Division of Cancer Prevention and Control

National Center for Chronic Disease Prevention

and Health Promotion

Centers for Disease Control and Prevention

Coordinating Center for Health Promotion
Shade Planning for America’s Schools

i

ACKNOWLEDGMENTS

The Centers for Disease Control and Prevention would like to thank the following

individuals who provided guidance in the development of Shade Planning for America's

Schools:

Sharon Adams-Taylor American Association of School Administrators

Jeff Ashley, M.D. Sun Safety for Kids

Beverly Berkin, CHES, FASHA American School Health Association

Susan Boiko, M.D. National Skin Cancer Council

David Buller, Ph.D. Cooper Institute

Alan Geller, M.P.H, R.N. Boston University School of Medicine

Karen Glanz, Ph.D. Emory University

Brenda Green, M.F.A. National School Board Association

Sonja Johansson Johansson Design Collaborative

Norbert Lechner Auburn University

Gary Peiffer University of Georgia Cooperative Extension Service

Linda Rutsch, M.B.A., M.P.H. Environmental Protection Agency

Phil Schneider Sun Safety Alliance

Becky Smith, Ph.D. National Association of Sport and Physical Education

Harold Standerfer, M.A. Alhambra, California School System

Beth Stevenson, M.P.H. American Cancer Society

Connie Tegeler American Academy of Dermatology

Linda Crossett CDC, Division of Adolescent and School Health

Susan Derrick CDC, Division of Cancer Prevention and Control

Nancy Lee, M.D. CDC, Division of Cancer Prevention and Control

Susan True, M.Ed. CDC, Division of Cancer Prevention and Control

Shade Planning for America’s Schools was developed for the 

Centers for Disease Control and Prevention (CDC), National Center for Chronic

Disease Prevention and Health, Division of Cancer Prevention and Control, by

ORC Macro under contract number 200-2002-00574-0004.
ii

Shade Planning for America’s Schools

The Centers for Disease Control and Prevention would also like to give special thanks to

the following reviewers for their insightful comments and contributions:

Pam Crookedacre, Principal 

Woodworth Elementary School

Leslie, Michigan 

Susan Derrick, Public Health Advisor

Centers for Disease Control and Prevention

Atlanta, Georgia

Mattie Gilliam, Public Health Analyst

Centers for Disease Control and Prevention

Atlanta, Georgia

William Graham, School Board Member

Palm Beach County School Board

Lake Clark Shore, Florida 

Robert Howe, Superintendent

Leslie Public Schools

Leslie, Michigan 

David Kemp, School Board Member

Burbank Unified School District

Burbank, California 

Mark Morgan, Principal

Elizabeth Middle School

Percer, Colorado 

Norman Ridder, Superintendent

Colorado Springs School District

Colorado Springs, Colorado 

Fred Varn, School Board Member

Leon County School District

Tallahassee, Florida 
iii

Shade Planning for America’s Schools

TABLE OF CONTENTS

WHAT IS THE PURPOSE OF THIS MANUAL?.....................................................................1

Why Should Schools Care About Skin Cancer?....................................................1

Why Shade? ..........................................................................................................2

What Are the Additional Benefits of Shade?..........................................................2

Who Should Read This Manual?...........................................................................3

How Can This Manual Be Used? ..........................................................................3

CHAPTER ONE

WHAT IS UV RADIATION? ................................................................................................5

What Are the Factors That Affect UV Radiation Levels?.......................................5

What Are Direct and Indirect UV Radiation? .........................................................6

How Is UV Radiation Measured? ..........................................................................7

What Are the Health Effects of Exposure to UV Radiation?..................................7

Where Can I Find More Information? ....................................................................9

INFORMATION ON SKIN CANCER AND ITS PREVENTION .................................................10

SUN SAFETY CURRICULA ................................................................................................11

CHAPTER TWO

STRATEGIES FOR PROVIDING SHADE...............................................................................13

Solid Roof Structures ...........................................................................................13

Shade Cloth Structures........................................................................................14

Natural Shade......................................................................................................15

Where Can I Find More Information? ..................................................................16

WILDLIFE HABITAT CREATION .........................................................................................17

RESOURCES FOR NATURAL SHADE SOLUTIONS..............................................................18

RESOURCES FOR FABRIC STRUCTURES...........................................................................19

CHAPTER THREE

PLANNING FOR SHADE.....................................................................................................21

The Shade Planning Team ..................................................................................21

The Shade Audit ..................................................................................................21

Shade Design ......................................................................................................24

Funding ................................................................................................................24

Where Can I Find More Information? ..................................................................24

RESOURCES FOR SHADE PLANNING TEAMS ...................................................................25

CHAPTER FOUR

CASE STUDIES.................................................................................................................26

Collier County, Florida..........................................................................................26

Pinellas County, Florida .......................................................................................29

The SHADE Foundation and the U.S. Environmental Protection Agency’s

SunWise School Program.............................................................................31
iv

Shade Planning for America’s Schools

CHAPTER FIVE

THE EARTH-SUN RELATIONSHIP .....................................................................................34

The Sun’s Annual Path and the Creation of Shade.............................................35

The Sun’s Daily Path and the Creation of Shade................................................36

The Earth’s Rotation and Revolution...................................................................37

Axis Tilt and Solar Radiation................................................................................38

Putting It All Together...........................................................................................38

Where Can I Find More Information? ..................................................................40

CHAPTER SIX

HOW TO CONDUCT A SHADE AUDIT ...............................................................................41

Stakeholder Interviews.........................................................................................41

Interview Guides ..................................................................................................41

Sample Questions for School Principals..............................................................42

Sample Questions for School Teachers...............................................................42

Sample Questions for Students ...........................................................................43

Sample Questions for Building Maintenance Engineers .....................................44

Sample Questions for Neighbors.........................................................................44

Behavioral Observations......................................................................................45

Environmental Observations................................................................................45

Considering Potential Shade Strategies ..............................................................47

The Shade Planning Matrix .................................................................................47

Making Recommendations ..................................................................................48

ATTACHMENTS

ATTACHMENT A: Building Description..........................................................................50

ATTACHMENT B: Tree Inventory ....................................................................................51

ATTACHMENT C: Shade Planning Matrix ......................................................................52
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Shade Planning for America’s Schools

WHAT IS THE PURPOSE OF THIS MANUAL?

In 2002, the Centers for Disease Control and Prevention (CDC) published the Guidelines

for School Programs to Prevent Skin Cancer, which outlines steps that school

communities can take to develop a comprehensive approach to reducing the risk for skin

cancer among students, teachers, staff, and visitors. The guidelines include the following

recommendations:

• Establish policies that reduce exposure to solar ultraviolet (UV) radiation.

• Provide and maintain physical and social environments that support sun safety.

• Provide opportunities for students to gain the knowledge, develop the attitudes, and

practice the skills needed to prevent skin cancer.

• Involve family members in skin cancer prevention efforts.

• Provide pre-service and in-service skin cancer prevention education for school

administrators, teachers, coaches, school nurses, and other professionals who work

with students.

• Support sun-safety policies, sun-safe environments, and skin cancer prevention

education with school health services.

• Evaluate the implementation of policies, environmental change, education, family

involvement, professional development, and health services.

This manual has been created to support school communities in their implementation of

the Guidelines for School Programs to Prevent Skin Cancer and, specifically, to help

schools create and maintain a physical environment that supports sun safety by ensuring

that school grounds have adequate shade.

Why Should Schools Care About Skin Cancer?

Cancer of the skin is the most commonly diagnosed cancer in the United States and

perhaps the most preventable. Melanoma and non-melanoma cancers, including basal

cell cancer and squamous cell cancer, account for as much as 50% of all cancers.

Because the reporting of non-melanoma cancers to cancer registries is not required, the

exact number of non-melanoma cancer cases is not known.

However, estimates indicate that as many as 1 million cases

of basal cell and squamous cell skin cancer occur each

year.

2

2 American Cancer Society. What Are The Key Statistics For Nonmelanoma Skin Cancer? Available at

http://www.cancer.org/docroot/CRI/content/CRI_2_4_1X_What_are_the_key_statistics_for_skin_cancer_51.asp?sitearea=

Melanoma, which accounts for only about 5% of skin

cancer cases, also accounts for 79% of skin cancer deaths.

From 1973 and through the early eighties, the incidence rate

of melanoma among white men and women in the United

States increased by about 6% per year. Since the early

eighties, the increase has been around 3% annually.

Approximately 55,100 new melanomas were diagnosed in

the United States in 2004, and about 7,910 people died of

melanoma that same year.3

3 American Cancer Society. What Are The Key Statistics For Melanoma Skin Cancer? Available at

http://www.cancer.org/docroot/CRI/content/CRI_2_4_1X_What_are_the_key_statistics_for_melanoma_50.asp?sitearea=

Between 68%

and 90% of all

melanomas

result from

exposure to

ultraviolet

radiation.1

1 MMWR 2002; 51(RR04):1-16. Available at http://www.cdc.gov/mmwr/review/mmwrhtm/rr5104a1.htm
2

Shade Planning for America’s Schools

Almost all of these cancers are preventable.4

4 American Academy of Dermatology. Skin Cancer. Available at http://www.aad.org/pamphlets/skincan.html

In most cases, exposure to solar UV

radiation is the cause of the cancer. Using multiple methods for estimating the incidence

of melanoma that might be attributable to exposure to the sun, Armstrong and Kricker,

reporting in Melanoma Research,

suggest that between 68% and

90% of all melanomas result from

exposure to UV radiation.5

5 Armstrong BK, Kricker A. How much melanoma is caused by sun exposure? Melanoma Res 1993;3:395-401.

Solar Radiation Added to the List

of “Known” Carcinogens

The federal government’s 11th edition

of the Report on Carcinogens listed 

the sun and any other source of broad

spectrum ultraviolet radiation as

“known” causes of cancer. 

“The report cites data indicating a

cause-and-effect relationship between

this radiation and skin cancer, cancer

of the lip and melanoma of the eye. The

report goes on to say that skin cancers

are observed with increasing duration

of exposure and for those who

experience sunburn.”

From National Institutes of Health News Release dated December 11, 2002

Why Shade?

There are many reasons that a

school might want to improve the

quality and increase the amount

of accessible shade on school

grounds. The most obvious and

one of the most important reasons

is that shade provides protection

from solar UV radiation. Due to

the scheduling complexities of

physical education classes,

sporting events, and other

outdoor activities, students are

often exposed to solar UV

radiation during the peak sun

hours of the day—between 10:00

a.m. and 4:00 p.m. For some

schools and for some students,

using sun protective methods, such as hats or sunscreen, or implementing policy changes

could prove to be problematic. Providing shade in areas where students already

participate in outdoor activities can afford passive protection from the sun’s damaging

rays.

What Are the Additional Benefits of Shade?

Extending the Classroom

Schools are often looking for ways to extend their classrooms. Two strategies for

increasing shade on school grounds can also help schools create novel classroom

experiences for their students. These strategies may be employed independently or in

concert. The first is to modify existing structures or build new ones to provide shade where

students play and socialize. The second calls for the strategic planting of additional

shade-producing trees, vines, and shrubs. Structures built to provide shade can also be

designed as covered outdoor learning areas, thereby extending the classroom beyond the

school walls. Planting shade-producing vegetation affords schools the opportunity to

create and maintain natural outdoor classrooms where students can enjoy hands-on

experiences in the natural world. Both strategies could potentially provide teachers with

new ideas for curricula and new reasons to take their students outdoors. 
3

Shade Planning for America’s Schools

Extended Periods of Physical Activity

In adults, regular physical activity is linked to enhanced health and reduced risk for the

development of many chronic diseases. Lifelong physical activity patterns are often

developed in childhood and adolescence. In the section on preventing physical activityrelated injuries in CDC’s Guidelines for School and Community Programs to Promote

Lifelong Physical Activity Among Young People, the use of shaded spaces or indoor

facilities to reduce the incidence of heat-related illnesses is recommended. Not all schools

have indoor facilities designed for active play; however, providing shade on existing

outdoor play areas could reduce the temperature in those areas by as much as

10° to 20 °, increasing the period of time that students could engage in active outdoor play.

School Grounds Aesthetics

All too often, school grounds are an environment of concrete, asphalt, steel, turf grass,

and chain link fences. In planning strategies to provide or increase shade on school

grounds, schools have a second chance to improve the aesthetics of the school property,

making the grounds more inviting to students, teachers, staff, parents, and visitors. A wellplanned shade implementation project engages the entire school community in making

the school a more pleasant place to learn.

Who Should Read This Manual?

A school includes not just the principal, teachers, students, and staff, but also key

stakeholders and decision-makers that comprise the school community. In addition to

school officials, the school community includes parents, neighbors, and members of the

broader community, all of whom have a stake in helping to protect the community’s

children and adolescents from skin cancer. This manual was written as a reference tool

for the entire school community, encompassing both the school district and the individual

school.

How Can This Manual Be Used?

Chapter 1 School board members, superintendents, principals, and school health

advisory councils can use this manual to acquaint themselves with issues

relating to the damaging effects of solar UV radiation, skin cancer

prevention, and planning for shade implementation at their schools. The

first chapter gives information on both the short- and long-term effects of

UV radiation on health and provides a rationale for developing sun-safe

policies in schools. 

Chapter 2 The second chapter addresses strategies for providing shade at schools

and includes some of the advantages and disadvantages of each strategy.

School board members, superintendents, principals, school health

advisory councils, and school shade planning teams will find this

information useful in determining the strategies that will work best at their

school.

Chapter 3 The third chapter presents an overview of the process of planning a shade

implementation project. School board members, superintendents,

principals, and school health advisory councils can use it as a brief

overview of the process. School shade planning teams can refer to this

chapter for an introduction to the process and to chapters 4 and 6 for more

detailed information to guide them through the steps of shade planning. 
4

Shade Planning for America’s Schools

Chapter 4 The fourth chapter presents information about schools and school districts

that have engaged in shade planning projects and reveals some

successful strategies. The needs of every school differ; there is no onesize-fits-all solution to providing shade at schools. This chapter offers a

glimpse of shade strategies that others have employed.

Chapter 5 The fifth chapter gives the reader a basic introduction, or reintroduction, to

solar geometry and the relationship between the Earth and Sun.

Illustrations are included showing the effects of daily and seasonal

changes in solar angles on the length and direction of shadows.

Chapter 6 The sixth chapter guides shade planning team members through the

process of conducting a shade audit. The shade audit allows planning

teams to consider the needs of the school in relation to the quantity and

quality of shade already available to students, teachers, and staff.

CHAPTER

ONE
5

Shade Planning for America’s Schools Chapter 1

WHAT IS UV RADIATION?

Ultraviolet (UV) radiation is one component of a broad spectrum of electromagnetic

radiation emitted by the sun. The spectrum also includes visible light, which we see, and

infrared radiation, which we feel as heat.

The ultraviolet area of the

spectrum can be further divided

into three bands, ultraviolet A

(UVA), ultraviolet B (UVB), and

ultraviolet C (UVC). All UVC

radiation and almost all UVB

radiation are absorbed in the

ozone layer of the atmosphere.

UVA radiation penetrates the

atmosphere unimpeded and,

until recently, had been

considered innocuous. 

Ultraviolet Visible Infrared

UVC UVB UVA

100 280 315 400 700 wavelength (nm)

The Sun’s Radiation Spectrum

What Are the Factors That Affect 

UV Radiation Levels?

Time of Day 

At solar noon, the sun is at its highest point of the

day. As much as 30% of total UV radiation is

received in the hour before and the hour after solar

noon, and as much as 75% is received during the

3 hours before and the 3 hours after solar noon.1

1

Diffey, BL. Solar ultarviolet radiation effects on biological systems. Physiology Medica; Biology 1991; 36(3):299-328.

Shade Planning Toolbox

Q: What time is solar noon?

A: That depends on the day of the

year, your latitude and

longitude, and your location

within your time zone.

On July 4, solar noon is at: 

12:48 (EDT) in Boston 

1:40 (EDT) in Knoxville

12:51 (CDT) in Nashville

12:53 (PDT) in San Diego

On February 1, solar noon is at: 

11:57 (EST) in Boston 

12:49 (EST) in Knoxville

12:00 (CST) in Nashville

12:02 (PST) in San Diego

To find out what time solar noon

occurs on any day of the year at

any location, visit the National

Oceanic and Atmospheric

Administration (NOAA) Surface

Radiation Research Branch web

site at http://www.srrb.noaa.gov/

highlights/sunrise/sunrise.html.

Time of Year

Because the angles of the sun change throughout

the year, the intensity of UV radiation changes as

well. In the northern hemisphere, UV radiation

tends to be greater in the summer months. 

Geographical Latitude

UV radiation decreases as the distance from the

equator increases.

Altitude

Because the atmosphere is thinner at higher

altitudes and less able to absorb UVB, total UV

radiation is greater at higher altitudes.

Weather Conditions

Although clouds reduce the full spectrum of solar

radiation, they do not reduce UV radiation to the

same extent that they reduce visible light and
6

Shade Planning for America’s Schools Chapter 1

infrared radiation. Clouds may make us feel cooler and block our view of the sun, but they

do not fully protect us from UV radiation.

Atmospheric Ozone

The stratosphere’s ozone layer provides us with an enormous amount of protection

against the damaging effects of UV radiation. Unfortunately, in certain areas, ozone has

been depleted to a dangerous extent, primarily due to the release of chlorofluorocarbons

(CFCs) and other ozone-depleting chemicals, such as carbon tetrachloride and methyl

chloroform, into the atmosphere. Both carbon tetrachloride and methyl chloroform are

solvents that have been used in industrial applications, and CFCs have, in the past, been

used as refrigerants and aerosol propellants. The use of all three of these chemicals has

since been restricted or prohibited.2

2 United Nations Development Programme, Montreal protocol on substances that deplete the ozone layer. Available at

http://www.undp.org/seed/eap/montreal.htm.

Nonetheless, much of the damage that has been

done remains.

What Are Direct and Indirect UV Radiation?

Direct UV radiation, or UV radiation that travels from the sun in a straight line, may pose

the greatest risk to our health, but we are also at risk from exposure to indirect (scattered

and reflected) UV radiation. Scattered UV radiation results from being bounced around by

atmospheric dust and water droplets in clouds. Throughout the day, the level of indirect

UV radiation varies, as does the level of direct UV radiation. In the early morning and late

evening when the sun is low on the horizon, indirect UV radiation may exceed direct.

Likewise, on a cloudy day, UV radiation scattered by atmospheric particles may result in

greater exposure to indirect than to direct UV radiation. 

UV radiation can also be reflected off buildings and the terrain. Smoother surfaces, such

as concrete or asphalt, whether they are dark in color or not, typically result in greater

reflectance of UV radiation than irregular surfaces. Surface irregularities, such as that

found in grass or bark nuggets, reduce the level of reflectance, thereby reducing exposure

to reflected UV radiation. One exception, however, is water. Smooth water absorbs almost

all UV radiation, whereas the irregular surface of choppy water reflects a considerable

amount of UV radiation. The following table lists surfaces and terrains commonly

encountered on school grounds and their UV radiation reflectance. Materials with a lower

reflectance are more desirable. 

Ultraviolet Radiation Reflectance for School Grounds Surfaces

Surface UV Radiation Reflectance3,4,5

Grass 1% – 4 %

Still water 3% – 8 %

Soil 4% – 6 %

Asphalt 4% – 9 %

Concrete 7% – 12 %

Choppy water 8% – 13%

Dry sand 15% – 18 %

Fresh snow 85% – 88 %

3

Williams ML, Pennella R. Melanoma, melanocytic nevi, and other melanoma risk factors in children. J Pediatr 1994;124:833-45

4 Moore LA. Ocular protection from solar ultraviolet radiation (UVR) in sport: factors to consider when prescribing. The South

African Optometrist 2003;62(2):72-79.

5 Sliney, DH. Physical factors in cataractogenesis: ambient ultraviolet radiation and temperature. Invest Ophthalmol Vis Sci 1986;

27(5):781-790.
7

Shade Planning for America’s Schools Chapter 1

How Is UV Radiation Measured?

In the past, different countries measured and reported

solar UV radiation intensity in different ways. One

common way of reporting UV radiation intensity was

in the form of estimated “burn time” or “time to

burn,” expressed as the number of minutes of

solar exposure required for the reddening of a fairskinned person’s exposed skin, assuming a clear

sky. Although there may be some advantages to

this method of reporting UV radiation intensity,

there are a number of disadvantages. In 1994,

international agreement was reached on

standardizing the measure of UV radiation

intensity.

Revised by the World Health Organization in 2002

and adopted by the Environmental Protection

Agency and the National Oceanic and

Atmospheric Administration’s National Weather

Service in 2004, the UV Index is the internationally

accepted system for reporting the intensity of UV

radiation. Although the mathematical model

developed to determine the UV Index might be

complicated, the measurement is easy to

understand. The UV Index is a measure of the

amount of damaging UV radiation that reaches the earth’s surface at noon on a given day

and at a given location, expressed as a risk scale. It is predicted daily on a scale of 0 to

11+, where 0 represents a minimal risk of overexposure to UV radiation and any number

higher than 11 represents an extreme risk of overexposure to UV radiation.

Q: Where do I find the UV Index for

tomorrow?

A: In most communities, the UV

Index is reported in newspapers

and on television with the daily

weather forecast.

Every day at approximately 1:30 PM

Eastern, the National Oceanic and

Atmospheric Administration (NOAA)

and the Environmental Protection

Agency (EPA) post the UV Index for

the next day at the EPA’s Website, 

http://www.epa.gov/sunwise/

uvindex.html.

Shade Planning Toolbox

What Are the Health Effects of Exposure to UV Radiation?

Few people would dispute the beneficial effects of solar radiation. The sun warms the

earth, fuels photosynthesis, and ensures the continued existence of life on earth. Many of

us enjoy the warmth of the sun on our skin. But at some point in our lives, most of us have

experienced the painful effect of too much sun exposure in the form of sunburn. Having

experienced sunburn, many would agree that there must be some negative health effect

to exposure to the sun. Although many different conditions occur as a normal response to

exposure to UV radiation, they all fall into one of two classifications, acute or chronic.

Acute effects of UV radiation exposure usually have a rapid onset and are of short

duration, such as sunburn, tanning, and synthesis of vitamin D3. Chronic effects of UV

radiation exposure usually have a gradual onset and are of long duration, such as skin

cancer and photoaging. 

Sunburn

Sunburn is an acute injury resulting from excessive exposure to the sun. The redness

associated with sunburn results from the dilation of superficial blood vessels in the skin.

Redness usually appears within 4 hours of exposure, reaches a maximum within 12

hours, and fades after a few days. High doses of UV radiation can result in blistering and

peeling.

Skin color, hair color, eye color, and freckles all are characteristics that help predict an

individual’s susceptibility to sunburn. Individuals are typically grouped into one of six 
8

Shade Planning for America’s Schools Chapter 1

sun-reactive types, ranging from those with blue or green eyes and very light skin that

never tans to those with very dark hair and eyes and dark skin that almost never burns.

Although sunburn is not as common among blacks, compared to whites, blacks are

susceptible. Approximately 15% of the African American respondents to a national health

survey reported experiencing mild to severe sunburns.6

6 Hall HI, Rogers JD. Sun protection behaviors among African Americans. Ethnicity and Disease 1999;9(1):126-31.

Differences also exist in the sunsensitivity of different parts of the body. The face, neck, and trunk are two to four times

more sensitive than the limbs.7

7 Olson RL, Sayre RM, Everett M A. Effect of anatomic location and time on ultraviolet erythema. Arch Dermatol 1996;93(2): 211-15.

Tanning

Tanning, or melanin pigmentation, is a consequence of overexposure to the sun that many

people find desirable. UVA exposure results in the skin’s production of more melanin, the

substance responsible for skin’s pigmentation. There are two ways in which our skin can

tan, by immediate tanning and by delayed tanning. Immediate tanning occurs as quickly

as 5 to 10 minutes after exposure to the sun and will last as long as 2 hours. One’s ability

to exhibit immediate tanning is directly related to the genetically determined pigmentation

of the skin. Delayed tanning, which is the more familiar form of tanning, is noticeable 1 to

2 days after exposure, increases for several days, and lasts for weeks or months.

Although having a tan provides some degree of protection from UVB, melanin is not an

effective sunscreen for Caucasian skin.8

8 Diffey BL. Ultraviolet radiation and human health. Clinics in Dermatology 1998;16:83-9.

Photosynthesis of Vitamin D3

The only positive health effect associated with exposure to solar UV radiation is the

synthesis of vitamin D3. Without UVB, the body cannot synthesize vitamin D3, which is

essential for regulating calcium metabolism. Few studies have examined the effect of sun

avoidance or the use of sunscreen on the production of vitamin D3 in children or adults.

Therefore, the American Academy of Pediatrics has recommended that infants, children,

and adolescents who do not consume at least 500 mL (16.9 oz) of vitamin D-fortified milk

or formula daily should take one of the many available daily multivitamin supplements that

contain 400 IU of vitamin D3. 9

9 Gartner LM, Greer FR. Prevention of rickets and vitamin D deficiency: new guidelines for vitamin D intake. Pediatrics 2003;111(4 Pt 1):

908-10.

Photoaging of the Skin

Exposure to UVA and UVB radiation, and perhaps to radiation in the infrared range as

well,8 causes photoaging, a process in which the skin’s elastic fibers break down leading

to wrinkled and leathery-looking skin. Dryness, deep wrinkles, sagging, loss of elasticity,

and mottled pigmentation are all photoaging symptoms .

Eye Damage

Eye damage from solar radiation is a risk factor for developing a number of eye disorders

including cataracts, skin cancer around the eyes and degeneration of the macula.

Although the evidence is not conclusive, such damage appears to have 

a dose-response relationship and to be cumulative; that is, the more unprotected 

solar radiation exposure to the eyes over an entire lifetime, the greater one’s risk for

developing cataracts.8, 10, 11

10 West SK, Duncan DD, Munoz B, Rubin GS, Fried LP, Bandeen-Roche K, et al. Sunlight exposure and risk of lens opacities in a

population-based study: the Salisbury Eye Evaluation project. JAMA 1998;280:714-8.

11 Rosmini F, Stazi MA, Milton RC, Sperduto RD. Pasquini P, Maraini G. A dose-response effect between a sunlight index and age-related

cataracts. Italian-American Cataract Study Group.[comment]. Annals of Epidemiology. 4(4):266-70.
9

Shade Planning for America’s Schools Chapter 1

Basal Cell Cancer

Typically occurring on the most sun-damaged parts of the body, basal cell carcinoma is a

slow-growing cancer that begins as a raised

lump on the skin and eventually breaks open

to form an exposed sore. Although most of

these types of cancers are colorless, some

are dark in color. Like other skin cancers,

basal cell cancer usually appears in middle

age, as a result of UV radiation exposure

during childhood or adolescence.

Squamous Cell Cancer

Squamous cell cancer is a more aggressive

form of skin cancer that ultimately resembles

basal cell cancer in appearance. It often

follows a pre-cancerous condition called

actinic keratosis, which is a dry and crusty

area on the skin. Both basal cell and squamous cell carcinoma usually result from chronic

exposure to UV radiation over a period of years.

Melanoma

By far, the most serious consequence of exposure to UV radiation is malignant melanoma.

Unlike the other two types of skin cancer, basal cell and squamous cell, melanomas

involve the dark pigmented cells of the skin, the melanocytes. A growing body of evidence

indicates that intermittent sun exposure, as opposed to chronic sun exposure, causes this

most deadly of skin cancers. Of particular concern, findings from certain studies point to

childhood exposure to sunlight, especially severe childhood sunburn, as an indicator for

melanoma as an adult.12, 13, 14, 15

12 Westerdahl J, Olsson H, Ingvar C. At what age do sunburn episodes play a crucial role for the development of malignant melanoma.

Eur J Cancer 1994; 30A(11):1647-54.

13 Zanetti R, Franceschi S, Rosso S, Colonna S, Bidoli, E. Cutaneous melanoma and sunburns in childhood in a southern European

population. Eur J Cancer 1992;28A(6-7):1172-76.

14 Elwood JM, Whitehead SM, Davison J, Stewart M, Galt M. Malignant melanoma in England: risks associated with naevi, freckles,

social class, hair colour, and sunburn. Int J Epidemiol 1990;19(4):801-10.

15 Gandini S, Sera F, Cattaruzza MS, et al. Meta-analysis of risk factors for cutaneous melanoma: II. Sun exposure. Eur J Cancer

2005;41:45-60.

Sun Protection 

Is the Key

The vast bulk of skin cancers

in the U.S. are due to

excessive skin exposure to UV

radiation from the sun, so sun

protection is the key to

preventing the disease.

Martin Weinstock, MD, PhD

Director of Dermatoepidemiology at Brown University

and Chair of the American Cancer Society (ACS) 

Skin Cancer Advisory Board

Where Can I Find More Information?

Chapter 5, “The Earth-Sun Relationship,” provides more information on seasonal sun

angles and their effects on shade design. On the following pages are internet links to more

information on skin cancer and its prevention as well as to sun-safety curricula.
10

Shade Planning for America’s Schools Chapter 1

INFORMATION ON SKIN CANCER AND ITS PREVENTION

The Centers for Disease Control and Prevention

www.cdc.gov/cancer/nscpep/

skin.htm

CDC provides leadership for nationwide efforts to reduce illness

and death caused by skin cancer. Although these efforts

comprise a variety of approaches and strategies, their common

focus is education and prevention. CDC’s Web site describes

programmatic approaches to skin cancer prevention and

education.

The National Cancer Institute 

www.nci.nih.gov/cancertopics/types/

skin

The National Cancer Institute (NCI) is a component of the

National Institutes of Health (NIH) and is the federal government’s

principal agency for cancer research and training. Articles related

to the causes of cancer, diagnosis, prevention, treatment, and the

most current cancer statistics are available at NCI’s Web site. 

The United States Environmental Protection Agency

www.epa.gov/ebtpages/

humasunprotection.html

The Environmental Protection Agency’s mission is to protect

human health and to safeguard the natural environment. The

agency’s Web site contains information about the health risks

posed by UV radiation and describes the steps people can take to

protect themselves from overexposure to the sun.

The National Council on Skin Cancer Prevention 

www.skincancerprevention.org The mission of the National Council on Skin Cancer Prevention is

to facilitate national skin cancer awareness and prevention efforts

through education and promotion of sun-safe behaviors. The

council, comprising of 30 separate organizations, increases

awareness and prevention behaviors among all populations by

providing special programs addressing high-risk populations,

including infants, children, young adults, parents, educators,

outdoor workers, and athletes. Back issues of NEWSLINK, the

council’s quarterly electronic newsletter, are available at the

ogranization’s Web site.

The American Cancer Society

www.cancer.org The American Cancer Society is the nationwide communitybased voluntary health organization dedicated to eliminating

cancer as a major health problem by preventing cancer through

research, education, advocacy, and service. The organization’s

Web site provides the latest research , information about activities

and resources at the local level, and educational and advocacy

materials.

The Skin Cancer Foundation

www.skincancer.org The Skin Cancer Foundation is the only national and international

organization that is concerned exclusively with the world’s most

common malignancy—cancer of the skin. The foundation’s Web

site offers information on the three types of skin cancer;

information on skin cancer prevention; news of local and national

events; and public information posters, pamphlets, and

brochures.

Commercial Products Disclaimer 

The list of product manufacturers and retailers is provided for general information purposes only and does not represent an inclusive list of vendors. Furthermore,

reference to any specific commercial products or services by trade name, trademark, manufacturer, or otherwise, does not constitute or imply its endorsement,

recommendation or favoring by the Centers for Disease Control and Prevention (CDC).

The list of product manufacturers and retailers contains URL addresses to Web sites and information created and maintained by private organizations. These links

are provided for convenience of reference only. The CDC does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside

information. The inclusion of URL addresses to particular Web sites is not intended to reflect their importance, nor is it intended to endorse any views expressed

or products or services offered by the author of the site or by the organization operating the server on which the site is maintained.
11

Shade Planning for America’s Schools Chapter 1

SUN SAFETY CURRICULA

National Safety Council—Environmental Health Center

1025 Connecticut Avenue, NW

Suite 1200

Washington, DC 20036

www.nsc.org/ehc/sunwise/

activity.htm

The National Safety Council’s Enviromental Health Center

developed the Sun Safety Activity Guide for elementary school

representatives who would like to incorporate sun safety into their

school curricula. The guide includes cross-curriculum classroom

activities and background information packaged as a 1-hour “core”

sun-safety lesson. The core is divided into three 20-minute units,

including the effects of UV, risk factors for overexposure to the

sun, and sun protection habits. Included in the guide are

developmentally appropriate activities for primary (grades K

through 2) and intermediate (grades 3 through 6) learning levels. 

Project S.A.F.E.T.Y.

The University of Texas 

M. D. Anderson Cancer Center

with Texas Cancer Council 

www.mdanderson.org/departments/

projectsafety/ 

Project S.A.F.E.T.Y. (Sun Awareness for Educating Today’s Youth)

is a cross-curricular, multimedia skin cancer prevention program

for grades 4 through 9. It is available free of charge to any school

in Texas. It is also available to schools outside of Texas for a

minimal cost. 

The SHADE Foundation

10510 N. 92nd Street

Suite 100

Scottsdale, AZ 85258

www.shadefoundation.org

The mission of The SHADE Foundation, a non-profit organization,

is to eradicate melanoma through the education of children and

the community in the prevention and detection of skin cancer and

the promotion of sun safety. In collaboration with the

Environmental Protection Agency (EPA), the Foundation has

developed partnerships with schools which implement the EPA

SunWise School Program and, in turn, are awarded shade

structures to the schools.

Sunny Days, Healthy Ways

Klein Buendel, Inc.

14023 Denver West Parkway

Suite No. 190

Golden, CO 80401

(877) 258-2915

www.info@sdhw.info/

Sunny Days, Healthy Ways is a sun-safety curriculum that uses a

comprehensive, cross-curricular approach to teaching skin cancer

prevention skills to children in grades K through 5. The curriculum

provides an average of 8 hours of sun-safety instruction per grade

that can be tailored to the teacher’s time frame and needs. The

curriculum includes prepared lesson plans, student activity sheets,

experiment materials, story books, and assessments.

The SunSafe Project 

Norris Cotton Cancer Center

Dartmouth Medical School

One Medical Center Drive 

Lebanon, NH 03756 

(603) 650-8254

http://sunsafe.dartmouth.edu

The SunSafe intervention aims to enhance and promote sun

protection of children ages 2 to 9 years through the delivery of a

multicomponent intervention in three settings: elementary schools

and day care centers, town beach areas, and primary care

practices. The school/day care component consists of an agespecific (2 to 9 years old) and grade-specific curriculum promoting

sun protection. Child-care providers and elementary school

teachers need 2 theme days or 2 class periods to deliver SunSafe

materials. Ongoing reminder activities are suggested as a means

for reinforcing the SunSafe message.
12

Shade Planning for America’s Schools Chapter 1

SUN SAFETY CURRICULA (CONTINUED)

The United States Environmental Protection Agency

SunWise School Program

www.epa.gov/sunwise/

The SunWise School Program is an environmental and health

education program that aims to teach children and their

caregivers how to protect themselves from overexposure

to the sun. Using classroom-based, school-based, and

community-based components, the SunWise School Program

seeks to develop sustained sun-safe behaviors in

schoolchildren.

The program’s learning components build on a solid

combination of traditional and innovative education practices

already in use in many U.S. elementary and middle schools.

Through the program, students and teachers will increase

their awareness of simple steps that they can take to protect

themselves from overexposure to the sun. Students will

demonstrate the ability to practice health-enhancing behaviors

and reduce health risks. Children also will acquire scientific

knowledge and develop an understanding of environmental

concepts related to sun protection.

Currently, more than 12,000 schools are registered for the

SunWise program, representing all 50 states, the District of

Columbia, and Puerto Rico.

Commercial Products Disclaimer 

The list of product manufacturers and retailers is provided for general information purposes only and does not represent an inclusive list of vendors. Furthermore,

reference to any specific commercial products or services by trade name, trademark, manufacturer, or otherwise, does not constitute or imply its endorsement,

recommendation or favoring by the Centers for Disease Control and Prevention (CDC).

The list of product manufacturers and retailers contains URL addresses to Web sites and information created and maintained by private organizations. These links

are provided for convenience of reference only. CDC does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information.

The inclusion of URL addresses to particular Web sites is not intended to reflect their importance, nor is it intended to endorse any views expressed or products or

services offered by the author of the site or by the organization operating the server on which the site is maintained.

CHAPTER

TWO
13

Shade Planning for America’s Schools Chapter 2

STRATEGIES FOR PROVIDING SHADE

A number of strategies for providing shade on school grounds are available; however, no

single approach is best for all schools. This chapter introduces three strategies for

providing shade on school grounds: solid roof structures, shade cloth structures, and

natural shade. Some of the advantages and disadvantages of each approach are

discussed. This information will assist schools in determining how best to provide shade

for their students, teachers, staff, and visitors. Regional differences in vegetation, the

need for winter warmth, playground usage patterns, and seasonal weather threats to

playground structures factor into the decision process of determining the best approach

for each school. For many schools, a combination of strategies that capitalizes on the

advantages of several approaches will be the most effective.

Outdoor classroom at Poplar Creek

Elementary School—Siler, Kentucky

With little more than a few hundred dollars, the

support of local businesses, and a State

environmental education grant, Principal Tom Shelly

and the teachers at Poplar Creek Elementary School,

along with the students and their parents, were able to

fund the construction of this outdoor classroom and

nature trail on their school grounds that otherwise

would have cost as much as $30,000.

Solid Roof Structures

Solid roof structures are permanent structures that provide protection from the sun’s

harmful rays and can be designed to serve a multitude of purposes. Typically, the

structures are designed to be open on at least three sides and often include furniture that

can be moved around. To maximize flexibility, the design can include lighting and

plumbing.

Advantages

• Provides “all-weather” protection.

• Provides additional classroom

space.

• Provides exercise space during

inclement weather.

• Provides flexibility of design.

• Can be used as a lunch or picnic

area.

• Has a long life span. 

Disadvantages

• Requires drainage and guttering.

• Can be more expensive than

other strategies.

Considerations

• Schools considering any type of

construction project will need to

determine which of their local

building codes and fire codes are

applicable to their project.

• Careful planning will result in the

positioning of the structure so that

it creates shade at the right place, at the right time of day, throughout the year.

• Schools located in areas that experience heavy snowfall will need to consider the

snow load when designing the roof of the structure.

• Likewise, schools located in areas that experience high winds will need to design

accordingly.
14

Shade Planning for America’s Schools Chapter 2

• Exposed roof supports may be attractive nesting sites for birds. Strategies to deter this

should be incorporated into the

building’s design.

• Lighting will allow for evening use

of the building.

• To provide additional light during

daytime hours, polycarbonate

panels can be incorporated into

the roof design and provide a

great deal of light while blocking

up to 99% of ultraviolet (UV)

radiation.

• No matter what type of design is

selected, all buildings require

maintenance. A maintenance

schedule and estimated costs

should factor into the design

selection process.

• In the design of the structure,

efforts should be made to close off

the view of the sky by extending

the eaves as far as possible. If the

sky can be seen by people under

the structure, they are at risk for

exposure to indirect UV radiation.

• The design of any structure

should ensure access for people with disabilities.

• If the structure is to be used as a classroom or meeting room, the acoustics of the

building should also be addressed.

Outdoor classroom at Hermantown School

Duluth, Minnesota

Constructed by the Duluth Skyline Rotary Club as a

gift to the Hermantown School District, the outdoor

classroom is directly behind the Hermantown

Elementary School. Besides serving as an outdoor

classroom, the building is accessible to elementary

school students during recess periods. According to

Fred Majeski, the Superintendent of the Hermantown

School District, the building, with its metal framing

and roof and concrete floor, would have cost the

school well over $25,000 to build, had it not been

donated by the Rotary Club.

Shade Cloth Structures

Another strategy for providing shade on school grounds is the use of shade cloth or

structural fabric supported by a framework or poles. This strategy often is used when the

goal is to cover large play areas without employing extensive structural support. Shade

cloth is typically a knitted or woven fabric that is rated as to how much sun is blocked.

Transmission of the sun’s rays through the fabric depends on the tightness of the weave

or knit, with more densely woven or knitted fabric blocking out more of the sun’s radiation.

Fabrics with a looser weave transmit between 50% and 80% of the sun’s harmful rays and

are typically designed for horticultural applications. 

Shade cloth that blocks 80% of solar radiation provides the approximate protective

equivalent of sunscreen with a sun protection factor (SPF) of 6.7, whereas shade cloth

that blocks 94% of solar radiation provides the approximate protective equivalent of

sunscreen with an SPF rating of 15. Shade cloth rated to block 94% of solar radiation is

the minimum that schools should consider.
15

Shade Planning for America’s Schools Chapter 2

Sun Protection Factor (SPF) 

What Does SPF Mean?

The common interpretation is how much

longer skin covered with sunscreen

takes to burn as compared to

unprotected skin. Sunscreens can be

rated for their protective factor against

either UVA or UVB radiation or both. The

thickness and thoroughness of

application, the type of sunscreen, and

the frequency of reapplication factor into

whether or not sunscreen delivers the

protection for which it is rated.

Advantages

• Can be relatively inexpensive

to construct.

• Generally requires minimal

upkeep.

Disadvantages

• Provides varying 

UV radiation protection.

• Can be susceptible

to weather damage.

• Has a shorter life span than

solid roof structures.

Considerations

• Because the UV protection

qualities of shade cloth and other structural fabrics vary widely, care should be taken

in determining the most appropriate fabric. 

• Care must be taken in the positioning of supporting posts so that they do not create a

danger to children at play.

• As with any other structure, one of shade cloth should be positioned for maximum sun

protection.

• The structural integrity of a fabric structure is related to its curvature and positioning.

Structures must be designed to withstand the snow and wind loads that can be

expected in their locations. 

• The design and installation of these structures should be left to specialists. Names and

contact information of organizations that design and install fabric shade structures can

be found at the end of this chapter. 

Natural Shade

Incorporating natural shade into the overall design offers several advantages. The best

approach to creating shade is one that provides protection from the sun’s harmful

radiation during the spring, summer, and fall, yet does not completely block the sun’s

warmth during winter months. Incorporating deciduous trees, shrubs, and vines into the

design provides the seasonal variation in protection that structures alone cannot provide.

Likewise, evergreen trees, vines, and shrubs planted alongside structures can serve to

block wind in the winter and provide protection from scattered UV radiation during the rest

of the year.

Advantages

• Reduces the ambient temperature more so than structures.

• Provides seasonal sun protection.

• Provides low-cost alternatives.

• Improves the aesthetics of the school grounds.

• Provides an opportunity for students to learn about nature.
16

Shade Planning for America’s Schools Chapter 2

Disadvantages

• Vegetation takes time to grow.

• Trees can create litter, such as leaves, nuts, and fruits.

Considerations

• There are regional differences in vegetation. Plants native to a particular region have

evolved to thrive in the conditions prevalent there. Whenever possible, locally grown

native varieties of trees, shrubs, and vines should be used in the design. The United

States Department of Agriculture (USDA) Cooperative Extension Service agent in your

area can help determine the best species for your design.

• The effectiveness of trees and vines in providing UV radiation protection is directly

related to the density of the plant’s foliage.

• As a rule of thumb, trees should be planted to the south and west of where you want

to shade so they can provide it during the midday and afternoon hours. Chapter 5,

“The Earth-Sun Relationship”,

gives information on creating

shade in the right place at the

right time.

• Some plants are poisonous or

cause allergic reactions. Other

plants can attract bees or have

dangerous spikes or thorns. One

needs to become familiar with

the possible harmful effects of

the species that are being

considered.

• Trees may interfere with a

school’s electrical service,

plumbing, and drainage systems. Care should be taken that vegetation is not planted

where it might later present a threat to the school’s utility systems.

• Many trees will not tolerate root compaction, which occurs when foot traffic compacts

the soil around the roots of a maturing tree. Several strategies will prevent it, including

a temporary fence around the maturing tree or specially designed pavers to absorb

the impact of busy feet.

• A short-term or transitional structure can be built to provide shade while the vegetation

is maturing.

• The first year after planting vegetation is the most important for ensuring the survival

of trees, shrubs, and vines. Plants must be watered at regular intervals if rainfall is

inadequate. The USDA Cooperative Extension Service agent in your area can help

you determine an appropriate watering schedule.

• Some communities have restrictions on water use that might affect decisions on which

plants would be most appropriate.

Transitional shade

Designed by Shade ‘n’ Sails of Victoria, Australia

Where Can I Find More Information?

Chapter 5, “The Earth-Sun Relationship”, gives more information on providing shade at

the right place, at the right time, throughout the year. The following pages contain links to

information about selecting trees, vines, and shrubs; sources for plants and products

related to natural shade strategies; information on creating natural wildlife habitats;

organizations that manufacture and install fabric shade structures; and contact

information for the USDA’s Cooperative Extension Service. 
17

Shade Planning for America’s Schools Chapter 2

WILDLIFE HABITAT CREATION

American Forests: A Tree for Every Child

www.americanforests.org/resources/

kids/a_tree_for_every_child

The “A Tree for Every Child” project is a hands-on, flexible

environmental education program that allows students to see how

practical action can create a better world. The project allows

schools to teach students the benefits and rewards of planting

trees as part of American Forests’ Global ReLeaf 2000 campaign

to plant 20 million trees for the new millennium.

Acorn Naturalists

P.O. Box 2423

Tustin, CA 92781-2423

Toll Free: (800) 422-8886

http://acornnaturalists.com/store

This organization offers resources for science and environmental

educators. Offerings include educator guides, interpretative tools,

and books on nature and the environment. An online catalog is

available.

Cornell Lab of Ornithology

159 Sapsucker Woods Road

Ithaca, NY 14850-1999

Toll Free: (800) 843-2473

http://birds.cornell.edu

This site describes classroom projects and provides educational

materials that support habitat development. Projects include

the Great Backyard Bird Count (which is held every February)

and the Classroom Feeder Watch. The curriculum description

for the Classroom Feeder Watch can be found at

http://www.birds.cornell.edu/cfw/index.html

Project Wild

555 Morningside Drive, Suite 212

Houston, TX 77005

Phone: (713) 520-1936

www.projectwild.org

Project Wild provides instructional materials that can be adapted

for academic disciplines ranging from science and environmental

education to social studies, math, and language arts. Numerous

education materials, Web links, and guidebooks are available at

this site, including the publication Wild School Sites: A Guide to

Preparing for Habitat Improvement Projects on School Grounds.

Kidsgardening.com

National Gardening Association

1100 Dorset Street

South Burlington, VT 05403

Toll Free: (800) 538-7476 

www.kidsgardening.com

This site is an online source of information and materials for

environmental science in the classroom. A keyword-searchable

resources directory provides links to regional resources.

Commercial Products Disclaimer 

The list of product manufacturers and retailers is provided for general information purposes only and does not represent an inclusive list of vendors. Furthermore,

reference to any specific commercial products or services by trade name, trademark, manufacturer, or otherwise, does not constitute or imply its endorsement,

recommendation or favoring by the Centers for Disease Control and Prevention (CDC).

The list of product manufacturers and retailers contains URL addresses to Web sites and information created and maintained by private organizations. These links

are provided for convenience of reference only. CDC does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information.

The inclusion of URL addresses to particular Web sites is not intended to reflect their importance, nor is it intended to endorse any views expressed or products or

services offered by the author of the site or by the organization operating the server on which the site is maintained.
18

Shade Planning for America’s Schools Chapter 2

RESOURCES FOR NATURAL SHADE SOLUTIONS

United States Department of Agriculture

Cooperative State Research, Education, and Extension Service

www.csrees.usda.gov/qlinks/

partners/state_partners.html

This site provides links to the county offices of the Cooperative

Extension Services system in each state. The Cooperative

Extension Services system has field agents assigned to each

county. That agent will be able to answer your questions regarding

the best species to plant for the application that you are

considering; provide you with sources for the trees, shrubs and

vines; and offer detailed instructions on the proper way to plant

and care for them. 

United States Department of Agriculture 

U.S. Forest Service/Urban and Community Forestry

www.fs.fed.us/ucf/ The goal of the USDA Forest Service Urban and Community

Forestry Program is to provide technical and financial assistance

to help improve the livability of cities and communities by

managing urban forest resources to promote a healthy

ecosystem. This Web site provides links to the regional

coordinators.

U.S. Department of Agriculture

Natural Resources Conservation Service

www.plants.usda.gov The PLANTS Database provides standardized information about

plants of the United States and its territories. The databse includes

names, distributional data, species abstracts, characteristics,

images, and links to related Web sites with information on the

region-specific culture for each species.

Treelink

www.treelink.org This Web site provides information, research, and networking for

people who work in urban and community forestry. Tips on grant

writing and fund-raising are also included.

The National Arbor Day Foundation

www.arborday.org The National Arbor Day Foundation helps individuals and groups

plant and care for trees and encourages the celebration of Arbor

Day to advance global environmental stewardship for the benefit

of this and future generations.

The International Society of Arboriculture

www.treesaregood.com The International Society of Arboriculture is a worldwide

professional organization dedicated to fostering a greater

appreciation for trees. The Web site was created to provide the

public with quality tree care-related information.

U.S. Environmental Protection Agency

Landscaping with Native Plants

Ariel Rios Building

1200 Pennsylvania Avenue, N.W.

Washington, DC 20460

Phone: (202) 272-0167

www.epa.gov/glnpo/greenacres/

nativeplants/factsht.html

This Environmental Protection Agency site promotes landscaping

with native plants and discusses the environmental benefits of

using native plant material. Topics discussed include attracting

birds and butterflies and being considerate of local weed laws.

The Wild Ones Handbook is a compendium of practical

information for landscaping with native plants.

Commercial Products Disclaimer 

The list of product manufacturers and retailers is provided for general information purposes only and does not represent an inclusive list of vendors. Furthermore,

reference to any specific commercial products or services by trade name, trademark, manufacturer, or otherwise, does not constitute or imply its endorsement,

recommendation or favoring by the Centers for Disease Control and Prevention (CDC).

The list of product manufacturers and retailers contains URL addresses to Web sites and information created and maintained by private organizations. These links

are provided for convenience of reference only. CDC does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information.

The inclusion of URL addresses to particular Web sites is not intended to reflect their importance, nor is it intended to endorse any views expressed or products or

services offered by the author of the site or by the organization operating the server on which the site is maintained.
RESOURCES FOR FABRIC STRUCTURES
 

This page has been removed as it is no longer current. 

Shade Planning for America’s Schools Chapter 2 

19 
20

Shade Planning for America’s Schools Chapter 2

RESOURCES FOR FABRIC STRUCTURES (CONTINUED)

CHAPTER

THREE
21

Shade Planning for America’s Schools Chapter 3

PLANNING FOR SHADE

Planning for shade requires the completion of a series of interrelated tasks. These include

convening a planning team, conducting a site audit to determine whether the existing level

of shade is adequate, determining the most appropriate strategies if more shade is

required; and developing a plan to increase the amount of shade accessible to students,

teachers, staff, and visitors. The process can be lengthy, taking as long as 1 year. This

chapter briefly describes each step. In chapter 6, “How to Conduct a Shade Audit,” the

reader will find more detailed information on the steps for shade planning. 

The Shade Planning Team 

It is important for any school undertaking a shade planning project to first identify the

stakeholder groups that may have an interest in, or be affected by, the resulting plan.

Representatives of these groups should be included on the planning team. For most

schools, the stakeholder list would include school administrators, the school nurse,

coaches, teachers, students, parents, groups that use the school grounds after hours, and

neighbors living adjacent to the school. In addition to stakeholder representatives, the

planning team may need to call on professions with expertise in horticulture, landscaping,

and architecture. Although it may not be necessary to include such individuals on the

planning team, taking the time to identify and recruit them during the earliest stages of the

planning process will keep the project moving when their expertise is required.

The process will be well served if the goals of the team, the roles and responsibilities of

its members, and a method for decision making are determined at the outset. In the

course of developing and proposing a shade plan, many decisions will need to be made.

One method for decision making that lends itself to a participatory process is decision by

consensus.

The Shade Audit

Once a planning team has been assembled and its roles, goals, and procedures

determined, the group’s first major task will be to conduct a shade audit. The audit will help

the planning team determine how much shade is currently accessible on the school

grounds and if more is needed. The audit consists of a series of user interviews,

behavioral observations, and environmental observations. All of the information collected

through the audit will be used by the planning group to develop their recommendations.

Interviews

Although members of the planning team may be very familiar with their school, their

expertise may not be comprehensive. Any shade planning endeavor should begin by

interviewing several members of each of the identified stakeholder groups. In those

interviews, the planning team can collect important background information regarding:

• When and where outdoor activities occur. 

• Which areas of the school grounds are off-limits.

• Any long-term plans for the school grounds, including new construction.

• Opinions regarding the adequacy of existing shade.

• Expectations regarding the plans for additional shade.

Chapter 6, “How to Conduct a Shade Audit,” contains sample interview questions for

school principals, teachers, and students. Planning teams will need to tailor interview

questions to issues and concerns specific to their school.
22

Shade Planning for America’s Schools Chapter 3

Prior to conducting stakeholder interviews, the planning team should secure a site plan.

This is a drawing of the school grounds and buildings that has been drafted to scale. Often

site plans are prepared by surveyors or architects, and may be available from the school’s

principal or the office of the superintendent of the school

district. With a site plan, interviewees can refer to activities

in relation to the zones and features of the school

grounds and interviewers can record the information

directly onto the plan.

When Is North 

Not Really North?

The short answer is "Almost always!"

There is almost always a difference

between true north and magnetic north.

Fluid motion in the outer core, which is

the molten metallic region of Earth,

causes the magnetic field to change

unpredictably both over time and by

location.

Magnetic declination is the

measurement of the angle between

magnetic north and true north. For

example, on July 4, 1955, the magnetic

declination for Washington, D.C., was 6

degrees west of true north. On the

same day in 2003, the magnetic

declination was 10 degrees west of true

north.

To find out more about magnetic

declination, visit The National

Geophysical Data Center at:

http://www.ngdc.noaa.gov/seg/

potfld/declination.shtml

Shade Planning Toolbox

Behavioral Observations 

The next step in the planning process involves

collecting data at the school site. Adequate

data collection will require several visits to the

school. Initial visits will be to observe outdoor

activities conducted on the school grounds

and document the usage patterns of students,

teachers, and staff. Knowing in advance at

what times the students can be expected to be

outdoors will facilitate the process. Observers

will want to document the types of activities

taking place, the location in which they are

occurring, the number of students

participating, and their duration. Once again, it

will be helpful for observers to have a site plan

on which to make notes regarding outdoor

student and teacher activities.

Environmental Observations

Other visits to the site are recommended in

order to take measurements on school

grounds without interfering with the school’s

day-to-day activities. On these visits, an

accurate site plan will be essential. If none is

available, the planning team will need to draw

a freehand plan of the site, recording the

distances between the various buildings and

play equipment. It might be helpful to name

different zones if they do not already have

names, such as queuing area or passive play area. It is also important to document any

significant topographical features, such as low spots, slopes, or ravines, as these will

influence decisions about which shade planning strategies will be most appropriate. The

site plan should indicate the boundaries of the school’s property, which direction is north,

and whether it is magnetic north or true north. Often there is an appreciable difference

between the two. Determining true north will be important to ensure that shade is cast in

the right place, at the right time of day, at the right time of year.

It may also be important to mark the locations of important features outside of the school

boundaries, such as the neighboring homes or businesses.
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?
24

Shade Planning for America’s Schools Chapter 3

Shade Design 

Based on the shade audit, the planning team should present its recommendations in text

and graphic format. Recommendations should clearly state the shade goals for each

specific zone of the school property, such as bus queuing area, sports venues, active play

areas, or informal social gathering places, along with strategies for achieving those goals.

The team should consider the range of options at the same time that it is considering the

nature of the shade to be provided. Questions that the planning team should take into

account when developing a shade plan include:

• Is there a need for protection from rain?

• What are the initial costs for each strategy considered?

• What are the long-term maintenance costs associated with each strategy?

• Is the strategy safe, considering the local weather conditions?

• Is there risk of vandalism, and how can that risk be minimized?

Consulting with knowledgeable architects, landscape architects, or horticulturists is

advisable at this point. Not only will they know the species of vegetation that will meet the

shade requirements for natural applications and the local building codes for any structural

applications, they also can advise the planning team on the potentially complicated tasks

of obtaining local building permits and contracting with builders and landscapers.

Funding

At the same time that the planning team is finalizing the shade design, team members can

explore potential funding sources and volunteer resources for the project. Several

potential sources for funding and hands-on participation are discussed further in chapter

4, “Case Studies” and in the appendices of this manual. Some possibilities include:

• Contributions from local and national corporations, including in-kind contributions.

• State and federal grants.

• Volunteers and financial contributions from community service organizations.

• Local fund-raisers.

• Support from environmental organizations.

• Advice from local master gardeners associations and programs.

• Volunteer project work for Boy Scout or Girl Scout troops.

• Student class projects.

Where Can I Find More Information?

Chapter 6, “How to Conduct a Shade Audit,” provides more detailed information on the

steps of conducting such an audit, including examples of questions that would be

appropriate for interviews with stakeholders. On the following pages are resources for

facilitating participatory decision-making processes, funding, and working with volunteers.
25

Shade Planning for America’s Schools Chapter 3

RESOURCES FOR SHADE PLANNING TEAMS

Facilitators Guide to Participatory Decision-Making (1996)

Sam Kaner, with Lenny Lind,

Catherine Toldi, Sarah Fisk, 

and Duane Berger

New Society Publishers

Gabriola Island, BC

This guide is designed to help groups increase participation and

collaboration; promote mutual understanding; honor diversity; and

make effective, inclusive, and participatory decisions.

Evergreen

355 Adelaide Street West, 

Fifth Floor

Toronto, Ontario

M5V 1S2

Phone: (416) 596-1495

www.evergreen.ca

Evergreen is a Canadian non-profit environmental organization

with a mandate to bring nature to Canadian cities through

naturalization projects. Evergreen motivates people to create and

sustain healthy, natural outdoor spaces and gives them the

practical tools to be successful. Following are several publications

available from Evergreen that should be of interest to shade

planning teams.

Hands for Nature: A Volunteer Management Handbook

This booklet provides practical tips and ideas for working effectively

with volunteers to create and sustain greening projects. It includes

many insights and helpful statistics from the Community Greening

Volunteerism 2002 Survey as well as generous input and

discussions with experienced volunteer coordinators and greening

participants.

Design Ideas for the Outdoor Classroom: Dig it, Plant it,

Build it, Paint it!

This booklet is a collection of ideas and techniques for creating

native plant and vegetable gardens, and includes a whole range of

built and artistic features for your school grounds.

All Hands in the Dirt: A Guide to Designing and Creating

Natural School Grounds

This manual will guide you through the planning process, providing

tips and templates for designing a site that reflects your local

natural environment and the ideas of all involved.

Nature Nurtures: Investigating the Potential of School

Grounds

This report is a comprehensive review of the literature pertaining to

school ground naturalization. It examines the work of some of the

most advanced thinkers in the fields of child development,

education, and environmental psychology, and it explores the web

of benefits that results when an entire school community

participates in creating more nurturing and diverse environments

for learning on the school grounds.

Commercial Products Disclaimer 

The list of product manufacturers and retailers is provided for general information purposes only and does not represent an inclusive list of vendors. Furthermore,

reference to any specific commercial products or services by trade name, trademark, manufacturer, or otherwise, does not constitute or imply its endorsement,

recommendation or favoring by the Centers for Disease Control and Prevention (CDC).

The list of product manufacturers and retailers contains URL addresses to Web sites and information created and maintained by private organizations. These links

are provided for convenience of reference only. CDC does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information.

The inclusion of URL addresses to particular Web sites is not intended to reflect their importance, nor is it intended to endorse any views expressed or products or

services offered by the author of the site or by the organization operating the server on which the site is maintained.
CHAPTER

FOUR
26

Shade Planning for America’s Schools Chapter 4

CASE STUDIES

Schools and school districts across the United States have already begun the process of

shade planning. This chapter introduces three case studies. The first, Collier County,

Florida, demonstrates the power of a single individual to motivate a school board to erect

shade canopies over the playgrounds of all of the school district’s elementary schools.

The second case study, Pinellas County, Florida, demonstrates the fund-raising capacity

of schools’ parent-teacher organizations (PTOs) and the effect that they can have on

decisions of local school boards. Lastly, the story of the collaboration between Shonda

Schilling SHADE Foundation and the United States Environmental Protection Agency’s

SunWise School Program demonstrates the great potential for partnerships that exists for

schools and organizations concerned with preventing skin cancer.

Collier County, Florida

Located in Southwest Florida, Collier County encompasses 2,025 square miles and is

home to 296,678 residents, according to the U.S. Census Bureau (2004). The January

average high temperature is 77.6°, which is also the lowest average high throughout the

year. The county’s per capita income for the year 1999 was just over $31,000,

approximately $3,000 above the U.S. average for that year, and 10.3% of the county’s

population lived below the U.S. Department of Health and Human Service’s poverty

guidelines.

One reason for the county’s higher-than-average per capita income may be the large

number of retirees who have chosen to take up residence in this county. Even with the

large percentage of residents older than 65 years of age, almost 20% of Collier County’s

residents are 18 years old or younger.

The Collier County school district is home to 44 public schools including 2 charter schools.

The policy-making body for the school district is a five-member school board.

Getting Started

Teryl Brzeski is a skin cancer survivor. In 1986, at the age of 37, Ms. Brzeski was

diagnosed with melanoma, the most deadly form of skin cancer. Her diagnosis motivated

her to research the causes of skin cancer and inspired her to do all that she could to help

prevent others from developing the disease. “Having a deadly disease and being lucky

enough to have a full recovery is a wonderful thing. In my case, it has instilled a passion

for being alive and a desire to share cancer prevention information with others.”

Ms. Brzeski became especially concerned about her daughter and the other students at

Seagate Elementary School. Other Collier County parents were equally concerned about

their children’s exposure to ultraviolet (UV) radiation. In fact, during the late 1980s,

Seagate’s PTO raised the $30,000 necessary to erect a pavilion on the school grounds to

provide a shaded area for physical education classes. Other than the covered pavilion,

however, much of the playground was not protected from excessive solar radiation, and

during recess, children played in areas where there was no shade. 

Determined to do something about the situation, Ms. Brzeski began her campaign for a

shaded playground by researching options for providing shade on school grounds,

eventually presenting her ideas to the Collier County School Board. Along with two

dermatologists and a representative from the American Cancer Society, she explained to

the school board why it was important to provide children, teachers, and staff with
27

Shade Planning for America’s Schools Chapter 4

adequate protection from solar radiation. Their presentation included an architectural

drawing of their vision for a shaded playground at Seagate. Informational packets were

distributed to school board members, making a clear and convincing medical case for

providing sun protection on a daily basis. The presenters told the school board that they

were prepared to raise funds themselves, if necessary, to have the shade structures built. 

Approval and Building Costs

The school board not only approved the request for Seagate, but also approved the

construction of shade structures on the playgrounds of all Collier County elementary

schools at a cost of $2.1 million dollars. In June 2002, Seagate Elementary School

became the first county school to be fitted with a shade structure over the playground. By

August 2002, before the school year began, 21 more schools in Collier County were fitted

with shade structures. Funding for the project was drawn from the school district’s capital

budget.

Once the school board decided to

build the structures, the project was

outsourced to a contractor, with

specifications that 95% of the

playground of each school should be

covered by the shade structure. At

Seagate Elementary School, the

structure covers 8,100 square feet of

the playground. 

The shade structure comprises

multiple canopies. Each canopy is

made of a polyethylene mesh fabric

that is supported by steel cables and

held up by galvanized steel poles,

which are secured to concrete

pilings. The canopy over Seagate’s

playground covers a swing set,

three slides, and other playground

equipment. The polyethylene mesh

fabric blocks 90% to 95% of the sun’s

UV rays. In addition, it allows heat to escape, promoting air circulation. As a result, the

temperature beneath the canopies is about 15° lower than that of the ambient air in the

middle of the day. 

Seagate Elementary School

Students, teachers, and staff at Seagate Elementary

are now protected from ultraviolet radiation during

recess.

Maintenance

After the shade structures were built, several potential modifications were identified as

necessary to increase the longevity of the structures. For example, additional poles were

subsequently added to guard against severe windstorms, and the sails were redesigned

and restrung. In 2005 the county incurred additional expenses due to hurricane damage.

Consequently, when hurricanes are forecasted, maintenance staff take down the

structures. However, contractors must be hired to reassemble them. The county school

board will continue their cost benefit analysis and may consider other options in the future.
28

Shade Planning for America’s Schools Chapter 4

Continued Efforts

To date, 25 Collier County elementary schools have been outfitted with shade structures

over their playgrounds. The scope of the initial project was 22 schools, but since that time,

Collier County has built three more schools and has incorporated shade structures into

their design and construction.

Since the implementation of shade coverings in the Collier County school district, other

neighboring school districts have seen the utility and importance of providing students,

teachers, and staff with protection from UV radiation. For example, in the Lee County

school district, Bonita Elementary School has begun fund-raising efforts to build a shade

structure for the school. The school’s parent-teacher organization has pledged to donate

a portion of the funds, and solicitations of businesses and service clubs are expected to

raise more. The school expects to pay $64,000 to install shade canopies over its two

playgrounds. 

Teryl Brzeski has won her battle with skin cancer and now fights every day to ensure that

her daughter and the children of Collier County will not have to face the same battle. Her

efforts to educate others on skin cancer and its prevention and to promote sun safety

through the construction of shade structures at elementary schools have motivated not

only her county to take action but have also influenced neighboring counties to take the

same steps. 
29

Shade Planning for America’s Schools Chapter 4

Pinellas County, Florida

Pinellas County, Florida, is located on a peninsula bordered by the Gulf of Mexico and

Tampa Bay. The 280-square-mile county is home to about 921,500 year-round residents

and welcomes an average of 

4.5 million visitors each year.

Unemployment in Pinellas County

tends to be lower than the Florida

state average, which tends to be

lower than the national average.

According to the U.S. Census Bureau,

the per capita income for the year

1999 was just under $24,000, and

12.8% of the county’s population

lived below the U.S. Department of

Health and Human Service’s poverty

guidelines.

With 114 elementary, middle, and

secondary schools, the Pinellas

County School District is the 7th

largest district in Florida and the 21st

largest in the United States. Image source: http://www.pinellascounty.org/

Getting Started

By 1995, parents and teachers in several of Pinellas County’s 82 elementary schools had

become concerned about their schools’ lack of indoor gymnasium facilities. Physical

education classes had to be taught outdoors throughout the year and were canceled when

inclement weather required it. The Parent-Teacher Associations (PTA) in those few

schools took the initiative to conduct fund-raisers, such as bake sales and jog-a-thons, to

collect the $35,000 that each school would need to erect a weather-protected outdoor play

area. The schools tapped local expertise in determining the best design for the structures

and for executing the construction.

In 2002, the local PTA efforts in Pinellas County paid off for all elementary school children

in the county, prompting the Pinellas County school board to determine that all 82

elementary schools in the county should have similar structures to protect students,

teachers, and staff. Walter Miller, associate superintendent of institutional services, cites

health and medical concerns as the rationale for the school board’s decision, “We ensure

that the students, faculty, and staff have a clean and safe environment inside of the

school, so it’s only right that we are concerned about the environment outside of the

school as well. Children and physical education teachers were exposed to extreme heat

and put at risk for skin cancer, which in Florida is a major concern, so the shade structures

buy students and teachers the opportunity to escape the heat and exposure to ultraviolet

radiation.”

Building Costs

Funding for the construction has been supported through the school district’s capital

budget. The school district’s facilities department identified a general contractor to

oversee construction of the buildings, and the contractor received bids from a number of
30

Shade Planning for America’s Schools Chapter 4

manufacturers. A local firm was ultimately selected, because using a local builder would

reduce shipping and travel costs. 

To reduce costs, a single design was used for all schools, although each school

determined the placement of its shade structure. The structures are 40-by-80 feet, roughly

the size of a tennis court, and are constructed of metal with concrete floors. The

designers had to consider the threat of strong winds associated with hurricanes or

tornados, very real threats in Florida. As a result, a larger foundation was incorporated into

the design to create uplift resistance in the event of a windstorm. Each structure

approximately cost $60,000, which according to the director of facilities was considerably

lower than it would have been if each building had been individually bid. Those schools

that had begun fund-raising efforts for a shade structure were allowed to add that money

to the school board’s budget, and make improvements to the original design, including a

larger structure, if that was what the school wanted. 

Maintenance

As the oldest of the buildings begin to age, some of the maintenance requirements are

becoming more obvious. Most apparent is the need to paint the steel structures regularly

to prevent premature rusting. Structures that need repainting must first be sandblasted to

remove old paint and rust. In some cases, as more time passes, other maintenance

issues will be identified. Recently, some of the schools have experienced problems with

birds nesting in the metal framing that supports the roof. Modifications to the design of

future buildings and to those already constructed may solve that problem.

Continued Efforts

Currently, 66 of the 82 elementary schools in Pinellas County have shade structures. The

school district expects that all schools in the county will have these structures by 2007.

This tremendous accomplishment is the result of the efforts of just a few concerned

parents, teachers, and principals who recognized the importance of providing sun

protection to their students, teachers, and staff.

If you would like to find out more about the efforts to prevent skin cancer at Pinellas

County Schools, feel free to contact:

Walter Miller, Associate Superintendent, Institutional Services in Pinellas County

Phone: (727) 547-7167

Jim Ewbank, Supervisor of Pre-K Physical Education

Phone: (727) 588-6078
31

Shade Planning for America’s Schools Chapter 4

SHADE Foundation of America and the U.S. Environmental

Protection Agency’s SunWise School Program

SHADE Foundation of America

In February 2001, Shonda Schilling, a 33-year old mother of four young children and wife

of Boston Red Sox pitcher Curt Schilling, was diagnosed with melanoma. Having been a

lifelong sunbather, Ms. Shilling felt a need to inform the public about the dangers of

exposure to the sun’s UV rays. She learned that although Arizona has the highest

melanoma rate in the United States, the state had no organizations devoted to preventing

the cancer. As a way to fill that gap, Shonda founded the SHADE Foundation. 

SHADE Foundation of America is a non-profit organization dedicated to the education,

prevention, and detection of skin cancer. Created in September 2002, the foundation’s

goal is to prevent the development of skin cancer through educational programs and free

skin cancer screenings.

The U.S. Environmental Protection Agency’s SunWise School Program

First piloted in May 1999, the SunWise School Program, developed by the United States

Environmental Protection Agency (EPA), is an environmental and health education

program designed to teach children and their caregivers how to protect themselves from

overexposure to the sun. The standards-based, cross-curricular lessons in the SunWise

Tool Kit were designed to foster sun-safe behaviors in children and to increase their

knowledge and appreciation of the environment. In addition, the program encourages

schools to create shade structures, adopt sun-safe policies, and develop additional

community partnerships.

Since the year 2000, the K–8 curriculum has been available on a national basis, free of

charge, to any school registering at the EPA SunWise Web site, www.epa.gov/sunwise.

To participate in the SunWise program, schools must adopt a SunWise activity, which may

include implementing classroom lessons, collecting and reporting UV radiation data,

adopting school-wide sun-safe policies, or engaging in skin cancer prevention community

outreach. Schools must also participate in a program evaluation.

Creating a Collaboration

The development of the collaboration between the SHADE Foundation and the EPA

began in October 2002. Linda Rutsch, Director of the SunWise School Program at the

EPA, was visiting the Web site of a melanoma foundation in Nevada when she noticed a

link to the SHADE Foundation. “Usually I will check out various links in order to keep up

with what’s out there,” Ms. Rutsch recalls. She clicked on the SHADE Foundation’s link,

learned about the Foundation’s skin cancer prevention efforts in Arizona, and found a

contact name. Ms. Rutsch called Sue Gorham, executive director of the SHADE

Foundation, and told her, “I would like to send you a SunWise Kit and tell you a little about

our program.”

As luck would have it, the SHADE Foundation was in the process of searching for a school

curriculum on sun safety. Ms. Schilling and Ms. Gorham decided to develop a program

for schools that would allow them to acquire shade structures for their campuses through

the SHADE Foundation. The idea was to encourage schools to implement a sun-safe

curriculum and to develop sun-safe policies within the school. 
32

Shade Planning for America’s Schools Chapter 4

The EPA’s SunWise curriculum was exactly what the SHADE Foundation was seeking,

and the partnership began there. As Ms. Rutsch remembers, “That was in October of

2002 when we first started corresponding. In January of 2003, we had our first face-toface meeting where we talked about working together.” 

How the Program Works 

The SHADE SunWise School Program requires schools to qualify in two steps. The first

step is to request the EPA SunWise curriculum, usually via the EPA SunWise Web site.

Once a school has reviewed the curriculum and made the decision to implement it, the

next step is to apply to the SHADE Foundation to participate in the SHADE SunWise

School Program. The written grant statement must include a description of the policy and

activities the school proposes to adopt

for skin cancer prevention. Upon

demonstration of sustained teaching

activities and the implementation

of sun protection policies, the

Foundation gives grants for the

consideration of a shade structure.

The shade structures are an

appropriate reward for the school’s

achievements. Besides protecting

students, teachers, staff, and visitors

from overexposure to UV radiation,

the structures contribute to a more

comfortable environment for students

to enjoy outdoor physical activities. As

Sue Gorham points out, “Here in

Arizona, when children slide down the sliding board, it is so hot that it could take the skin

off their backs. Under these shade structures, the temperatures will drop as much as 20

degrees.”

Cherokee Elementary school:

the first school to graduate with the SHADE

Foundation and SunWise curriculum.

Building Costs

The cost for providing a school with the 24' x 35' shade structure is between $6,000 and

$10,000. The shade structures are of shade cloth, approximately 24' x 35' and hoisted on

metal poles. The shade cloth provides 98% protection from UV radiation. Schools have

flexibility in determining where on their grounds would be the most appropriate location for

their shade structure.

The SHADE Foundation assumes all costs of the shade structures, with money raised

through a number of fund-raising events, ranging from auctions to golf tournaments. The

first year of implementation was used to demonstrate both the program’s needs and

SHADE’s fiscal responsibility and ability to execute the managerial and administrative

duties of the project. Hoping to supplement its fund-raising efforts with grant money, the

program began applying for grants in 2004. In 2005, SHADE received its first grant of

$25,000 from Teammates for Kids. SHADE, now in its 4th year of giving grants, has funded

approximately 50 structures across the nation at a cost of $267,000.
33

Shade Planning for America’s Schools Chapter 4

Though some schools have expressed concern over the required maintenance on the

structures, to date this has not been a great problem, because the structures have not

required much maintenance.

Continued Efforts

To date, the SHADE Foundation has constructed 50 shade structures in U.S. schools and

community areas which benefit children. In the coming year, the Foundation plans to raise

funds to support 95% of grant applications.

The SHADE Foundation and EPA were recognized for their work by being awarded the

“2003 Excellence in Cancer Awareness Award,” presented by Congressional Families

Action for Cancer Awareness. This award is presented annually to the organization that

best exemplifies a total commitment and dedication to assisting others in preventing

cancer. This award honors the partnership between the SHADE Foundation and the EPA

SunWise program in addressing the issue of skin cancer prevention. “We are so proud of

our partnership receiving the award,” says Ms. Gorham. “We hope that through qualifying

for grants in the future, we will be able to carry on this work in all states.”

If you would like to find out more about the SHADE Foundation’s efforts to prevent skin

cancer, feel free to contact:

Sue Gorham

Executive Director of the SHADE Foundation

www.shadefoundation.org

Phone: (480) 614-2278

Fax: (480) 614-2279 

E-mail: sue@shadefoundation.org

To find out more about the EPA’s SunWise School Program, contact:

Linda Rutsch

Director of the SunWise Program

www.epa.gov/sunwise

Phone: (202) 343-9924

Fax: (202) 343-2362

E-mail: rutsch.linda@epa.gov

CHAPTER

FIVE
34

Shade Planning for America’s Schools Chapter 5

THE EARTH-SUN RELATIONSHIP

For any shade planning team, the primary objective

is to ensure that shade falls in the right place, at

the right time of day, throughout the year. A shade

planning team should include members with at

least a working knowledge of the Earth’s relation

to the sun. This chapter is designed to: 

• Graphically illustrate the effects of daily and

seasonal changes in solar angles on the

length and direction of shadows.

• Provide a basic introduction, or reintroduction,

to the Earth’s relationship to the sun and solar

geometry.

• Provide a list of resources that can assist the

planning team in ensuring that shade falls in

the right place, at the right time of day,

throughout the year.

Latitude is a north-south

measurement of any position on the

Earth. Measured in degrees, latitude

is 0° at the equator and 90° at the

North and South Poles. The line that

connects all locations of the same

latitude is called a parallel. Shade

planning teams will need to know

the latitude to determine where a

tree or structure will cast its

shadow throughout the day.

Longitude is a west-east

measurement of any position on the

Earth. The line that connects all

locations of the same longitude is

called a meridian. Longitude, like

latitude, is measured in degrees,

with 0° occurring at the Greenwich

Meridian or Prime Meridian.

Measurements of longitude range

from Prime Meridian at 0° to 180°

going either west or east. The 180th

meridian east is the International

Date Line. Shade planning teams

will need to know their longitude to

determine solar noon.

Solar Noon is the time of day when

the sun is aligned with true north

and true south and is specific to

each longitude. In the northern

hemisphere, a shadow cast by a

vertical pole at solar noon will point

toward true north. Solar noon is

also the midpoint between sunrise

and sunset.

Key Terms and Concepts
35

Shade Planning for America’s Schools Chapter 5

The Sun’s Annual Path and the Creation of Shade

Shadows cast by the sun grow longer from June 21st until December 21st, and then grow

shorter from December 21st until June 21st. This is a result of annual changes in the solar

altitude angle. The change in shadow length is depicted graphically in the following

illustration. A 36-foot tall tree with a canopy spread of 48 feet planted at the geographic

center of the contiguous United States (Longitude=98°3'West; Latitude=39°0'North) tree

would cast shadows at solar noon throughout the year as follows:

August 21

North

East

September 21

North

East

October 21

North

East

January 21

North

East

December 21

North

East

November 21

North

East

February 21

North

East

March 21

North

East

April 21

North

East

July 21

North

East

June 21

North

East

May 21

North

East
36

Shade Planning for America’s Schools Chapter 5

The Sun’s Daily Path and the Creation of Shade

Observing that same 36-foot tall tree, the shadows that are cast move from west to east

throughout the day in response to the sun’s east-to-west movement. On March 21st, the

shadows that would be cast throughout the school day would appear as follows:

8:07

North

East

10:07

North

East

11:07

North

East

12:07 (Solar Noon)

North

East

1:07

North

East

2:07

North

East

3:07

North

East

4:07

North

East
37

Shade Planning for America’s Schools Chapter 5

The Earth’s axis of rotation is not

perpendicular to its orbit around 

the sun, but is tilted at an angle 

of approximately 23.5°. Solar

Declination is the angle that a

given hemisphere is tilted toward

the sun on any given day. It is

marked by the latitude on the Earth

where the location of the sun is

directly overhead at solar noon.

Because of the 23.5° tilt, this

location is always somewhere

between 23.5° north and 23.5°

south, depending on the time of the

year. Solar declination is 0° when

the sun lines up with the equator on

the equinoxes. 

Equinox is one of the two periods

when the declination of the sun is

0°, or the sun is lined up exactly

with the equator. The autumnal

equinox occurs on or about

September 21st, and the vernal

equinox occurs on or about March

22nd. Only on these 2 days are the

hours of the day and night equal,

and only on these 2 days does the

sun rise due east and set due west.

Solstice is either the longest or the

shortest day of the year. In the

northern hemisphere, summer

solstice is the longest day of the

year and occurs on or about June

21st. Winter solstice occurs on or

about December 22nd.

True north, also known as

geographic north, is the

northernmost point on the Earth as

determined by the Earth’s rotation.

This usually differs from what a

compass indicates as north. When a

compass points to north, 

it is pointing toward magnetic north,

which in some locations in the

United States, may be as far as 20°

from true north.

Key Terms and Concepts

The Earth’s Rotation and Revolution 

Every 24 hours, the Earth makes one rotation on its axis;

every 365.24 days, the Earth makes one revolution

around the sun. If one were to view the Earth

spinning on its axis, one would note that the axis is

not perpendicular to the Earth’s orbit around the

sun, but is tilted at an angle of 23.5°, with the North

Pole always pointing directly at the North Star.

Furthermore, the Earth’s orbit around the sun is

not circular, but elliptical, causing the Earth’s

distance from the sun to vary by as much as 3

million miles throughout the year. The annual

variation in the Earth’s distance from the sun

affects the amount of solar radiation intercepted by

the Earth by as much as 7%. The changing

distance from the sun, however, is not responsible

for the changes in seasons. The changes in

season are caused instead by the constant 23.5°

tilt of the Earth and the Earth’s rotation around the

sun.

Image Source: National Geophysical Data Center

Summer solstice, which is on or about June 21st,

marks the beginning of summer in the northern

hemisphere. The Earth is positioned so that the

North Pole is leaning toward the sun at 23.5°. On

summer solstice, the length of the day, from

sunrise until sunset is greater than 12 hours for all

latitudes north of the equator, and less than 12

hours for all latitudes south of the equator. On

summer solstice, the center of the sun lines up

with the latitude known as the Tropic of Cancer,

which is at 23.5° north. 

At the winter solstice, on or about December 22nd,

the Earth is positioned so that the North Pole is

leaning away from the sun, and all latitudes south
38

Shade Planning for America’s Schools Chapter 5

of the equator experience days longer than 12 hours and all latitudes north of the equator

experience days shorter than 12 hours. This marks the beginning of summer in the

southern hemisphere and the beginning of winter in the northern hemisphere. On winter

solstice, the center of the sun lines up with the latitude known

as the Tropic of Capricorn, which is at 23.5° south. 

On the equinoxes, those being around September

21st and March 21st, the Earth is positioned so

that the North Pole points neither toward nor away

from the sun. On those 2 days, the Earth’s equator

lines up with the center of the sun, resulting in

days that are exactly 12 hours long, regardless of

latitude.

Solar azimuth angle is the angle

on the horizontal plane between the

point on the horizon that is directly

beneath the sun and true south. The

azimuth angle determines the

direction of shadows.

Solar elevation angle or solar

altitude angle is the angle that

describes the height of the sun in

relation to the nearest point on the

horizon. It varies according to the

time of day and the season and

determines the length of shadows.

Key Terms and Concepts

Axis Tilt and Solar Radiation 

That the Earth’s axis is tilted affects the amount of

solar radiation reaching the Earth in three ways.

First, the length of the day changes throughout the

year. In the northern hemisphere, beginning on the

summer solstice, the sun’s daily path is

increasingly lower in the sky (making shadows

longer) until the winter solstice, after which the

days become increasingly longer. As days grow

longer, the risk of exposure to excessive ultraviolet

(UV) radiation is greater. 

Second, when the sun is at a lower altitude, its rays

are spread over a larger area, reducing the intensity

of the sun’s radiation, including UV radiation.

Third, levels of solar radiation are also affected by

how much of the atmosphere the sun’s rays must

pass through. Solar radiation levels, including UV

radiation, are greatest when the sun is higher in the

sky and solar radiation has a shorter path to travel

through the atmosphere. When the sun is lower in

the sky, solar radiation has a longer path to travel

through the atmosphere, resulting in more of the

sun’s radiation, including UV radiation, being

absorbed or scattered by the atmosphere. 

The more perpendicular 

a beam is to a surface, 

the brighter the beam will

be on the surface.

Putting It All Together 

In order to create shade that falls in the right place,

at the right time of day, throughout the year, it is

essential that the planning team model the shade

that their proposed buildings and plantings will cast.

To do that, the team will need to know: 
39

Shade Planning for America’s Schools Chapter 5

• Longitude and latitude of the school’s location. 

• Location of true north and true south.

• Size, shape, and orientation of proposed buildings.

• Growth patterns and locations of proposed plantings.

• Time of day that solar noon occurs throughout the year at that longitude.

Armed with that information and a working knowledge of solar geometry, it is possible to

use mathematical and geometrical procedures to model the shade that will be cast by

proposed structures and plantings. A number of computer software programs are

available to do that work for you. Following are descriptions of two such programs, one of

which has been developed for modeling sun and shade patterns for solar collectors,

though it may well fit into the budgets and serve the purposes of some schools. The other

is a program that has been designed specifically for shade planning. 

Visual Sun Chart

www.visualsunchart.com/

Visual Sun Chart is a graphics program that was developed for visualizing solar shading

to maximize the efficiency of solar collectors. It allows the user to model trees and

buildings and, along with a free download, visualize the shade patterns that are cast. With

Visual Sun Chart, a user can:

• Model buildings and trees.

• Export scenes to POV Ray 3.5, a free download that models shade produced by

buildings and trees.

• Create reports which give information about positions of the sun, times of sunrise and

sunset, horizontal and vertical shadow angles, and angles of incidence.

• View and print 3D models of sun movements. 

webShade

www.shadeaudit.com.au 

www.webshade.com.au

webShade is an interactive software package that allows users to prepare shade audits

without the need for technical skills or expertise. Users can either scan their site plan into

the computer or use a simple drawing program to create a 3D model of their site. On

completion of the shade audit with webShade, the program produces a printed site plan,

complete with shade solutions and simulated outcomes. Available as an internet

download, a webShade user can:

• Project existing summer and winter shade patterns.

• Model alternative shade strategies.

• Project the summer and winter shade patterns for those alternatives.

• Prepare presentation-ready materials, including site-specific UV radiation information

and design strategies.
40

Shade Planning for America’s Schools Chapter 5

Where Can I Find More Information?

To determine a location’s latitude and longitude:

• www.pbs.org/wgbh/nova/longitude/find.html

• http://zipinfo.com/search/zipcode.htm

• http://geonames.usgs.gov/pls/gnis/web_query.gnis_web_query_form

• http://tiger.census.gov/cgi-bin/mapbrowse-tbl

To determine the time of day that solar noon occurs:

• http://www.srrb.noaa.gov/highlights/sunrise/sunrise.html

• http://users.vei.net/pelican/sunrise.html

• http://www.spot-on-sundials.co.uk/calculator.html

For more information on solar geometry:

• http://www.geog.ouc.bc.ca/physgeog

• http://education.gsfc.nasa.gov/experimental/July61999siteupdate/inv99Project.Site/

Pages/solar.insolation.html

Commercial Products Disclaimer 

The list of product manufacturers and retailers is provided for general information purposes only and does not represent an inclusive list of vendors. Furthermore,

reference to any specific commercial products or services by trade name, trademark, manufacturer, or otherwise, does not constitute or imply its endorsement,

recommendation or favoring by the Centers for Disease Control and Prevention (CDC).

The list of product manufacturers and retailers contains URL addresses to Web sites and information created and maintained by private organizations. These links

are provided for convenience of reference only. CDC does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information.

The inclusion of URL addresses to particular Web sites is not intended to reflect their importance, nor is it intended to endorse any views expressed or products or

services offered by the author of the site or by the organization operating the server on which the site is maintained.
CHAPTER

SIX
41

Shade Planning for America’s Schools Chapter 6

HOW TO CONDUCT A SHADE AUDIT

The purpose of the shade audit is to document the usage patterns of the school grounds

and determine the amount and quality of existing shade. All of the information collected

through the shade audit will be used by the planning group to develop recommendations

for making the best use of existing shade and, if required, for creating additional shade.

The final product of a shade audit is a written report or presentation of the shade team’s

findings and recommendations to the school community. 

The process includes a series of interviews, behavioral observations, and environmental

observations followed by an assessment of the findings and the generation of prioritized

recommendations for achieving the goals. The entire process may take as long as 1 year.

The first step in the process is to conduct stakeholder interviews. 

Stakeholder Interviews

Before the first interview is conducted, the shade planning team should produce a

comprehensive list of stakeholder groups that may have an interest in, or be affected by,

the resulting plan. The team should identify and invite representatives from each

stakeholder group to be interviewed. Ideally, each of the stakeholder groups will be

represented on the planning team; nonetheless, it will be necessary to interview members

of all stakeholder groups even if they are also represented on the team. For many schools

the list would include:

• School administrators. 

• Teachers, particularly the physical education teacher.

• Coaches.

• School nurse.

• Students.

• Building maintenance staff.

• Organizers of little league programs or others who may use the school grounds on

weekends.

• Residents of the neighborhood adjacent to the school.

Interview Guides

For each stakeholder group, the shade planning team should generate a list of

appropriate questions to explore in the interview process. Questions should cover topics

with which the interviewee is very familiar. Some may ask the interviewee to discuss

outdoor activities that they observe or in which they participate. In order to get the most

out of the interviews, interviewers should ask interviewees to reference the school’s site

plan while describing those activities. This is a scaled drawing of the school grounds and

buildings. Often such plans are prepared by surveyors or architects, and may be available

from the school’s principal or the office of the superintendent of the school district.

Referring to a site plan during the interview process allows interviewees to reference

activities in relation to the zones and features of the school grounds and allows

interviewers to record the information directly onto the site plan. Through the interview

process, interviewees may identify school grounds users of whom the shade planning

team was not previously aware. Such newly identified stakeholders should be added to

the list of interviewees. 
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Shade Planning for America’s Schools Chapter 6

Following are examples of questions that would be appropriate for school principals,

teachers, students, and other stakeholders. This is not meant to be a comprehensive list,

but instead gives samples of questions that might be most appropriate for each

stakeholder group. The planning team will need to tailor their questions to the issues and

concerns specific to their schools.

Sample Questions for School Principals 

• How many students attend the school?

• What is the age range and distribution of the students?

• Does the school have sun-safe policies in effect?

Hats?

Sunglasses?

Long-sleeved shirts?

Sunscreen?

• What are the outdoor activities in which students participate?

Recess?

Lunch?

Assemblies?

Physical education?

Educational activities?

Informal social gatherings?

Extended day activities?

Intermural and intramural athletic events?

• For each: Where do they occur? (Have interviewee refer to site plan.) 

At what time of day do they occur?

What is the duration of the activity?

• Do you believe there is adequate accessible shade on the school grounds? If not,

where is additional shade most needed? (The interviewee should be asked to refer to

the site plan.) 

• Is there inaccessible shade on the school grounds that could be made accessible? 

• Is there a need for an area on the school grounds that is protected from precipitation?

• Are there plans for making improvements to the school, such as remodeling, adding

classroom space, or landscaping projects?

• Does the school currently have problems with, or has it recently experienced problems

with vandalism?

• Are there groups that have permission to use the school grounds after school hours

and on weekends?

• Are there groups that, without formal permission, use the school grounds after school

hours and on weekends?

• Can you think of any barriers to providing additional shade at this school?

• What type of shade do you think would work best at this school (solid-roof structure,

shade cloth structure, or natural shade)?

Sample Questions for School Teachers 

• What age group do you teach and how many students are in your class?

• What are the outdoor activities in which your class participates?

Recess?

Lunch?

Assemblies?
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Shade Planning for America’s Schools Chapter 6

Physical education?

Educational activities?

Informal social gatherings?

Extended day activities?

Intermural and intramural athletic events?

• For each: Where do they occur? (Have interviewee refer to site plan.) 

At what time of day do they occur?

What is the duration of the activity?

• Does the school have sun-safe policies in effect?

Hats?

Sunglasses?

Long-sleeved shirts?

Sunscreen?

• Do you believe there is adequate accessible shade on the school grounds? If not,

where is additional shade most needed? (The interviewee should be asked to refer to

the site plan.) 

• Is there inaccessible shade on the school grounds that could be made accessible? 

• Is there a need for an area on the school grounds that is protected from precipitation?

• Are there times that teachers are required to be outdoors, such as to monitor the

activities on the school grounds? If so, how often does this happen and for how long? 

• If there were outdoor classroom space, would you use it? Do you think that other

teachers would?

• Can you think of any barriers to providing additional shade at this school?

• What type of shade do you think would work best at this school (solid-roof structure,

shade cloth structure, or natural shade)?

Sample Questions for Students 

• How old are you?

• When you are outside, do you usually play/socailize in the sun or in the shade?

During recess?

During and after lunch?

During physical education class?

During extended day activities (if applicable)?

Intermural and intramural athletic events (if applicable)?

• For each, where do you play? (Have student refer to site plan.) 

• Does the school have sun-safe policies in effect?

Hats?

Sunglasses?

Long-sleeved shirts?

Sunscreen?

• Do you believe there is adequate accessible shade on the school grounds? If not,

where is additional shade most needed? (The interviewee should be asked to refer to

the site plan.) 

• Are there shaded areas on the playground that you would prefer not to use? Why?

• Are there areas on the school grounds where you are not allowed to play? 
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Shade Planning for America’s Schools Chapter 6

Sample Questions for Building Maintenance Engineers 

• Do you believe there is adequate accessible shade on the school grounds? If not,

where is additional shade most needed? (The interviewee should be asked to refer to

the site plan.) 

• Is there inaccessible shade on the school grounds that could be made accessible? 

• Is there a need for an area on the school grounds that is protected from precipitation?

• Are there plans for making improvements to the school, such as remodeling, adding

classroom space, or landscaping projects?

• How would a plan to plant trees or build a shade structure be affected by the school’s

utility services? (On the site plan, have the interviewee mark the service lines for the

school’s utility services.)

• Does the school currently have problems with, or has it recently experienced problems

with vandalism?

• Are there groups that have permission to use the school grounds after hours and on

weekends?

• Are there groups that, without formal permission, use the school grounds after school

hours and on weekends?

• Can you think of any barriers to providing additional shade at this school? For

example, would watering trees or removing tree litter be a problem?

• What type of shade do you think would work best at this school (solid-roof structure,

shade cloth structure, or natural shade)?

Sample Questions for Neighbors 

• Do you believe there is adequate accessible shade on the school grounds? If not,

where do you believe that additional shade is most needed? (The interviewee should

be asked to refer to the site plan.) 

• Do residents of the neighborhood utilize the school grounds for activities on weekends

or after school hours?

• In what types of activities have you seen neighbors participate on the school grounds?

• For each: Where do they occur? (Have interviewee refer to site plan.) 

On what days of the week and at what time of day do they occur?

What is the duration of the activity?

• Is there a need for a rain-protected area on the playground?

• Do you think that the school currently has problems with, or has recently experienced

problems with vandalism?

• Can you think of any barriers to providing additional shade at this school?

• If the school were to plant additional shade trees, are there areas on the school

grounds where planting them might create a problem for neighbors?

• If the school were to build a shade structure, would it create a problem for neighbors?

Are there areas of the school grounds where a shade structure might create a problem

for neighbors? 

• What type of shade do you think would work best at this school (solid-roof structure,

shade cloth structure, or natural shade)?

Once all interviews have been conducted, the planning group should meet to discuss their

findings. Information collected from different stakeholder sources should be synthesized

and clarifications on, or answers to, any resulting questions should be sought by the

group.
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Shade Planning for America’s Schools Chapter 6

Behavioral Observations 

The next step in conducting a shade audit involves observation of students, teachers,

staff, and visitors on school grounds. Visits to school grounds after hours and on

weekends will be necessary to confirm non-school–related activities that might be affected

by the shade plan. Information collected in the interview process should guide the

behavioral observations. Observers will want to document the types of activities, their

locations, the number of individuals who participate in each activity, and the duration of

the activity. Once again, it will be helpful for observers to make notes regarding all

activities on a site plan. Participants in this process should model good sun-protective

behaviors by wearing sunglasses, hats, and long-sleeved shirts.

Observations should be made on several occasions to capture the many activities that

occur on school grounds and, as much as possible, observations should be made

unobtrusively. Observers should note whether activities are occurring in a particular

location because no other area will accommodate that activity, or if there are other

locations where the activity could take place, particularly a shaded area.

Once again, upon completion of this step, the planning team should meet to discuss

findings. If there are discrepancies between the information collected in the interview

process and the behavioral observations, the team should note the discrepancies and

seek clarification. 

Environmental Observations 

Other visits to the site will need to be planned to take measurements on school grounds

without interfering with the day-to-day activities of the school. On these visits, having an

accurate site plan will be essential. If none is available, the planning team will need to

draw a freehand plan of the site, taking careful measurements of the buildings and

recording the location and size of each. The site plan should indicate the boundaries of

the school’s property, which direction is north, and indicate if it is magnetic or true north,

since there is an appreciable difference between the two. Determining true north will be

important to ensure that shade is cast in the right place, at the right time of day, throughout

the year. (See text box on page 22 of this manual.) 

It may also be important to mark the locations of important features outside of the school

boundaries, such as the location of neighboring homes or businesses and any buildings

not on school property that cast shadows or reflect solar radiation onto the school

grounds.

Once at the site, the planning team should number the site plan with all buildings and play

equipment on the school grounds, recording the distances between features. The

planning team will need to estimate the height of each of the buildings on the school

grounds and record it on a separate set of notes, along with other characteristics of the

building. Attachment A is an example of a building description sheet. It may be helpful to

name areas or zones of the site if they do not already have a name. Zones can be named

according to their use, such as “queuing area” or “passive play area.” It is also important

to document any significant topographical features, such as low spots, slopes, or ravines,

because they will influence decisions on which shade strategies are most appropriate.
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Shade Planning for America’s Schools Chapter 6

Because ultraviolet (UV) radiation can be reflected off ground and building surfaces, the

planning team should make notes regarding the surfaces and finishes of each of the

buildings and play areas on the school grounds.

Creating a Tree Inventory

The next task will require a degree of horticultural expertise. The planning team should

inventory each tree and planted area on the school grounds, noting for each:

• 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.

Trees should be numbered on the site plan and a separate set of notes should record the

team’s findings regarding each. Where densely planted areas of mixed species exist,

notes should be made on which ones predominate. Attachment B is an example of a tree

inventory data sheet. 

Estimating the Height and Trunk and Canopy Diameters of a Tree

There are many ways to estimate the height and canopy diameter of a tree. Following is

one method:

a. One member of the planning team first measures his or her own height in inches or

feet.

b. The team member then stands next to the tree while another team member stands

about 20 paces away. 

c. With one eye closed, the second team member holds a pencil vertical at arm’s length

and covers part of the pencil so that the visible part is the same apparent length as

the team member standing next to the tree. 

d. Still keeping one eye closed, the second team member then moves the pencil up the

tree and measures how many times taller the tree is than the team member standing

next to it. 

e. Multiply that number by the first team member’s height and the result is a good

estimate of the tree’s height. 

f. To estimate the canopy diameter, the second team member again closes one eye and

holds the pencil at arm’s length, covering part of the pencil so that the visible part is

the same apparent length as the tree height. 

g. The pencil is then turned horizontal and, measuring at the canopy’s widest point, used

to determine how many times wider the canopy is than the tree’s height.

To determine the diameter of a tree, simply measure the tree’s circumference, usually at

about 3 feet above the ground, and divide it by 3.14.
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Shade Planning for America’s Schools Chapter 6

Describing a Tree’s Canopy Density

The task of describing a tree’s canopy density is somewhat subjective since there is no

common metric. For the purposes of shade planning one could describe the density of a

tree’s canopy by rating it as “open,” “moderate,” or “dense.” Standing beneath the tree and

looking through its branches, if over 90% of the sky is blocked by the tree’s canopy, it can

be described as “dense.” If between 50% and 90% of the sky is blocked by the canopy, it

can be described as “moderate,” and if less than 50% of the sky is blocked by the canopy,

it can be described as “open.” An open canopy provides little UV radiation protection.

Measuring Existing Shade

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 shade, regardless of whether it is off-limits.

There are two methods for measuring shade, one of which is highly technical and requires

a working knowledge of both solar geometry and computer-assisted design software. The

second method requires only that the planning team mark the shade patterns on the

ground at the times of day that the school grounds are used. The ground can be marked

with chalk, rope, or baking flour, then measured and

marked to scale on the site plan. Measurements at

several times during the day and throughout the school

year will be neccesary to ensure that adequate shade is

provided at the right time of day, throughout the year. 

If the sky can be

seen by those

under a tree or

structure, they are

at risk for exposure

to indirect UV

radiation.

Considering Potential Shade Strategies 

Having collected information regarding the activity

patterns of the different users of the school grounds and

the shade patterns cast by trees and buildings, it is now

time for the planning team to assess their findings and

make recommendations to the school community. The planning team might find that the

school grounds provide adequate protection from both direct and indirect UV radiation;

however, if not, the team will need to make recommendations for making more shade

accessible to students, teachers, staff, and visitors. The team should first consider

strategies that increase the amount of accessible shade at very low or no additional cost

to the school. These might include revising school policies to allow access to off-limits

shaded areas or relocating playground equipment or picnic tables to areas of the school

grounds where shade already exists. 

The planning team will also need to consider reflected UV radiation in their

recommendations. These may include modifying ground and building surfaces to reduce

their reflectivity. The planning team might determine that climbing vines would be the best

solution for the indirect UV radiation reflected off a smooth wall or that artificial turf would

be most appropriate to reduce the UV radiation reflected from a concrete playground.

The team should engage in a process to help them examine the cost effectiveness of

strategies that could be employed as they are evaluating whether or not a particular

strategy will accomplish the intended goal. More information about this is provided below.

The Shade Planning Matrix

The Shade Planning Matrix is a tool that can assist the planning team with comparing

potential strategies for achieving their goals while examining and comparing the cost
48

Shade Planning for America’s Schools Chapter 6

effectiveness of each of the strategies. The team’s stated shade goals must be specific,

both at this stage of planning and when it is time to present recommendations to the

school community. The planning team should also clearly state any goals that are ancillary

to providing shade, such as the construction of an outdoor classroom or the creation of a

natural wildlife habitat. Matrices should be developed for each area that is being

considered.

Information for completing the Shade Planning Matrix may come from a variety of

sources. It could be necessary to request an informal quote from a contractor if the

planning team is considering a solid-roof structure. Many vendors will provide prices over

the internet if the team believes that a shade cloth structure would be an effective strategy.

If a natural solution is being considered, the team will want to enlist the help of their United

States Department of Agriculture County Extension Service agent, who can provide

information on the most appropriate trees, shrubs, and vines for each geographical area,

and the rates at which the vegetation is expected to grow. The Shade Planning Matrix is

Attachment C. 

Making Recommendations

When the team has considered potential strategies for achieving their shade goals and

has arrived at a consensus on a set of recommendations, their final task is to formalize

them in a report to the school community. Across schools and shade planning teams,

considerable variability is likely in the report format. However, several components are

essential:

The Rationale

Besides the most important reason, that shade provides protection from the harmful

effects of solar UV radiation, the rationale should include any additional benefits that could

be accrued through the strategies that the shade planning team has recommended.

Those benefits might include the creation of an outdoor classroom and sheltered area for

active play during inclement weather, provision of shade for athletic event spectators, or

the creation of a wildlife habitat. 

Statement of Goals

With as much specificity as possible, the statement of goals should include a physical

description of the location, the amount of shade needed, and a description of the activities

that occur. One example is the following:

The planning team has determined that there is a need to increase the amount of shade

over the area of the playground bounded to the north by the south wall of the main

building, to the east by the chain-link fence, to the south by the edge of the playground

pavement, and to the west by the basketball courts. Based on patterns of use by the

students, it is estimated that there is a need for a total of 2,500 square feet of shade. This

section of the playground is home to the jungle gym and is popular for passive play as

well. Because it provides an unobstructed view of the entire playground, this is where the

playground monitors usually stand.
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Shade Planning for America’s Schools Chapter 6

Strategies for Achieving the Goals

Strategies for achieving the goals could include moving playground equipment to a

shaded area of the playground, revising school policy to make off-limit areas accessible,

or building structures or planting trees to provide additional shade. The planning team

should present their recommendations, but should also be prepared to discuss alternative

plans.

If the team is recommending the creation of new shade, it should be prepared to discuss

the performance characteristics of the materials providing shade, including:

• Where the tree(s) or shade structure will be located.

• The amount of shade that will be provided.

• Whether the need is for seasonal or year-round shade.

• The costs associated with providing the shade, including both initial and annual

maintenance costs.

• The estimated lifespan of the building or tree(s) providing the shade.

Approaches for Achieving the Goals

The cost of providing shade can range from an afternoon of volunteer labor to the

expense of building a large outdoor classroom with electricity and plumbing. The school

district’s budget for the project often cannot be known until the planning team presents

their recommendations. For this reason, modifiable plans and alternate funding sources

should be explored. While members of the planning team are completing the shade audit,

other members can be exploring potential funding sources and volunteer resources. As

the planning team presents their recommendations, they should also be prepared to

present the options for advancing their plan. Options could include fund-raising efforts by

the parent-teacher organization, donation of building materials by a local builder’s supply

store, or a tree planting project by a local Boy Scout troop. 
ATTACHMENTS
50

Shade Planning for America’s Schools

Attachment A

Wall Color Wall Material Height at Ridge Height at Eaves Name of Building Building Number

School: Date:

BUILDING DESCRIPTION
51

Shade Planning for America’s Schools

Attachment B

Condition Age Canopy Density Canopy Diameter Trunk Diameter Height Species Tree Number

School: Date:

TREE INVENTORY
52

Shade Planning for America’s Schools

Attachment C SHADE PLANNING MATRIX

Area to be Addressed:

Recommended TotalSquare Footage of Shade:

Current Status: Goal:

Life

Expectancy

and Average

Annual Cost

Total Shade

at Ten Years

Total TenYear Cost Total Shade at Five Years Total Five- Year Cost Estimated Annual Cost

Immediate

Amount of

Additional

Shade

Initial

Investment Strategy 1:

Disadvantages: Advantages:

Life

Expectancy

and Average

Annual Cost

Total Shade

at Ten Years

Total TenYear Cost Total Shade at Five Years Total Five- Year Cost Estimated Annual Cost

Immediate

Amount of

Additional

Shade

Initial

Investment Strategy 2:

Disadvantages: Advantages:
53

Shade Planning for America’s Schools

Attachment C SHADE PLANNING MATRIX (CONTINUED)

Life

Expectancy

and Average

Annual Cost

Total Shade

at Ten Years

Total TenYear Cost Total Shade at Five Years Total Five- Year Cost Estimated Annual Cost

Immediate

Amount of

Additional

Shade

Initial

Investment Strategy 3:

Disadvantages: Advantages:

Life

Expectancy

and Average

Annual Cost

Total Shade

at Ten Years

Total TenYear Cost Total Shade at Five Years Total Five- Year Cost Estimated Annual Cost

Immediate

Amount of

Additional

Shade

Initial

Investment Strategy 4:

Disadvantages: Advantages: