23 Shade Planning for America’s Schools Chapter 3 Because ground and building surfaces can reflect ultraviolet (UV) radiation, the planning team should make notes regarding the surfaces and finishes of each building and play area on the school grounds. It will be important for the planning team to also consider the school’s sports areas, such as baseball diamonds, soccer fields, and basketball courts. In thinking about these features of the school grounds, the planning team should take into account the shade needs of the students and coaches who are participating and those of the spectators. The next task will require some degree of horticultural expertise. The planning team should inventory each tree and planted area on the school grounds. Trees should be numbered on the site plan, and a separate set of notes should record the team’s findings for each tree, including the following: • Species. • Estimated height. • Trunk diameter. • Condition (e.g., broken branches, dead limbs), paying particular attention to any that appear to be unhealthy. • Estimated diameter of the tree’s canopy, that is, the upper part which includes the branches and leaves. • Density of the tree’s canopy. Notes should also be made on the predominant vegetation for areas of densely planted mixed species. The final task of the shade audit is to estimate the amount of existing shade on the school grounds. Measurements should be taken of all of the shade, regardless of whether it is in an off-limits area. There are two methods for measuring shade, one of which is highly technical and requires a detailed knowledge of sun projection techniques. The second method requires only that the planning team mark the shade patterns on the ground at the times of day that students are outdoors. The ground can be marked with chalk, rope, or baking flour, then measured and marked to scale on the site plan. Measurements will need to be taken at several times during the day and throughout the school year to ensure that seasonal changes in the shade patterns are recorded. Assessing the Findings Having completed interviews with representatives of stakeholder groups, observed usage patterns, and plotted the seasonal shade patterns at the school, the next step in the planning process is to analyze the quantity and quality of shade that is accessible on school grounds, and determine if and where additional shade is needed. The following questions will guide the analysis: • Will future growth of existing trees result in additional accessible shade? • Are any areas currently off-limits that could provide additional shade if they were accessible? • Are any areas protected from direct UV radiation, but not protected from indirect (reflected or diffuse) UV radiation? • Are there future building plans that might be modified to provide additional shade?
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