Hatching Eggs in the Classroom
ESSENTIAL QUESTIONS
Where does our food come from? What is a life cycle? Where do chickens come from?
OBJECTIVES
Students will learn about where chickens come from and learn the difference between fertilized and unfertilized eggs. Students will understand the needs of an chick growing inside its egg and how an incubator mimics a hen hatching out her chicks.
Students will learn about the living embryo through candling and discuss what characteristics make up a living thing.
Students will observe as chicks hatch from their eggs and recognize the characteristics of the chicks that may be similar and different to adult chickens. Students will be able to identify what these chicks need to grow healthy and strong and recognize their role in providing these things for their chicks in the brooder.
Students will bring their chicks back to the farm where they will be introduced to their new home. Students will observe the chicks as they adapt to their new home and be able to identify the things they will need to be successful in their new home. Students will compare and contrast the characteristics of chickens in their different stages of growth and identify why we raise these animals.
Step #1
- Choose a location for the incubator that is free of drafts and not in direct sunlight. This will help it maintain even temperature and humidity.
- Set the incubator up at least an hour before setting eggs so it can begin to come to temperature. Follow all directions in the incubator manual for setting temperature, humidity and turning frequency.
Step #2
- Inspect eggs. Cracked eggs should not be used.
- Carefully put an “x” on one side of the egg and an “o” on the other side. This will help you keep track that the eggs are being turned.
- Set eggs!
Step #3
- After a week, candle eggs to make sure that they are developing. You will see veins and a small black dot. Blue and speckled eggs can be hard to tell if they are developing, but are often more clear on week two. Discard eggs that are not developing!
- Candle week two, but not hatching week.
Step #4
- 3 days before hatching the incubator needs to be on lockdown! No opening the incubator or turning the eggs! Follow manual protocols for temperature and humidity, which can often be different for just before hatching.
As chicks hatch it can be tempting to try to help them, but do not intervene! It’s normal for them to take up to 24 hours to get out of an egg, and they can often appear stuck or in distress, but it is just a part of the process. Helping them out of their egg can feel well-meaning but can actually seriously hurt them. Clearly communicate this with teachers and put a sign next to the incubator for any well-meaning school staff that may happen by during hatching.
It’s also tempting to take the early hatched chicks out of the incubator as the other eggs hatch, but it’s essential to leave the chicks in the incubator! Opening the lid can disrupt the temperature and humidity and it’s essential to keep these even as other chicks hatch. It may appear that the early hatchers are kicking around the other eggs, but again do not get involved. A wet chick that is taken out of the incubator can chill, even under a heat lamp, and die.
Step #5
- When chicks are hatched and beginning to fluff, it is time to put them in the brooder!
- Set brooder up in a plastic tub with a heat lamp, pine shavings, chick starter and water. Be clear with teacher about how long they want chicks in their classroom. Chicks should probably not stay longer than a day.
- Chicks absorb the rest of their egg yolk right before hatching, which gives them food and hydration for at least a day or two, so they may have little interest in eating right after hatching. Still offer food and water.