COVID-19 Information

Dear High Tech High Families,

In a previous email we outlined HTH's plan for implementing distance learning in the event we did not reopen schools on April 7th.  San Diego Unified School District released a press release last night, indicating that they will not be returning on April 6th and will be implementing distance learning for all of their schools through the month of April.  We have officially decided that we follow suit and will not return for in person instruction on April 7th.

When HTH teachers return on April 6th, they will spend that week designing and piloting plans for distance learning.  We will be reaching out for your thoughts and feedback as we do this work.

We will roll out our approach to distance learning the week of April 13th and you will receive detailed information from your child’s teachers about what to expect going forward.  We are asking teachers to plan for their first distance learning module from April 13th - May 8th. Our hope is that by that time, we may be able to return to school, but if that is not the case, we will begin a second module that will run until the end of the year.

Leaders and teachers from across High Tech High have been working to design a framework for distance learning at our schools and create the infrastructure necessary to support that plan.  We’ll continue to engage in this work over spring break using your input regarding your technology access to help us craft an approach tailored to our community’s needs.

If your family currently does not have reliable internet access, please see the options that local internet companies are offering as families try to stay informed.  Getting Internet Access: Available Plans https://www.cde.ca.gov/ls/he/hn/availableinternetplans.asp

Thank you for your patience and support. 

 

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Estimadas HTH familias,

En un correo electrónico anterior, describimos el plan de HTH para implementar el aprendizaje a distancia en caso de que no volviéramos a abrir las escuelas el 7 de abril. El Distrito Escolar Unificado de San Diego lanzó un comunicado de prensa anoche, indicando que no regresarán el 6 de abril y que implementarán el aprendizaje a distancia para todas sus escuelas durante el mes de abril. Hemos decidido oficialmente que hacemos lo mismo y no volveremos para recibir instrucción en persona el 7 de abril.

Cuando los maestros de HTH regresan el 6 de abril, pasarán esa semana diseñando y poniendo a prueba planes para el aprendizaje a distancia. Nos pondremos en contacto para solicitar sus pensamientos y comentarios mientras hacemos este trabajo.

Implementaremos nuestro enfoque de la educación a distancia la semana del 13 de abril y su familia recibirá información detallada de los maestros de su hijo/a sobre qué esperar en el futuro. Estamos pidiendo a los maestros que planifiquen su primer módulo de aprendizaje a distancia para el 13 de abril al 8 de mayo. Nuestra esperanza es que para ese momento, podamos regresar a la escuela, pero si ese no es el caso, comenzaremos un segundo módulo que se ejecutará hasta el final del año escolar.

Los líderes y maestros de High Tech High han estado trabajando para diseñar un marco de referencia para el aprendizaje a distancia en nuestras escuelas y crear la infraestructura necesaria para apoyar ese plan. Continuaremos participando en este trabajo durante las vacaciones de primavera, utilizando su aportación con respecto a su acceso a la tecnología para ayudarnos a diseñar un enfoque adaptado a las necesidades de nuestra comunidad.

Si su familia actualmente no tiene acceso confiable a internet, vea las opciones que las compañías locales de internet ofrecen mientras las familias intentan mantenerse informadas. Obtención de acceso a Internet: planes disponibles https://www.cde.ca.gov/ls/he/hn/availableinternetplans.asp

Gracias por su paciencia y apoyo.

 
Please visit our COVID-19 (novel coronavirus) Updates page for all developments. - updated March 24, 2020
Food Service Sites Open During School Closures.

Student Projects

Food for Thought

Author: Amanda Borow

Grade: 4th

Child holding tomatoes
Looking at food
Table of lettuce holding children
Girls holding a chicken

In the Food for Thought project students explored the complexity of our own food systems. During the first few weeks, students went on field trips, met with experts, watched videos and read articles to develop their fierce wonderings about food systems. These fierce wonderings became the research questions for the student’s magazine. Students explored non-fiction texts and learned how to research and write a magazine article. Throughout the rest of the trimester, students worked on their articles while we explored our essential questions as a class. We focused on how different food systems affect humans and the environment. Specifically we explored the farm worker’s rights movement historically and today as well as food waste and food access. The project culminated with a farmer’s market style exhibition where students presented their learning about a specific topic and we sold the classes’ Food for Thought magazine.

  • Otay Landfill: Students visited their local landfill to learn about where most food waste goes, about methane gas and about waste reduction programs.
  • Wild Willow Farm: Our class visited Wild Willow, a sustainable farm and education center in San Diego. Students were able to learn about and participate in sustainable farming practices – they completed a sustainable farming scavenger hunt, helped with farm chores, harvested and cooked a healthy meal with the farmers.
  • HTeCV Community Garden: Students worked with 7th grade buddies who were also doing a food focused project in our community garden and learned about planting, irrigation, weeding and compost.
  • Nutritionist: Students learned about basic nutrition as well as about how food miles can affect the nutritional value of fresh foods.
  • Feeding America Expert: Presentation from Feeding America San Diego representative about food waste and hunger in San Diego
  • Carlos and Linda LeGerrette, Directors of the Cesar Chavez Service Clubs: Carlos and Linda spoke with students about their experiences working with Cesar Chavez and well as about the youth programs that they support in various school communities.
  • Parents’ Healthy Snacks: Every Tuesday during the project parents brought in healthy snacks for the students to try. Students were excited to try new foods!

Literacy

Read nonfiction texts

  • Read nonfiction texts at their level
  • Identify and use nonfiction text features (headings, subheadings, captions, vocabulary boxes, etc.) to navigate and read nonfiction texts

Conduct Research

  • Develop a research questions based on fierce wonderings
  • Identify keywords to use in search bars
  • Determine if a source is about their research question and at/near their reading level
  • Navigate a variety of research sources (nonfiction books/magazines, online publications, search engines)
  • Identify and record source information – author name, article name, website name, URL
  • Take notes from nonfiction texts to answer a research question
  • Organize research in a graphic organizer to prepare to write a paragraph

Write Detailed Paragraphs

    • Use a brainstorm sheet to prepare to write a paragraph
    • Write a “stoplight” paragraph with a topic sentence/main idea (green sentence), introduce a new reason (yellow sentence), explain the reason with details (2-4 read sentences), and a concluding sentence with the main idea (green sentence)
    • Use organized research notes to write a well structured, detailed paragraph
    • Create text features (headings, subheadings, vocabulary box and fast facts) to support well written paragraphs
    • Use the writing process and critique to improve article
    • Use the class developed rubric to guide revision of article

Project Information

Food systems: Diversity of food systems, how food grows, where waste goes

      • Understand the steps in food systems
      • There are different kinds of food systems
      • Pros and Cons of a sustainable food system
      • Pros and cons of an industrial food system
      • Parts of the plant and what plants need to grow
      • Photosynthesis

 

Human Impact of Food systems: Food justice, food access and farm workers’ right movement

      • Three parts of food justice: 1. Food is produced in sustainable food systems, 2. Everyone has access to affordable healthy food, 3. Farm workers are treated with respect and dignity
      • Farm workers’ right movement historically and today
        • What farm workers are fighting for: respect, fair pay, health care, fair living conditions
        • What strategies farm workers used to fight for justice
        • Why farm workers are still treated poorly
      • Who has access to food and who does not have access to food – Food deserts, poverty, food stamps

 

Environmental Impact of Food Systems: Food Miles, Climate Change, Food waste

      • The causes and effects of climate change
      • The connections between climate change and food systems
        • Using resources, burning fossil fuels, producing methane gas
      • Define food miles
        • Impact of food miles on the environment
        • Impact of food miles on nutritional value of food
      • Where most food waste goes and the connection between methane gas and food waste in landfills
      • Understand compost as an alternative – how to make compost and use compost
Weeks Project Work Magazine Process
1-3 Food systems overview

–       What is a food system?

–       Where are we in food systems?

–       Preview a variety of topics to develop fierce wonderings

Prepare to Research

Introduce/practice Nonfiction text features

–       Introduce/practice Stop light paragraphs

–       Develop fierce wonderings about food systems

4-6 Where does food come from?

–       Industrial vs. Sustainable food systems

–       How do food systems affect our environment?

–       What is food justice?

–       Farm worker’s rights movement

Research

–       Introduce/practice finding, using, recording resources

–       Practice note taking

–       Choose research question

–       Research question

7-9 Where does food go?

–       Who has access to food?

–       How much food is wasted?

–       What are the effects of food waste?

–       What is “gleaning”?

Write Articles

–       Organize research

–       Type First Draft

–       Self Critique, Peer Critique, Teacher Check-in

10-11 Reflect & Prepare for Exhibition

–       Interview peers about learning experience

–       Prepare exhibition presentations in groups

Publish

–       Final edits on articles