COVID-19 Information Parent and Student Resources, Meal Services, and Distance Learning 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.   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.

More information can be found at


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. 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.

Se puede encontrar más información en

Student Projects

Carnival LEGO

Author: Alicia Crump

Grade: 6th

Subject: Engineering

Exhibition of Lego carnival rides made by students
Lego baloon cart made by student
Lego bumper car rides made by students
Lego Carnival Rides made by students
Lego Ferris Wheel made by students
Lego pieces displayed on table
Students watching 3d printer
Exhibition of Lego carnival rides made by students
Lego carnival ride made by students
Lego carnival ride made by students
Lego carnival ride made by students
Students at exhibition with computers displaying their SketchUp drawings
Students at exhibition with computers displaying their SketchUp drawings
Students sitting at table with computers displaying their SketchUp drawings
Poster for Carniva project

Everyone loves a good carnival! In addition to the fun, adrenaline, and excitement that carnival rides bring us, they also provide a perfect example of simple machines and motorized mechanisms in action. During this project, we will combine our understanding of simple machines, motorized mechanisms, LEGO construction, 3D modeling, and engineering design thinking to create our very own LEGO Carnival!


Project Details/Design Constraints:

  • You will be working in groups of three or four to design and build a LEGO carnival ride
  • Use the models we have constructed with the LEGO sets as an example, and build upon these designs
  • You may research examples of LEGO rides online and use resources provided by Mrs. Crump
  • As a Challenge Option, you may use the pneumatic add-on kit (uses air pressure)

How are simple machines and motorized mechanisms used to provide entertainment in the form of carnival rides?

How can we create our own unique LEGO parts using scaled drawings, 3D modeling, and 3D printing?

How can we improve our carnival rides by designing and printing unique LEGO parts?

There will be FOUR main project deliverables:

1. Completed LEGO Carnival Ride:

  • All carnival rides must incorporate a MOTOR, and include at least ONE GEAR or PULLEY
  • Your ride must be designed to operate on its own once the battery pack/motor is turned on

2. Unique LEGO Piece, 3D modeled and printed:

  • Must be drawn to scale in 3D model using Google SketchUp
  • Printed on MakerBot Replicator
  • Must fit into LEGO Carnival Ride
  • Must improve the functionality of the ride

3. Carnival Feature (example: Popcorn Cart, Park Bench, Tree, etc.):

  • Must be drawn to scale in 3D model using Google SketchUp
  • Printed on MakerBot Replicator

4. Carnival Ride Sign:

  • Sign must be computer-generated (Google Drawing, Photoshop, etc.)
  • Sign must include:
    • Name of ride
    • Picture of final ride
    • Names of group members
    • Simple machines used

Group Roles:

Mechanical Engineers:

  • Ride Engineer: Design and build LEGO Carnival Ride (#1)
  • LEGO Engineer: Design and create 3D model (using SketchUp) of Unique LEGO Piece (#2) that enhances ride
  • There will be TWO Mechanical Engineers within each group so work can be delegated between the pair

Carnival Architect:

  • Design and create 3D model (using SketchUp) of Carnival Feature (#3)

Project Manager:

  • Manage productivity of Mechanical Engineers and Carnival Architect
  • Prepare Carnival Ride Sign (#4)
  • Provide support/assistance to Mechanical Engineer(s)/Carnival Architect
  • In a group of THREE, there will not be a Project Manager. The job duties listed above must be delegated to, and performed by, the other group roles.


Students will know:

  • How simple machines and motorized mechanisms are used in the function of carnival rides
  • How to use Google SketchUp to create a scaled, 3D model

Students will understand:

  • The advantages of using simple machines
  • Basic construction skills using LEGOs
  • 3D modeling using Google SketchUp
  • 3D Printing technology

The Carnival LEGO Project allows students to engage in Deeper Learning, as defined by the Hewlett Deeper Learning Initiative:

  • Mastery of Core Academic Content: Students learned the advantages of using simple machines.
  • Critical Thinking and Problem Solving: Students had the opportunity to think critically, analytically, and creatively in order to design their carnival ride. Students also designed their own solutions to complex problems that they encountered during the design process.
  • Collaboration: Students worked collaboratively with their group members to design the various components of the project.
  • Effective Communication: Students communicated effectively with their exhibition audience, explaining the design process, function of their ride using simple machines, and their project roles. Students also structured information effectively in “Project Reflection” section of their Digital Portfolio.
  • Self-directed Learning: Students developed their own schedules to complete the project requirements on time. Students within the project groups relied on each other for information necessary to complete tasks.
  • An “Academic Mindset”: Students researched real-life amusement park rides for inspiration, and received feedback/expert critique from a professional with work experience in theme park design. Students made quick design changes with easily disassembled LEGO structures, providing confidence in the “evaluation” and “improvement” stages of the design process. Students modeled beautiful work for their classmates, elevating the level of expectation and motivation to create their best work.