1. INVESTING IN THE FUTURE:
green schools
Making a High Performance School:
Thomas L. Wells PS architects
Baird Sampson Neuert

2. Baird Sampson Neuert Architects
Baird Sampson Neuert is committed to excellence in design of
the built environment. The firm is an innovator in the field of
cultural and educational facilities planning and design. Its long
standing interest in human society and the design of public spaces
and institutions has led to a corollary commitment to the integration
of buildings with their environments. Both the built and planning
work consistently demonstrate dedication to the enrichment of public
life and culture through all scales of design. As result the firm has
received many design awards and recognition in international
publications and exhibitions for an unusually wide array of projects.

3. At BSN we have learned Green
Design is good process:
• “whole building design” produces
better buildings and innovation
• integration of built form and
landscape produces engaging
terrains for users and better cities
• applying first principles of
bioclimatic design creates new
possibilities of performance and form
• modeling outcomes tests creativity
and assumptions (design research)
• verifying results creates a positive
feedback loop for good design
• defining new problems transcends
„a priori forms‟ and re-energizes the
“modernist project”

4. Kiessler + Partner, Science Park, Gelsenkirchen, Germany
Europeans are using it to drive urban renewal and
architectural innovation?
Mont Cenis Academy of Continuing Education, Herne, Germany

5. Forward looking American
architects are using it to
transform schools
Sidwell Friends School, Washington, DC
Kieran Timberlake Associates

6. Whole building design: NPC Butterfly Conservatory – a system of systems

7. Bioclimatic Design: fully integrating passive and active systems with thermal mass

8. Integrating built form and landscape: Roy Ivor Hall, UofT Mississauga

9. Responding to natural systems: sinks and sources Erindale Hall, UTM

10. Building with the natural landscape

11. Enjoying the dynamics of natural systems

12. Royal Architectural
Institute of Canada
Governor
General Medal
in Architecture
2006
Erindale Hall, University of Toronto at Mississauga Two Awards of Excellence
As a result we are establishing a record
of Local, National and International
Achievement

13. Create an environment conducive to student achievement that
supports effective teaching and stimulates enjoyment of learning

14. RAISING EXPECTATIONS: a high performance environment for learning
Nelson Mandela PS: TDSB’s oldest school Dublin Height Elementary & Middle PS
% School Energy Use Distribution
11.0 %
7.0 %
30.0 % Hot Water
12.0 % Miscellaneous
Cooling
daylighting and durability are key to
long term performance
Heating
40.0 %
Lighting
Source: Heating, Cooling, Lighting – Design Methods for Architects, 2001.

15. LEADING THE WAY TO INNOVATION: programme initiatives
and precedents
a growing international concern with high
performance schools and buildings

16. PURSUING HIGH PERFORMANCE DESIGN:
using LEEDTM and other environmental performance standards as design tools

17. All
Energy
Sustainable
Issues
Issues
technological innovation offers expanding opportunities for renewable
energy sources

18. sometimes the simplest technology is the most
accessible due to cost

19. ADDRESSING THE WHOLE ENVIRONMENT:
Thomas L. Wells pursues a high quality community environment and energy
efficient design
Diagram Source: Heating, Cooling, Lighting – Design Methods for Architects, 2001.

20. UNDERSTANDING BUILDING AS LEGACY:
it focuses on durability and sustainability to minimize long
term institutional and environmental costs
Annual
Operating &
Maintenance
Cost has
doubled
Operating &
Maintenance
Initial Capital Year 1 Year 2 Year 3 Year 10 Year 20 Year 50

21. RECONCEPTUALIZING THE PROBLEM:
Thomas L. Wells : like the human body the building is a system of systems
Diagram Source: Heating, Cooling, Lighting – Design Methods for Architects, 2001.

22. RECONSIDERING NORMS:
the school design has been modeled from first principles

23. UNDERTAKING PROJECT-SPECIFIC DESIGN RESEARCH:
advancing green design effectiveness
Diagram Source: The Skydome and Three Sun
Paths from Architectural Graphics Standards
Wall section with lightshelves: Thomas L. Diagram Source: An East Elevation of the
Wells PS Skydome from Solar Dwelling Design Concepts

24. UNDERSTANDING PRIORITIES:
Daylighting improves student performance and the environment

25. Provide a safe supportive context for engagement of students
with the school community, its local community and civil society

26. CREATING OPPORTUNITIES FOR CIVIL SOCIETY:
Planning Option A
Thomas L. Wells: various options were tested to achieve orientation/urban design
objectives

27. A gracious entry porch for meeting and waiting
that doubles as a sun shade

28. Inviting entry and facilitating ease of orientation

29. Projecting the school to the community

30. Take advantage of natural resources to improve building performance
such as harvesting daylight, rainwater, and solar energy

31. PLANNING IN RESPONSE TO ENVIRONMENTAL FACTORS:
Thomas L. Wells: fingers of classrooms face south

32. Site Features
permeable paving
stormwater retention areas
bioswales
native plant species
no irrigation system
minimal maintenance
light pollution control
sheltered/shaded play areas
security/access
Thomas L. Wells: integrating green design measures from building to site

33. Winter
Thomas L. Wells: testing design
development of a classroom façade to
promote effective daylighting & passive
solar heating
Summer

34. Thomas L. Wells: sculpted classrooms responsive to the sun and
children’s imaginations

35. Integrate the design of all building systems to maximize
operational efficiency and minimize energy consumption

36. CREATING AN ENVIRONMENT CONDUCIVE TO HIGH PERFROMANCE: a
Thomas L. Wells Public School air ventilation system and clean materials to assure the highest
displacement
environmental quality

37. Advance the practical application of Green Technologies and best building
practices through the process of school design and construction

38. LEARNING FROM GREENHOUSE TECHNOLOGIES:
Thomas L. Wells: development of gym monitor skylight design for
daylighting and effective natural ventilation
Section through art room
Using Natural Stack Effect for
Free Cooling
Daylighting model
High and Low Opening Vent
System: Niagara Parks
Commission Butterfly
Conservatory
Computer model of multipurpose room/ gymnasium

39. Thomas L. Wells: use of high and low operable windows for natural
ventilation and trees to augment glass frit for shading

40. BUILDING VISION INTO REALITY: modeling to construction

41. A special place for learning

42. A place for learning resources

43. CHANGING THE BUILDING PROCESS:
embedding sustainability goals in contract documents
Thomas L. Wells: green requirements must flow through all the documents

44. Thomas L. Wells: including the building process

45. Thomas L. Wells: it involved hundreds of subtrades, thousands of people
directly or peripherally, tens of thousands of procedures and millions of parts

46. UNDERSTANDING THE CONSTRUCTION INDUSTRY CONTEXT:
addressing current challenges in the GTA
Thomas L. Wells: green design is integrated and performance based – the
school building industry is fragmented and price based

47. green design is a process where the end is achieved by the beginning

48. CONCLUSION: Thomas L. Wells is a moment in time on the road to
sustainable high performance schools