Current Issue Back Issues Cards About Submissions Subscribe
Issue 3, Spring 2009

Where Do Projects Come From?, Angela Guerrero
Exhibition Blues, John Fisher
Lila Speaks, Juli Ruff
The Long Road:
   (Re)Segregation in America
, Gary Orfield
Echoes & Reflections, Mingya Mansfield
Outside the Lens,
   Shayna Cribbs, Niki Even & Brooke Newman
Blossoms From Compost:
   Lessons From a Messy Garden
, Cindy Jenson-Elliot
An Article of Faith, Karl R.C. Wendt
Going Socratic, Lori Fisher
Into the World of Projects, Wendie Ward
Keeping it Real, Heather Riley



Cards:
1: The Blood Bank Project
2: Aboriginal Art
3: A Hero In My Eyes
4: Graph-It Design
5: Pinhole Photography
6: Twelve Steps to Beautiful Work
7: Media Saves the Beach
8: Cuentos Infantiles
9: Chemical Identity Masks

Media Saves the Beach

download pdf (1.7mb)



Ocean Beach Pier, photograph by Kelsey Murphy, HTHMA, 11th grade.



Is it safe to go in the water? This question began an exploration of San Diego’s beaches and bays, and of the biological, ecological, political and cultural factors that affect the overall health of local coastal ecosystems.

In biology, students analyzed indicator bacteria levels at six popular coastal locations, as well as the health and diversity of microscopic life in local plankton populations. They used ordinary equipment such as microscopes and more sophisticated equipment on loan from a local non-profit group. Students then trained community members about how citizens could participate in water testing and help preserve coastal ecosystems.

In humanities, students generated original research questions and pursued these as journalists. Some produced short documentaries, editorials, or photo-essays based on their biology research. Others produced large-scale pieces of art with accompanying artist statements. One group published a professional quality 12-month tide calendar, which they sold locally to raise money for further projects. Student projects were critiqued by panels of peers, teachers and local experts before exhibition.

Teacher Reflection
The critical factor was that we started with questions that truly made all of us curious. Scientific results and the ensuing humanities projects required rigorous testing methods and protocols—our research had to be done “right,” and each cycle of tests generated new questions. In this sense, original research involved a self-perpetuating cycle of inquiry and motivation.

—Randy Scherer

Student Reflection
My video explained the dangers of surfing in polluted water. I did a lot of original research to find bacteria levels at different beaches and to learn what kinds of illnesses come from polluted ocean water. I also interviewed a doctor, a local surf shop owner and a member of Coastkeeper, an environmental nonprofit.

—Stephanie Luna, 11th grade


To learn more about this project and others visit the HTH Digital Commons
and Brandon Davidson’s & Randy Scherer’s digital portfolios at
http://www.hightechhigh.org/dc/
http://dp.hightechhigh.org/~bdavidson/
http://dp.hightechhigh.org/~rscherer/