Skip to main content

Hatch The Chicken Project

Throughout the month of March and April our class spent some time learning about how chickens develop and grow from egg to chick. We received our eggs from Rent the Chicken and couldn't wait to get started!

At first we couldn't see anything inside the egg using the candler, but after a week or so we began to see the chicken embryo! The children were very excited to observe the development.

C: The eggs are in the egg-u-bator! (3.5 Using Descriptive Language to Explain, Explore and Extend, ELECT page 39)

We watched and waited; noting all the changes we observed when candeling our eggs. After 21 days our baby chickens began to hatch! K (age 4) and her mom noticed the first pip in one of our eggs (4.5 Observing, ELECT page 53)

It was almost a full day after that first pip before baby Bella (our first chicken) emerged. She had to work very hard using her egg tooth to break out of her shell. Shortly after the rest of our fuzzy little friends were born! We were so excited to meet them.

We worked together to count the chicks; there were six! (4.12 Counting, ELECT page 55)

The baby chickens made lots of peeping sounds. Soon the children were all able to identify the sound. (3.10 Phonological Awareness, ELECT. Page 50)

The baby chickens brought so much joy and enrichment to our program.

Watching the baby chicks grow and having the opportunity  to play with them was wonderful for the children; they loved to have the chickens out at the end of the day. Even baby A demonstrated gentle hands and great impulse control (2.2 Self-regulation, ELECT page 36)

Saying goodbye was hard, but we had so much fun with our baby chickens!

Opportunities and Possibilites

We learned so much during our observation of the baby chickens growth. The children have been asking more questions about eggs and I think it would be interesting to do the rubber egg experiment (placing an egg in vinegar until the shell softens). We can also begin watching for nests in the trees and baby birds as the weather begins to warm up.
The  children may also be interested in a class pet. We are beginning  to research options and we are deciding  between a beta fish and a guinea pig; we are learning about both animals and deciding which is the best fit for our class.


Popular posts from this blog

Emergent Literacy and Symbolic Thought

When we go for walks in our community the children often notice symbols on the signs we see around us. They are beginning to understand that those symbols have meaning which is really amazing because it is an emergent literacy skill! In the same way that children recognize that symbols have meaning they begin to understand letters and combinations of letters have meaning as well.
As young children begin keying into symbols, they are making a huge conceptual leap; they’re learning that a “picture” can convey a message. They can decipher it on their own and put to use. With this dawning realization (I know what that says!), their interest grows. - Signs and Symbols On Friday when the children and I visited the forest we observed a sign on the path and talked about what they thought the symbols might mean.

C noticed the symbol of a person inside a green circle and said, "You can run here!"
D looked at both symbols, a bike inside a green circle and a person inside a green circle,…

Pick Yourself Up, Dust Yourself Off, and Start All Over Again!

Today we learned a lot about resilience.
Resilience is an incredibly important skill for little people to master. Learning to persevere when problems arise means that children can overcome obstacles and are comfortable failing and trying again (which is a key component of learning!)

Resilience is defined by Merrium Webster as an ability to recover from or adjust easily to misfortune or change.
We decided we wanted to go to the library this morning, but when we got there it was closed! We were very sad, and wet because it had started to rain so we stopped at the community centre to warm up and dry off.

"This is boring!" C said, sitting at a little table in the community centre with A. I agreed, and empathized, letting her know I was feeling disappointed too but we could work together to make a new plan.

We looked at the map to see what was close by and found out that there was a park not too far away. We decided  to walk over to play and then grab a special lunch from the sto…

How Does Learning Happen on a Rainy Day?

We love to explore outside in all sorts of weather; today we went for a walk to find puddles to splash in. Water is such a huge interest for the children and they are always deeply engaged in their explorations.

“Engagement” refers to a state of being genuinely involved and interested in what one is doing. Optimal conditions for learning occur when we are fully engaged. For children, this happens in play that evolves from the child’s natural curiosity – active play that allows children to explore with their bodies, minds, and senses, stimulating them to ask questions, test theories, solve problems, engage in creative thinking, and make meaning of the world around them.

- How Does Learning Happen

The children followed water flowing down the hill and wondered why it was moving that way. They put leaves and sticks in the water to watch it flow.

They jumped in the puddles and predicted that if they jumped higher or stomped their feet harder they could make bigger splashes, then they tested …