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

Dirt Detectives

Author: Melissa Daniels

Grade: 6th

Subjects: History, Humanities, Science

Students listening to presentation
Students archaeologists exploring artifacts
Students archaeologist exploring artifacts
Students archaeologists exploring shoe boxes filled with artifacts

How do archaeologists use artifacts to learn about the past?

During this project, students will learn more about their classmates’ lives, discover the similarities and differences between them, and experience the complex challenges faced by archeologists when they try to learn about the past. Students will create their own personal culture bag and present it to the class, and will take notes on each other’s presentations. Then, they will secretly (at home) create a box filled with dirt and personal artifacts for other students to excavate during class. The items in the box will be related to each artifact from their personal culture bag. Students will then participate in an “archaeological dig” where they will try to use their powers of deduction and their notes from the presentations to decipher the objects found in each student’s box, just as real archaeologists use facts to learn about artifacts from the past.

This is a great project to introduce students to the concepts of archaeology, as well as a way for students to get to know each other at the start of a school year.  Students will first choose five items that reflect who they are and what is important to them, and place these items in a paper bag. Then, on index cards, students write notes about each object describing why it is significant to them. Students then present the personal culture bag to the class. They take notes on each other’s bags, artifacts, and what the items reveal about each of their classmates.

For the second phase of the project, students get a small shoe box and line it with plastic wrap. In the box, students place five items that reveal the same information about themselves as the personal culture bag items; however, they cannot use the same items as they used in the bag. (See student handout for examples.)  Students then cover the artifacts with dirt and arrange them so they are at different levels in the dirt. Delicate items should be placed in a plastic bag for protection, and students should not include items that are valuable since items from the box will not be returned to them. They add a small amount of water to create a moist substance. Since the inside of the box is lined with plastic, the box should not get waterlogged. They should pack the moist dirt containing the objects into the box and let it dry in the sun. This may take up to a week to dry depending on the weather, so students should not wait until the last minute!
Students should bring shoe boxes to class in a nondescript brown paper bag with no name or any other identifying marks on the bag or the box. Inside the box, students should put a sticky note with their name on it. The teacher can then remove the sticky notes and number the boxes so only he/she knows the rightful owner of each shoe box. Boxes will be excavated during class.  Using the notes from Part One (Personal Culture Bag), students will try to deduce the owner of each box. Taking good notes from the first part of the project is critical to student success in Part Two!

Students will know:
  • Specific vocabulary related to archaeology
  • Personal facts about classmates
Students will understand:
  • How archaeologists work
  • How to use objects as symbols
  • How to make logical inferences based on known facts
Students will be able to: 
  • Use deduction and analysis skills
  • Apply knowledge to make logical inferences
  • Excavate items like a real archaeologist
  • Manage project tasks and budget time accordingly

1.   Listening and note-taking skills

2.   Speaking and presentation skills

3.  Expository writing

4.  Analysis and deductive reasoning

5.  Following Directions

6.  Time Management

7.  Archaeology

  • Small paint brush for excavating items
  • Tweezers
  • Spoon
  • Shoe Boxes/Bags (students can provide their own)

 

The approximate time for this project is six weeks. 
Week #
Project Tasks
1
·   Introduce Project
·   Students decide items for Personal Culture Bag
·   Complete as Homework: Bag-Box Connection Sheet
2
·   Personal Culture Bag due
·   Begin Presentations
3
·   Finish Personal Culture Bag Presentations
·   Archaeology vocabulary
·   Complete WebQuest Learning Log
4
·   Field Trip to Museum of Man
·   Artifact Shoebox Due
5
·   The Big Dig! Students excavate and analyze artifacts
·   Archaeologist visits class
6
·   Finish Analysis and Deduction Sheet
·   Project Reflection
 

 

  1. Artifact Challenge: Archeologists often deduce the age of artifacts from the depth or layers in which they find them. For your artifact box, you can choose artifacts that are from different stages in your life. Put the artifacts that represent things about your early childhood on the bottom of your box. Put the artifacts that represent recent aspects of your life toward the top. If you choose this option, put a star on your post-it note when you turn in your box.
  2. Archeology in the News:  Choose an article, complete an article summary guide, and write a summary in your own words to share with the class.
 
LINKS for ARCHEOLOGY IN THE NEWS
Search these sites for articles about archeology.
National Geographic Archeology News
http://news.nationalgeographic.com/news/archaeology.html
Archeological Institute of America Recent Headlines
http://www.archaeology.org/online/news/headlines.html
  1. Related Read: A Bone from a Dry Sea, by Peter Dickinson. Read this book as one of your independent reading books, and write a short book review to share with the class.

 

IMG_7451
Archeologist visits class
Students learn from an archeologist.


IMG_7454

Students at work
Students at work digging up “artifacts”


IMG_7479

Uncovering objects in the box
Student at work digging up the artifacts from another student’s box.


IMG_7499

Kids digging
Students all at work uncovering artifacts and trying to deduce the identity of the box owner!