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

What’s in Our Water

Author: Vanessa Joy

Students conduct a “blind” water taste test to determine if 6th graders can taste the difference between bottled and filtered water as part of their research.
Students display tote bags they designed for sale in front of school. Students raised over $100 and donated proceeds to the World Wildlife Fund
Students visit water quality testing lab at the Advanced Water Purification Project

In this project, we studied the local watersheds of San Diego County to determine the impact that humans have on our local water resources. We documented human impact on local water resources through photography and created a photo PSAs. On the San Diego Coastkeeper’s website, we shared our findings in blog posts written about topics that students investigated further. Our goal was to educate the local community about pollution occurring in our watersheds and inspire change.

This project had two phases. In the first phase, students learned about the local watersheds of San Diego County and the pollution-related issues in these watersheds. Students built model watersheds with representatives from Coastkeepers, tested the water quality in local waterways, and visited the Advanced Water Purification Project water recycling facility in San Diego.

After the first phase, students developed inquiry questions and formed groups around these topics. Students then conducted research in these groups to answer their inquiry questions. Research included further water quality testing, surveys of adult and student related behavior, interviews with local experts, as well as use of internet sources. Students then co-authored articles describing their topic to create blog posts. As a class, students documented human impact on local water resources through photography to compose some of the photos for their blog posts as well as created photo PSAs to draw attention to those issues.

The blog posts were shared on the San Diego Coastkeeper’s website along with informational videos, infographics, and other components the students created. As part of their work, groups created a second “product” to support others in understanding their topic. Some examples of these products were pamphlets, infographics, organizing a beach cleanup, making and selling reusable tote bags, and PSA videos.

  • How does water shape our local community?
  • How do humans impact local water sources?
  • What can we do to help preserve and protect the water in our community?
  • Informational Blog Posts
  • Infographics
  • Public Service Announcement Posters
  • Public Service Announcement Videos
  • Brochures
  • Event Planning to Raise Money/Awareness for Cause

Weeks 1-3

  • Learn about water pollution issues and local watersheds, field trips, water quality testing


Weeks 4-5

  • Create inquiry questions, begin research, share information as a group, begin 1st draft of blog posts


Weeks 6-7

  • Write, critique, revise second draft of blog posts and create final drafts


Weeks 8-9

  • Photography workshop, students take photos for PSAs and blog posts, groups create their second “products”

Week 10

  • Finalize work; exhibition



Related Projects:

No related projects found