#2827. Embryology Theme Unit

Science, level: Elementary
Posted Thu Mar 6 09:02:15 PST 2003 by Jackie (jacey17@aol.com).
Materials Required: please see individual lesson plans for materials needed
Concepts Taught: science, lanuguage arts,math, social studies

UNIT AT A GLANCE

Lesson 1- Introduction
Power point presentation
Chicken Dance
Lesson 2- KWDL
Lesson 3- Chicken and Egg (Big Book)
Lesson 4- Welcoming the eggs
Preparing the students for the arrival of the eggs
Lesson 5- What's in an egg?
Cracking open an egg and labeling the parts
Lesson 6- Chickens aren't the only ones
Reading Rainbow video
Lesson 7- What's Hatching
Taking the information from lesson 8 and researching other oviparous animals.
Lesson 8- What's Hatching (part 2)
Taking research material to create an "egg puzzler"
Lesson 9- Eggs are good to eat!
Graphing favorite eggs
Lesson 10- Eggshell Porosity
An experiment to show how air gets through an eggshell
Lesson 10- Membrane Permeability
An experiment to show how air and water gets to the developing chick
Lesson 12- Weekly Egg Consumption
Graphing and averaging weekly egg consumption
Lesson 13- Our Class Recipes
Learning how to read a recipe and then comparing/contrasting
different recipes
Lesson 14- Cooking with eggs!
To be used anytime.. exploring different egg dishes and cooking issues
Lesson 15- Rechenka's Eggs
Reading Rainbow Video
Lesson 16- The Goose with the Golden Egg
Exploring Fables
Lesson 17- A New Story. . .
Taking a classic Fairy Tale and chaining it to contain an egg in it
Lesson 18- Help For Humpty
A center Activity that explores differences in preferences
Lesson 19- Spring Equinox
Testing the theory that you can stand an egg up
Lesson 20- How strong is an eggshell
Experiments to show the strength of an eggshell
Lesson 21- Pipping Eggs
An experiment to demonstrate the hatching process
Other strategies to be used:
1. Various lesson plans will be used in conjunction with the book Eggs Over Easy by Katarine Kenah
2. Oral reading of the book The Enormous Egg and mini-lessons
3. Various center activities:
a. Mystery egg
b. Weighing the Mystery Eggs and placing them in order
c. Mini-Pages
d. Observing the chicks (after they hatch)
e. Egg games (computer and board)
f. Chick Facts worksheet
4. Egg games as a reward system or culminating activity
5. Daily egg jokes and trivia
6. Embryology Journal (a combination of 4-H and teacher made)
7. Egg songs and artwork
8. 4-H lessons (candling, etc.)
9. Bulletin Boards and displays that show various developmental stages and other aspects of what we are studying.

UNIT GOALS
Students will. . .
1. understand the process involved in a growing chicken embryo as it directly relates to the different parts of an egg, the proper elements needed to grow and hatch, and the various natural developments that occur during its life cycle.
2. learn the various uses for eggs as related to nutrition, economics, and cultural importance.
3. understand the differences between eggs and embryos from various egg-laying animals along with the difference between animals that lay eggs compared to animals that give birth to live offspring.
4. utilize a variety of print (tradebooks, newspapers, research material, etc.) to research and learn various aspects of embryology.
5. use various science experiments, processes and hands-on activities to gain insight to developing embryos.
6. use research and documentation skill to record changes observed while a chicken embryo develops.
7. develop an awareness and appreciation to the importance of eggs and all angles related to eggs (chickens, farmers, producers, etc.)
8. develop an appreciation of the miracle of life, with eggs and with all forms of life.
Divided Activities

Reading
Eggs Over Easy -- reading activities
The Enormous Egg- read aloud, and mini-lesson
Chicken and Egg- (big book)
What's hatching (part 1)- research activity
Class Recipes- reading recipes
Cooking with Eggs- reading recipes
Chickens aren't the only ones

Writing
KWDL
What's Hatching (part 2)- creating an egg puzzler
The Goose With the Golden Egg- writing the messages from fables
A New Story. . .- Changing a classic fairy tale into a story that contains an egg
Help For Humpty

Math
Eggs are good to eat- graphing
Weekly Egg consumption- graphing and averaging
Our class recipes- converting recipes for more servings
Cooking with eggs- reading a recipe

Science
What's in an Egg- cracking an egg open and labeling the parts
How a chick develops
Chickens aren't the only ones
What's Hatching (pt 1 and 2)
Eggshell Porosity
Membrane Permeability
Spring Equinox
How strong is an eggshell
Pipping eggs

Social Studies
Rechenka's Eggs
How important are eggs

Center
Mystery Eggs
Weighing Mystery Eggs
Help for Humpty
The Egg Game
Various worksheets (word search, crossword, etc.)

Extra
Introduction
KWDL
Welcoming the eggs

INTRODUCTION

PURPOSE: The purpose of this lesson is to introduce the unit to the students.

OBJECTIVES:
1. Students will be able to discuss information presented in class.

PRE-ASSESSMENT: none

SET INDUCTION: Peak student interest by pointing out the incubator. . . "What is that, what are we doing with it, etc."

PROCEDURE:
1. Have students move in front of the TV screen.
2. Show power point presentation.
3. Have students return to their seat.
4. Have them discuss what they just saw.
5. Have students push desk to the side
6. Do the chicken dance with the students. You may need to show the steps to them in the beginning.

CLOSURE:
Have students return their desks to original positions. Briefly give an introduction to the unit. (You are excited, doing a lot of experiments, etc.) Have the students say one thing they are excited or interested about.

FOLLOW-UP ACTIVITY/ ASSIGNMENTS:
Egg song #1

MATERIALS NEEDED:
Power point presentation
Chicken Dance music
Egg song #1

EVALUATION:
1. Students' discussions will be observed.

CITATION: own
Welcoming The Eggs
(preparing the students)

PURPOSE: The purpose of this lesson is to inform the students that the eggs will be arriving today. We will discuss such things as what to expect, basic guidelines as how to treat the eggs, and answer any questions they may have.

OBJECTIVES:
1. Students will be able to demonstrate an understanding of proper procedures and rules dealing with handling and taking care of the eggs based upon knowledge acquired through class discussion.

PRE-ASSESSMENT: none

SET INDUCTION: Have students go to carpet area. After they are settled and showing proper body language, ask the question "I know something important was going to happen today. . . what could it be?" Allow students to answer (they should all know that the eggs are arriving.) Discuss with the children that this is a very exciting time and we are going to have a lot of fun. Remind students that even though they are excited there are some very important things we must know so our eggs will hatch and the chicks will be healthy.

PROCEDURE:
1. Explain to the students that there are a lot of factors that must be met in order to have healthy chicks and eggs. Ask if anyone might know some of the things we must do in order for the eggs to be healthy. (Remind students that it is ok if they don't know, because we have not gone over any of the information yet.) Discuss their responses. Expand upon or correct their answers. (temperature, water, turn the eggs, wash hands EVERY time you touch the eggs)
2. Allow students to see "job" chart of when they turn the eggs. Briefly explain this chart. (More information will be provided by the 4-H group) Along with this, show students the form that they will be filling out each time they "take care" of the eggs.
3. Show students their "egg journals." Explain that we will be using these journals for a lot of things. . . recording what we do, what we see, any questions we have, things that surprise us, etc. (Distribute these to the students at closing of lesson.)
4. Inform students that the 4-H groups will be coming in today with the eggs. Discuss with the students what will happen. Remind students of how we act when there are quest in our classroom.
5. Allow time for questions the students might have.

CLOSURE: Review with the students, through question & answer or discussion, the proper procedures they MUST do in order for the chicks to be healthy. Add any new information to KWDL chart.

FOLLOW-UP ACTIVITY/ ASSIGNMENTS:
Journal entry number 1- Write in paragraph form their feelings on what is going to happen.

MATERIALS NEEDED:
Job chart
"What I did" form for taking care of the eggs
Journals

EVALUATION:
1. Students will be evaluated through teacher observation on correctly explaining the proper procedures needed to hatch the chicks.
2. Journal entries will be evaluated according o rubric (see appendix)

CITATION: own
WHAT'S IN AN EGG?

PURPOSE: The purpose of this lesson is to allow students to observe and identify the parts of an unfertilized egg.

OBJECTIVES:
1. Students will be able to correctly locate the different parts of an egg.
2. Students will be able to correctly label the different parts of an egg.

PRE-ASSESSMENT: Students are familiar with some of the parts of an egg.

SET INDUCTION: Ask the students if they have ever eaten an egg before. How was it made (scrambled, dippy, omelet, etc.) Have them describe the different parts that they ate. Ask them if they think there are more parts to an egg, either that they didn't eat or that they didn't know about.

PROCEDURE:
1. Have students Think, pair, share to respond to this question. List the responses on the board.
2. Tell the students that there are in fact 7 parts to an egg! Explain to the students that we will be inspecting eggs to see if we can find all 7 parts.
3. Distribute one raw egg to each group. Caution them that they need to be very careful when cracking the egg so the don't "break the yoke." Have students crack open their eggs into a container.
4. Allow students to observe their eggs and make predictions in their groups as to what each part is.
5. Distribute egg part worksheet to each student.
6. Go over the different parts using an overhead. Have students find these parts and then record them on their w.s.
7. Discuss the functions of each part as you identify it.
8. Try to find the germ spot on each egg. (it may be on the underside of the yolk.)

CLOSURE:
Clean up eggs. Have students review with large egg diagram the different parts and functions of the egg. Collect eggs and place them in a sealed plastic bag to be thrown into the trash.

FOLLOW-UP ACTIVITY/ ASSIGNMENTS:
Have students draw and label an egg and its parts for their journals.

MATERIALS NEEDED:
7 eggs and containers
Large egg diagram
Egg worksheets
Egg transparency

EVALUATION:
1. Students worksheets will be evaluated for correctly identifying and labeling the different parts of an egg.

CITATION: own
What's an egg? KWDL

PURPOSE: The purpose of this lesson is to introduce the "Egg Unit" to the students. This lesson will also allow the students some ownership of the upcoming unit, and to activate their prior knowledge regarding eggs, chickens, etc. This lesson will also help the teacher to match instruction to the learners' readiness levels.

OBJECTIVES:
1. Students will be able to orally list at least 10 things they know and 10 things the want to know about eggs or chickens.

PRE-ASSESSMENT: Students have done KWL activities prior to this and are willing to share ideas in class discussion. We have previously studied life cycles of other animals, which relates to this unit, but this is the first time we have formally looked at embryology and chickens.

SET INDUCTION:
Distribute egg shape KWDL chart for the students to put in their Journals.

PROCEDURE:
1. "From that introduction, what do you think our next unit is about?" Allow students to offer different guesses. Tell them that we will be hatching chickens. Tell students that today we will be making a KWDL chart. Explain what each letter stands for and why it is important.
2. Generate class discussion to discuss "K." "Let's list all the things you already know about eggs and chickens." Record all answers (correct or incorrect) down on piece of paper, later to be transferred to large egg.
3. Generate discussion for "W." "Now, what are some things you are curious about regarding eggs or chickens." (curious, confused, interested about learning) Once aging, record these responses for later transfer to another egg.

CLOSURE:
Explain what will be happening with in the next few weeks. Allow students to express their feelings about the upcoming unit.

FOLLOW-UP ACTIVITY/ ASSIGNMENTS:
Introduce #1 Egg song

MATERIALS NEEDED:
Large KWDL eggs
Lyrics to egg song

EVALUATION:
1. Students' lists will be observed for containing at least 10 things along with accurate prior knowledge and future areas of interest.

CITATION: own
Chicken and Egg (Big book)
An introduction

PURPOSE: The purpose of this lesson is to give a brief introduction to the process a developing chicken embryo goes through. Students will be exposed to new vocabulary, pictures and explanations.

OBJECTIVES:
1. Students will be able to correctly recall important facts learned through the reading.

PRE-ASSESSMENT:
Students know that we will be doing a unit on Hatching Chickens.

SET INDUCTION: Have students move to reading area. Begin lesson by showing them the big book Chicken and Egg by Christine Back and Jens Olesen. Read the title to the students. Ask them to describe what picture they see on the front cover and what they think the book will be about.

PROCEDURE:
1. Do a picture walk through the book. Have students predict what the text will be about.
2. State that there will be new vocabulary words that they might be unfamiliar with. They need to listen carefully to learn the definitions. Some of these words maybe. . . eye tooth, sac, white, and yolk.
3. Read the book to the students. Stop to ask questions and to confirm picture predictions.
4. After you finish reading, ask students if they learned what the new vocabulary words mean and how they relate to our unit.
5. Ask students to recall the major developmental process involved in an egg. Monitor for proper sequencing.

CLOSURE: Ask students if they learned anything new today. Record these answers for later transfer to KWDL eggs. Also inform students that the eggs will be coming tomorrow. Give them details on what to expect.

FOLLOW-UP ACTIVITY/ ASSIGNMENTS:
Have students chose a step in the process, draw it and write a few sentences describing what is happening.

MATERIALS NEEDED:
Chicken and egg by Christine Back and Jens Olesen

EVALUATION:
1. Students will be observed for recalling important parts of the embryos development in proper sequential order.

CITATION: own
COOKING WITH EGGS
(This activity is to be used as many times
as you like. . . substitute different recipes)

PURPOSE: The purpose of this lesson is to give students the opportunity to taste different egg dishes. They will also be using math to convert a recipe from it's original serving size to one that will make enough for an entire class. Heath issues involving eggs will also be mentioned.

OBJECTIVES:
1. Students will be able to correctly read a recipe to make a food dish.
2. Students will be able to convert serving sizes of a recipe to allow for more people.
3. Students will be able to orally list heath issues concerning cooking and the consumption of eggs.

PRE-ASSESSMENT: The students have brought in egg recipes and made them into cookbooks.

SET INDUCTION: Introduce the "dish of the day." Have students state with a show of hands how many of them have eaten this dish before.

PROCEDURE:
1. Distribute copies of the recipe.
2. Read through the recipe with the students. Point out that there are more people in the class than what the recipe will make. "What should we do about this?"
3. Work with the students to convert the recipes so it will make enough for the entire class.
4. Talk with the students the importance of washing hands and utensils when cooking. Also talk about Sal mania. Be careful not to frighten the students to the point where they do not want to eat eggs.
5. Go through rules and procedures when cooking in the classroom.
6. Prepare the recipe.
7. Clean up cooking area.

CLOSURE: Pass out samples of the food and allow students to eat. Talk about their feelings on the dish and cooking it. Also review the importance of having a clean "kitchen."

FOLLOW-UP ACTIVITY/ ASSIGNMENTS:
Have students convert the recipe for a smaller amount of servings/people.

MATERIALS NEEDED:
Recipe
Cooking utensils
Ingredients for particular recipe

EVALUATION:
1. Students will be observed for evaluation on correctly being able to read a recipe.
2. Students will be evaluated on being able to correctly convert serving sizes of a recipe.
3. Students will be observed for assessment on being able to state proper health issues involved with cooking and egg consumption.
CITATION: own
EGGS OVER EASY
(INTRODUCTION)

PURPOSE: The purpose of this lesson is to activate students' prior knowledge of the subject matter and provide motivation to read. This lesson will also introduce the literature that we will be using in future language art lessons.

OBJECTIVES:
1. SWBAT use every word on listed on the SPLASH sheet to write a short story.
2. SWBAT compare and contrast their stories to that of the actual story.

PRE-ASSESSMENT: none

SET INDUCTION: Talk with the students and tell them that we will be beginning a new book. Compare the last book (Harriet Tubman- non fiction) to this book (Eggs Over Easy- fiction.) Tell the students that before we begin reading, they are to use clues to predict what the first chapter is about.

PROCEDURE:
1. Have students look at the cover of the book. (NOT THE BACK) discuss the title and the picture. Tell students that the first chapter is called "Gone!"
2. Distribute SPLASH worksheets to the students. Tell the students that these words are from the first chapter of the story that we will be reading.
3. Ask them to work in pairs to use all of the words to construct a story (predictions) similar to what they imagine the story to be like.
4. Allow students to write. Give a set amount of time for them to write. Monitor progress.
5. Have students share their stories/predictions.
6. Have students read the first chapter in small groups. (2-3)
7. After the have finished reading, have them compare/contrast how their stories/predictions were the same or different.

CLOSURE: Have a group discussion on how the words on the SPLASH sheet fit with the first chapter.

FOLLOW-UP ACTIVITY/ ASSIGNMENTS:
Talk about how a word can have more than one meaning. Point out that, in some cases, students used words differently than they were used in the story (same word, different meaning.) Use a dictionary when needed.

MATERIALS NEEDED:
Copies of Eggs Over Easy by Katharine Kenah

EVALUATION:
1. Students will be evaluated for using every word on the SPLASH sheet to create a story that makes sense and follows initial discussion of title and cover.
2. Students will be assessed through teacher observation on being able to compare and contrast their stories to that of the actual story.

CITATION: own

EGGS OVER EASY
(CHAPTER 2)

PURPOSE: The purpose of this lesson is to introduce chapter 2 of the story to the students. They will read the chapter and make a picture that represents a key point from either the first or second chapter.

OBJECTIVES:
1. Students will be able to evaluate the text and choose a key point to illustrate through a drawing.

PRE-ASSESSMENT: The students have read Chapter 1.

SET INDUCTION: Review with the students the main points of chapter 1 (main characters, setting, problem, etc.) Introduce the next chapter by telling the title (All alone.) Have the students predict what this may mean.

PROCEDURE:
1. Give directions. (Write on board) Read chapter 2 w/ partner, discuss what is going on, draw a picture of a main idea so far (ch. 1 or 2)
2. Have students get into small groups (2-3) and begin reading chapter 2.
3. Monitor students for fluency and comprehension (ask questions without interrupting their reading).
4. As students finish reading their chapters, monitor for groups discussion.
5. After students have discussed their reading, have them return to their seats to begin their drawing. Have them get a paper to draw their picture on (if possible, discuss what picture they are choosing to draw.)
6. Monitor students drawing for choosing a picture that represents a key point.
7. Collect drawing as the students finish.

CLOSURE:
Have a groups discussion about the 2nd chapter. If time permits, show some of the finished drawings.

FOLLOW-UP ACTIVITY/ ASSIGNMENTS:
Begin Process writing lesson plan

MATERIALS NEEDED:
Eggs Over Easy by Katharine Kenah
Paper for the drawings

EVALUATION:
1. Students drawings will be evaluated for choosing a key point to illustrate.

CITATION: own
Eggs Over Easy
(Chapter 3)

PURPOSE: The purpose of this lesson is to give the students an opportunity to further explore "literal questions" through the use of the chapter book Eggs Over Easy.

OBJECTIVES: SWBAT recall facts from the chapter to answer literal questions.

PRE-ASSESSMENT: The Question matrix has been explained and students are feeling comfortable using the literal section.

SET INDUCTION: Briefly review the literal section of the question matrix. Explain to the students that they will be using the information that they are going to read to develop literal questions based upon chapter 3. Use prompts such as. . . "A good reader will look for. . .."

PROCEDURE:
1. Divide students into small groups (2-3).
2. Distribute chapter books to each group.
3. Have students read and discuss chapter 3. Monitor groups.
4. As students finish, have them see you to get a literal question graphic organizer. Answer any questions they have about the assignment.
5. Allow students to work independently to complete graphic organizer. Monitor.

CLOSURE: Have students share questions and try to answer them.

FOLLOW-UP ACTIVITY/ ASSIGNMENTS: Work on developing literal question from the previous chapters of the book.

MATERIALS NEEDED:
Books
Literal question graphic organizer (see appendix)

EVALUATION:
1. Students will be assess on being able to create literal questions from chapter

CITATION: own
Eggs Over Easy
(chapter 4- in the boiler room)

PURPOSE: The purpose of this lesson is to give students a new insight into what a boiler room is and to compare it and relate it to chapter 4 in Eggs Over Easy.

OBJECTIVES:
1. SWBAT compare/contrast prior knowledge versus a new working knowledge of a boiler room in order to better understand the chapter.

PRE-ASSESSMENT: none

SET INDUCTION: Discuss with the students that Sam and Rowan will be finding a place to hide the eggs today. Review with the students the necessary elements needed to hatch eggs. (heat, humidity, turning the eggs) Have students silently make predictions as to what kind of place they think Sam and Rowan will find.

PROCEDURE:
1. T. Reads ch. 4 until we reach the part where the author describes a boiler room.
2. Stop at this point and have students close their eyes and visualize what they think a boiler room looks like.
3. Distribute a piece of paper to the students. Have them fold it in half. On the one side, have them draw a picture of what they visualized.
4. Take a field trip to the school's boiler room. Once there, have students observe what they see, feel, smell and other general emotions that the room invokes. Return to the room.
5. Once students are back in the room, have them draw a picture on the other side of their paper now drawing what they think a boiler room looks like.
6. T. finish reading the chapter.

CLOSURE: Have students discuss their pictures compared to what they saw. Expand upon this to illustrate what Sam and Rowan felt like in the boiler room.

FOLLOW-UP ACTIVITY/ ASSIGNMENTS: Have students share their pictures (before and after.)

MATERIALS NEEDED:
Paper for students to draw on
Books

EVALUATION:
1. Students drawings will be assessed for accurate working knowledge of a boiler room.

Eggs Over Easy
(Chapter 5)

PURPOSE: The purpose of this lesson is to give the students an opportunity to further explore "inferential questions" through the use of the chapter book Eggs Over Easy.

OBJECTIVES: SWBAT recall facts from the chapter to answer inferential questions.

PRE-ASSESSMENT: The Question matrix has been explained and students are feeling comfortable using the literal and inferential sections.

SET INDUCTION: Briefly review the literal and inferential section of the question matrix. Explain to the students that they will be using the information that they are going to read to develop literal questions based upon chapter 5. Use prompts such as. . . "A good reader will look for. . .."

PROCEDURE:
6. Divide students into small groups (2-3).
7. Distribute chapter books to each group.
8. Have students read and discuss chapter 5. Monitor groups.
9. As students finish, have them see you to get a inferential question graphic organizer. Answer any questions they have about the assignment.
10. Allow students to work independently to complete graphic organizer. Monitor.

CLOSURE: Have students share questions and try to answer them.

FOLLOW-UP ACTIVITY/ ASSIGNMENTS: Work on developing inferential question from the previous chapters of the book.

MATERIALS NEEDED:
Books
Inferential question graphic organizer (see appendix)

EVALUATION:
2. Students will be assess on being able to create literal questions from chapter 5.

CITATION: own

HELP FOR HUMPTY
(A Center Activity)

PURPOSE: The purpose of this lesson is to have the students follow directions to complete a picture that represents their likes and dislikes concerning eggs and egg laying animals. The students will be able to see from this activity the differences in preferences in the class.

OBJECTIVES:
1. Students will be able to follow directions in order to create a picture that represents their preferences.

PRE-ASSESSMENT: Students have been working independently in centers and know what is expected of them.

SET INDUCTION: Explain the worksheet to the students. Show mine and compare it to Mrs. Bauman's. Discuss the differences.

PROCEDURE:
1. Dismiss students to the center.
2. Allow students to work at their own pace to complete the process.
3. Monitor groups for understanding.
4. Have students cut out pieces and glue together.
5. Collect when finished and display.

CLOSURE:
Have students orally compare and contrast the differences and similarities between the eggs.

FOLLOW-UP ACTIVITY/ ASSIGNMENTS:
Have students create a legend to their egg. They should describe why they did what they did.

MATERIALS NEEDED:
Directions (see appendix)
Worksheets (see appendix)
Examples of finished eggs for set induction
EVALUATION:
1. Students will be assessed through teacher observation on following directions to create a picture that accurately represents their preferences.

CITATION: The Education Center, Inc. THE MAILBOX, Primary- April/May 2001 pg. 29&33.
Eggs are good to eat!
(making a graph)

PURPOSE: The purpose of this lesson is to allow students to graph different "egg preferences" and to set up for future lessons.

OBJECTIVES:
1. Students will be able to complete a graph that accurately represents data found in class.

PRE-ASSESSMENT: Students have previously eaten or tasted the majority of the eggs being voted upon.

SET INDUCTION: Have classroom set up as an Egg dinner. Teacher should be wearing an apron and carry an order pad. Welcome the students to the Eggs-trodinary egg dinner. . . all eggs all day long! Greet them as their waitress and tell them to look at the menu. You will be around shortly to get their order of their favorite egg. Allow students to look at menus and converse with their neighbor (like they were in a dinner.)

PROCEDURE:
1. Go around and in waitress talk, take their "order." (I have two orders for scrambled. I've got one that doesn't want any eggs because he/she doesn't like eggs)
2. Do this until all "orders" are taken.
3. Still in waitress talk, tell the students that that is too many different eggs orders for the cook to remember and we need to make something for "him" to see that will make it easier for him. He wants to make all the scrambled eggs at the same time, all the fried eggs, etc. and needs an easy way to "see" this. "What could we make?" (we want to make a graph).
4. Once the students have decided that we could make a graph. . . show them the pre-made graph. Distribute pre-made graphs for the students to complete at their seats.
5. Record "orders" in random order on the board. Review with the students the steps to make a graph. If necessary, record these steps on the board.
6. Allow students to work in pairs to complete their graphs at their seats. Monitor students for understanding.
7. After students have finished, randomly chose groups to record their data on the classroom chart. Have other groups show "thumbs up" if they agree.

CLOSURE: Review with the students the proper steps we need to take in order to make our graphs. Inform students that we will be using these findings again later in the "Eggs-trodinary dinner" when we actually make and eat the different kinds of eggs.
* Display graphs

FOLLOW-UP ACTIVITY/ ASSIGNMENTS:
Have students write out a recipe for their favorite egg dish. They need to include ingredients and the steps needed to prepare their dish. These recipes will be used later.

MATERIALS NEEDED:
Dinner clothes
Egg graph (classroom and 24 individual)

EVALUATION:
1. Students graphs will be evaluated (observed) for correctness.

CITATION: own
The Goose With the Golden Egg

PURPOSE: The purpose of this lesson is to introduce the literary genre of "Fable." The students will learn that there is a moral to be learned from Fables.

OBJECTIVES:
1. Students will be able to evaluate fables to determine their moral lesson.
2. Students will be able to write a paragraph stating what moral they feel a fable teaches.

PRE-ASSESSMENT: Students have heard fables before. They have not ever examined the components of a fable before.

SET INDUCTION:
Have students go to reading area and prepare to read them the fable of the Indian and the rattlesnake. Ask students if they have ever heard of "slow and steady wins the race?" Have students discuss what that means and where it came from (the tortoise and the hare.)

PROCEDURE:
1. Inform students there is a specific literary style know as a fable. Ask if anyone has ever heard of Aesop's fables before? Discuss Aesop with the students.
2. Tell the students that there is a format to fables. They are a brief story, usually told orally, meant to teach a lesson (moral.) Many involve animals that can talk and act like humans.
3. Read to the students the fable "The Indian and the Rattlesnake."
4. Have students identify the moral and point out that it involved a snake that could talk.
5. Have students discuss if they have ever used the moral of this story or if they can think of a time where they might.
6. Have students return to their seats. Read to the students the fable "The Goose with the Golden Egg." Tell them that they are to think about what the moral of the fable is. (There is no wrong answer. . . just write what lesson they learned from the story.)
7. Distribute paper for them to write what they feel the moral is and why. Also have them write a paragraph on if they have ever used this "lesson" or when they might.
8. Monitor students as they write.

CLOSURE:
Students should decorate their paper for display. After they have finished, collect and display. If time permits, have students read their paragraphs out loud.

FOLLOW-UP ACTIVITY/ ASSIGNMENTS:
Have students develop a fable of their own.

MATERIALS NEEDED:
Indian and Rattlesnake fable
Goose and the Golden Egg fable
Paper for the students to write on

EVALUATION:
1. Students will be evaluated on evaluating what moral is learned from a fable.
2. Students will be evaluated on writing a paragraph that contains proper gramatics, the moral and a situation.

Eggshell Porosity

PURPOSE: The purpose of this lesson is to have students learn about eggshell porosity.

OBJECTIVES:
1. Students will be able to make logical predictions for experiments.

PRE-ASSESSMENT: none

SET INDUCTION: Ask the question, "How does air get to the growing chick?" Allow students to discuss how they think this happens.

PROCEDURE:
1. Distribute one hard-boiled egg to each group and magnifying glasses.
2. Have students observe the shell with out the magnifying glass. Have a discussion on what they see.
3. Have students observe the shell using the magnifying glass. Have a discussion on what they see. . . point out the tiny pores on the shell.
4. Have students place a small dot of blue food coloring on the eggshell. Have them discuss what they think will happen.
5. Dry eggs for at least one hour, longer if possible.
6. Distribute eggs once they have dried. Have students observe any changes that occurred.
7. Have students remove the shell and observe the blue area on the cooked egg white.
8. Teacher explain- what happened. Give example of dying Easter eggs and the color going through. This is how air gets inside the shell.

CLOSURE:
Have students re-cap what happened. Allow them to put it in their own words how air can get past the shell.

FOLLOW-UP ACTIVITY/ ASSIGNMENTS:
Have students record in their journals what they did, what happened and why.

MATERIALS NEEDED:
6 hard-boiled eggs
Blue food dye
Toothpicks

EVALUATION:
1. Students will be assessed by teacher observation on discussion and journal entries.

CITATION: http://www.urbanext.uiuc.edu/eggs/lessonplan.html
Chickens Aren't The Only Ones
(part 1)

PURPOSE:
The purpose of this lesson is to introduce the book Chickens Aren't the Only Ones. This lesson will be referred to in future lessons and activities.

OBJECTIVES:
1. Students will be able to recall information learned through watching the video Chickens Aren't the Only Ones.

PRE-ASSESSMENT: none

SET INDUCTION: (This is the students normal video time)
With a show of hands, have students tell if they are familiar with Reading Rainbow (most all should be.) Have them discuss what normally happens on a Reading Rainbow show. (read books, talk to people, etc.) Tell the students the title of the show "Chickens aren't the only ones," and have them brainstorm as to what the topic might be.

PROCEDURE:
1. Have students move chairs in order to view the movie.
2. Show the movie
3. Stop occasionally to discuss what happened.
4. Have students return to their seats.

CLOSURE:
Have a group discussion about the video. . . favorite part, what they learned, etc. Make a list with the students about different oviparous animals listed in the video.

FOLLOW-UP ACTIVITY/ ASSIGNMENTS:
Have students draw a picture from the book they heard on the video and write what it was about.

MATERIALS NEEDED:
Reading Rainbow Video- Chickens aren't the only ones

EVALUATION:
1. Students will be evaluated through teacher observation on being able to recall facts learned from the video.

CITATION: own
Pipping Eggs

PURPOSE: The purpose of this lesson is to allow students to develop an awareness of the difficulty the chick experiences in breaking the eggshell.

OBJECTIVES:
1 Students will be able to evaluate the level of difficulty a chick has in hatching based upon classroom experiment.

PRE-ASSESSMENT: The students are familiar with the ease of breaking an egg by cracking it against something hard.

SET INDUCTION:
Remind students that the time is coming near for the chicks to hatch. Discuss with the class if they think it will be easy for the chicks to hatch out of the eggs. . . why or why not.

PROCEDURE:
1. Review with the students the hatching process of the chicks. Explain about the pipping process. Remind students about our earlier experiments with eggs shells and that they were in fact very strong. The chick inside the egg does not have a lot of room to move around and must use its egg tooth (review this term) to crack open or "pipping" the egg. Remind them that it might take up to 2 days for a chick to break out of an egg.
2. Distribute one raw egg to each student, pipping tools (paper clips that are bent open), and paper plates to each student.
3. Explain to the students that the pipping tools are acting just like the egg tooth. Students need to use small, short strokes similar to those used by the chicks.
4. Have students begin. Note the time.
5. Discuss what it happening. . . what are they feeling. Their arm should be getting tired. Relate this to why it takes so long for the chicks to hatch.
6. Record the time for the first pipped shell and the last. Record the time of the last egg shell to be pipped (if time allows). Discuss why there were differences.

CLOSURE:
Generate a class discussion on what they did and how this relates to the chicks. (Observe for students making the relationship between the two.) Ask once again if they think it will be easy for the chick to hatch out of the egg. . . why or why not. (If this lesson is lucky enough to coincide with the actual hatching process, have students watch the process and discuss how the experiment relates to what is going on. . . why are the chicks resting, why is it taking so long, etc.)

FOLLOW-UP ACTIVITY/ ASSIGNMENTS:
Record what they did in their journal and if their thoughts changed from the beginning to the end.

MATERIALS NEEDED:
24 raw eggs
24 paperclips (bent open)
24 containers.

EVALUATION:
1. Students evaluations towards the level of difficulty will be observed during the experiment to be assessed for awareness of the process a chick must go through in order to hatch.

CITATION: http://chickscope.com
OUR CLASS RECIPES

PURPOSE: The purpose of this lesson is to refresh ownership of the unit for the students. The students will be using the information from this lesson in future lesson. These recipes will be made into class recipe books for the students.

OBJECTIVES:
1. Students will be able to accurately compare and contrast differences and similarities in recipes.

PRE-ASSESSMENT: Students have been given the assignment to bring in a favorite recipe of an egg dish (their choice.)

SET INDUCTION: Have students refer back to the egg graph that we made in a previous class. Explain that in order to make these egg dishes we "need to know what to do." This is where a recipe is important. Talk about how to read a recipe.

PROCEDURE:
1. Divide students into groups according to their recipes (match scrambled with scrambled, fried with fried, etc.)
2. Have the students compare and contrast the recipes using a Venn diagram. They should be using this time to orally discuss their recipes with each other.
3. After they have finished, randomly group students together with someone that has a different recipe.
4. Have the students complete a Venn diagram to represent the similarities and differences between the two recipes.
5. Have students discuss their findings. . . what was the same in every recipe (there were eggs in all of them), what was different (what you did with the eggs.)

CLOSURE:
Have students share their recipes with the class.
Collect recipes (make sure they have a name on them) to be made into a class cookbook.
FOLLOW-UP ACTIVITY/ ASSIGNMENTS:
Have students compare/contrast their recipe with the recipe that they created in the graphing lesson (found in journals.) Have them see if they listed ingredients, procedure, etc.

MATERIALS NEEDED:
Students recipes
Venn diagrams (48)
Recipes from Graphing lesson

EVALUATION:
1. Students will be evaluated through teacher observation on correctly comparing and contrasting recipes.

CITATION: own
MEMBRANE PERMEABILITY

PURPOSE: The purpose of this lesson is to further explore the properties of an egg, particularly the egg membrane.

OBJECTIVES:
1. Students will be able to investigate various experiments in order to make conclusions on the properties of membranes.

PRE-ASSESSMENT: The students have been observing the egg in vinegar. They have been charting the progress of the shell removal. Extra eggs have been prepared in case of breakage.

SET INDUCTION: Take egg out of the vinegar. Brush off any remaining shell by rubbing under cold water. Allow students to gently touch the egg. Have them describe what they feel.

PROCEDURE:
1. Drop several drops of blue food coloring into a cup of water. The water should be a dark blue color.
2. Place a rubbery egg into the blue water.
3. Have students make predictions as to what will happen. (You will need to review the steps involved in making predictions.) Have them record these in their journals.
4. Share these predictions in class discussion format.
5. Periodically observe the egg and make note of any changes. (This will take awhile.)
6. Have students visit the experiment individually and in whole class to talk about any changes. Record these changes in their journals.
7. After the blue dye has completely colored the egg, discuss with the students what happened. Talk about the way that food and air are moved this way. Also explain why the egg might have changed size. (Osmosis)

CLOSURE:
Have students re-visit their initial hypothesis. Was it the same, was it different- in what way.

FOLLOW-UP ACTIVITY/ ASSIGNMENTS:
Have students describe what they did in their journals. Have them explain what happened and why.

MATERIALS NEEDED:
3 eggs soaked in vinegar (the eggs need to be placed in the vinegar at least one week before the experiment!)
Blue food dye

EVALUATION:
1. Students investigations will be assessed through teacher observation of discussion and journal entries.

CITATION: http://www.urbanext.uiuc.edu/eggs/lessonplan.html
HOW STRONG IS AN EGGSHELL?
(5 E lesson plan)

PURPOSE: The purpose of this lesson is to introduce to the students the strength of an eggshell and how this relates to a growing chicken embryo.

OBJECTIVES:
1. Students will be able to demonstrate an understanding of why an egg is shaped the way it is.
2. Students will be able to calculate the amount of weight an egg can support based upon information learned through a classroom experiment.

PRE-ASSESSMENT:
Students are familiar with the shape of an egg, but they do not realize why they are shaped that way.

SET INDUCTION:
Ask students if they have ever really looked at the shape of an egg? Have the students describe it. Pose the question "Is the shape of an egg important for the chicks development? Or could it be any shape?"

PROCEDURE:
1. Allow students to discuss the question. (Make mental note about any misconceptions that the students may have.)
2. Distribute raw eggs to each groups, containers, and paper towels. (6 groups). Tell the students that they are to try and break the egg. Encourage new ways. . . Remind them that they will be cleaning up their eggs, so the more mess they make. . . the more cleaning they will do.
3. Allow groups to break their eggs. Observe the groups to see their methods. They should all have "cracked" their eggs on something to break them. Discuss the ways the students cracked their eggs. Point out the similarities between the methods.
4. Distribute new eggs to groups. Instruct the students that we will be cracking the eggs in a different way. Have one member of the group hold their hand over their container (just in case it does break). Have them place the egg in the center of the palm of their hand.
5. Have them close their fingers around the egg and squeeze as hard as they can. (The egg should not break)
6. After students have tried to break their egg this way, led a group discussion on the different breaking methods. Repeat the question, "Is the shape of an egg important for the chicks development?" Generate discussion on this until a healthy level of confusion is reached.
7. Explain to the students why the shape is important- (When we break an egg, we usually tap it against a hard surface to crack the egg's shell. When you were squeezing the egg, the force and pressure of your squeeze was being spread out over the whole surface of the eggshell. The egg is designed so it won't easily break in the outdoors and the wild. The egg's shape and its shell are make so it will protect the baby growing inside until it is ready to hatch and come out into the world. The egg is kind of like an arch with three dimensions. It is one of nature's strongest architectural designs!)
8. Elaborate on this by performing "Strength of Shells" experiment. (see appendix)

CLOSURE:
Discuss with the students what they learned toady. Have them record in the journals what they did and what they learned.

FOLLOW-UP ACTIVITY/ ASSIGNMENTS:
Repeat experiment with different sized eggs to compare weight that can be supported.

MATERIALS NEEDED:
18 eggs
4 larger eggs for follow up
modeling clay
12" by 18" board
bathroom scale
books to be used as weights
small garbage sack
Containers for the students to crack open the eggs

EVALUATION:
1. Students predictions will be observed for misconceptions.
2. Students calculations will be observed for correctly applying newly learned concepts and accurate mathematical calculations.

CITATION:
http://chickscope.becman.uiuc.edu/explore/embryology/
SPRING EQUINOX

PURPOSE: The purpose of this lesson is to experiment with the theory that you can balance an egg straight up on the spring equinox.

OBJECTIVES:
1. Students will be able to test different theories and make predictions based upon information learned. .

PRE-ASSESSMENT: none

SET INDUCTION:
Point out the date to the students and ask if any of them know what is important about the date. (First day of Spring) Tell the kids that there is a theory that you can balance an egg on end on the Spring equinox.

PROCEDURE:
1. Define the word equinox. Talk about the different seasons and their equinoxes.
2. Distribute 1 raw egg per group and have them try to balance the egg on its end.
3. Led a discussion of if it is working or not.
4. If it works for a group, have students observe the egg.

CLOSURE:
Once again, remind students that this is only a theory and it will work sometimes and not always. Encourage them to try this experiment at home with their parents.

FOLLOW-UP ACTIVITY/ ASSIGNMENTS:
Journal work on what was done today.

MATERIALS NEEDED:
6 raw eggs.

EVALUATION:
1. Students will be assessed by teacher observation for trying to complete the experiment.

CITATION: own
A NEW ENDING. . .

PURPOSE: The purpose of this lesson is to allow the students creative freedom in creating a new version of a popular fairy tale. The students will replace an element of the story (main character, entire plot, etc.) with an egg theme.

OBJECTIVES:
1. Students will be able to create a new version of a story using proper structure and spelling.

PRE-ASSESSMENT: Students are familiar with whatever version story they choose to re-write.

SET INDUCTION: Wonder out loud with the students what the story of Rapunzel would be if instead of letting down her hair, she let down eggs for the Prince to climb. Discuss with the students how different elements of the story would be altered.

PROCEDURE:
1. Have students brainstorm for a fairy tale that they would like to re-write.
2. Have them write down ideas on how they would like to change the story.
3. Monitor students and check for understanding and story flow.
4. As students finish writing down their ideas, allow them to begin their rough draft. This will be done in book format.
5. Have students check their rough drafts with peers and teacher. After the draft has been given the ok, allow students to begin final copy.
6. Have students draw pictures that illustrate their stories.

CLOSURE:
Have student read their stories to the class.

FOLLOW-UP ACTIVITY/ ASSIGNMENTS:
Have students complete their stories.

MATERIALS NEEDED:

EVALUATION:
1. Students stories will be given a grade based upon proper story format, grammar, and spelling.

CITATION: own
Rechenka's Eggs

PURPOSE: The purpose of this lesson is to introduce the cultural importance of eggs in the Ukraine. Students will watch the Reading Rainbow episode "Rechenka's Eggs" to gain insight on the practice of pysanky (making Ukranina Easter Eggs.) This lesson is to be used mainly as a reference for future activities.

OBJECTIVES:
1. Students will be able to recall facts learned through viewing the Reading Rainbow video "Rechenka's Eggs."

PRE-ASSESSMENT: Students are familiar with the concept of Easer Eggs.

SET INDUCTION: (this lesson is intended for the student's normal viewing time)
Write the word "pysanky" on the board. Ask students to look at it and try to figure out the definition. Brainstorm some ideas. Tell the students to pay attention to the video to discover the definition to the word.

PROCEDURE:
5. Have students move chairs in order to view the movie.
6. Show the movie
7. Stop occasionally to discuss what happened.
8. Have students return to their seats.

CLOSURE: Ask students to volunteer what they think the definition of "pysanky" means. They should use cues from the video to base their definitions upon. Have a group discussion about the video. . . favorite part, what they learned, etc.

FOLLOW-UP ACTIVITY/ ASSIGNMENTS:
Discuss with the students what some of the various symbols mean.

MATERIALS NEEDED:
Reading Rainbow video- Rechenka's Eggs

EVALUATION:
1. Students will be evaluated through teacher observation on being able to correctly recall facts learned through viewing the Reading Rainbow video.

CITATION: own
Weekly Egg Consumption

PURPOSE: The purpose of this lesson is to have the children graph their weekly egg consumption, find the average, then compare their consumption to the average.

OBJECTIVES:
1. Students will be able to create a graph using personal data.
2. Students will be able to find averages using a set of numbers.

PRE-ASSESSMENT: The students have completed the assignment of recording their weekly egg consumption.

SET INDUCTION:
Begin lesson by asking the students if they were surprised by how many eggs they ate in one week. Was it higher than they expected, lower or the same.

PROCEDURE:
1. Randomly have students write their name and shade in the number of eggs they ate on the classroom graph. Repeat this for all students.
2. Discuss the findings. . . are there any patterns, anything very unexpected.
3. Review with the students the way to find "average."
4. Work through the problem with the students to find the average of weekly egg consumption.
5. Take a poll to see who ate less than, more than or equal the average.

CLOSURE: Have students give examples of what kind of egg dishes they ate that made up their egg consumption.

FOLLOW-UP ACTIVITY/ ASSIGNMENTS:
Have students complete average problems at their seats.

MATERIALS NEEDED:
Classroom egg consumption graph

EVALUATION:
1. Students will be evaluated on creating a graph that accurately represents their personal data.
2. Students will be assessed on being able to find averages.

CITATION: http://www.urbanext.uiuc.edu/eggs/lessonplan.html
WHAT'S HATCHING
(part 1- research)

PURPOSE:
The purpose of this lesson is to have students research other oviparous animals. They will create a display that shows characteristics of their animal and their eggs.

OBJECTIVES:
1. Students will be able to summarize information learned in order to create a display.

PRE-ASSESSMENT: Students have watched the video "Chickens aren't the only ones," and are able to discuss other oviparous animals.

SET INDUCTION: Ask the students to recall what the video "Chickens aren't the only ones" was about. Have them make a list of all the animals they can remember that are oviparous. Re-read the book to the students and have them list any animals they missed or forgot.

PROCEDURE:
1. Have students brainstorm for other oviparous animals. List these animals with the ones from the book. The students must come up with at least 24.
2. Inform students about the assignment. The students are to research a particular animal's embryology. They will then make an "egg puzzler" that will be displayed. (Instructions- Students are to research an animals embryology. They are to answer questions such as how long until the egg hatches, what kind of nest is made, where is the nest made, etc. A guided worksheet will be supplied to help in research. Students will then draw a picture of the nest and give clues to what kind of animal laid the eggs. This will be carefully glued on top of another egg template that will have a student drawn picture of the animal and it's name.)
3. Randomly choose students to select an animal they would like to research.
4. Allow them to begin their research. Supply websites, magazines, books, etc. Monitor students as they begin their research.
5. If students begin to finish, allow them to begin drawing their pictures on the egg templates. If time does not allow them to begin, collect research worksheets for use in the next lesson.

CLOSURE:
Discuss the children's research. . . not the animal, but rather any techniques that they are using or have learned.

FOLLOW-UP ACTIVITY/ ASSIGNMENTS:
Complete activity
In journals, compare and contrast their animal to a chicken.

MATERIALS NEEDED:
Chicken's Aren't the Only Ones.
Research material
Egg templates (48)

EVALUATION:
1. Students "egg puzzlers" will be evaluated with a grade for completion and accuracy.

CITATION: own
WHAT'S HATCHING
(part 2)

PURPOSE: The purpose of this lesson is to complete the students research project. They will be creating an egg puzzler on egg templates that accurately depict an animal's eggs and nest. The puzzlers will be displayed and used as a center activity.

OBJECTIVES:
1. Students will be able to create an egg puzzler for display that accurately represent their animal's eggs and nest.

PRE-ASSESSMENT: Students have done research on their animal.

SET INDUCTION: Show students the example of a chicken egg puzzler. Have them read the clues and figure out what animal is being talked about. Point out to the students that this is the format they are to use when creating their egg puzzler.

PROCEDURE:
1. Distribute students research. For those students who are not finished, allow them to use research material to complete their worksheet.
2. Distribute 1st egg template for students to begin drawing their nest, background and clues.
3. Have students check their drawings and clues with the teacher to make sure they are complete. If they are ready to move on, distribute second egg template for them to begin the drawing of their animal and its name.
4. Caution students not to share their work with others. This information should be kept a secret for a later lesson.
5. As students finish, help them to glue the one egg onto the other. Make sure that the top egg can be lifted up to see the answer egg.
6. Collect eggs as the students finish. Display final product.

CLOSURE: Discuss with the students that different animals have different egg laying environments and types of eggs. Tell them that they will be trying to guess what egg come from what animal using the clues and pictures drawn. This will be done at a later time for a center activity.

FOLLOW-UP ACTIVITY/ ASSIGNMENTS:
Have students write in their journals about their animal and its eggs.

MATERIALS NEEDED:
Egg templates
Research material for those not finished with part 1

EVALUATION:
1. Students will be given a grade on their egg puzzler based upon completeness and accuracy.

Help for Humpty glyph: cut out an egg shape with arms and legs
Come to the rescue of Humpty and put him back together again! You will need to follow the directions below to "personalize" your Humpty.

Color two eyes on Humpty's face. Make them the color of your eyes.

If you are a girl, draw a round nose on Humpty's face. If you are a boy, draw an oval nose.

If you like scrambled eggs, draw a big red smile on Humpty's face. If you don't like scrambled eggs, draw a small blue smile on Humpty's face.

Color Humpty's bow tie your favorite color.

Use your favorite color and one other color to color Humpty's hat.

Color Humpty's shoes and socks to match Humpty's hat.

Color the rest of Humpty as you like.

Draw a short black line (forming zigzag cracks) on Humpty for each oviparous animal you can name. (What does oviparous mean? Take a minute to look it up in the dictionary and write the definition on the back of Humpty's hat. Write down the names of each oviparous animal on the back of Humpty.)

Cut out the pieces and glue Humpty together again.