Keep communications open between the teachers and the design team. Their collaborative efforts can make this credit a success. It is a good idea to have the design team track items that might be good to incorporate in the school’s sustainability curriculum, in case they have ideas that the teachers can use. 

In seeking inspiration for curriculum development, consider using some of the following questions as points of discussion:

The teachers need to be sure that there is a clear correlation between the curriculum and the sustainability strategies incorporated in the building. 

This credit is ultimately about education, not just about the function and design of the building. Some schools may have flashy green features that are obvious and easy to teach, but even less state-of-the-art buildings can provide students with a good learning experience. 

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. 

Generally, this is a low- to no-cost credit. The only requirement is the development of a curriculum that uses the building as a teaching tool. This can take quite a bit of staff time to develop, however. 

This credit does not focus on improving test scores or health, but it can be helpful to discuss with faculty and staff (or incorporate into the curriculum) the benefits a green building can have on student performance and health. 

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.)

Consider including the following features in your school, as they generally have visible, “teachable” elements, while helping with other LEED credits: 

green roof
vegetable garden
compost bin
daylight and occupancy sensors
comprehensive recycling program
onsite renewable energy
exposed ductwork
onsite wastewater treatment
bioswales and other natural stormwater management
graywater reuse
rainwater capture
locally manufactured, recycled, or salvaged content materials.