Contacts: Christofer Zachariadis, Lucy School, 301.293-1163
Date: November 6, 2007
On November 12, Lucy School, a model arts-based school and teacher-training program in Middletown, Maryland, will break ground for its new state-of-the-art “green” classroom building that will house its primary program and art and music center. Lucy School has long practiced environmental stewardship, with sustainable practices promoted in the school and outdoors and, most importantly, through the school’s curriculum that integrates environmental understanding and stewardship. These values are reflected in the design and construction of the new facility, a “green” building that will house kindergarten and primary school grades.
You can tell from the moment that you round the bend onto Frostown Road that the environment and aesthetics are twin inspirations at Lucy School. The campus is a 17-acre farm, with a pond, waterfall, wetlands, meadows, woods with hiking trails, a greenhouse and an organic garden. The school’s preschool, pre-k, and kindergarten program are currently housed in the restored 19th century bank barn, an oasis of natural light, open space and the sounds of happy children. First and second grade are temporarily housed in the 18th century farmhouse on the property.
The new building will be nestled in a hill, across the driveway from the barn, adding to a unifying context with the current buildings. It will be a high-performance building fitting naturally in and contributing to a teaching landscape. Its East-West orientation will utilize the sun as the primary source of energy and light, using passive and active means to capture and use solar energy, minimizing non-renewable sources of energy production. On-site generated solar power is likely to also contribute to the energy needs of the current structures on the property. Natural light will brighten rooms and classrooms, further reducing energy consumption. High-efficiency equipment will be used throughout.
High durability, toxin-free, mold-resistant, recycled and regionally grown and manufactured material will be selected, with a priority given to local/native species. Such choices contribute to conservation and an eco-friendly environment. More importantly, they contribute to a healthier and superior learning environment made possible by the aggressive utilization of natural lighting, enhanced interior air quality and the use of toxin-free material.
Construction of the building will require considerable grading and leveling, but it will not disrupt the connections between the site’s natural geology, watersheds and habitat. Storm and rain water is now managed through a bio-retention area that receives and filters storm water before it is discharged into the pond. For the new building, collection and diversion of rainwater is intended to minimize discharge into exiting systems and to fit well within the natural watershed. Rainwater will be held and filtered (partly through a vegetated roof) and water from open downspouts will flow to several rain gardens around and near the building that will support native plants and habitats. A considerable amount of rainwater will also be captured and recycled for inside uses, such as flushing toilets. Wastewater will be reduced significantly through various means such as control flow valves, motion activated sinks, low-flush toilets and waterless urinals, and by directing gray water away from the septic.
The school has registered with the U.S. Green Building Council, which will evaluate the building design, the construction process, the selection and use of sustainable material and energy efficiency features and certify, through independent, third-party verification, that the building meets the highest green building and performance measures, that is, that it is environmentally responsible and a healthy place to live and work. The Lucy School building will be evaluated under a new, enhanced standard, LEED for Schools, that also assesses features of special concern in schools, including daylighting, ventilation, the absence of mold and toxins in internal finishes and in the selection of material. Indeed, research has shown that students’ academic performance is significantly improved through day lighting; one study has shown that students with the most daylight in their classrooms progressed 20% faster in math tests, and 26% faster on reading tests as compared to those lacking such exposure.