensitive to surrounding conditions, and the playground equipment is very expensive.

• Formwork (pathway) • Concrete pour • Soil remediation for Orchard Area & Pollinator Garden

During phase 3A, construction begins on the outdoor classroom area. During this time, all children will remain within the active and creative play space closest to the school building. This area will also be inaccessible to those entering from the new parking lot until major construction is complete.

• Planter box placement and fill • Planting in outdoor classroom area

During phase 3B, younger children will remain within the active and creative play space closest to the school building. After hardscaping and major construction has been completed, students in higher grade levels can participate in the construction of the greenhouse and planter boxes.

PHASE 3A • Outdoor Classroom de-pave • Connect Entrance Pathway through Outdoor Classroom to school • Excavation for seating wall • Construction of seating wall PHASE 3B • Finish off outdoor classroom construction • Form work for Greenhouse footings (kids to collect soda bottles for construction during school time) • Greenhouse build & planter boxes

PHASING DIAGRAM

Phasing Summary | GROUP I

Recess area during construction

$480,000 ESTIMATED PROJECT TOTAL COST : $479,166.38

CREATING AN ECOLOGICAL SCHOOLYARD

Joseph J.Greenberg Elementary School | Philadelphia, PA Temple University | Department of Landscape Architecture and Horticulture Ani Knauff/Sean Vanderslice/Lisa Mann/Jing Bian | Dr. Lolly Tai | Fall 2016

Phasing

PLANTING AN ECO-SCHOOLYARD EAST ENTRANCE MEADOW AREA

'THE HIVE' - OUTDOOR CLASSROOM AREA

ENTRANCE GARDEN AREA

RAIN GARDEN AREA

ACTIVE PLAY & MUSIC GARDEN AREA NATIVE WOODLAND AREA

95 96

Design Team I

EW VI NG RI SP

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Feet

Planting Plan

97 96

EAST ENTRANCE MEADOW AREA

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OUTDOOR CLASSROM - PLUG & SEEDING MIXES

97 98

Design Team I

Feet

PLANT SCHEDULE EAST ENTRANCE MEADOW AREA OUTDOOR CLASSROM - PLUG & SEEDING MIXES

Sorghastrum nutans

Eragrostis spectabilis

Sporobolus heterolepis

Meadow Planting Detail

'THE HIVE' - OUTDOOR CLASSROOM AREA PLANT SCHEDULE OUTDOOR CLASSROM

99 100

Design Team I

'THE HIVE' OUTDOOR CLASSROOM AREA

Coreopsis 'Creme Brulee'

Festauca glauca

Malus domestica

Prunus persica 'Snow Beauty'

Vaccinium corymbosum

Calamagrostis x acutiflora 'Karl Foerster'

Carya ovata

Muhlenbergia capillaris

Echinacea purpurea

"The Hive" Planting Detail

101100

ACTIVE PLAY & MUSIC GARDEN AREA

EXISTING SCHOOL BUILDING

PLAN

BUS DROP-OFF

102

Design Team I

ACTIVE PLAY & MUSIC GARDEN AREA PLANT SCHEDULE ACTIVE PLAY

Echinacea purpurea

Eupatorium coelestinum

Penstemon digitalis ‘Husker Red’

Schizachyrium scoparium ‘Standing Ovation’

Planting Plan | GROUP I Amsonia hubrichtii

MUSIC GARDEN Rudbeckia fulgida

CREATING AN ECOLOGICAL SCHOOLYARD

GardenPAPlanting Joseph J.Greenberg Elementary SchoolMusic | Philadelphia, Temple University | Department of Landscape Architecture and Horticulture Sean Vanderslice | Dr. Lolly Tai | Fall 2016

Detail

103

RAIN GARDEN AREA

PARKING ENTRANCE PLANTER T

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RAIN GARDEN

103104 Design Team I

Feet

PLANT SCHEDULE RAIN GARDEN AREA

PLANTING PLAN Rain Garden / Parking Entrance | GROUP I CREATING AN ECOLOGICAL SCHOOLYARD

Joseph J.Greenberg Elementary School | Philadelphia, PA Temple University | Department of Landscape Architecture and Horticulture Jing Bian | Dr. Lolly Tai | Fall 2016

Rain Garden Planting Detail

105104

ENTRANCE GARDEN AREA

105106

Design Team I

PLANT SCHEDULE ENTRANCE GARDEN AREA

Asclepias incarnata

Agrostis gigantea

Aster umbellatus

Carex vulpinoidea

Verbena hastata

Dennstaedtia punctilobula

Cornus sericea

Ilex verticillata

Schizachyrium scoparium Entrance Garden Planting Detail

107106

NATIVE WOODLAND AREA

GREENBERG ELEMENTARY WEST WING

ICI

AS TR

107108

Design Team I

Feet

PLANT SCHEDULE CORNER PLANT SCHEDULESW NATIVE WOODLAND AREA - SOUTHWEST

Asarum canadense

Heuchera 'Silver Scrolls'

Dryopteris marginalis Native Woodland Planting Detail

109108

NATIVE WOODLAND AREA

ALICIA STREET

SHARON LANE

GREENBERG ELEMENTARY WEST WING

109110

Design Team I

Feet

PLANT SCHEDULE NATIVE WOODLAND AREA - NORTHWEST PLANT SCHEDULE NW CORNER

Carex appalachica

Aronia arbutifolia

Kalmia angustifolia 'Kennebago'

Carex pensylvanica

Azalea 'Delaware Vallley White'

Acer argutum Native Woodland Planting Detail

111110

DESIGN TEAM II

Transformation to an Eco-Schoolyard

113112

GOAL Design a comfortable, safe, educational, and sustainable ecoschoolyard for students and the public that connect children with nature and plants, and encourages active play.

OBJECTIVES Provide outdoor classroom and gathering spaces for learning and play that connect children to the natural environment by incorporating gardens such as pollinator, butterfly, sensory, and fragrant gardens.

Provide shade by incorporating trees and shade structures. Provide an open and safe environment for students and visitors.

Alicia Street

Implement best management practices such as rain gardens, porous paving, xeriscape plantings, and greenroofs. 15

Include an efficient pick-up and drop-off location for students. Install low maintenance and vandal-proof landscape elements.

113114

Design Team II

I GV EW

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17 16

IC IA

ST RE ET

Key: 1 Meadow 2 Discovery Forest 3

Proposed Parking Lot

Meadow

Rain Garden

Moon Garden

7 8

Basketball Court Seat Wall Planter

Rainbow Painting

Turf Mounds

Rubber Play Surface

Student Planters

Sun Dial Green Roof

Amphitheater Classroom

Arboretum Walk

Moss Garden

Parent Wait Area

Rocket-Inspired Path

Drinking Fountains

Master Plan

115

PHASING + COST ESTIMATE PHASE 1 | 0.89 ACRES | 38,768 SF | $7.30/SF

Central Play Area: Demolition: New Construction: Total:

$59,941 $223,243 $283,284

PHASE 2 | 0.84 ACRES | 36,590 SF | $6.43/SF

Woodland Area: Demolition: New Construction: Total:

$94,236 $141,246 $235,482

PHASE 3 | 0.56 ACRES | 24,393 SF | $7.41/SF

115116

Design Team II

Arboretum Area: Demolition: New Construction:

$8,706 $172,124

Total:

$180,830

Project Total Cost:

$699,596

AXONOMETRIC DIAGRAM

Vegetation Layer • Native species used throughout. • Woodland area is inspired by oak-hickory forests. • Low maintenance and perennials utilized for minimum upkeep. • Plants were selected for multi-season interest and are locally-sourced when possible. • Multi sensory plants provide an interactive experience for students. • Pollinator garden attracts local wildlife.

Green Infrastructure • Rain gardens collect stormwater runoff. • Discovery forest creates an educational experience for students and reduces impervious surfaces. • Gardens with native plants provide educational spaces for children. • Arboretum with native plantings provides rich teaching opportunities for children.

Site Elements • Rocket ship-inspired path creates a fun experince for users. • Globe painted play surface, moon garden, and murals educate children on geography and space exploration. • Basketball court and turf mounds provide an active space for students. • Seat wall and green space provide comfortable waiting area for parents. • Amphitheater and outdoor classroom provide a space for students to learn and explore. • Planters provide areas for students to get their hands dirty and learn where food comes from.

Ground Plane • The ground plane contains many pervious surfaces to reduce stormwater runoff and features a variety of heights and materials to provide interest. • Where feasible, surfaces are simply painted to reduce costs. • Pervious parking spaces were included into the proposed lot to reduce stormwater pollution. • Impervious surfaces have been graded to direct rainwater into the rain gardens. Phasing/Cost Estimate and Axonometric Diagrams

117116

SITE SECTIONS

Section A-A’

15’-0” Green Roof

173’-0” Planting Beds

Section B-B’

35’-0” Springview Road

117118

Design Team II

195’-7” Discovery Bosch

R SP

IE GV IN

L ON AR

28’-0”

18’-0”

Open Space

21’-0”

Moon Garden

Open Space

14’-0”

20’-0”

Rain Garden

Meadow

IC IA

ST R

195’-7” Discovery Bosque 0

20’-0”

14’-0”

69’-1”

50’-0”

62’-2”

Meadow

Rain Garden

Basketball Court + Open Space

Open Play Space

Turf Mounds 0

Site Sections

Feet

119

BIRDâ&#x20AC;&#x2122;S-EYE VIEW Site view looking North-East.

119120 Design Team II

121

PERSPECTIVE

Site view looking into the main play yard.

PERSPECTIVE

View of the play yard, moon garden, and basketball court, looking towards the discovery forest.

123124

Design Team II

PERSPECTIVE

View of the play yard, planters, and turf mounds, exiting from the front door at Alicia Street.

Perspectives

125124

BIRDâ&#x20AC;&#x2122;S-EYE VIEW View of the ampithearter / outdoor classroom, arboretum walk, and plant beds.

ALIC

125126

Design Team II

IA S

TRE

PERSPECTIVES From left to right: view of the discovery forest path, new parking lot, forest interior, and arboretum walk.

1 2 3

Discovery forest and parking lot.

Arboretum walk.

Proposed parking lot. Discovery forest interior.

Perspectives

127

PLANTING PLAN AND SCHEDULE

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Design Team II

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Planting Plan

60 Feet

129

ILLUSTRATIVE PLANTING PLAN A plan view showing the multiseasonal interest on the site.

iew

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on har

Alicia Street

et tre S a

Ali

22 0

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Design Team II

60 Feet

PLANTING PALLETTE Selected plants from the planting plan. Native Piedmont plants were chosen for multiseasonal and multisensory interest. 1

Phlox divaricata ‘Blue Moon’ creeping phlox 6

Kalmia latifolia mountain laurel 11

Nyssa sylvatica black gum 16

Rhus aromatica ‘Gro-Low’ fragrant sumac 21

Chrysogonum virginianum green and gold

Tiarella cordifolia foamflower 7

Gleditsia triacanthos var. inermis thornless honeylocust 8

Geranium maculatum spotted geranium

Hamamelis virginiana witch hazel 13

Asclepias tuberosa butterfly weed 17

Vaccinium corymbosum highbush blueberry 22

Echinacea purpurea purple coneflower

Viburnum dentatum arrowwood viburnum 18

Rhus typhina staghorn sumac 23

Eupatorium fistulosum Joe Pye weed

Asclepias incarnata swamp milkweed 9

Sorghastrum nutans Indian grass 10

Chionanthus virginicus Pycnanthemum muticum white fringetree clustered mountain mint 14

Cercis canadensis eastern redbud

Baptisia australis false indigo

Prunus americana wild plum

Allium cernuum nodding onion

Amsonia hubrichtii blue star Planting Plan

131

EDUCATIONAL MURALS TOP Mural at the northwest building wall that is inspired by the flying Dutchman Air Service which was once a part of the history of the Bustleton area in 1929. BOTTOM Mural at the southeast wall which is a rendition of the solar system that provides a teaching moment about astronomy.

131132

Design Team II

PERVIOUS COVER - EXISTING AND PROPOSED ZONE 2

ZONE 3 ZONE 1

Pervious Cover Zones

Change In Pervious Cover

Existing Pervious Cover: 0.81 Acres, 23% of Total Area

Existing Pervious (Acres) Zone 1 0.08 Zone 2 0.21 Zone 3 0.52

Proposed Pervious (Acres) 0.04 0.6 0.43

Change (Acres)

Total

1.07

+0.26

0.81

-0.04 +0.39 -0.09

The majority of the existing pervious areas at Greenberg Elementary are located around the edges of the site. This design removes asphalt wherever possible, and replaces it with pervious cover. The majority of the added pervious material exists in Zone 2, where the design calls for 0.39 additional acres of pervious material. Overall, this design shows a net gain of 0.26 acre, or 8% pervious area.

Proposed Pervious Cover: 1.07 Acres, 31% of Total Area

Mural Inspiration and Pervious Cover Diagrams

133

DESIGN TEAM III

Transformation to an Eco-Schoolyard

135

GOAL Transform the schoolyard into a vibrant center for learning and play for both the school community and its neighbors, with a focus on eco-education, sustainability, and operational efficiency.

OBJECTIVES Designated outdoor learning spaces and new educational opportunities throughout site. Active and passive recreation for all students. Improvements to pedestrian and vehicular circulation, especially regarding safety and accessibility.

Efficient and cost-effective operations throughout school grounds.

Bâ&#x20AC;&#x2122;

Gathering spaces for parents and neighbors.

A variety of planted areas to provide beauty, habitat, and educational opportunities.

Sustainable and ecologically sensitive built elements, including improved stormwater management.

136

Design Team III

LAN

31 spaces

REFUSE ENCLOSURE

45 spaces

Aâ&#x20AC;&#x2122;

ON AR

Master Plan

137

INSPIRATION AND STAKEHOLDER INPUT STUDENTS • Playground with soft surface • Multi-use turf field • Treehouse / playhouse • Rain shelter • Shade • Garden

TEACHERS / STAFF • Outdoor classroom • Raised bed garden • Special needs accommodation • Controllable points of entry / exit PARENTS • Playground with soft surface • Multi-use turf field • Parking • Dedicated bus lane • Shade and benches • Sheltered parent waiting area • Garden NEIGHBORS • Playground • Perimeter landscaping • Improved fencing • Vehicle protected schoolyard • Improved lighting MAINTENANCE • Low maintenance • Traffic congestion • Make use of outdoor space PRECEDENT • Boston Schoolyard Initiative • Philadelphia: Henry C. Lea School Albert M. Greenfield School • Neptune, NJ: Midtown Community School • Bangkok, Thailand: Shrewsbury Intl. School 138

Design Team III

TOP and RIGHT These images are drawings and suggestions that came from Greenberg students at the beginning of the design process.

Inspiration

139

NORTHWEST PERSPECTIVE

140

Design Team III

Perspective of the schoolyard looking northwest from the parking lot.

Perspective

141

SECTION A-A’

35’

40’

66’

ALICIA ST, BUS LANE

FREE PLAY, BIOSWALE

BASKETBALL COURT

0’

10’

20’

North-south section through schoolyard looking west. 142

Design Team III

25’

12’

72’

25’

RAISED BED GARDEN

ALLEE

SHARON LANE ENTRANCE, PARENT GATHERING

SHARON LANE

Illustrative Section

143

SECTION B-B’ AND ALICIA STREET ENTRANCE

75’ ALICIA STREET 0’

10’

OUTDOOR CLASSROOM, AMPHITHEATER

SCHOOL BUILDING

20’

The outdoor classroom and amphitheater is set into the natural slope of the hillside outside the cafeteria and library. The outdoor area is designed with a wood deck and integrated benches which provides a pervious surface that also protects the root zone of the mature Quercus palustris (pin oak). The proposed multi use area accommodates an outdoor classroom, performances, and community activities.

144

Design Team III

ENTRANCE GATHERING AREA AND SHELTER The entrance gathering area near the bus drop off is a space for parents and students. The seating area is protected by an artful canopy structure designed to provide shade and shelter, and to collect rain water. The leaf-shaped structure is to be constructed of translucent fabric roofing and tubular steel. Rain water is to be directed to the bioswale for infiltration.

Illustrative Sections

145

OVERVIEW SECTIONS AND PERSPECTIVES

TREE HOUSES The tree house structures are covered elevated wooden structures located on either side of the running track near the playground in a shaded area of the schoolyard. Ladders provide access to the houses. An enclosed rope tube bridge spans the track and provides a connection between the two tree houses. The structures are placed in a raised bed of engineered wood chips. 146

Design Team III

EASTERN GATEWAY The eastern gateway is a wooden pavilion located adjacent to the raised plant bed garden and the terminus of the Acer rubrum (red maple) allee between the parking lots. It will provide shade, shelter, and a gathering place for students, staff, and visitors. The structure is intended to serve as a classroom for the gardening activities. Perspectives

147

CIRCULATION SP IEW GV

RIN AL

ST R

AD RO

O AR

A NL

KEY Primary Non-Accessible Pedestrian Circulation Secondary Non-Accessible Pedestrian Circulation Peripheral Circulation Primary Accessible Pedestrian Circulation Secondary Accessible Pedestrian Circulation On Site Vehicular Circulation

148

Design Team III

Schoolbus Student Drop Off Peripheral Vehicular Circulation Building Entrances Site Access Points Emergency Access

Feet

ACTIVE USE ZONES SP IEW GV

RIN

AD RO

L ON AR

ST R

Feet

KEY Active Recreation Area Creative/Free Play Recreation Area Passive Recreation Area Parent Gathering Area Educational Focus Area Circulation and Usage Zones

149

HYDROLOGY SP IEW GV

RIN

AD RO

L ON R A

R ST

Feet

STORM WATER MANAGEMENT ANALYSIS Impervious Surface Artificial Pervious Surface Natural/Vegetative Surface Hydrological Flow Hydrological Flow Through Bioswale Hydrological Flow Capture in Rain Garden Street Inlet

150

Design Team III

EXISTING PROPOSED CHANGE (SQ FT) (SQ FT) (SQ FT) IMPERVIOUS SURFACE 108,350 90,080 18,270 17% DECREASE PERVIOUS SURFACE 32,650 60,920 18,270 56% INCREASE BMP CAPTURED SURFACE 0 56,730 56,730 UNMANAGED SURFACE 108,350 33,350* 75,000 70% DECREASE * Includes roof area of 30,000 sq ft. The proposed BMPs address 97% of the impervious ground surface. The BMPs address 100% of the schoolyard and parking areas plus a portion of Alicia Street.

GRADING PLAN SP IEW GV

RIN

AD RO

L ON AR

ST R

Feet

STORM WATER MANAGEMENT IMPROVEMENT

Existing Grade 120,000

Proposed Grade AREA (SQ FT)

100,000

108,350

108,350 90,080

80,000 60,920

60,000 40,000

56,730

33,350

32,650

20,000 0

IMPERVIOUS SURFACE

PERVIOUS SURFACE

EXISTING

BMP CAPTURED SURFACE

UNMANAGED SURFACE

PROPOSED

Hydrology and Grading

151

PLANTING PLAN

Quercus alba (7)

Cercis canadensis (9)

Dryopteris marginalis (53)

Cornus florida (6)

Hamemelis virginiana (4)

Polystichum acrostichoides(78)

Ceanuthus americanus (72)

Virburnum prunifolium (31)

Amelanchier canadensis (20)

152

Design Team III

Quercus stellata (4)

Asclepias tuberosa (4)

Asclepias incarnata (37)

Andropogon virginicus (44)

Acer Rubrum (10)

Betula populifolia (8)

Quercus bicolor (3)

Liatris spicata (5)

Feet

Panicum virgatum (24)

Planting Plan

153

PLAY EQUIPMENT

“Big Fun” Playbooster from Landscape Structures, Inc.

Stumps for free play area

“Loopy Whoop” from Playworld

Logs for free play area 154

Design Team III

Manipulated groundplane with rubberized surface

GROUND COVERS

Artificial turf for field

Rubberized surface under play structure

Painted asphalt

Pea gravel for woodland path

Brown mulch for landscaping

River rock (various sizes) for swale Play Equipment and Ground Cover

155

SITE FURNISHINGS

Belson Outdoors Recycled Plastic Park Bench w/ Back

Belson Outdoors Recycled Plastic Receptacle

156

Design Team III

Belson Outdoors Recycled Plastic Park Bench

Belson Outdoors Recycled Plastic Step Over Picnic Table

RAISED PLANT BEDS

Gronomics Rustic Planter Box

Gronomics ECO Modular Rustic Garden Wedge

Gronomics Rustic Elevated Garden Bed

Belson Outdoors Drinking Fountain

Site Furnishings

157

PHASING AND COST ESTIMATE PHASE 1A Upper Parking, Bioswale Educational Meadow, Rain Garden, Allee Subtotal Raised Beds, East Entrance Lower Parking Rain Garden Total Phase 1A

ESTIMATED COST* $97,000 36,000 133,000 47,000 4,000 184,000

PHASE 1B Turf Field Playground Basketball, Track Subtotal Free Play, Bioswale Bus Pullout Total Phase 1B Total Phase 1 PHASE 2 Amphitheater / Classroom Woodland Trail, Outdoor Classroom Gathering Space Entrance Area Total Phase 2 TOTAL PROJECT Cost per Acre *Estimate Includes: - Material, Labor (Prevailing Wage), General Contractor and Subcontractor Services - Professional Services (Landscape Architecture, Engineering, Geoscience, etc.) - Site Furnishings - Permits - General Conditions - Contractor Overhead and Profit: 15% - Contingency: 10%

158

Design Team III

143,000 161,000 83,000 387,000 59,000 104,000 550,000 734,000 98,000 40,000 13,000 165,000 316,000 $1,050,000 ($420,000/AC)

RIN

SP IEW GV AD RO

O AR

A NL

PHASE 1A

ST R

PHASE 2

PHASE 1B

Area by Phase: Phase 1A 1.0 acre Phase 1B 0.9 acres Phase 2 0.6 acres

Phasing and Cost Estimate

Feet

159

CASE STUDIES Case studies of eco-schoolyards and playgrounds from around the world were completed by the design teams at the beginning of the semester. This exercise was conducted to further the studentsâ&#x20AC;&#x2122; understanding of the criteria for designing ecoschoolyards and the elements that are attractive to children.

Transformation to an Eco-Schoolyard

161

ACADEMY FOR GLOBAL CITIZENSHIP CHICAGO, IL COMPLETION DATE: LANDSCAPE ARCHITECT:

In Design Phase Studio Gang

Some of the produce grown on the school property is sold at a school farm market.

ABOUT: At the Academy for Global Citizenship, sustainability and ecological responsibility are ongoing goals. Both are integrated into the design of the physical plantings and the curriculum. The school’s 450 students are currently split into two rented buildings a few blocks away from each other. The proposed plan will link the two schools on one site on the southwest side of Chicago, with a shared courtyard in between the buildings and a 3-acre urban farm. The proposed new school and grounds are targeting net-positive energy. The school building would be the first net-positive energy building in the state of Illinois.

Students help to care for the school’s chickens and gardens.

RELEVANCE TO GREENBERG: The Academy for Global Citizenship’s focus on sustainability is a goal which other schools such as Greenberg can address. The inclusion of students in maintenance of the gardens increases the students’ ownership of the spaces, which can increase learning and lead to improved maintenance. The courtyard provides a beautiful space which unites the various grade levels into one community. The shared courtyard between the school buildings will function as an outdoor classroom, gathering space, and activity area. 162

Case Studies

RIGHT The master plan shows different functional zones on the proposed school property, and includes structures like greenhouses and a learning barn. BELOW Sustainability is an important school goal which will be addressed by the proposed plan.

Academy for Global Citizenship

163

BARNUM ELEMENTARY DENVER, CO COMPLETION DATE: LANDSCAPE ARCHITECT:

2013 Russell & Mills Studios, Ft. Collins, Colorado School building.

ABOUT: This project is a part of the Learning Landscape Initiative, a district-wide program within the Denver Public School system to revitalize schoolyards into centers for interactive learning, active play and recreation, ecological benefits, and community engagement. The themes of art, music, and geography are woven into a design inspired by the circus - a nod to the founder of the community. A sheltered outdoor classroom accomodates learning, while play for all elementary ages occurs in a turf field, themed play areas, and a dedicated early childhood education play area. Features include a striking shade structure, a rich palette of color and materials, innovative uses of objects for sensory stimulation, and integration of the bioswale into the functional elements.

Custom shade structure.

RELEVANCE TO GREENBERG: The program is responsive to elementary school curriculum and recreation needs in this suburban Denver school. Active recreation is accomodated with a large turf field, a basketball court, and separate playgrounds for primary and secondary aged children. Impervious surface area is reduced and stormwater management is incorporated into the function of the site. Necessary teacher and staff parking is retained.

164

Case Studies

Entrance gateway.

RIGHT The view southeast from the school building includes gathering spaces, the bioswale, the outdoor classroom, elementary and intermediate playgrounds, the east end of the turf field, and the parking lot.

BELOW The master plan illustrates the integration of functional areas within a curvilinear arrangement of spaces. The bioswale runs from west to east through the center of the site. The early childhood education play area is located northwest of the building. IRVING STREET

MAINTENANCE ACCESS GATES ECE PLAY PIT

SERVICE & MAINTENANCE AREA

BACKSTOP

ECE AREA

CUSTOM SHADE STRUCTURE ON MUSIC THEMED PLAZA

CIRCUS THEMED SEATING AREA IN SYNTHETIC TURF COVERED SAND PLAYPIT

UNITED STATES MAP

NEW TURF FIELD

BUTTERFLY GARDEN WITH DISCOVERY TRAIL

CATERPILLAR HOPSCOTCH

OUTDOOR CLASSROOM WITH COLOR WHEEL PLAZA DRAGONFLY HOPSCOTCH SEAT WALLS

PRIMARY PLAY PIT

TETHERBALL

W 1ST AVENUE

CRUSHER FINES TRACK

W ELLSWORTH STREET

BASKETBALL COURT

4 SQUARE

INTERMEDIATE PLAY PIT

BIOSWALE PEDESTRIAN ENTRANCE

STAFF PARKING

FIRE TRUCK ACCESS

ENTRANCE GATEWAY

HOOKER STREET

University of Colorado denver russell+mills studios

Barnum Elementar y Learning Landsc ape Master Plan

141 s. college ave, suite 104 fort collins, co, 80524 p: 970.484.8855 www.russellmillsstudios.com

Barnum Elementary

165

BEACON RISE PRIMARY BRISTOL, UK COMPLETION DATE: LANDSCAPE ARCHITECT:

Ongoing OPAL CIC & GreenPlay Project

ABOUT: Beacon Rise Primary School has incorporated a strong nature play focus within their curriculum. Their goal is to create an ecoschoolyard that fosters exploration and creative play. Students play in an environment that supports (supervised) risk taking, and flexible programming The school has seen an improvement in attendance, behavior, and academic success since the implementation of an ‘unstructured’ play space.

Tunnels through topography create spaces for exploring.

RELEVANCE TO GREENBERG: Beacon Rise employs a play coordinator to support ongoing availability of high quality play opportunities. The children create their own activities within the schoolyard, and a variety of tools and materials are made available every day for this purpose. There are numerous clubs that run during school and after school that utilize the play spaces, including an “Eco-Club”. By creating a feeling of responsibility and ownership of the schoolyard, Greenberg Elementary could strengthen the student connection to subjects taught in outdoor classroom settings.

Balance beams traverse topography and create important learning spaces.

Children at recess in the wooded area.

166

Case Studies

RIGHT The most recent landscaped area shown in detail and plan by greenplayproject. This is only one section of the school, but highlights many important aspects of designing for children: enclosure, retreat, scale, and differences in height. BELOW Photograph showing tunnel under a wildflower meadow at Beacon Rise.

Beacon Rise Primary

167

BRANKSOME HALL ATHLETICS AND WELLNESS CENTRE TORONTO, ON COMPLETION DATE:

2015

LANDSCAPE ARCHITECT:

PMA Landscape Architects

Courtyard/green roof.

ABOUT: The new Athletics and Wellness Centre serves as a meeting and gathering space for the whole campus. The new facility complements and connects to its surroundings with a palette of natural materials, finishes, and textiles. Views are emphasized in the space and natural light permeates into the building interior.

RELEVANCE TO GREENBERG: The design of Branksome Hall Athletics and Wellness Centre uses concrete, light wood, masonry, stone, and glass to create a natural backdrop for school activities. A design using natural materials would be appropriate for Greenberg Elementary School as well.

Planting beds around drop off zone.

Heritage Courtyard.

168

Case Studies

RIGHT Aerial view of the Branksome Hall Athletics and Wellness Centre. BELOW Master plan of the site.

Branksome Hall Athletics and Wellness Centre

169

CHISENDALE PRIMARY SCHOOL EAST LONDON, UK COMPLETION DATE: LANDSCAPE ARCHITECT:

2016 Asif Khan

ABOUT: Chisendale Primary School faced a problem of having very limited play space and an increasing number of students. In order to address this, the school asked Asif Khan, whose children attend the school, to enhance the playground without touching the existing Physical Education area. Khan’s solution to the problem was to create an elevated, “double-layered” play space that is both interior and exterior. According to Khan, “the plan stimulates the kids to move, but also creates quiet spaces where they can rest.” The influence for the design came from a 2012 photo by Rinko Kawauchi of a burning hill. During construction, the design team created a model of the photograph, handed it to the excavator operator, and asked him to build it.

The rubber hill can be used to access the structure.

Nets are a popular feature of the design.

RELEVANCE TO GREENBERG: The design is kept simple so that no one purpose is assigned to any element. In Khan’s words “we designed an inside and outside space where the kids can invent their own play.” According to Khan, this philosophy was adopted during interviews with the students over the 6-month design process. The structure is constructed with a steel frame and thermally modified tulip tree wood that was donated by the American Hardwood Export Council. Acccording to the council, tulip trees were selected because of their regenerative abilities. The hill and ground surface are constructed out of recycled rubber. 170

Case Studies

The interior can be very peaceful.

UPPER Elevation of play structure.

LOWER Plan of play structure.

Chisendale Primary School

171

DEHESA CHARTER SCHOOL CARLSBAD, CA COMPLETION DATE: LANDSCAPE ARCHITECT:

2016 Rooted In Place Landscape Architecture

ABOUT:

The winding urbanite path and steppers weave through the pollinator garden and native plants garden.

The design of Dehesa Charter School accommodates many functions into a small space (about 0.3 acres) in an efficient and creative way for both preschool and elementary school kids. The space is separated by a fourfoot high wooden fence for different age groups. The vertical space is fully utilized with vertical gardens, a bird blind, an art display wall, a music play wall, and a mural on the wall.

RELEVANCE TO GREENBERG: The Dehesa Charter Schoolyard features many different types of play structures and learning spaces that could inspire changes to the schoolyard at Greenberg Elementary School. With an edible garden, pollinator garden, moveable parts play area, kitchen garden, sand and water play area, music garden, and plants to attract native wildlife, the schoolyard serves as a space for inspiration and exploration, and is a habitat â&#x20AC;&#x153;stepping stoneâ&#x20AC;? for the community.

Overview of the schoolyard.

Four-foot high wooden fence combined with a bird blind separates the space and provides outdoor learning function without blocking views. 172

Case Studies

RIGHT The master plan shows programming elements and the general layout of educational and functional spaces.

BELOW Diagrammatic elevation of elementary area (towards southeast). Diagrammatic elevation towards building (towards southwest).

Dehesa Charter School

173

EDISON K-8 SCHOOL BOSTON, MA COMPLETION DATE: LANDSCAPE ARCHITECT:

2012 Warner Larson Landscape Architects

ABOUT: Initiated within the Boston Schoolyard Initiative, a district-wide program to revitalize the schoolyards into vibrant centers for learning, recreation and community life, this project adopted the theme â&#x20AC;&#x153;Pathway to Discoveryâ&#x20AC;? to celebrate Thomas Edison. The project integrated engaging, low-cost natural elements such as logs, stumps, and stones to serve as furniture and teaching tools. Outdoor functions are located near interior functions such as science, art, and wellness for ease of access, visibility, and acceptance. Hard surface areas are repurposed in creative and efficient manners to save cost. An expansive outdoor classroom is physically separated from the recreation and play areas, incorporating formal and informal learning areas, a science lab, representative ecologies, and raised garden beds.

Schoolyard - before.

Schoolyard - after.

RELEVANCE TO GREENBERG: The program is responsive to curriculum and recreation needs of grades K through 8 in this suburban Boston school. Demands for active recreation are satisfied through a turf field, full court basketball, and a running track. Separate playgrounds for elementary and older children are provided. Impervious surface area is reduced and stormwater management is improved accross the site. Necessary parking for teachers, staff and visitors is retained in a reconfigured parking lot. 174

Case Studies

Outdoor classroom - raised planters and work tables.

RIGHT The master plan exhibits the key components of the program: recreation, active and passive play, learning, ecological benefit, and community connection. BELOW The outdoor classroom plan illustrates the inclusion of classroom seating benches, lab area including armature for lab equipment, informal gathering areas, raised planters, an urban meadow, sample woodland, and green roof.

Green roof demonstration Edison K-8 School

175

FORSYTH SCHOOL ST. LOUIS, MO COMPLETION DATE: LANDSCAPE ARCHITECT:

2007 SWT Design

ABOUT:

Interactive playgrounds and race track create a fun and active space.

Traditional playground entertains students while on recess.

The drive of the project was to create a campus that would enhance the students’ educational experience and improve campus circulation within the urban constraints of the site. Population growth of school attendees was also a driving force for the expansion. The emphasis of the expansion was to create creative outdoor spaces for the children to learn and play.

RELEVANCE TO GREENBERG: The Forsyth School design has many elements and aspects that could be used to improve Greenberg’s site. Raised planting beds with perimeter seating provide students with a place to learn and relax. Nature-inspired art captures the children’s imagination while teaching them about the environment. A green roof on the storage shed and interpretive stream beds filled with sand allow the students to get their hands dirty and learn about hydrology and stormwater management. Athletic fields, the adventure center, and two playgrounds create an interactive experience. Two pedestrian circles, one hardscaped with amphitheater seating and the other filled with sand, create gathering locations for students and provide a teaching platform for faculty.

176

Case Studies

Circulation patterns were carefully integrated amongst play areas.

RIGHT An interpretive stream bed and nature-inspired door capture the childrenâ&#x20AC;&#x2122;s imagination. BELOW The master plan shows key design features of the site (SWT Design).

Low House

Soccer Field Sports Field

Gerdine House

The Pond Center Durbar House

New House New House Addition

Key Components: 1 Drop off circle

5 Sand play

9 Outdoor classroom

2 Entry gate

6 Spray ground

10 Pavilion

3 Playground

7 Central play

11 Turf Field

4 Kickball court

8 Sand play

12 Existing court

Famore House

Forsyth School

177

FUJI KINDERGARTEN TACHIKAWA, JAPAN COMPLETION DATE:

2007

LANDSCAPE ARCHITECT: Tezuka Architects ABOUT: In 2001, Takaharu and Yui Tezuka designed a “Roof House” for a client. The design emphasized skylights and open spaces, and encouraged the family to spend time together on the roof. In 2007, the architects were approached to design a kindergarten, and as David McManus of e-Architect reports, “The request from the kindergarten directors was extremely simple in content: ‘we want you to make a Roof House for five hundred kindergarten pupils.’” With those instructions, the architects designed a building without dead-ends and walls, that preserved the existing trees, and encouraged the students to be active.

Chairs can be sat upon, or they can become building blocks or trains.

RELEVANCE TO GREENBERG: A common theme at the core of Fuji Kindergarten’s design is that everything is adaptable, and with imagination, everything can be anything. For example, students’ chairs are boxes made of light wood that can sometimes become building blocks or used to make a train. The architects found the idea of not assigning just one function to design elements so important that they were even hesitant to include a slide in their design. As Takaharu Tezuka writes, “See the slide? I knew kids love to slide, but I actually wasn’t very keen on putting it in, because it tells children what they should and shouldn’t do. Without tools, the kids have to think for themselves and create games. But in the end we kept it: We needed a fire escape.” The slide is reportedly a very popular way to get to class. 178

Case Studies

When the school was first constructed, the contractor had a hard time keeping the mound together because children liked to steal the dirt.

Children climb on nets and trees at the roof level.

ABOVE (CLOCKWISE FROM LEFT) Roof plan, section with tree, staircase, skylight.

BELOW (CLOCKWISE FROM LEFT) Aerial view, outdoor classroom, running children.

Fuji Kindergarten

179

GEORGE W. NEBINGER SCHOOL PHILADELPHIA, PA COMPLETION DATE:

2011

LANDSCAPE ARCHITECT:

Studio Gaea

ABOUT: Nebinger School in the Bella Vista neighborhood of Philadelphia was one of the first schools included in the Green Schools Program through the Philadelphia Water Department. It came about through an extensive grassroots effort by the principal and the community. This project was completed over six phases, and includes rain gardens, edible plant gardens, and native gardens representing native plant communities of the Philadelphia region. There is also an active play area with porous paving, a running track, and a lawn with a tumbling hill.

Nebinger pilot bed, rain garden.

RELEVANCE TO GREENBERG: Nebinger went through a series of six costeffective phases to complete their greening project. This is a model that Greenberg could use, by identifying the most important areas first to begin the schoolyard transformation. Greenberg could implement program elements that Nebinger constructed such as rain gardens, edible plant gardens, a focus on safe, porous play surfaces for the safety of the children, and an ecological value.

Nebingerâ&#x20AC;&#x2122;s second rain garden.

Hand rendering from Studio Gaea of Nebinger schoolyard. 180

Case Studies

RIGHT Final proposed conditions for Nebinger Schoolyard Project from Gaea Studio. BELOW Rendering of proposed conditions by Gaea Studio.

George W. Nebinger School

181

GERMAN INTERNATIONAL SCHOOL OF SILICON VALLEY BERKELEY HILLS, CA COMPLETION DATE:

2013

LANDSCAPE ARCHITECT:

BASE

Entrance to the school.

ABOUT: Located in North Berkeley Hills, the German International School of Silicon Valley (GISSV) integrates curriculum into the schoolyard through educational activity. The outdoor play environment is geared to meet the same objectives as GISSVâ&#x20AC;&#x2122;s well defined age-related activity and academic milestones. BASE design led the school to further integrate the schoolyard into the surrounding community. The overarching design theme is nature based play.

Drawings by school students.

RELEVANCE TO GREENBERG: With a schoolyard consisting solely of blacktop in an urban area, Greenberg has a strong need for nature-based play. Greenberg also expressed a desire to include the community and children in the planning of the new schoolyard. BASE interviewed community members and students before any planning was done at GISSV.

Kids engage in nature play. 182

Case Studies

RIGHT Site analysis shows functional use areas including a deer snoozing zone. Spatial layout, circulation, and tree cover are noted. BELOW The concept master plan represents well defined areas that meet the needs of all age groups in addition to parents and the local community.

nts

German International School of Silicon Valley

183

GREENFIELD ELEMENTARY PHILADELPHIA, PA COMPLETION DATE:

2011

LANDSCAPE ARCHITECT:

Viridian Studio

ABOUT:

Students play on earth mounds covered with rubberized play surface.

The driving force behind this project began with a dedicated group of community members who wanted to provide a more sustainable learning and play environment for the students of Greenfield as well as the residents of the neighborhood. This project took place in four phases and includes sustainable design elements such as rain gardens, porous ground coverage, and native species.

RELEVANCE TO GREENBERG: The existing conditions before the project at Greenfield bear a striking resemblance to the current conditions at Greenberg. The schoolyard was primarily asphalt with minimal interactive equipment for the students. The greening process of Greenfield is demonstrative of a very clearly delineated phasing structure that could be valuable to Greenberg.

A view of the playground.

An educational garden at Greenfield Elementary. 184

Case Studies

RIGHT Master plan of the site. BELOW Three diagrams demonstrating phasing (left), existing conditions (center), and proposed conditions (right).

Greenfield Elementary

185

HARVARD KENT ELEMENTARY BOSTON, MA COMPLETION DATE: LANDSCAPE ARCHITECT:

2017 CBA Landscape Architects, LLC

ABOUT:

CBA Landscape Architects, LLC, included large areas of painted graphics to brighten the bland pavement throughout the schoolyard.

This project was part of the Boston Schoolyard Initiative, which set out to transform the cityâ&#x20AC;&#x2122;s public elementary schools. Many of the schools slated for improvements had been badly neglected. Some, like Harvard-Kent Elementary, had not seen improvements to their schoolyards since initial construction in the mid 1970â&#x20AC;&#x2122;s. The Boston Schoolyard Initiative set out to change this school and many more as a much needed service to the city of Boston.

RELEVANCE TO GREENBERG: This project was a collaborative effort between teachers, students, parents, and the designers. CBA Landscape Architects, LLC, also saw the importance of integrating local themes within this learning environment. These themes are vital to the success of a schoolyard design, as they tie together many elements incorporating play, learning, and socialization. This particular design emphasizes a true sense of place that will be ingrained in students as they learn, play, and grow together over time.

Raised planters located in the outdoor classroom allow students to learn about the diverse flora found throughout the region they call home.

Before and after images prove that a once barren concrete schoolyard can be truly tranformed through dynamic design. 186

Case Studies

RIGHT The master plan details the use of illustrative painted graphics, defined spaces, and elegant design composition. BELOW The outdoor classroom design emphasizes the importance of separating the outdoor learning experience from active play areas found elsewhere in the schoolyard.

Harvard Kent Elementary

187

HENRY C. LEA SCHOOL PHILADELPHIA, PA COMPLETION DATE: LANDSCAPE ARCHITECT:

2015 Viridian Studio

ABOUT:

Tree bosque in the schoolyard and play equipment on pervious surface.

The design for the Lea Schoolyard is rooted in the school’s belief that each student has the potential to excel academically provided they study in a positive, safe environment. Lea School has a deep-rooted community support system, including much support from the West Philadelphia Coalition for Neighborhood Schools, and a very involved PTA. This project not only focuses on the greening of the immediate schoolyard, but also creating stormwater management connection opportunities with the surrounding city grid. Rendering of new entrance for students and community.

RELEVANCE TO GREENBERG: The Lea School project was organized into three realistically achievable phases after funding sources were established. Greenberg could benefit from studying the community involvement process as well as the phasing that Lea School carried out. The stormwater management elements of the Lea schoolyard, including the pervious tree bosque, rubberized pervious ground surface under the play equipment, and infiltration trench under the basketball court, are interesting sustainable elements that could be applicable at Greenberg.

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Case Studies

Finished first phase “pilot bed” rain garden.

RIGHT Rendering by Viridian Studio of the proposed schoolyard. BELOW The master plan shows programming elements and the layout of functional spaces.

25’

50’

Henry C. Lea School

189

HENRY GREW SCHOOL HYDE PARK, MA COMPLETION DATE: LANDSCAPE ARCHITECT:

2012 Warner Larson Landscape Architects

ABOUT: Henry Grew Elementary School has 252 students in grades K-5. According to state standards, 24% of students at this school are considered proficient in math and/or reading. With a school-wide philosophy of “Academics + Athletics = Success”, the project was committed to creating and maintaining a space that is used for recreation, education, and socialization as a part of the Boston Schoolyard Initiative.

Schoolyard condition before design.

RELEVANCE TO GREENBERG: The arrangement of synthetic turf with a sustainably-designed parking lot illustrates one way to implement stormwater management at Greenberg School. Spaces along the eastern and southern side of the school building have been designed to reduce the unused areas and repurpose a long narrow space as an active educational area. Greenberg’s peripheral spaces are unused and could benefit from a similar design approach. Ecological educational nodes in the schoolyard can be used as teaching spaces, but also provide peaceful and pleasant gathering spaces for the neighborhood residents.

Schoolyard condition after design.

An educational gathering node called “Grew Park”.

190

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RIGHT This picture of the school building illustrates the school mission statement with native plantings. BELOW The master plan includes recreational and educational spaces.

Henry Grew School

191

HIGGINSONLEWIS SCHOOL BOSTON, MA COMPLETION DATE: LANDSCAPE ARCHITECT:

2013 Warner Larson Landscape Architects

ABOUT:

Raised planting beds.

From the outset, the goal of the design of the Higginson-Lewis schoolyard was to create a vibrant and colorful design that was a reflection of the cultural history of the area while encouraging the students to interact with each other and learn lessons from the landscape. Designed by Warner Larson Landscape Architects and completed in 2013, this project was funded by the Boston Schoolyard Initiative, which has greened many schoolyards in the Boston area.

RELEVANCE TO GREENBERG: Higginson-Lewisâ&#x20AC;&#x2122;s schoolyard features ramps that allow students of all abilities to enjoy the grounds and participate in the learning experiences they provide. Additionally, the play areas are divided by the type of play they involve, including a sensory play area, motion play, and traditional play structures. The outdoor classroom includes a lab where students and teachers can learn about the environment in a hands-on way.

Play areas inspired by the colors and patterns of traditional African headscarves.

The play areas are designed for students of all abilities. 192

Case Studies

RIGHT The outdoor classroom with learning laboratory. BELOW Plan view of the design for the Higginson-Lewis schoolyard.

Final Design Concept

Higginson-Lewis School

193

JAMES G. BLAINE SCHOOL PHILADELPHIA, PA COMPLETION DATE: LANDSCAPE ARCHITECT:

In Design Phase Ground Reconsidered

ABOUT:

Perspective rendering toward buildings.

This design was proposed to create a new welcoming place, to encourage active play and socialization, to integrate native habitats, and to provide education. Management of stormwater runoff is also addressed in the design by implementing rain gardens, stormwater swales, and planters with underground storage. The new design will prevent more than 20,000 gallons of runoff from entering the sewer system.

RELEVANCE TO GREENBERG: While revitalizing active play and socialization, the design also underlines the importance of incorporating stormwater management into outdoor learning. The demonstration green infrastructure along with interactive signage will not only absorb on-site and off-site runoff, but also provide opportunities for children to experience nature.

Stormwater management sites.

Design option showing an accessible entry ramp to a flexible learning/exhibit area. 194

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RIGHT The master plan shows elements such as circulation and programming spaces. BELOW This picture shows a section of the proposed schoolyard habitats.

James G. Blaine School

195

KEY ELEMENTARY WASHINGTON, D.C. COMPLETION DATE: LANDSCAPE ARCHITECT:

2013 Sustainable Life Designs

ABOUT:

Raised planting beds maximize the spaces surrounding the school building.

Key Elementaryâ&#x20AC;&#x2122;s new schoolyard features a running track, dry stream bed, rain garden, cherry tree boardwalk, amphitheater, playground equipment, and a central gathering space. The combination of all of these elements created a schoolyard that is hospitable to both play and learning. The school is located on a piece of property that has varying levels, creating a unique design challenge. By using a series of terraces, the designers created areas that had a logical progression and connection to each other. For example, the transition between the school buildings and sports fields has a butterfly garden to not only divide the space, but also to provide an outdoor learning area.

Nature-inspired play equipment.

RELEVANCE TO GREENBERG: The play equipment used on this project is one of the highlights of the site. The equipment combines natural elements with traditional playground structures. Children can develop motor skills and confidence by climbing boulders and logs, while also enjoying slides, bridges, and tunnels. The nature-inspired play equipment is just one of many aspects that made this project a success.

A butterfly garden terrace overlooking the sports fields. 196

Case Studies

RIGHT The view from a garden terrace down to the sports fields. BELOW A bird’s-eye view of the plan for Key Elementary.

Key Elementary School

5001 Dana Place Northwest Washington, DC 20016

March 14, 2012

CONCEPT NARRATIVE & DESIGN

OUTDOOR CLASSROOMS Expanded Performance Space and Nature Walk (pg. 17) Outdoor Classroom (pg. 23)

2’-6” Use this text for sm. call outs

Scale: 1”= 50’

HUR

TER

RAC

CENTRAL COURTYARD Running Track (pg. 22) Dry Stream Bed Rain Garden (pg. 21) Cherry Tree Boardwalk (pg. 20) Improved Amphitheater (pg. 19) Tree Allee and Spatial Definition (pg. 18) Interactive Raingardens (pg. 16) New Playground Equipment (pg. 15) Central Gathering Space (pg. 14)

0’

25’

50’

SOUTHERN ENTRANCE AND LAWNS Terraced Lawn (pg. 13) Southern Entrance (pg. 12)

PHOTO/PLAN/SECTION ORDER NOT NECESSARY

DA N

LA CE

FULTON PLACE NOT TO SCALE NORTH

Key Elementary

197

MANASSAS PARK ELEMENTARY MANASSAS PARK, VA COMPLETION DATE: LANDSCAPE ARCHITECT:

2009 O’Shea and Wilson Site Works/ VMDO

Stormwater garden that brings kids close to native plantings.

ABOUT: The design for Manassas Park Elementary’s schoolyard by O’Shea and Wilson Site Works and VMDO, which was awarded the ASLA Professional Honor Award, complements the school’s newly-designed buildings. The buildings have an abundance of natural light and classrooms are named after local species of flora and fauna instead of having numbers. The goal of this design was to teach children about environmental stewardship and help raise responsible citizens.

RELEVANCE TO GREENBERG:

An interactive and educational cistern teaches kids about rainwater collection.

Stormwater was a major driving force behind the design of Manassas Park Elementary’s schoolyard. The uniquely-designed stormwater garden allows students to see wetland plants up close, while also using rainwater as a design element. Informative and attractive signage was one of the reasons for the success of this project. Additionally, the school and its grounds blend almost seamlessly into the surrounding woodlands, creating the feeling of a school within a forest.

A bird’s-eye view of the stormwater basin in relation to the rest of the school. 198

Case Studies

RIGHT An aerial view of the learning courtyards between buildings. BELOW Plan view of the design for the Manassas Park Elementary schoolyard.

Manassas Park Elementary

199

MANHATTAN DEMONSTRATION SCHOOL BRONX, NY COMPLETION DATE: LANDSCAPE ARCHITECT:

2016 Designed by the school’s Garden Manager

Schoolyard model.

ABOUT: The project follows one of Edible Schoolyard’s two models. This model focuses on easy replicability, including no in-ground planting, entirely moveable elements, and a model from which bits and pieces can be chosen. Schools that apply generally have some type of raised bed, outdoor teaching space, and kitchen area so that Edible can work with them to implement the curriculum and help them get small grants to expand their programming. Edible Schoolyard is able to provide 1-2 staff members to each partner school. This allows Edible to help codevelop the project while the partner school is engaged and interested and can take ownership of the project.

Designed schoolyard.

RELEVANCE TO GREENBERG: Functional teaching space for 20-30 students to learn about harvesting and cooking is the goal of this project, and could be applied to Greenberg’s schoolyard. It is inexpensive and easy to install, and it engages students in learning about plants and their growth. The plants will be collected by students to be prepared and cooked in the school kitchen, where every student will learn not only about the benefits of organic food but also about the different cooking methods. Students engaged in hands-on plantings. 200

Case Studies

RIGHT The schoolâ&#x20AC;&#x2122;s schematic bed plan illustrates an easy, inexpensive idea for learning from plants, which is a part of New York Cityâ&#x20AC;&#x2122;s Edible Schoolyard program. BELOW This picture illustrates the smart design of the schoolyard in a very tight urban area to make a happy and beautiful learning space.

Manhattan Demonstration School

201

MENDELL SCHOOL ROXBURY, MA COMPLETION DATE:

2010

LANDSCAPE ARCHITECT:

Klopfer Martin Design Group

ABOUT: The Ellis Mendell Elementary School is one of six Boston public elementary schools that inaugurated Schoolyards or Outdoor Classrooms in 2010 through the Boston Schoolyard Initiative. The Mendell School is committed to educating the whole child. The new outdoor classroom supports the school in meeting its academic and healthy child commitments.

Schoolyard condition before design.

RELEVANCE TO GREENBERG: MassArt professor Matthew Hincman from the Jamaica Plain neighborhood in Boston was commissioned to design and create this artistic fence that acts as a transformative element between the fun and learning spaces of the playground. This can be an inspiration for the fenced areas at Greenberg. The spatial rectangular arrangement, rain barrel and leaf bin, storage shed with a green roof, gathering areas and planting beds, and use of permeable pavers can be program elements incorporated into Greenbergâ&#x20AC;&#x2122;s design.

Schoolyard condition after completion.

The artistic fence design based on schoolyard theme.

202

Case Studies

RIGHT This picture shows a creative usage of native plants and small demonstration gardens in order to educate students about ecology and soil with hands-on activities. BELOW The master plan clearly defines a variety of active spaces with educational purposes. It also creates micro-spaces such as gathering, seating, and walking areas.

Mendell School

203

MIDTOWN COMMUNITY ELEMENTARY SCHOOL NEPTUNE, NJ COMPLETION DATE: LANDSCAPE ARCHITECT:

2008 SED Design

Prior to the bioswale and rain garden installation the area in front of the school was covered with turf.

ABOUT: Midtown Community Elementary School’s grounds include raised beds for student-tended salad gardens, sustainable and educational features such as a native rain garden and bioswale, and a roof garden planted with native xeriscape plants. The school is LEED platinumcertified. Midtown’s science curriculum utilizes the school grounds and aims to increase the students’ knowledge of where food comes from, as well as increase students’ awareness of seasonal patterns in nature and the connections between animals and plants.

After the bioswale and rain garden were installed the area included native plants, accessible trails, and bridges.

RELEVANCE TO GREENBERG: Midtown’s bioswale and rain garden plantings provide hands-on, immersion learning opportunities in an urban environment. Greenberg has similar on-site opportunities for educational and beautiful stormwater management features accessible to both the school and community. Greenberg students could also benefit from the integration of curriculum and specialty gardens, as illlustrated by Midtown’s use of its raised bed and rooftop gardens. Today the grasses and other plants such as baldcypress trees, bayberry, and blueberry, all native to New Jersey, fill the space in front of the school. 204

Case Studies

RIGHT A roof garden with native xeriscape plantings provides a unique outdoor learning and activity space. BELOW The site contains sustainable features such as native plants, pervious paving, and rain gardens, with some areas accessible to the community.

Midtown Community Elementary School

205

MONTCLAIR ELEMENTARY DENVER, CO COMPLETION DATE: LANDSCAPE ARCHITECT:

BELOW The completed schoolyard.

August 2010 Design Concepts

ABOUT: In 2009, the Denver Public School System designated Montclair School of Academics & Enrichment as one of the first Innovative Schools in Colorado. The school’s learning landscape, designed by Design Concepts Community and Landscape Architects, furthered the program’s mission to introduce innovative methods for early childhood enrichment. This is one of many sites that were improved during this time in Denver.

RELEVANCE TO GREENBERG: Due to the school’s designation as an Innovative School of Colorado, the schoolyard was given special design consideration by Design Concepts Community and Landscape Architects. The design team utilized consistent themes of geography and literature throughout to create cohesion and emphasize the importance of these subjects in early childhood education. At Greenberg Elementary, students of all ages and abilities would benefit from the integration of educational themes within their play environment. The schoolyard would then be seen as an extension of the classroom experience.

206

Case Studies

RIGHT The master plan shows a compact play area with separate play zones based on age and ability. The design accounts for both fun and safety.

Montclair Elementary

207

MILLS COLLEGE CHILDREN’S SCHOOL OAKLAND, CA COMPLETION DATE: LANDSCAPE ARCHITECT:

Phase 1 - 2015 Bay Tree Design Amphitheater incorporated into slope (seats 66, with tables and deck 80+).

ABOUT: The design’s intent is to enrich the current schoolyard by making the entire outdoors a classroom. It features eco-friendly spaces for all types of play and green environments for teaching. The total project area is 0.5 acres, and the first phase of 0.2 acres was installed in the summer of 2015.

RELEVANCE TO GREENBERG: The schoolyard is designed into different zones by habitats and features. The zones are functionally separated yet aesthetically connected. The design can help inspire plans to enrich the schoolyard programs at Greenberg Elementary School.

Children-powered water pump and sandbox.

Flex space, nature and active play area. 208

Case Studies

BELOW The master plan shows programming elements, as well as both educational and recreational spaces.

Mills College Childrenâ&#x20AC;&#x2122;s School

209

NUEVA SCHOOL HILLSBOROUGH, CA COMPLETION DATE: LANDSCAPE ARCHITECT:

2007 Andrea Cochran Hydrology display educates students.

Artistic nature prints add interest.

ABOUT: The drive of the project was to create a campus expansion that would convert an old parking lot into a new library, student center, and classroom building, clustered around a central plaza. Equally important, collaborators and investors wanted a landscape that would ecologically benefit the neighborhood as well as serve as a teaching tool for students.

RELEVANCE TO GREENBERG: The Nueva School provides great inspiration for the Greenberg School site. Green roofs which collect a large amount of stormwater runoff could be utilized at Greenberg, where the current buildings lack any rooftop vegetation. The main plaza space and amphitheater at the Nueva School would provide students at Greenberg with a place to attend outdoor classes and play. Artistic site details like those shown above would enhance the childrenâ&#x20AC;&#x2122;s education and teach them the importance of hydrology.

Aerial photo displays the unique design features of the site.

210

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RIGHT The common area creates a space for children to learn and relax, and the vegetated swales collect rainwater runoff. BELOW The master plan displays important site elements and illustrates the spatial layout of the site (Andrea Cochran Landscape Architects).

Parking service

Existing woodland

Classroom building Green Roof New oak screen

Drop off zone Amphitheater

Existing sports field Existing stairs

Green Roof

Nueva School

211

P.S. 216 ARTURO TOSCANINI BROOKLYN, NY COMPLETION DATE: LANDSCAPE ARCHITECT:

2014 WorkAC

ABOUT: P.S. 216 was the first Edible Schoolyard NYC project. This program partners with public schools to â&#x20AC;&#x153;transform the hearts, minds, and eating habits of young New Yorkersâ&#x20AC;? through gardening and cooking classes integrated into the school day. This project at P.S. 216 took four years to complete in three phases. The schoolyard has a full kitchen space, several outdoor learning areas, in-ground and aboveground plant beds, and a new greenhouse.

Greenhouse with mosaic in schoolyard.

RELEVANCE TO GREENBERG: While P.S. 216 is more focused on teaching students about healthy eating through gardening, the schoolyard design offers an interesting study in circulation and spatial heirarchy. There is an elegant, flowing circulation pattern between several clearly defined gathering spaces. The layout of the schoolyard takes advantage of the entire space without the feeling of being overly designed.

Inside of greenhouse with cooking and food prep area.

Finished schoolyard project showing raised beds of different heights and inground beds. 212

Case Studies

RIGHT Aerial view of completed schoolyard. BELOW The plan shows the layout of spaces, with a focus on raised and in-ground plant beds for edible species.

25’

50’

P.S. 216 Arturo Toscanini

213

RAKAFOT SCHOOL HAIFA, KIRYAT, ISRAEL COMPLETION DATE:

2016

LANDSCAPE ARCHITECT:

Knafo Klimor Architects

ABOUT:

Roof garden

Taking a holistic approach to sustainability, Kiryat Bialikâ&#x20AC;&#x2122;s Rakafot Elementary School, Israel, was designed by Knafo Klimor Architects in order to create a wholesome space for the pupils, while reducing environmental impact. The main theme of the design concept was the integration between the outdoors and learning spaces, while creating informal activity and educational areas. These spaces add extra value to the pupilsâ&#x20AC;&#x2122; learning experience by broadening their educational horizons.

RELEVANCE TO GREENBERG: Rakafot school has a series of components that contribute to its green design. The winter pond is one of them. It gathers the runoff from its immediate areas. Besides the water acting as a decorative element in the landscape, the reservoir presents a practical lesson in collecting runoff water for irrigation and gardening as well as an opportunity to observe the wide variety of life forms which enjoy the rich habitat. These are all ideas worth studying for implementation at Greenberg.

Outdoor classroom

Butterfly garden 214

Case Studies

RIGHT Master plan showing connections between spaces. BELOW The displayed section illustrates the wind circulation and design features.

Rakafot School

215

REDDING SCHOOL OF THE ARTS REDDING, CA COMPLETION DATE: LANDSCAPE ARCHITECT:

2011 Shapiro Didway

ABOUT:

Elevation and solar panels

The project (77,091 sf) was privately funded by the locally based philanthropic McConnell Foundation. Project cost - $28 million. Redding School of the Arts serves 500 K - 8 students. The school boasts design goals including: Enhanced connectivity to outdoors, creative learning spaces, and affordable energy. Energy efficiency with achievement of LEED status was the planned outcome for the design project. The school hopes to serve as a model for other area schools.

RELEVANCE TO GREENBERG: Redding school for the Arts is located in northern California where low rainfall amounts make collection of water desireable. Greenberg Elementary wants to collect and hold storm water on site to keep water out of the city sewers. Greenberg, like many Philadelphia schools, also has a special interest in connecting students to the arts and nature.

Large windows allow in maximal daylight

Schoolyard 216

Case Studies

RIGHT Master plan with green spaces and functional spaces. BELOW Left to Right Bottom: Mural art, music in the schoolyard, and a slide for three. Top: Indoor/outdoor slide, open air walkways between classrooms, bump out.

Redding School of the Arts

217

ROSE WARREN ELEMENTARY SCHOOL LAS VEGAS, NV COMPLETION DATE: LANDSCAPE ARCHITECT:

2011 JW Zunino

ABOUT: The Firefly Garden was intended to provide teachers and students with the space and resources to grow their own edible plants, which they could then learn how to prepare into meals. Firefly Tapas Kitchen & Bar provided donations. JW Zunino Landscape Architecture and Par 3 Landscape also donated time and supplies and helped students design the garden. Create a Change Now was an important partner; this organization is dedicated to fighting childhood obesity among children in at-risk elementary schools in Las Vegas by providing educators and schools with the resources to give children a hands-on “edible education.” Unfortunately, staffing changes and a lack of a comprehensive maintenance plan resulted in neglect and damage to the garden, and the school plans to dismantle the garden due to safety issues.

Accessible garden spaces were located adjacent to play areas.

Edible plants were included in the design, as well as plants with sensory interest.

RELEVANCE TO GREENBERG: The design of the garden included specialty areas called the salsa, salad, and sensory gardens, all of which would be valuable at Greenberg. The space resulted from a community effort combining the resources of the school, local businesses, and a local community organization. The unfortunate eventual failure of the garden emphasizes the importance of a comprehensive and realistic maintenance plan. 218

Case Studies

The garden was created through a joint community effort and was intended to provide opportunities for “edible education.”

RIGHT Although not large or ornate, the garden provided comfortable gathering spaces and colorful artwork. BELOW The site design shows curving, accessible pathways with built elements such as a trellis.

Rose Warren Elementary School

219

SHARROW PRIMARY SHEFFIELD, UK COMPLETION DATE: LANDSCAPE ARCHITECT:

2008 Sheffield City Council & Sheffield University; The Green Roof Center Rooftop.

ABOUT: Sharrow Primary School is situated on a small pocket of urban land. Providing natural environments and outdoor play opportunities for their pupils was difficult. The school wanted spaces that would provide each classroom with access to the outside, natural ventilation and daylight, as well as innovative opportunities for outdoor play that linked recreation to learning. Their solution was to go vertical, and 3 tiers of green roof containing extensive and intensive planting were designed into the new school building. The top tier mimics a meadow, and is used for ecological education; the middle tier contains gardens that the students can maintain; and the lower tier is a play space.

Rooftop.

RELEVANCE TO GREENBERG: The rooftop meadow at Sharrow Primary has won many design and ecological awards, and was one of the first green roofs to be classified as a ‘Local Nature Reserve’. The whole building process from design to completion (and beyond) is documented in a blog for students – this created visibility for the project that extended beyond the school district. This example demonstrates outside-the-box thinking, and also shows that strengthening an ecosystem through design has many benefits. 220

Case Studies

Children showing a local government representative around their school.

Volunteer planting days.

RIGHT The rooftop has gradually started to mimic a naturalized meadow acquiring plants species via bird droppings and wind dispersion. BELOW East and West elevations of Sharrow Primary School showing the multilevel design.

East Elevation

West Elevation

Sharrow Primary

221

SHERMAN ELEMENTARY SAN FRANCISCO, CA COMPLETION DATE: LANDSCAPE ARCHITECT:

2006 Jeff Miller, 450 Architects

ABOUT:

A bridge over the stream and riparian area lets children get close to nature.

The garden features raised beds that allow students to experience firsthand how crops grow and learn about where their food comes from. The riparian area encourages students to get close to the water and observe the types of plants and animals that are present. The pond also serves as an outdoor education area about stormwater, runoff, pollution, and the importance of preserving natural spaces. Throughout the site are details that reflect the natural and cultural history of the area. Sierra granite boulders are found in several locations.

RELEVANCE TO GREENBERG: Sherman Elementaryâ&#x20AC;&#x2122;s schoolyard was a barren, asphalt-covered area that offered little inspiration to the students at the school. The schoolyard was redesigned to be more enoyable and eco-friendly through the removal of asphalt, changes in topography, and the installation of engaging areas such as an outdoor classroom, amphitheater, and a waterfall with a pond.

A seating area surrounded by native plantings serves as an outdoor classroom.

Children interact with the creatures found in the pond. 222

Case Studies

RIGHT A birdâ&#x20AC;&#x2122;s-eye view of the Sherman Elementary schoolyard. BELOW Plan view of the Sherman Elementary schoolyard.

Sherman Elementary

223

SHREWSBURY INTERNATIONAL SCHOOL BANGKOK, THAILAND COMPLETION DATE: LANDSCAPE ARCHITECT:

2007 SHMA

ABOUT:

Various ‘Play Pods’ are placed randomly on the field creating more intimate spaces with unique characters defined by the shape of 1.2 meter-high wooden partitions.

This ‘Play Field’ was proposed for a new kindergarten playground for Shrewsbury International School. The existing playground was ‘defined’ with traditional all-in-one play equipment, where ways of play are limited and do not encourage child brain development. Aiming to break through this typicality, the architect introduces a more appropriate play space for young.

RELEVANCE TO GREENBERG: This project focuses on the “play” needs of the students. Elements in this design work together to provide a pleasant, active play area. Some of these elements include a green color tint on the rubber floor (EPDM) which is chosen to simulate the feeling of playing on a lawn. The ‘Island Pod’ is encircled with water , the ‘Herb Pod’ is planted with aromatic herbs, and the ‘Classroom Pod’ with room for the entire class to gather. These are elements that may be considered for the Greenberg design.

‘Sand Pod’ for students’ favorite sand play.

‘Bicycle Track’ which meanders between different pods. 224

Case Studies

RIGHT The master plan shows how the design offers a generous and flexible ‘Play Field’ that can accommodate a range of outdoor class activities. BELOW A sketch to illustrate different students’ interests in the play area, such as enclosure, height, sand and water play, etc., to engage their exploratory nature and develop their social interaction skills.

Shrewsbury International School

225

SIDWELL FRIENDS WASHINGTON, D.C. COMPLETION DATE: LANDSCAPE ARCHITECT:

2006 Andropogon Associates

ABOUT: The impetus for the project was to transform through expansion and revitalization, the existing 50 year old building and site into a physical demonstration of the schoolâ&#x20AC;&#x2122;s values, as founded in Quaker principles. The project also set out to become self sustainable, ecologically sound, and aid as a teaching tool for students. The building and the surrounding landscape were accredited LEED Platinum status for the creative and ecologically sensitive design.

Rain gardens, retention pond, and arrival steps create an outdoor classroom.

RELEVANCE TO GREENBERG: Sidwell Friends features many elements and aspects that can be used to enhance the site at Greenberg Elementary School. Sidwell capitalizes on the collection and re-use of rainwater through implementation of rain gardens, retention ponds, and diversion of rooftop water runoff. Interactive signage and outdoor classrooms create a practical and educational space for students to learn. Throughout the site, native plants enhance the landscape ecologically and aid in teaching students the importance of local habitat and natural processes.

The location and materials of the main steps create an exceptional arrival experience.

Carefully designed water channels create an interactive and educational experience for students and visitors. 226

Case Studies

RIGHT The master plan shows water elements. BELOW The displayed section illustrates the collection and re-use of water throughout the site.

1. Green roof 2. Interactive trickler 3. Wetlands 4. Rain Garden 5. Retention pond 6. Outdoor Classroom 7. Play area 8. Butterfly garden

Sidwell Friends

227

ST ANTHONY’S CATHOLIC OTTAWA, CANADA COMPLETION DATE: LANDSCAPE ARCHITECT:

Ongoing Andrew Harvey of Evergreen Canada

ABOUT:

Volunteers removing asphalt paving.

Once the recipient of the ‘Ugliest Schoolyard Competition’ (Ottawa), St. Anthony’s Catholic School has striven over many years to create an eco-schoolyard for the students. Positioned in an urban context, St. Anthony’s schoolyard is one of the only outdoor parks within walking distance for many residents. After lengthy design consultations, and many volunteer hours this school is on its way to providing a playground that engages and excites young minds.

RELEVANCE TO GREENBERG: This school has partnered with environmental groups that already have programs related to de-paving Ottawa. This has helped not only with volunteer days, but with getting the project ‘seen’ by a wider audience. Greenberg Elementary could use St Anthony’s design and fundraising process as a precedent as it is very methodical and well documented. St Anthony’s is also focused on creating a hub for their community. This same goal could benefit Greenberg Elementary by drawing the community together around the school.

Children enjoying the outdoor classroom.

Woodland garden enables free play. 228

Case Studies

RIGHT Concept sketch developed after consultation with students and teachers, showing programming and spatial layout. BELOW Perspective sketch showing concept for outdoor classroom.

St. Anthonyâ&#x20AC;&#x2122;s Catholic

229

STELZHAMERSCHULE LINZ AUSTRIA, LINZ

COMPLETION DATE: LANDSCAPE ARCHITECT:

2012 Kirsch Architecture

ABOUT:

The project at Stelzhamerschule Linz involved the redevelopment of an existing school which was built in the 1970s. The addition to the building closed a gap in the surrounding block while at the same time creating a unique space. The school is located within a dynamically developing urban area with easy access to public transportation. This location supported its expansion.

View of the building exterior and its surrounding green space.

RELEVANCE TO GREENBERG:

Stelzhamerschule Linz has a centrally oriented design which creates a sophisticated, vibrant, and enjoyable open space. The project’s approach to designing a multiple use play area could be helpful at Greenberg. The green spaces between the road and the school act as a boundary separating the school from traffic, and could also be a useful element in the design of Greenberg’s schoolyard.

Green space separates the building from the street.

View of one of the school entrances. 230

Case Studies

RIGHT Master plan of the site. BELOW The central design includes mixed use space.

Stelzhamerschule Linz

231

SUMMERFIELD ELEMENTARY SCHOOL NEPTUNE, NJ COMPLETION DATE: SCHOOL DESIGN: TRAIL DESIGN:

2007 EI Associates SED Design

The school grounds include native plantings and raised beds in which students grow edible fall- and spring-season plants.

ABOUT: Summerfield Elementary is LEED gold-certified and is also a U.S. Department of Education Green Ribbon School. Sustainable elements on the school grounds include a rain catchment system under the play area and gardens, and a small bioswale. The grounds include raised beds for student-tended native perennial and salad gardens. The school is directly linked by a trail to SummerWood, a 40-acre parcel of publically owned natural land.

RELEVANCE TO GREENBERG:

An overlook in the SummerWood trail area provides views of a wetland.

Summerfield Elementary’s location adjacent to the natural area of SummerWood provides unique learning and activity opportunities for the school’s students. Although Greenberg Elementary is separated from Pennypack Park by houses, it is still very close to this valuable area. A potential link between the school and the park could be explored, since it would greatly increase the recreational and educational opportunities available to Greenberg’s students and the surrounding neighborhood. The science curriculum takes advantage of the school’s proximity to this natural area. 232

Case Studies

RIGHT The nearby SummerWood trail area contains woodlands, wetlands, and creeks with examples of native plants and wildlife. BELOW The trails are accessible to the community and the school.

Summerfield Elementary School

233

SUNEDEN SENSORY PLAYSPACE

MITCHELL PARK, SA, AUSTRALIA COMPLETION DATE:

2013

LANDSCAPE ARCHITECT:

Wax Design

ABOUT:

Suneden Special School serves approximately 65 special needs students, aged 5 to 21 years old at a low cost. Approximately 70 % of the students at Suneden have Autism Spectrum Disorder, and many others have Sensory Processing Disorder. Because of this, the idea of creating a sensory garden at the school had been discussed for many years. Wax Design developed a concept of a system of sensory â&#x20AC;&#x153;pipes,â&#x20AC;? or rooms that reflect a theme, and are surrounded by undulating topography that remains wheelchair accessible.

Wheelchair users can easily use the swing.

RELEVANCE TO GREENBERG:

A major feature of the Suneden Sensory Playspace is that it was designed and built on a very limited budget. Wax design and Summit Landscape both charged the school reduced rates, volunteers helped build the playground, and recycled materials were used wherever possible. In total, the design and construction of the playspace cost $50,000.

Each pipe creates a room with a different sensory experience.

Mounded surfaces create a fun environment, while remaining safe and accessible. 36 234

Case Studies

ABOVE BELOW Pipe diagrams. View of play surface, swing, planters, and pipes.

Suneden Sensory Playspace

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SYDNOR JENNINGS NATHALIE, VA COMPLETION DATE: LANDSCAPE ARCHITECT:

2011 Community Design Assistance Center

ABOUT: Following a merger with a nearby elementary school, there was an obvious need to update, improve, and increase the size of Sydnor Jennings Elementary school. As a result, the building renovations offered a prime opportunity to implement a dynamic outdoor classroom area, and extend an existing community loop trail adjacent to the school. Assistance from CDAC allowed for a comprehensive and professional design to come to fruition.

The design for Sydnor Jennings Elementary School extends beyond the immediate schoolyard and focuses on community use as an extension of student life.

RELEVANCE TO GREENBERG: This project is a testament to the many donors and community organizations involved. They saw the need for a professional design team, but remained involved throughout the process. In addition, CDAC was able to successfully implement their design in a relatively small area, which will be required of any design for Greenberg Elementary School. Engaging with donors for this project will be essential to its success, as was the case with Sydnor Jennings.

The outdoor classroom at Sydnor Jennings is situated in a courtyard area that is visible from a main classroom of the school building.

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Case Studies

RIGHT The master site plan shows both designed spaces within the footprint of the school exterior and active play areas extending into a lush woodland. BELOW The entrance and courtyard detail demonstrates the importance of establishing a welcoming entrance for students, parents, teachers, and staff members.

Sydnor Jennings

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TARBUT V’TORAH COMMUNITY DAY SCHOOL DISCOVERY PLAYGROUND IRVINE, CA COMPLETION DATE:

2015

LANDSCAPE ARCHITECT:

LPA, Inc.

View of market and maze that is meant to reflect the bazaars of Tel Aviv.

ABOUT:

The concept for the TVT Discovery Playground came from the desire to transform a generic playground at the existing school into an ecologically friendly “interactive learning space.” The major goal of the project was to “complement their educational program of relating to and sharing Israeli history through play.” In order to do this, LPA designed the project so that “Each of the outdoor learning and activity zones were incorporated into the site with the goals of promoting the use of the outdoors as a seamless extension of the learning spaces.”

View of amphitheater.

RELEVANCE TO GREENBERG:

The playground places an emphasis on environmental education and sustainable practices. Small gardens exist where students can learn the principles of growing plants and farming. All stormwater is collected on site through the aid of features such as porous paving underneath the students’ work tables.

View of reading pods that act as intimate gathering spaces. 238

Case Studies

ABOVE BELOW Master plan. View of the maze and amphitheater.

Tarbut Vâ&#x20AC;&#x2122;Torah Community Day School

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TREKRONER SCHOOL ROSKILDE, DENMARK COMPLETION DATE: LANDSCAPE ARCHITECT:

2002 Stig L. Andersson Architects

ABOUT: The school has no interior corridors between buildings, and the idea of the schoolyard is to allow children the opportunity for free play between different function islands. There are six islands on the schoolyard meadow: a sand garden, a water basin, climbing rocks, bouncy country sports fields, and flowers and kitchen gardens. A ramp running diagonally with varied width is ADA accessible. The schoolyard is also used by the surrounding community.

Water Basin - children are attracted to this feature and the shallow sides allow children to run and play in the basin.

RELEVANCE TO GREENBERG: The design features no defined circulation within the schoolyard but provides children various spaces for exploration, playing and outdoor learning. Such space utilization and play area arrangement can be used to enhance the site at the Greenberg Elementary School.

Play and Bouncy Country - without a specific function, it offers a great place where children can play all kinds of games.

Sand Garden - its unique shape and combination of trees and grasses provide children with an exciting place to play. 240

Case Studies

RIGHT Master plan of the site. BELOW Left: Elevation design of rubberized play surface Right: 3D model of the rubberized play structure.

A. Grass reinforcement and meadow B. Bricks C. Ramp 1. Sport course in colored rubber 2. Water basin 3. Artificial climbing rocks 4. Buildings 5. Sandpit with ash trees 6. Flower and kitchen gardens 7. Experimental gardens 8. Class gardens 9. Play and bouncy country.

Trekroner School

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VENLO TALENT CAMPUS VENLO, NETHERLANDS COMPLETION DATE: LANDSCAPE ARCHITECT:

2012 Carve

ABOUT:

Multipurpose court surround

Venlo Talent Campus combines three distinct schools including a high percentage of children with specialized learning needs. The outdoor environment is shared and communication between students is encouraged by an open plan. Special attention was given to multipurpose programming which enabled separation of parking from play areas in a tight urban setting. The elevated basketball backdrop is a seating area, bike parking, and street buffer. Permeable pavers in the parking area help manage stormwater.

RELEVANCE TO GREENBERG: Both Greenberg Elementary School and Venlo Talent Campus are located in urban areas. Both campuses are affected by safety concerns related to pedestrian and traffic conflicts. Both have students with special learning needs. On-site management of stormwater is a priority at Greenberg Elementary. Active play and fun remain high priorities while practical considerations are managed.

Bike parking/fencing

Main entrance

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Case Studies

RIGHT Birdâ&#x20AC;&#x2122;s-eye view of Venlo Talent Campus shows significant handling of stormwater on the site through pervious camouflage pavers. BELOW Concept plan of Venlo Talent Campus; interaction between all ages and abilities is facilitated.

Venlo Talent Campus

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VIRGIL GRISSOM ELEMENTARY SCHOOL CHICAGO, ILLINOIS COMPLETION DATE:

2015

LANDSCAPE ARCHITECT:

Conservation Design Forum Amphitheater

ABOUT: The design of this project focused on transforming an outdated schoolyard into an environmentally friendly space. Green infrastructure was implemented in order to keep the students in touch with nature and provide improved study spaces while at the same time managing stormwater runoff.

RELEVANCE TO GREENBERG: Virgil Grissom Elementary has an organized outdoor space which combines a playground, an outdoor classroom, a sports field, a native garden, and a learning garden. These design features can benefit Greenberg by providing multi-functional outdoor spaces and a sustainable stormwater management system.

Multiple use athletic field

Before

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Case Studies

After

RIGHT The aerial view depicts the spatial use and designed areas BELOW Before and after pictures

Before

After

Virgil Grissom Elementary School

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WASHINGTON ELEMENTARY BERKELEY, CALIFORNIA COMPLETION DATE: LANDSCAPE ARCHITECT:

2011 Bay Tree Design, Inc.

ABOUT: A renovation of the existing â&#x20AC;&#x153;Environmental Yardâ&#x20AC;? provided vibrant outdoor classroom spaces, expanded garden space, and functional and stimulating recreation and play areas in this urban schoolyard. Highlights include multiple, varied outdoor learning environments, an amphitheater/performance space, an extensive science learning area, an outdoor kitchen, a large raised bed garden, tables, and conversation areas. A community and parent gathering area has been provided in the entry courtyard.

RELEVANCE TO GREENBERG: Programming on this site provides the opportunity for extensive outdoor learning to complement the elementary school curriculum. Active recreation is accommodated with a large lawn area, a basketball court, and passive and active play areas. The bioswale extending through the schoolyard manages stormwater, provides learning and demonstration opportunities, and provides an ecological benefit.

Student visioning

Outdoor classroom

Science lab 246

Case Studies

RIGHT This photo illustrates the active and passive play areas alongside the building. BELOW The master plan exhibits the key components of the program: recreation, active and passive play, learning, ecological benefit, and community connection.

ACTIVE, PASSIVE PLAY

BALL PLAY

POLLINATOR GARDEN

SCIENCE LEARNING

OUTDOOR CLASSROOM

WOODLAND & MOSIACS

BIO SWALE

FOREST / ENCHANTMENT

OUTDOOR CLASSROOM LAWN

OUTDOOR CLASSROOM

GARDEN

Schoolyard Size: 2.2 Acres

ENTRY COURTYARD

PAINTED LINK TO MODULES ACCROSS STREET

Washington Elementary

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WILLIAM CRAMP ELEMENTARY PHILADELPHIA, PA COMPLETION DATE: LANDSCAPE ARCHITECT:

2016 Community Design Collaborative Painted blacktop with artificial turf

ABOUT: William Cramp Elementary School is one of five pilot green schoolyards - part of the Green2015 Initiative, a collaboration between multiple city departments and the Trust for Public Land, along with numerous other public and private donors. Five schools received a capital investment of 6 million dollars, representing a capital improvement of 20 million dollars to the School District of Philadelphia.

RELEVANCE TO GREENBERG: Both Greenberg and William Cramp are Philadelphia schools subject to city budget constraints. Creative design is unlimited with paint on asphalt. Artful birds on a fence educate about migration and serve as a starting point for conversation about immigration. Both schools have a diverse student body.

Plexiglass Baltimore orioles attached to fence

Track and playground equipment

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Case Studies

RIGHT Concept plan of the site.

hand ball court music classroom

BELOW Mural art by Deirdre Murphy, Penn Design. FAR RIGHT: City gardens contest.

wavy balancer 3-point basketball legacy art project woven fences

artificial turf field seating area orbital spinner running track vine climbing grove slide and climber nature classroom planted entry beds

William Cramp Elementary

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WILLIAM DICK ELEMENTARY PHILADELPHIA, PENNSYLVANIA COMPLETION DATE: LANDSCAPE ARCHITECT:

June, 2014 Sikora Wells Appel

ABOUT: The William Dick Elementary Schoolyard project was one of many Green2015 sites throughout the city of Philadelphia. The project aimed to increase publicly accessible green space for the community, with a final goal of adding 500 acres of new green space to the city by the year 2015. The school was in dire need of improvement, and Mayor Nutterâ&#x20AC;&#x2122;s initiative provided a prime opportunity to implement change.

This aerial view captures the addition of color and active play in the William Dick Elementary schoolyard.

RELEVANCE TO GREENBERG: The schoolyard design by Sikora Wells Appel utilized many key elements necessary for a playful learning environoment for children of all ages. More importantly, the Sikora Wells Appel team involved students, teachers, parents, and the community throughout the design process. Extensive group brainstorming activities were conducted, and these events resulted in a schoolyard design that brought together countless ideas.

The largest rain garden of any Philadelphia school captures stormwater runoff and uses it as both a resource and an educational opportunity for students and the community.

Although an expensive addition to any schoolyard design, new and repurposed play equipment can be a vital component in revitalizing a playground. 250

Case Studies

RIGHT The Master plan shows the efficiency with which Sikora Wells Appel included many desired design elements in a relatively small area. BELOW Students hold up a sign thanking the community and team that made their wishes for a beautiful schoolyard come true.

William Dick Elementary

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WINSHIP ELEMENTARY BRIGHTON, MA COMPLETION DATE: LANDSCAPE ARCHITECT:

2009 Klopfer Martin Design Group

ABOUT:

Volunteers.

Winship Elementary’s schoolyard redesign was built over two phases. The first was an ‘active play’ schoolyard renovation in 1998, and the second was the outdoor classroom in 2009. The concept of the outdoor classroom developed from the necessity to reconnect to the earth. KMDG created a space that had structure, but also wildness, two important elements within a child’s life.

RELEVANCE TO GREENBERG: KMDG describe their work for the Boston Schoolyard Initiative as having a “kit of parts”. This approach highlights the methodical way designing successful spaces for children must occur. Within the small space that Winship schoolyard occupies much has been accomplished. Greenberg can use this example to help organize the phasing of the proposal. Small actions can create a big difference.

Children working on the schoolyard.

Outdoor classroom in session. 252

Case Studies

RIGHT Winship Elementary schoolyard has been dramatically changed by the removal of asphalt and the installation of an educational garden. BELOW Illustrative concept plan of the outdoor classroom elements for Winship Elementary.

Before

After

Winship Elementary

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REFLECTIONS

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Greenberg Elementary

16 - WEEK DESIGN PROCESS INTRODUCTION

WEEK 1

CASE STUDIES

WEEK 2

INVENTORY AND ANALYSIS

WEEK 4

DESIGN CONCEPT

WEEK 7

DESIGN DEVELOPMENT

WEEK 9

FINAL DESIGN

WEEK 11

BOOK PRODUCTION

WEEK 13

COMPLETION

WEEK 16

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BELOW LEFT Lower parking lot is 10 feet below the upper parking lot

SITE VISIT: FIRST IMPRESSIONS

BELOW MIDDLE Students cluster in the only available shade area BELOW RIGHT Storm drain shows area of stormwater run-off

ABOVE Children play in the hot sun at Greenberg Elementary 256

Greenberg Elementary

BELOW LEFT Dumpsters are located in highly visible area in the parking lot along the chainlink fence BELOW MIDDLE The schoolyard is dominated by hard surfaces, and a lack of play equipment BELOW RIGHT Buses are pulling off onto the sidewalk which conflicts with pedestrian circulation

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TWO FIELD STUDIES IN PHILADELPHIA ALBERT M. GREENFIELD ELEMENTARY - 2200 Chestnut Street, Philadelphia PA

ABOVE Students evaluated Greenfield, one of the first schools to become part of the Green Schools Program RIGHT Mounded rubberized play-surface and Mural Art BELOW Eco-schoolyard and play equipment

258

Greenberg Elementary

CHESTER A. ARTHUR ELEMENTARY - 2000 Catharine Street, Philadelphia PA LEFT Students observe concepts of green infrastructure and integration of artful design and rain capture elements MIDDLE Rubber play surface, artful mural, and irrigation BELOW Outdoor classroom in courtyard decorated with colorful marine scenes

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FOCUS GROUP WITH GREENBERG STUDENTS During the site visit to Greenberg Elementary, Temple students undertook a focus group exercise with a select group of kindergarten through 8th grade students. This was an important exercise to solicit input from the users of the schoolyard. It allowed Temple students to understand the current issues and aspirations for the school.

ABOVE Focus Groups with students from grades K-8 met in the gymnasium to discuss what they would like to see in the schoolyard design

260

Greenberg Elementary

ABOVE Kindergarten through 1st graders provide design input for the schoolyard program BELOW Feedback from 2nd and 3rd graders are noted on the posterboard

ABOVE Fourth through 5th graders discuss the most important elements to include in the schoolyard design BELOW Sixth through 8th graders apply stickers to their favorite items Transformation to an Eco-Schoolyard

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INTERIM PRESENTATIONS

Throughout the design process the class met with the client several times, and made interim presentations to solicit input prior to the final design.

ABOVE LEFT AND RIGHT Lisa Mann and Bob Gray present their design concepts to Principal Hubbard and Guidance Counselor Scott LaQuay ABOVE RIGHT Jing Bian presents to Brian Wenrick and Sally Gendler

262

Greenberg Elementary

STUDIO ENVIRONMENT: COLLABORATION

Graduate and undergraduate students worked in groups and collaborated on every phase of the design process. The diversity of expertise and talents among the students made for a rich learning environment. Dr. Tai shared her expertise about designing outdoor environments for children with her students. She emphasized the importance of integrating key criteria for designing for children including: scale, water, plants, enclosure and retreat, height, make-believe, creative play, active play, five senses, and wildlife. Transformation to an Eco-Schoolyard

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FINAL PRESENTATION

ABOVE Final presentation at Temple University Ambler Campus on November 30, 2016. Lisa Mann presents her design to the client, teacher, parents, and project partners.

ABOVE LEFT TO RIGHT Dr. Tai introduced the project. Derek Suomi summarized the comprehensive case studies and inventory and analysis. Bing Jian and Bob Gray presented details of their design.

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Greenberg Elementary

ABOVE Back row left to right: Ani Knauff, Pat Playdon, Sean Vanderslice, Kristin Winters, Erin Smith, Lisa Mann, Bob Gray, Hamed Lavasani Front row left to right: Di Huang, Derek Suomi, Dr. Lolly Tai, Jing Bian, Julia Westermeier

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AFTERWORD Throughout the fall semester of 2016, twelve graduate and undergraduate landscape architecture students collaborated in their design studio class to create three alternative unique master plans to transform Greenberg Elementary School to an ecoschool. Under the guidance of Dr. Lolly Tai, the students researched the history of site and surrounding area, conducted a comprehensive inventory and analysis of the site, and designed three master plans, complete with phasing plans and cost estimates. This book documents the entire design process. The designs provide cohesive master plans that will aid Greenberg Elementary School as they pursue their goal to achieve an ecoschool. Temple students creatively designed the project focused on the needs and desires of the students, parents and the community. They learned a great deal from this project including Philadelphiaâ&#x20AC;&#x2122;s green initiatives and how to design with ecological sensitivity in densely populated and heavily hardscaped areas. The students gained valuable knowledge from this project which will carry over into their professional careers.

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REFERENCES

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Greenberg Elementary

CASE STUDIES http://landscapeonline.com/research/article.php/19333 // http://www.schoolyards.org/projects.completed.php?portfolioId=137&action=detail. // http://patch. com/massachusetts/charlestown/harvard-kent-school-celebrates-new-schoolyard. // https://cpwsole.com/s-o-l-e-schools/2014-2015/montclair/. // http:// www.cdac.arch.vt.edu/SydnorJennings.html. // https://www.tpl.org/william-dick-elementary-schoolyard-design-and-construction-journal. // http://www. sikora-wa.com/william-dick-schoolyard/. // http://www.huffingtonpost.com/adrian-benepe/not-just-a-place-to-play-_b_3949479.html. // http://www.phillytrib. com/news/green-space-to-open-at-william-dick-elementary/article_cce8bfa6-eac6-536c-937d-a71b46c853b8.html. // https://ecologyottawa.ca/2015/07/06/ from-asphalt-to-oasis-a-depave-story/. // https://www.indiegogo.com/projects/asphalt-to-oasis-bringing-change-to-st-anthony#/ // http://www.stanthonygreening.com/ // https://www.evergreen.ca/get-involved/ // https://loveoutdoorplay.net/2012/05/22/outstanding-play-in-an-outstanding-school-a-beaconrising/ // http://outdoorplayandlearning.org.uk/beacon-rise.html // http://www.play-scapes.com/play-design/natural-playgrounds/plethora-play-beacon-riseprimary-opal-bristol-uk/ // http://greenmanual.rutgers.edu/newcommercial/casestudies/neptuneschool.pdf // http://www.seddesignstudio.com/index.html // http://www.seddesignstudio.com/index.html // http://arialandscape.com/firm/awards/ // https://www.createachangenow.org/about/ // http://jwzunino.com/ projects/rose-warren-elementary-school/ // http://lasvegas.informermg.com/2011/04/29/first-edible-school-garden-debuts-at-rose-warren-elementary/ // http://www2.ed.gov/programs/green-ribbon-schools/2013-schools/nj-summerfield.pdf // http://www.eiassoc.com/pdf/Summerfield%20LEED%20Gold%20Flyer.pdf // https://www.njsda.gov/njsda/Archive/2004/05/05.26.04/images/SliderB/1.jpg // http://www.seddesignstudio.com/index.html // https://www.njsda. gov/njsda/Archive/2008/03/03.04.08/Images/4.jpg // http://www.agcchicago.org/netpositive/ // https://agcchicago.wordpress.com/ // http://studiogang.com/ project/academy-for-global-citizenship // http://static1.squarespace.com/static/538a54f6e4b0bf0da2f0c1ee/t/53a26eb2e4b0b4f1b3aaa8c6/1403154137456/ agc-1.JPG // https://www.tpl.org/media-room/citywide-green-schoolyard-initiative-announced-william-cramp-elementary. // https://phsblog.org/tag/williamcramp-school/ // http://www.cdesignc.org/infill/playspace/precedent-exhibition. // https://www.tpl.org/our-work/parks-for-people/william-cramp-elementary-school. // http://baselandscape.com/portfolio/german-international-school-of-silicon-valley-berkeley-hillside-campus/. // http://www.waymarking.com/ waymarks/WMGV59_Hillside_School_Berkeley_CA. // http://www.rsarts.org/. // https://www.wbdg.org/references/cs_rsa.php // http://www.landezine.com/ index.php/2013/01/venlo-talentencampus-by-carve-landscape-architecture/. // http://www.bostonpublicschools.org/mendell. // http://www.schoolyards. org/projects.completed.php?portfolioId=104. // http://www.schoolyards.org/projects.completed.php?portfolioId=136. // http://www.publicschoolreview. com/ellis-mendell-elementary-school-profile. // http://www.shrewsbury.ac.th/. // https://www.edibleschoolyardnyc.org/programs/demonstration-schools/ manhattan-demonstration-school/. // http://www.shmadesigns.com/. // http://www.grontmiljo.dk/pdf/skoler.pdf. // http://www.play-scapes.com/play-design/natural-playgrounds/trekroner-school-playground-stig-l-andersson-roskilde-denmark-2002/. // http://rootedinplace.com/portfolio-items/dehesa-charter-school-outdoor-play-and-learning-environment/. // https://www.facebook.com/rootedinplaceLA. // http://groundreconsidered.com/projects/the-james-gblaine-school/ // http://www.baytreedesign.com/mills-college-k-5-yard. // http://www.schoolyards.org/projects.completed.php?portfolioId=133&action=detail // http://www.edisonk8school.org // http://www.schoolyards.org_bsi_nsta_handout6pg.pdf // http://www.warnerlarson.com/ // http://www.schoolyards. org/projects.completed.php?portfolioId=140&action=detail // http://www.bostonmagazine.com/news/article/2013/08/27/a-tale-of-two-schools/ // https:// www.bostonglobe.com/.../2013/.../higginson-lewis.../story.ht // http://www.warnerlarson.com/ // https://thefield.asla.org/2014/09/30/the-story-of-denverslearning-landscapes/ // https://asla.org/uploadedFiles/CMS/Meetings_and_Events/2014_Annual_Meeting_Handouts/FS-015_Denver’s%20Schoolyard%20 Learning%20Landscape.pdf; // http://www.ucdenver.edu/academics/colleges/ArchitecturePlanning/AboutCAP/ResearchCenters/CCCD/2012/publications/Documents/report-09-10.pdf // http://www.publicschoolreview.com/barnum-elementary-school-profile/80219 // https://history.denverlibrary.org/barnum-neighborhood-history // http://www.baytreedesign.com/washington¬elementary¬school // http://www.berkeleyschools.net/schools/elementary¬schools/washington¬elementary/ // https://www.andropogon.com/work/academic/sidwell-friends-school-middle-school-addition/. // http://www.sidwell.edu/green_tour/ index.aspx. // https://www.asla.org/sustainablelandscapes/sidwell.html. // https://www.asla.org/2011awards/456.html // http://www.siteworks-studio.com/ manassas-park/. // http://www.vmdo.com/manassas-park-elementary-school-and-pre-k.html. // http://www.hpbmagazine.org/Case-Studies/Manassas-Park-Elementary-School-and-Prekindergarten-Manassas-Park-VA/. // https://www.asla.org/sustainablelandscapes/nuevaschool.html. // http://acochran.com/the-nueva-school/vtnsitt0bu3n12pa83sq7696gmuil8. // http://www.forsythonline.com/page.cfm?p=1150. // http://landscapeonline.com/research/article.php/10706 // http://landscapeonline.com/research/article.php?id=27673 // http://www.pierrelandscape.com/our-work/education/tarbut-vtorah-community-day-school // http://landscapearchitect.epubxp.com/i/565028-sep-2015/35 // https://www.lpainc.com/work/tarbut-vtorah-ecological-playground // http://www.latimes. com/tn-dpt-me-0221-tarbut-vtorah-20150220-story.html // https://www.architectural-review.com/buildings/2007-august-kindergarten-tezuka-architects-tokyo-japan/8618979.article // https://www.architonic.com/en/project/tezuka-architects-fuji-kindergarten/5100019 // http://openbuildings.com/buildings/fuji-kindergarten-profile-2425/publications // http://www.detail-online.com/inspiration/fuji-kindergarten-in-tokyo-103589.html // http://www.e-architect.co.uk/ japan/fuji-kindergarten // http://ideas.ted.com/inside-the-worlds-best-kindergarten // http://www.archdaily.com/16297/roof-house-tezuka-architects // http:// waxdesign.com.au/projects/suneden-special-school // http://www.otaus.com.au/sitebuilder/divisions/knowledge/asset/files/385/conferencepowerpointfinalnancyhutchieson.pdf // http://worldlandscapearchitect.com/suneden-sensory-playspace-mitchell-park-australia-wax-design/#.V9AkZSgwiM8 // http://www. asif-khan.com/project/chisenhale-primary-school // http://www.dezeen.com/2016/03/02/asif-khan-chisenhale-primary-school-tower-hamlets-london-elevated-wooden-play-area/ // http://www.americanhardwood.org/fileadmin/docs/LCA_background/Chisenhale_LCA report.pdf // http://www.domusweb.it/en/ architecture/2016/03/21/asif_khan_chisenhale_primary_school.html // http://www.phaidon.com/agenda/architecture/articles/2016/march/03/the-londonplayground-inspired-by-a-japanese-photo/ // http://coloradopreservation.org/crsurvey/schools/images/hs_1920_barnum.jpg

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INVENTORY AND ANALYSIS http://www.cirrusimage.com/tree_maple_bowhall_red.htm // https://www.studyblue.com/notes/note/n/lab-1/deck/12093052 // http://www.barefootgardenernw.com/favorite-plant-friday-redbud/ // http://mtcubacenter.org/plants/flowering-dogwood/ // http://www.cirrusimage.com/tree_swamp_white_oak. htm // http://georgeweigel.net/plant-of-the-week-profiles/trees/white-oak // http://greenfusestock.photoshelter.com/image/I0000_9i6BXh1AoM // http:// viburnum.com/viburnum-prunifolium-blackhaw-viburnum/ // https://gobotany.newenglandwild.org/species/dryopteris/marginalis/ // http://phytoimages. siu.edu/imgs/pso/r/Dryopteridaceae_Polystichum_acrostichoides_16747.html // http://www.esc.nsw.gov.au/living-in/about/our-natural-environment/introduced-plants-and- // nimals/weeds/weed-profiles/whisky-grass-andropogon-virginicus // http://hoffmannursery.com/plants/details/panicum-virgatum-prairie-sky // https://thelifeofyourtime.wordpress.com/2011/08/05/random-plant-swamp-milkweed/ // https://www.minnesotawildflowers.info/flower/butterfly-weed // http://www.americanmeadows.com/perennials/unique-perennials/liatris-spicata // http://www.njgravelsand.com/products/delaware-river-gravel/ // http://leroyschroeder.com/river-rocks/ // http://mrmulchcanton.com/product/dyed-brown-mulch/ // http://greatoutfloors.co.uk/greatoutfloors.html // http://stmarnocks.scoilnet.ie/blog/2014/09/15/parents-association-repaint-the-yard/ // https://www.gronomics.com/rustic-gardening-series/ // https://www. policymap.com/maps // http://kleinlife.org/about-us/who-we-are/ // http://www.pennepackbaptist.org/ // https://www.google.com/maps // http://phillyschoolsearch.com/map/ // http://www.gis.dcnr.state.pa.us/maps/index.html // https://www.fws.gov/chesapeakebay/migbird.html // http://ebird.org/ebird/ hotspot/L780291?yr=cur&m=&rank=mrec&hs_sortBy=taxon_order&hs_o=desc // http://www.audubon.org // http://www.audubon.org/sites/default/files/ Prothonotary_Warbler_b13-38-584_l_1.jpg // http://www.audubon.org/sites/default/files/Bald%2520Eagle%2520w13-9-003_l.jpg // http://www.audubon.org/ sites/default/files/Wood_Thrush_s52-11-470_l.jpg // http://www.audubon.org/sites/default/files/Black-throated_Blue_Warbler_m17-48-087_l.jpg // https:// foxchasereview.files.wordpress.com/2012/11/fox-chase-farm-2.jpg // https://foxchasereview.files.wordpress.com/2014/11/1906931210_40ae828c4a_o.jpg // http://www.debraschellphotography.com/img/s7/v166/p864889521-3.jpg // http://ebird.org/content/ebird/ // http://www.wcc.nrcs.usda.gov/climate/ windrose.html // http://www.suncalc.org/#/39.9526,-75.1652, // http://www.projectbythepier.com/wp-content/uploads/2014/03/Shade-and-Shadow-study. pdf // https://www.asla.org/2015studentawards/102300.html // https://www.currentresults.com/Weather/Pennsylvania/Places/philadelphia-temperatures-by-month-average.php // www.naturalheritage.state.pa.us // www.esri.com // https://s-media-cache-ak0.pinimg.com/originals/13/75/30/137530a6fedb11b7613c0125371f219f.jpg

PHOTOGRAPHS IN DESIGN SHEETS https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjR8e2Yic3QAhVD0iYKHePQBIUQjRwIBw&url=http%3A%2F%2Fwww.northcreeknurseries.com%2FplantName%2FCarex-appalachica&psig=AFQjCNHUqDL7CayVTeU4hxtDKdFyrivttQ&ust=1480477703346241 // https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj5pq2mis3QAhVLRSYKHbutAHQQjRwIBw&url=https%3A%2F%2Fen.wikipedia.org%2Fwiki%2FAronia&bvm=bv.139782543,d. eWE&psig=AFQjCNHgdw4KTxyAKgOdKGq4xAq3mDC8-g&ust=1480478490018584 // https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiHjsTbis3QAhXB4CYKHbjZBvoQjRwIBw&url=http%3A%2F%2Fwww.pleasantrunnursery.com%2Fplantname%2FCarex-pensylvanica&psig=AFQjCNEaHIXW3VUEcMh3wePA6UtZpo1ZAA&ust=1480478589093894 // https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwja7YCHi83QAhWI5iYKHS8OA0oQjRwIBw&url=http%3A%2F%2Fwww.crafthubs. com%2Fwhite-azalea%2F15420&psig=AFQjCNHfOG17wcVbg-JNWPOh-33t3JFKgQ&ust=1480478669782487 // http://www.rarefindnursery.com/index.php/ trees-shrubs/kalmia-angustifolia-sheep-laurel/kalmia-angustifolia-hammonasset-sold-out-sheep-laurel-19815.html // https://agardenforbirds.files.wordpress. com/2014/12/male-american-goldfinch-bird-eating-dried-purple-coneflower.jpg // http://handbookofnaturestudy.com/wp-content/uploads/2015/06/beehouse-2.jpg // https://outofmyshed.files.wordpress.com/2012/01/greenhouse-doorway.jpg // http://cdn.gardenloversclub.com/wp-content/uploads/2015/07/ Bottles2-1024x768.jpg // http://www.ussenright.org/photos_philadelphia_navy_yard.htm. // http://www.antiqueairfield.com/features/us_airmail.html // http://nephillyhistory.com/hnep1994/bustleton.htm // http://hiddencityphila.org/2013/01/century-old-photo-collection-details-a-vastly-altered-northeast-philly/ // https://www.philageohistory.org/rdic-images/view-image.cfm/FF-Maps_Consolidation. // http://webgui.phila.k12.pa.us/schools/g/greenberg/ about-us/our-namesake. // http://search.proquest.com/docview/894372178?accountid=14270 // http://search.proquest.com/docview/908990203?accountid=14270 // http://search.proquest.com/docview/116455414?accountid=14270 // http://search.proquest.com/docview/894408307?accountid=14270 // http://wikibin.org/articles/joseph-j.-greenberg.html. // http://www.cirrusimage.com/tree_maple_bowhall_red.htm // https://www.studyblue.com/notes/ note/n/lab-1/deck/12093052 // http://www.barefootgardenernw.com/favorite-plant-friday-redbud/ // http://mtcubacenter.org/plants/flowering-dogwood/ // http://www.cirrusimage.com/tree_swamp_white_oak.htm // http://georgeweigel.net/plant-of-the-week-profiles/trees/white-oak // http://greenfusestock. photoshelter.com/image/I0000_9i6BXh1AoM // http://viburnum.com/viburnum-prunifolium-blackhaw-viburnum/ // https://gobotany.newenglandwild.org/ species/dryopteris/marginalis/ // http://phytoimages.siu.edu/imgs/pso/r/Dryopteridaceae_Polystichum_acrostichoides_16747.html // http://www.esc.nsw.gov. au/living-in/about/our-natural-environment/introduced-plants-and-animals/weeds/weed-profiles/whisky-grass-andropogon-virginicus // http://hoffmannursery. com/plants/details/panicum-virgatum-prairie-sky // https://thelifeofyourtime.wordpress.com/2011/08/05/random-plant-swamp-milkweed/ // https://www. minnesotawildflowers.info/flower/butterfly-weed // http://www.americanmeadows.com/perennials/unique-perennials/liatris-spicata // http://www.njgravelsand.com/products/delaware-river-gravel/ // http://leroyschroeder.com/river-rocks/ // http://mrmulchcanton.com/product/dyed-brown-mulch/ // http://greatoutfloors.co.uk/greatoutfloors.html // http://stmarnocks.scoilnet.ie/blog/2014/09/15/parents-association-repaint-the-yard/ // https://www.gronomics.com/ rustic-gardening-series/ 270

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COVER A rendition created by Seyed Hamed Miri Lavasani from original photograph from Pinterest. n.d. â&#x20AC;&#x153;Cone Flowers in the Rain.â&#x20AC;? Available from https://www.pinterest.com/mumpta/rain/ (accessed December 6, 2016)

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