Agricultural Literacy Curriculum Matrix
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Hatching Science with Classroom Chicks (Grades K-2)
K - 2
Activity 1: Two 20-minute segments plus five minutes of daily observation time Activity 2: 1 hour Activity 3: 1 hour
Students will explore how an embryo develops inside of a chicken egg over time, discuss life cycles and other natural cycles, and observe similarities and differences between parents and offspring.
- Three informational texts from the library (see activity procedures for more information)
Essential Files (maps, charts, pictures, or documents)
embryology: the study of embryos (unborn human or animal in the earliest stages of growth when its basic structures are being formed) and their development
setting: starting the process of hatching chicks by providing consistent heat and humidity; in the case of humans this means placing them in an incubator; in the case of chickens this means sitting on the eggs
candling: shining a light into an egg in order to examine the inside of it
zygote: the first cell formed for an organism that has two parents
Did you know? (Ag Facts)
- Nearly 50% of an egg's protein and most of the vitamins and minerals are in the yolk.1
- Eggs are one of the few foods that naturally contain vitamin D.1
- Most eggs are laid between 7 am and 11 am.1
- It only takes 90 seconds to make a microwave scramble - an easy, quick way to wake up to eggs.1
Background Agricultural Connections
Interest Approach – Engagement
- Ask students where they think the eggs in the grocery store come from. (chickens) Then, ask how many eggs they think are sold in one month in the United States (billions; find recent statistics from the American Egg Board). It takes a lot of chickens to lay that many eggs. Where do all those chickens come from?
- Show students the video How It’s Made - Hatchery Chicks.
- Tell students that in the following activities they will explore the development of a chick embryo inside an egg, the life cycle of chickens, and the similarities between chicks and their parents.
Activity 1: Countdown to Hatch
- Share the Hatching Science: 21 Days of Discovery PowerPoint or video with your class.
- The Countdown to Hatch kit contains one numbered plastic egg for each day of the 21-day hatching cycle. Each egg contains a picture of the developing chick with a summary of the milestones that the chick has achieved on or around that day. Open one egg each day for the course of 21 days. You can choose to open the weekend eggs the Friday before or the Monday after each weekend.
- Note: This activity makes a great complement to a classroom hatching project. If you are going to hatch live chicks in your classroom, be sure to time the Countdown to Hatch project to your hatching date so that students can envision what is going on inside the real eggs even though the eggs don’t seem to change on the outside.
- On day 21 when you open the final egg, have a “hatch-day” party for the new chick (the term “birthday” is reserved for mammals). Discuss the process that you have observed over the last few weeks and what the chick’s needs will be now that it has hatched. Chicks need heat until they get big enough to make their own as well as food and water to stay alive. On farms, people provide these things, but mother hens can also keep the chicks warm and guide them to food and water. Additionally, chicks are born with the instincts to automatically know how to eat and drink. Instincts will also help them to locate the things that will meet their needs.
- Note: If you are hatching live chicks, set up a brooder box with a heat lamp, food, and water as part of the party and discuss why these items are important parts of the chick’s habitat.
- If you are not hatching live chicks, consider showing parts of a Chick Hatching video so students can observe chick behavior.
- To finish up the project, go through the 21-day countdown and pictures again and ask students to recall the process. What were the most exciting parts? What did they learn about embryo development and living things? Now that the chicks have hatched, what physical traits will help them stay alive?
Activity 2: The Chicken or the Egg?
- Using the school library, present three short informational texts: one on the life cycle of a plant, such as Pumpkin Circle: The Story of a Garden by George Levenson; one on the life cycle of the chicken, such as Chick Life Cycle by Elizabeth Bennett, and one additional text on the cycle of seasons, such as I Can Read About Seasons by Robyn Supraner.
- As you read each book, illustrate the cycle by drawing a picture or writing a word on the board to represent each step in the cycle and connecting the steps with arrows.
- Compare the cycles on the board to other processes students may have observed. Life cycles of other species like dogs, insects, frogs, and cows may be appropriate, as well as weekly or daily schedules (wake up, go to school, go home, go to bed, wake up, etc.).
- Discuss how farmers must work with the life cycles of plants and animals as well as the cycles of seasons in order to harvest a crop or produce a product like eggs. For example, at each stage in the life cycle of a chicken, farmers must provide different kinds of care. When the chick embryo is developing, the egg must be incubated at the right temperature and humidity. After the chick hatches, it needs a warm, clean shelter and food and water. As it grows, the chick needs more food and space. Once it is mature, a hen will start laying eggs. If the farmer wants eggs for people to eat, the hens need an environment with lots of light and a place to lay their eggs. If the farmer wants the eggs to produce new baby chicks, a rooster is needed to fertilize the eggs. Then, the cycle can begin again.
Activity 3: I Have My Dad’s Beak
- Using the first Parent/Offspring Card on Leghorns, compare and contrast the chick to its parents. On the board, make a list of similarities and a separate list of differences.
- Note: If you are hatching chicks from eggs, download a picture of a hen and rooster from that specific breed to use in this step. Many of the most common chicken breeds can be found on Wikipedia or through a simple internet search. Additionally, backyardchickens.com hosts photo galleries where users can post pictures of their own backyard flocks.
- As a class, look closely at the list of differences. Have students point out which differences they think might change into similarities as the chick grows up and which traits will stay different (if any).
- Examples of traits that change with maturity include size; feather color (sometimes), pattern, and length; and the shape and size of the beak (the egg tooth that a chick has at the time of hatching will disappear within two weeks). You may also want to note that the sound that the chicks make will change with maturity (chicks peep, roosters crow, hens cluck) or even play sound bites of chicks, roosters, and chickens to let students hear the differences.
- Examples of traits that will stay the same include eye color, wing shape, feathered legs, number of toes, foot shape and color, and any birth irregularities (note that this last item is an environmental trait, not inherited trait like the others).
- Break the students up into groups and distribute one of the remaining Parent/Offspring Cards to each group. Ask students to discuss similarities and differences between the chick and its parents within their groups and to make a list of traits that change with maturity and traits that stay the same. Then, have each group make a brief presentation to the class.
Concept Elaboration and Evaluation
After conducting these activities, review and summarize the following key concepts:
- Inside of a fertilized chicken egg, a tiny embryo grows and develops over 21 days into a chick that can break out of its shell.
- Over time, the chick will develop into a mature hen or rooster. Together a hen and rooster can produce a fertilized egg that will develop into another chick, completing the life cycle.
- Different environmental conditions are required at each stage in the life cycle of a chicken. Farmers work with this cycle to produce eggs.
- Chicks, like all animals and plants, inherit traits from their parents.
Make the connection to the farm, reminding students that chickens give us both eggs and meat. Read the book One Hen by Katie Smith Milway, which looks at both community-based and large-scale economic systems. Use this as a starting point to teach about producers and consumers and basic economic and financial literacy.
Share one or more of the following books that highlight chickens and eggs in various cultures: I Lost My Tooth in Africa by Penda Diakite, Daisy Comes Home by Jan Brett, Chicken Sunday by Patricia Polacco, Kele’s Secret by Tololwa M. Mollel, One Hen by Katie Smith Milway, Mediopollito/Half Chicken by Alma Floe Ada, The Talking Eggs by Robert San Souci, and Down the Road by Alice Schertle. Use these books as a starting point for examining the similarities and differences in world culture including art, food, and clothing.
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)
- Big Yellow Sunflower (Book)
- Chick Life Cycle (Book)
- Chickens on the Farm (Book)
- Chicks & Chickens (Book)
- Farm Animals: Chickens (Book)
- From Egg to Chicken (Book)
- I Can Read About Seasons (Book)
- One Egg (Book)
- One Hen: How One Small Loan Made a Big Difference (Book)
- Pumpkin Circle: The Story of a Garden (Book)
- The Chicken-Chasing Queen of Lamar County (Book)
- Tillie Lays an Egg (Book)
- Zinnia and Dot (Book)
- Countdown to Hatch (Kit)
- Parent/Offspring Cards (Kit)
- 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 1Tell how external features affect an animals’ability to survive in its environment. Meeting one or more of the following indicators: a) Compare and contrast the characteristics of living things in different habitats. b) Develop, communicate, and justify an explanation as to why a habitat is or is not suitable for a specific organism.
Agricultural Literacy Outcomes
Plants and Animals for Food, Fiber & Energy
- Explain how farmers work with the lifecycle of plants and animals (planting/breeding) to harvest a crop (T2.K-2.a)
Common Core Connections
Language: Anchor Standards
CCSS.ELA-LITERACY.CCRA.L.6Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
1-LS1: From Molecules to Organisms: Structures and Processes
1-LS1-2Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
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.