Driving Question
What Does Medical Care Look Like in Teton Valley?
Grades Involved
Pre-Kindergarten
How did this project connect to the local or regional community?
Students had the opportunity to collect real medical tools and uniforms and connect with experts in the community. We were able to invite ski patrol and “student experts” to our classroom to share medical stories, as well as, incorporate field trips to local medical facilities like the Victor Veterinary Hospital.
What PBE Principles were highlighted in this project?
Inquiry-Based, Community as Classroom, Learner-Centered
Project Description
It was the beginning of the school year and over the course of two days, the students were getting flu shots. After receiving the shots the students began to share stories about going to the doctor or taking their animals to the veterinarian. The energy was palatable. Then a child had a CT scan from a fall. She drew a picture of the machine and said we need to build it. That really started it.
As the project evolved, we built our own model Medical Clinic in the classroom and were able to connect with local medical experts like our local ski patrol team. They came to our classroom and brought their rescue sled to our school yard — that really took over our outdoor play time with children pulling sleds with “injured” children and first aid kits around.
With a true emergent curriculum in Pre-K, we follow the lead of the children and where their energy and interests lie. So towards the end of January, we noticed only the same 2-3 kids playing in our Medical Clinic day to day. We then had a discussion during our group time about if we were done with the Medical Project. Then we took a vote. Only 3 out of 20 wanted to continue. So we then moved on to discussing how to end.
Reflection
Our biggest challenge was timing, that is figuring out when the project was over. And not being able to fit a real snowmobile into the classroom and yard.
