Teachers should start thinking about ways in which the building and its operations can be used to educate their students. It might be best to pick out a specific sustainability issue and use the building as a tangible example. Consider, for instance, how the roof system relates to energy savings, how window selection and placement relate to lighting power load, or how native and adapted plantings affect water consumption.
Determine which teachers and school administrators are going to spearhead this effort. These individuals are in charge of developing the curriculum and making sure it is properly executed.
Consider using different interior design elements for different areas or classrooms that can serve as exhibits for different products, materials, designs, or furniture types. Further, the opportunity for contests between classrooms—in terms of energy use, water use, and waste—can be a good way to engage students. (This generally requires tracking infrastructure and operational support.)
Discuss exactly what ten curriculum hours per full-time student per year might look like. It may be relatively easy to overlay an existing curriculum—for example, adding building information to an existing environmental sciences class. Some curriculum areas—like a computer class, for example—might present more challenges. Keep communications open with the teachers, and determine together the best strategy for the school.
Work with school administrators, staff, and teachers to establish their level of interest in incorporating the high-performance features of the building into the school curriculum. Identify a team of “green champions”—teachers and administrators who facilitate the development of the sustainability curriculum.
Place daylight-sensing controls within 15 feet of windows or skylights, but be careful not to place sensors within “sight” of direct sun shining on furniture or floors.
