Chick Embryology Kit

Grades K-12

This kit provided a teacher with the material needed to implement or supplement a study one of the greatest miracles, transformation of a seemingly lifeless egg into a new living organism. The teacher’s guide provides instructions from setting up the incubator to the hatching of the eggs into chicks.

The kit includes: one dozen hatching eggs, incubator, activities to do with your class, and educational material notebook with resources, brooder, shavings, heat lamp, feeder, chick feed and waterer once chicks have hatched. The kit is available to check out for four weeks at a deposit of $20, in which $15.00 is refundable when the full kit is returned. The $5.00 is for the dozen eggs.

The embryology kit is available throughout the school year, please follow the links to get signed up to borrow the kit and

Teacher provides:

$20.00 with $15.00 refundable deposit

Program Provides:

A teacher’s guide with activity lessons will be sent after the order has been made.

All materials needed to complete the activity lesson.

See complete list of kit contents here.

ORDER KIT HERE

A PDF version of the order information is available HERE for planning purposes only.

Teacher Resource Videos:

Incubator Set-Up

Humidty Monitoring

Embryology Activities

Candling 101

Preparing to Hatch

Brooding Box Set-Up

Chicks 101

K-LS1-1: Use observations to describe patterns of what plants and animals (including humans) need to survive.

Grade 1:

  • 1-LS1-1: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
  • 1-LS3-1: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

Grade 3:

  • 3-LS1-1: Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
  • 3-LS3-1: Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
  • 3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment.

Grade 4

  • 4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

MIDDLE SCHOOL (6-8)

  • MS-LS1-4: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
  • MS-LS3-1: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
  • MS-LS3-2: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

HIGH SCHOOL (9-12)

  • HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
  • HS-LS3-1: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
  • HS-LS3-2: Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
  • HS-LS3-3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.