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.
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
The Bee Project
Subjects: Biology, Drama, Humanities, Science
Why are honeybees disappearing; and once they are gone, who feels the sting?
Second graders took on the role of scientists to investigate the role of bees in our ecosystem, and the various ways bees are being threatened. Once their research was complete, students became artists in order to advocate for the bees. Working collaboratively in groups, students wrote and performed bee plays. In order to create the most educational plays, students sought out and offered critique from each other before performing their plays in front of an audience of parents and students. However, the second graders did not stop at educating others, the wrote letters to the city and big corporation, planted over 200 bee-friendly plants, and built beehives to donate to a community organization in Mexicali.
- After beginning our research and learning about the problems that honeybees face, students worked in collaborative groups to write scripts. Within their groups, team members decided to share one problem that they were most passionate about.
- Students wrote their own scripts, created their own backdrops, directed and performed their own plays.
- After discovering that bees need pesticide-free plants to thrive, they decided it was important to write to our city government. They asked the city for a place to plant bee-friendly plants in the community.
- Second graders planted over 200 bee-friendly plants in a nearby canyon.
- After reading an article about how one large corporation is removing a particular pesticide from its shelves while another large corporation is labeling its plants that contain this pesticide, students in Rhea Manguil’s class wrote letters to both home improvement stores. Students shared their ideas and requests for changes to be made within the corporations.
- After connecting wth a non-profit organization, beekeepers from Mexicali came as experts to deepen our learning about honeybees.
- In collaborative teams, students worked together to build beehives and design logos for each hive.
- The beehives were donated to the honeyfarm in Mexicali that supports local families and schools.
This has been one of my favorite projects because it gave students the opportunity to make a change in our community. I knew this project was meaningful when students insisted we write letters to our local government asking if they could plant more pesticide-free flowers for bees. Our students were so proud as they stood by the plants that they put into the ground with their own hands. Not only did they learn about bees, but they learned about how to advocate for what they feel is important.
I think that what impacted me most as a teacher was to see my students take ownership of their learning. When they began to understand the problems that honeybees were facing, they also realized that there were varying ways for them to advocate for change. Students began to ask questions as to why people, namely adults and big corporations, are not doing more to help the honeybees. After building beehives to send to Mexicali to help a community of women and children there, students felt a sense of accomplishment and contribution to a problem that they realized is affecting us all.
“I learned that if we didn’t have bees we wouldn’t have most of our favorite food.”
“What I learned was that bees won’t hurt you, if you won’t hurt them.”
“Working in a group helped me because I got more ideas. None of us is as smart as all of us.”
“My favorite thing about the project was getting to learn about the bees so that I could teach others.”
“I learned that humans are the biggest reason for Colony Collapse Disorder.”