Project-Based Learning at HTH
These projects are examples of the work that is done at all of the High Tech High Schools. It is our record of what we have done and how to get there. Teachers can utilize this to display what they have done with their students, and get ideas from others teachers. Students can show their parents and friends the work that they have done, and the community can see how project based learning enables students to do and learn. Please enjoy the projects and videos.
Browse Projects
Each student chose an animal to study closely. To record what they’ve learned, they drew models.
Why is it important to have access to books? How can we help our community get access to books?
50 high school juniors collaborated with a local musician and film director to create a music video for the song, “Bubbles In Space” by Mike Andrews.
Calculicious was a cross-curricular project at High Tech High, where seniors were engaged in using calculus to make and describe art.
How can we celebrate 100 years of the “Golden Wings”?
Students will be performed as if they are at a Caribbean Carnival celebration in Trinidad and Tobago. Students studied dances from the African Diaspora.
How are simple machines and motorized mechanisms used to provide entertainment in the form of carnival rides?
In Chaos or Community: Learning to Listen How Dialogue Can Save Us All, a student created play on History of Police Brutality & Civil Rights
Students conducted research and interviews about a specific molecule and its role in history. The information they gathered was used to create art pieces for a book on the different compounds.
Browse Projects
The community our school lies in has so much rich history!
In Staff Class to the Past: Time Travel Through U.S. History, students answered the question what would it be like to travel back in time and experience history as it unfolded?
What have the History Books left out? How have our most influential leaders been misrepresented or not represented at all?
How does / can urban planning impact us as individuals and as a community?
Students documented their own physics experiments in order to fight gravity using kites, balloons, and other flying objects of their own creation.
Teachers devised a project to stimulate students to think critically about their communities. They created conceptual maps of the city to communicate a message they cared about.
Through interviews with family members, scientists, and medical professionals, students homed in answers to the question, “What am I most likely to die of?”
How can we improve our, and the generations to follow, well-being with the wisdom of indigenous people?
Students worked in groups to research and define an aspect of blood physiology, blood banking, or blood-related diseases before creating multimedia art pieces using what they had learned.