Abstract
Promoting agricultural education in school
classrooms has been a cardinal mission of 4-H Extension
Educators for ...
of 1

Embryology in the Classroom Hannah House

Published on: Mar 3, 2016
Published in: Education      
Source: www.slideshare.net


Transcripts - Embryology in the Classroom Hannah House

  • 1. Abstract Promoting agricultural education in school classrooms has been a cardinal mission of 4-H Extension Educators for decades. There is a growing sense of urgency to provide youth with the opportunity to develop an understanding of biological concepts through direct experience with living things, life cycles, and habitats. Countless studies have shown that students who participate in experimental activities cultivate vital skills related to the scientific process, teamwork, record keeping, and planning. “The Embryology in the Classroom” program does just that. This is a program that uses the Embryology in the Classroom curricula and the 4-H program ChickQuest in alignment with the National Science standards, to challenge youth to use science, engineering, and technology to investigate the life cycle of an embryonic chicken egg. This program not only allows students to learn how eggs are formed, but provides youth with a hands on opportunity to interact with an animal that is integral to our society through every phase of their growth. Students then take what they observe, and apply it to how other animals progress in similar ways. In 2014, this curriculum gave 275 students, in 7 different elementary schools the opportunity to foster fundamental life skills. Along with the standard based supporting activities written for classroom teachers and 4-H clubs, all the materials including fertilized eggs, incubators, heat lamps, feed dishes, watering bowls, chick food, bedding, candling light, and classroom aids were loaned to the teachers. We assisted with delivery of the curriculum lessons and brought closure to the unit. Methods An embryology “kit” was given to each teacher or school who paid a small fee of $20.00 and sent a registration form to the University of Maryland Extension. The 4-H Extension assistants would distribute the materials in the kit needed for the program to each school, including:  Incubators,  One dozen local eggs  Candler  Teacher and student resource kits  Classroom aides (including posters and worksheets)  Thermometers  Brooders  Bedding  Chick feed  Waters  Feed dishes An opening lesson was delivered by the 4-H Extension assistants to each classroom, focusing on a topic of the teachers choice, and then a closing lesson after the chicks were hatched. If the school did not have a farm family that could provide a stable home for the chicks, the Extension assistants would give them to a 4-H member or volunteer. During incubation, the teachers were provided with lesson plans on the parts of an egg, daily embryonic development of the chicks, the reproductive system, fertilization of eggs, farming and poultry-focused careers, poultry in our society, and much more, as well as continued support of the UME 4-H staff. Impacts  Approximately 275 students in 7 different schools were given the opportunity to learn about the development of an embryonic chick, and track its progress through the 21 day gestation cycle, watch the chick hatch out of the egg, and then learn about how to will grow and when it will be shipped to market. They did all this through hands on learning and were able to interact with the live chicks after the hatched out of their eggs.  98% of the teachers that used this in their classroom indicated that it was an effective way to incorporate Ag literacy, experiential learning, and the National Science standards.  “Providing all the materials really made this entire program possible. The students loved counting down the days until the chicks hatched!” Objectives  Provide youth with more hands on learning experiences in school and at after school programs.  Educate youth about the development and fertilization process of poultry and other animals.  Give youth the opportunity to develop life skills related to science processes, teamwork, keeping records, planning, and organizing.  Allow youth to explore careers in the poultry industry, as well as follow an egg from chick to market, so as future consumers they understand where their food comes from. Acknowledgements The author would like to thank Jamie Kenton, Amy Simmons, Jeff Semler, the University of Maryland Washington County staff, the Washington County Board of Education, and all the 4-H members, volunteers, and leaders who make the program possible. Embryology In The Classroom Hannah House, Extension Educator, 4-H Youth Development University of Maryland Extension- Washington County, Boonsboro, MD