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
A 6th grade children’s book on climate change and its impact on endangered species.
How have humans contributed to climate change?
How has climate change impacted endangered species?
How can we educate the public about climate change, and inspire the public to protect our wildlife?
As a collaborative project between the Chula Vista and North County campuses, students created and published a children’s book detailing chosen endangered species challenges with the impacts of climate change. Students created a watercolor illustration of their endangered species which was included in the children’s book. Our children’s book is now being used to help educate the youth, and the public, on how human impact has become problematic for our wildlife. This project was aligned with the Next Generation Science Standards.
MS-ESS2-5: Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
MS-ESS2-6: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
MS-ESS3-3: Apply scientiﬁc principles to design a method for monitoring and minimizing a human impact on the environment.
MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
MS-PS3-4: Plan an investigation to determine the relationship among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
This was such an impactful project dealing with a very important issue, not only in our country, but worldwide. Students were able to be scientists, researchers, artists all in one through this project. To have the students create their own learning around this issue by exploring this phenomena really allowed for them to want to become activists. Also, the cross-collaboration between schools allowed for our schools to come together. We feel literacy is very important and we wanted to find a fun way to incorporate it in a math and science classroom. We saw students step out of their comfort zone, and us teachers did too. We had no experience using watercolors, and it was great learning experience in which we shared with our students.
“After completing this project, something that I feel good about helping the earth, because now I know ways to save the environment in the future. The most fun part was when we started our watercolor illustrations for our children’s book, because I had never done this and it seemed really cool to me.”
“I didn’t know I could paint. My animal looks really cool!”
“The best part was seeing my book on a website. People can buy it and my name is there.”