Agricultural Literacy Curriculum Matrix
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Inside the Egg, Hatching Chicks (Grades K-2)
K - 2
1 - 2 hours
Students will learn about biology by studying embryo development in chicken eggs.
- Fertile eggs
- Information on sourcing fertile eggs can be found in the Hatching Science Center
- Modeling clay
- 1 high-intensity LED flashlight (e.g., 6" Mini Maglite)
- A Chick Hatches—Embryo Development Wheel activity sheet, 1 per student
- Crayons or colored pencils
- Large paper plates, 2 per student
- Metal craft brads, 1 per student
Essential Files (maps, charts, pictures, or documents)
rooster: a mature male chicken
hen: a mature female chicken
embryology: branch of biology that studies the development of gametes (sex cells), fertilization, and development of embryos
Did you know? (Ag Facts)
- Eggs are the least expensive source of high-quality protein for our diets.
- Eggs have 6 grams of protein and only 70 calories.
- Most laying hens in the U.S. are Single-Comb White Leghorns.
- The U.S. produces about 75 billion eggs a year, which is 10% of the world supply.
- There are 7-17 thousand tiny pores on the egg shell surface.
- Some hen breeds can lay up to 300 eggs per year.
Background Agricultural Connections
Interest Approach – Engagement
- Use one of the four virtual field trips created by The American Egg Board and Discovery Education to introduce the topic and create student interest in the production of eggs.
Activity One: Candling an Egg
- If you have eggs with white shells, they can be candled around the fourth day of the incubation cycle. Dark-shelled eggs may be difficult to see through and will give better results after about a week. Dirt on the shells can be brushed away. Do not wash the eggs with water - washing destroys the protective coating that prevents bacteria from entering the shell.
- It is not necessary to purchase an expensive egg candler. An effective candler can be made using a high-intensity LED flashlight and modeling clay. Wrap the clay around the top of the flashlight to created a nest for the egg. The clay will seal between the flashlight and the egg and will focus the light through the egg.
- Carefully hold an egg's wide end in the center of the opening directly over the beam of light (so that the entire oval is illuminated). You may need to dim or turn off any outside lighting to candle the eggs. Remember to be extremely careful with the eggs; even small cracks can inhibit successful hatching.
- In a fertile egg, there will be a fine network of veins running out from a dark center. Eggs with no visible embryonic development are infertile, while an egg with a few small blood spots is a fertilized egg in which the embryo has died. For pictures of fertile eggs, viable eggs and bad eggs, visit the websites in the Essential Links section of this lesson.
- Discuss the changes that the embryo will go through and the nature of living things using the following questions:
- Which is the living thing-the eggshell or the embryo? Why is the embryo alive? What are the characteristics of a living thing?
- What does the egg need from the hen? Could the egg hatch on its own without the help of a hen or human (like in the incubator)? How is this similar to a child's reliance on their parents? Do plants require a parent to take care of them?
- How are plants and animals similar? How are they different? How do plants and animals differ from rocks and other non-living things?
- Ask the students to list things that will need to be done in order to hatch the chicks and/or take care of them after they hatch (put water in the incubator, watch the temperature in the incubator, rotate the eggs, provide clean water, provide food, keep them warm). Explain to the students that these are the things a hen would do to care for her eggs.
- Have the students list the needs of a baby or child? How does an adult know how to care for a baby or child? Explain to the students that people, animals, and plants are all living things that use energy to grow, develop, and reproduce.
Activity Two: Inside the Egg, Embryo Development Wheel
- Give each student a copy of the activity sheet A Chick Hatches—Embryo Development Wheel and two paper plates.
- Instruct them to color the activity sheet and cut along the dashed lines as indicated on the page.
- Next, students should glue the square titled “A Chick Hatches” with the picture of a fully developed chick in the center of one of the paper plate. Tell the students to write their names below the square. This will be the development wheel cover.
- Instruct the students to put the remaining stages of development in numerical order according to the day (indicated by the number in the egg on the upper left side). Then, paste the stages of development in order around the edge of the second paper plate.
- Have the students cut a three-sided window just below their name on the previous plate (the development wheel cover). Lay this plate over top of the one that has the development stages pasted around the outer edge. The cut-out window should be large enough that one development stage picture can be seen through it.
- Finally, place a metal brad through the center of both paper plates so that a rotating storyteller is formed. Divide the students into pairs and have them share their development story wheels.
Concept Elaboration and Evaluation
After conducting these activities, review and summarize the following key concepts:
- Chickens are raised for the eggs hens produce as well as for meat.
- All chickens begin their life by developing inside an egg.
- A healthy chick grows inside an egg that is kept at the proper temperature and humidity. Developing chicks also need nourishment which they receive from the yolk inside the egg.
We welcome your feedback! Please take a minute to tell us how to make this lesson better or to give us a few gold stars!
Give the students a writing prompt that involves a baby chick in its first day of its life cycle. For example: Today, I hatched from my shell and my day was filled with _________________________________.
Have your students take the Farm to Table Journey with Education Station to learn more about each stage of an egg's journey.
Visit the 4-H Embryology Project for more information. Contact your local Cooperative Extension Service or 4-H office in your county. They may provide you with the materials needed to hatch chicken eggs in your classroom.
Read the book Chicks and Chickens written by Gail Gibbons to your class.
Use the hands-on activities in the lesson plan From Chicken Little to Chicken Big to explore the production of chicken and eggs for food and teach students about the life cycle and genetics of chickens.
Suggested Companion Resources
- The Life Cycle of a Chicken (Activity)
- Chick Life Cycle (Book)
- Chicks & Chickens (Book)
- Daisy Comes Home (Book)
- Farm Animals: Chickens (Book)
- Hatching Chicks in Room 6 (Book)
- Inside An Egg (Book)
- One Egg (Book)
- One Hen: How One Small Loan Made a Big Difference (Book)
- Sonya's Chickens (Book)
- The Chicken-Chasing Queen of Lamar County (Book)
- Tillie Lays an Egg (Book)
- Zinnia and Dot (Book)
- Chicken Genetics Matching Cards (Kit)
- Countdown to Hatch (Kit)
- Livestock Cards (Poster, Map, Infographic)
- All About Eggs (Multimedia)
- Chick Embryology YouTube Playlist (Multimedia)
- Chicken Embryo Development (Multimedia)
- Hatching Science: 21 Days of Discovery Video (Multimedia)
- Virtual Egg Farm Field Trips (Multimedia)
- Poultry Reader (Booklets & Readers)
- Embryology and Poultry Resources (Website)
- Hatching Science Center (Website)
State Standards for Utah
Kindergarten: Science Standard 4Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.
Objective 1Investigate living things. Meeting one or more of the following indicators: b) Compare and contrast young plants and animals with their parents. c) Describe some changes in plants and animals that are so slow or so fast that they are hard to see (e.g., seasonal change,“fast” blooming flower, slow growth, hatching egg).
Grade 1: Science Standard 4Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.
Objective 1Communicate observations about the similarities and differences between offspring and between populations. Meeting one or more of the following indicators: a) Communicate observations about plants and animals, including humans, and how they resemble their parents. b) Analyze the individual similarities and differences within and across larger groups.
Objective 2Living things change and depend upon their environment to satisfy their basic needs. Meeting one or more of the following indicators: a) Make observations about living things and their environment using the five senses. b) Identify how natural earth materials (e.g., food, water, air, light, and space), help to sustain plant and animal life. c) Describe and model life cycles of living things.
Grade 2: Science Standard 4Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.
Objective 2Identify basic needs of living things (plants and animals) and their abilities to meet their needs. Meeting one or more of the following indicators: a) Communicate and justify how the physical characteristics of living things help them meet their basic needs. b) Observe, record, and compare how the behaviors and reactions of living things help them meet their basic needs. c) Identify behaviors and reactions of living things in response to changes in the environment including seasonal changes in temperature and precipitation.
Agricultural Literacy Outcomes
Culture, Society, Economy & Geography
- Identify plants and animals grown or raised locally that are used for food, clothing, shelter, and landscapes (T5.K-2.d)
- Trace the sources of agricultural products (plant or animal) used daily (T5.K-2.f)
Food, Health, and Lifestyle
- Recognize that agriculture provides our most basic necessities: food, fiber, energy and shelter (T3.K-2.b)
Plants and Animals for Food, Fiber & Energy
- Identify animals involved in agricultural production and their uses (i.e., work, meat, dairy, eggs) (T2.K-2.b)
- Identify examples of feed/food products eaten by animals and people (T2.K-2.c)
Common Core Connections
Speaking and Listening: Anchor Standards
CCSS.ELA-LITERACY.CCRA.SL.4Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Writing: Anchor Standards
CCSS.ELA-LITERACY.CCRA.W.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
1-LS3: Heredity: Inheritance and Variation of Traits
1-LS3-1Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.