Which+came+first,+the+chicken+or+the+egg?


 * Project Title:** Which came first, the chicken or the egg?


 * Grade Level:** Kindergarten


 * Name:** Hilary Peterson

5 weeks.
 * Project Idea:** Use an incubator kit and 12 fertile chicken eggs will be used for the purpose of observing and describing the structure, growth changes and movement of animals (K.L.1). Students will observe and report the temperature and humidity level in the incubator (K.E.1), using common tools (K.E.1). Students will gather information about the process of incubation and graph data that has been compiled and describe the data. In journals, students will record observations through drawings Students will observe how the hatchlings interact with their surroundings (K.L.1). Students will play roles in caring for the basic needs of the chickens, while comparing the needs to those of other animals (K.L.1).


 * Driving Question:** How can a chicken hatch in our classroom?

Standards: K.E.1: Infer that change is something that happens to many things in the environment based on observations made using one or more of their senses. K.L.1.1: Compare different types of the same animal (i.e. different types of dogs, different types of cats, etc.) to determine individual differences within a particular type of animal. K.L.1.2: Compare characteristics of living things in terms of their: • Growth • Changes • Movement • Basic Needs K.CC.3: Write numbers from 0 to 12. Represent a number of objects with a written numeral 0-12 (with 0 representing a count of no objects). K.OA.2: Solve addition and subtraction word problems, and add and subtract within 10 e.g. by using objects or drawings to represent the problem. K.MD.1:Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.3: Classify objects into given categories; count the number of objects in each category and sort the categories by count. Writing: 3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Speaking and Listening: 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges.
 * Content:** Learn about the growth of chickens from daily observations and hands-on experience using common tools and a daily journal.

5. Add drawings or other visual displays to descriptions as desired to provide additional detail.


 * Major Student Products:** Journal, drawing sequence of life cycle of a chicken, post pictures/videos/observations on class website (update when needed)