Incubation and EmbryologyREVISED · 2009. 8. 17. · INCUBATION AND EMBRYOLOGYEMBRYOLOGY ......

ELEMENTARY SCIENCEELEMENTARY SCIENCEELEMENTARY SCIENCEELEMENTARY SCIENCE PROGRAMPROGRAMPROGRAMPROGRAM MATH, SCIENCE & TECHNOLOGY EDUCATIONMATH, SCIENCE & TECHNOLOGY EDUCATIONMATH, SCIENCE & TECHNOLOGY EDUCATIONMATH, SCIENCE & TECHNOLOGY EDUCATION

Updated Updated Updated Updated April 2009April 2009April 2009April 2009

A Collection of Learning Experiences on A Collection of Learning Experiences on A Collection of Learning Experiences on A Collection of Learning Experiences on

INCUBATION AND INCUBATION AND INCUBATION AND INCUBATION AND EMBRYOLOGYEMBRYOLOGYEMBRYOLOGYEMBRYOLOGY

CATTARAUGUS/ALLEGANY BOCESCATTARAUGUS/ALLEGANY BOCESCATTARAUGUS/ALLEGANY BOCESCATTARAUGUS/ALLEGANY BOCES GRADES 5/6 GRADES 5/6 GRADES 5/6 GRADES 5/6

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TABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTS

Unit Overview 2-3

Format & Background Information 3-20 Learning Experience 1 - Getting Started 21-22

Learning Experience 2 - Eggs 23-25

Learning Experience 3 - Inside an Egg 26-28

Learning Experience 4 - Incubating Eggs 29-35

Learning Experience 5 - What’s Inside an Incubating Egg 36-37

Learning Experience 6 - The Brooder 38-39 Learning Experience 7 - Struggling Out of the Shell 40-41

Learning Experience 8 - Care for Baby Chicks 42-44

Learning Experience 9 - Unhatched Eggs 45-48

Incubation and Embryology Student Assessment and Answer Key 49-51 More Ideas 52-53 Inquiry & Process Skills 54-55 Glossary 56-58 Teacher References 59 Major Science Concepts 59-60

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INCUBATION AND EMBRYOLOGYINCUBATION AND EMBRYOLOGYINCUBATION AND EMBRYOLOGYINCUBATION AND EMBRYOLOGY GRADES 5/6GRADES 5/6GRADES 5/6GRADES 5/6

Unit OverviewUnit OverviewUnit OverviewUnit Overview The goal of the incubation and embryology kit is to help students observe the mystery of life and learn some of the principles of reproduction. This resource kit provides an opportunity for youth to work with living, growing chick embryos. A secondary, but equally important objective is to provide teachers with an interesting and unique educational tool. Not only is the incubation and embryology kit fun, but it also opens many opportunities for learning.

SchedulingSchedulingSchedulingScheduling This unit may take from six to 10 weeks to complete depending upon the goals of the teacher and interests of the students. Use of the section included in this manual called More Ideas may extend the time span of this kit. Materials to be obtained locally: Please make oneoneoneone student activity book for each each each each student.

Felt-tip markers masking tape notebooks chart paper metric rulers water fresh eggs (1 dozen) folders glue scissors newspapers knife 2 identical copy paper boxes (30 cm deep)

This learning experience involves maintaining an incubator and hatching fertile eggs. Learning is enhanced by additional activities. For example, by observing the growth and development of the embryo by candling eggs, students learn how life develops and realize that reproduction, birth and growth are similar for all animals. Working with chick embryos teaches students: ♦ To use senses to make observations; ♦ To observe the marvels of nature and question how and why they occur; ♦ To solve problems and make decisions using the scientific method; ♦ To apply new knowledge to answering questions;

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♦ To utilize specific science skills such as reading a thermometer, candling an egg; ♦ To use information resources such as parents, teachers, libraries, Web sites, etc.

CautionCautionCautionCaution Remind students to wash their hands after handling any of the materials in the kit.

Before students begin the embryology project, consider what will be done with the chicks that hatch. If possible, ask someone experienced in raising chickens to take the chicks. Do not hatch chicks and then abandon them or give them to someone who is unable to care for them properly. Chicks set free will die. Please find them a good owner.

About the FormatAbout the FormatAbout the FormatAbout the Format Each learning experience is numbered and titled. Under each title is the objective for the learning experience. Each learning experience lists materials, preparations, assessment and vocabulary. The assessment is for the teacher to use when judging the students' understanding of the learning experience.

Background InformationBackground InformationBackground InformationBackground Information The Avian Egg and Its PartsThe Avian Egg and Its PartsThe Avian Egg and Its PartsThe Avian Egg and Its Parts The word egg, to most people, means a versatile and nutritious food or food ingredient. The chicken egg is actually a very complex structure designed to nourish and protect the growing chick embryo. Since human nutritional requirements are similar to those of a chick, the egg is a convenient, economical source of essential minerals, vitamins and protein in the human diet. Looking at the egg from the outside we see the shell, which is a hard, protective covering composed primarily of calcium carbonate (figure 1). The shell is porous, permitting the transfer of gases for respiration. A chick egg shell has about 7,000 pores; the pores at the broad end are larger and more numerous than those at the small end. Immediately beneath the shell are two membranes, the outer and inner shell membranes. These membranes protect the contents of the egg from bacterial invasion and prevent liquid from evaporating too rapidly from inside the egg. The amnion is the sac in which the embryo is suspended. At the time they are laid, eggs are approximately 1070F – the body temperature of a hen. The temperature of the air is usually much lower than 1070F, and the egg cools to the temperature of its surroundings. As cooling takes place, the contents of the egg contract

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more than the shell. This creates a vacuum, and air is drawn into the egg through the large pores in the broad end of the shell, forming an air space between the shell and outer membrane. The air cell acts as a tiny shock absorber during early development of the embryo. The allantois is a thin membrane attached to the embryo, which forms a sack. It collects waste from the embryo, which is produced from the kidneys. After the chick hatches, the allantois is left behind as a solid bag of uric acid crystals. The shell and membrane surround and contain the albumen, or white, of the egg. The albumen, which is made up of water and almost pure, high-quality protein, provides the liquid medium in which the embryo grows and the protein necessary for proper development. The albumen surrounds the yolk of the egg. The yolk contains large amounts of carbohydrates, fat and protein as well as essential vitamins and minerals. These nutrients provide an abundant source of metabolic energy for the embryo. The yolk is contained by the vitelline membrane. In a fresh egg, you can see two white cords attached to the yolk. These two cords, called chalazae, are made of twisted strands of mucin fiber, a special form of protein. The chalazae anchor the yolk in the center of the egg.

Figure 1Figure 1Figure 1Figure 1

Yolk

Shell

Air Cell

Albumen Chalazae

Membrane

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ThThThThe Reproductive System and Fertilizatione Reproductive System and Fertilizatione Reproductive System and Fertilizatione Reproductive System and Fertilization The Hen The Hen The Hen The Hen The reproductive system of the female chicken is composed of two parts, the ovary and the oviduct. Unlike most female animals, which have two functioning ovaries, the chicken has only one. The right ovary stops developing when the female chick hatches, but the left one continues to mature.

OvaryOvaryOvaryOvary The ovary is a cluster of developing yolks, located along the back about midway between the neck and the tail (figure 2). It is fully formed when the chicken hatches and contains several thousand tiny ova, each ovum within its own follicle or sac. As the female reaches sexual maturity, the ova develop into yolks a few at a time. The yolk is completely formed in the ovary. OviductOviductOviductOviduct When a yolk is fully developed, its follicle or sac ruptures, releasing it from the ovary. It then enters the infundibulum, or entrance of the oviduct, and is moved down the oviduct by peristaltic action. The oviduct is a tube-like organ lying along the backbone between the


Ovary Oviduct

Cloaca

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ovary and the tail. In a mature hen, it is approximately 25 to 27 inches long. The parts of the oviduct are shown in figure 3b.

As the yolk passes through the oviduct, the chalazae, albumen, shell membranes and shell are formed around it to make the complete egg. The egg moves along the oviduct small end first. Just prior to being laid, the egg rotates 180 degrees so the large end is first. This allows the muscles of the oviduct to exert pressure on a larger surface area as the egg is being laid. The egg leaves the hen’s body through the cloaca and the vent (figure 3b). The

Figure 3 Figure 3 Figure 3 Figure 3 ---- Ovary Ovary Ovary Ovary

Mature yolk within yolk sac or follicle.

Empty follicle

Immature yolk

Figure 3b Figure 3b Figure 3b Figure 3b ----OviductOviductOviductOviduct

Infundibulum

Uterus

Magnum

Isthmus

Vagina

Vent

Cloaca

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cloaca is a common chamber in both the hen and the rooster through which the reproductive, digestive and urinary tracts exit the body. The complete cycle – from release of a yolk to laying the egg – usually takes a little more than 24 hours. About 30 minutes after the egg is laid, another yolk is released, and the process repeats itself. The RoosterThe RoosterThe RoosterThe Rooster The male fowl has two testes, which are situated high in the abdominal cavity along the back (figure 4), and two papillae. The testes never descend into an external scrotum, as in other farm animals. They produce semen, the liquid vehicle for the sperm, or male germ cells.

Testes Testes Testes Testes Each testis is made up of numerous slender, convoluted ducts called seminiferous tubules. This cluster of ducts eventually leads to the vas deferens, a convoluted duct that stores the semen and conducts it from the testis to a papilla. PapillaePapillaePapillaePapillae

Testes

Cloaca

Vas deferens


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The two papillae, which are only about 2 millimeters long, are located on the dorsal wall of the cloaca. Rudimentary sexual organs are found in the same location. These have no function, but experienced individuals use them to determine whether a baby chick is a male or a female. Some birds such as ducks and geese have a functional penis rather than papillae. Sexual MaturitySexual MaturitySexual MaturitySexual Maturity Sexual maturity occurs in chickens at approximately 18 to 22 weeks. Light is a critical stimulus of sexual maturity. Increase in day length causes the pituitary gland in the brain to release hormones that stimulate sexual organ growth and function and mating behavior. In the wild, most birds respond to increasing day length in the springtime by producing eggs or semen. On modern farms, birds are “lighted,” or supplied with at least 14 hours of light per day, so mating behavior will continue throughout the year. Hormones also produce external physical changes – for example, the enlarged comb and wattles of the male rooster – which help determine the sex of a chicken. These changes are called secondary sexual characteristics. Mating Mating Mating Mating Most people do not understand how chickens reproduce because their reproductive organs are internal. As with many animals, chickens go through a mating ritual that culminates with the male mounting the female. As she everts her cloaca and moves her tail feathers out of the way, he everts his cloaca to expose the papillae. Copulation, or mating, occurs when the papillae are placed at the cloacal opening and a small amount of semen is released into the oviduct (figure 5).

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FertilizationFertilizationFertilizationFertilization When a rooster mates with a hen, it deposits semen in the oviduct. The sperm in the semen travel the length of the oviduct and are stored in the infundibulum. On the surface of every egg yolk is a tiny, whitish spot called the blastodisc. When a yolk enters the infundibulum, a sperm penetrates the blastodic, fertilizing it. This becomes the blastoderm (figure 6). Technically, it is the true egg. Shortly after fertilization, the blastoderm divides into 2, 4, 8, 16, 32, 64, and more cells, beginning the first stages of embryonic development. The shell and all the other parts of the egg as we know it form around the developing embryo. ChChChChick Embryo Developmentick Embryo Developmentick Embryo Developmentick Embryo Development One of the miracles of nature is the transformation of the egg into the chick. In a brief three weeks of incubation, a fully developed chick grows from a single cell and emerges from a seemingly lifeless egg. Before the Egg iBefore the Egg iBefore the Egg iBefore the Egg is Laids Laids Laids Laid As soon as the egg is fertilized, the cells clustered in the blastoderm begin to multiply in successive divisions. The first cells formed are all alike. Then as cell division progresses, differences appear, which become more and more pronounced. Various cell groupings in the cluster gradually acquire specific structural characteristics.

Infundibulum

Ovary

Ovum

Yolk

Blastoderm

Oviduct

Testes Figure 5Figure 5Figure 5Figure 5

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When the Egg is Laid When the Egg is Laid When the Egg is Laid When the Egg is Laid When the egg is laid, hundreds of dividing cells are clustered in the small, whitish blastoderm, which can be seen as a spot on the upper surface of the yolk. This spot is the beginning of the chick. (figure 6). Each cell grouping formed before the egg was laid begins to serve the rest of the cluster in its own way. The cell groupings become individual organs, and the whole cluster, now consisting of many millions of cells, becomes a new organism. When the laid egg cools, cell division ceases. Cooling the egg at ordinary temperatures does not kill the embryo. If the egg is heated again by the hen or in an incubator, the embryo resumes development. A live, healthy chick can hatch from each fertile egg. The egg needs only a warm, humid environment while the embryo is maturing.Development from a single cell to a piping chick is a continuous and orderly process involving many changes from simple to new complex structures. All the organs and tissues of the living chick arise from these structures. Physiological Processes within the EggPhysiological Processes within the EggPhysiological Processes within the EggPhysiological Processes within the Egg The egg contains all the nutrients required for growth and development of the embryo. Many elaborate physiological processes, which rely on the perfect balance of nutrients available from the egg, take place during the transformation from egg to chick. The egg shell contains calcium, a very important mineral to the growing embryo. It is used for the development of the chick skeletal system. As the egg is incubated, the shell becomes thinner because calcium is transferred to the embryo. On the twelfth day of incubation, the

Blastoderm Figure 6Figure 6Figure 6Figure 6

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amount of calcium in the embryo and the egg contents rises substantially. Calcium is not transferred from the shell to the egg contents of infertile eggs. Therefore, this process is the result of physiological manipulations of the embryo. Respiration occurs during embryo development just as in any living organism. Oxygen is taken up, and carbon dioxide is released through pores in the shell of the egg. The nutrients in the yolk combine with the oxygen and provide an abundant source of metabolic energy for the embryo. Carbon dioxide and water are by-products of this process. The embryo uses the water to replace moisture lost through evaporation, and the carbon dioxide is transpired through the pores of the shell. Function of the Embryonic Membranes Function of the Embryonic Membranes Function of the Embryonic Membranes Function of the Embryonic Membranes Special temporary tissues, or embryonic membranes, are formed within the egg to both protect the embryo and provide for its nutrition, respiration and excretion. They function within the egg only until hatching and form no part of the fully developed chick. These include the yolk sac (contained by the vitelline membrane), the amnion, the allantois and the chorion (figure 7). The yolk sac supplies food material to the embryo. The amnion encloses and protects the embryo. The allantois serves as a respiratory organ, a reservoir for wastes and a mechanism for absorbing calcium and albumen. The chorion fuses with the shell membrane and the allantois and becomes indistinguishable; it connects the shell membrane with the allantois so respiration and calcium absorption can take place.

Amnion

Yolk Sac Albumen

Allantois

5 Days5 Days5 Days5 Days

Figure Figure Figure Figure 7777

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Function of the Function of the Function of the Function of the Embryonic Blood VesselsEmbryonic Blood VesselsEmbryonic Blood VesselsEmbryonic Blood Vessels Two sets of temporary embryonic blood vessels serve the developing chick. One set, the vitelline vessels, carries the yolk materials to the growing embryo. The other set, the allantoic vessels, is chiefly concerned with respiration and carries waste products from the embryo to the allantois (figure 8). When the chick is hatched, the embryonic blood vessels cease to function.

Amnion

Yolk Sac

Allantois

Albumen

Amnion

Yolk Sac

Allantois

Albumen

Egg Tooth

Amnion

Chorion

Allantois




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Hatching Hatching Hatching Hatching Several changes occur before hatching during days 17-19. Nearly all the fluid in the amnion is gone. The chick’s neck bends so that its beak is under its right wing and pointed toward the air cell (figure 7). The remaining yolk sac retracts into the body cavity for use as food after the chick hatches. On the 20th day, the chick thrusts its head forward. Its beak pierces the embryonic membranes and enters the air cell. Although still dependent upon respiration through the allantois, the chick slowly begins to breathe the air contained in the chamber and can be heard to peep within the shell. On the 21st day, the chick begins its “escape.” The first break in the shell is made by the egg tooth, a sharp horny structure located near the tip of the beak. The piping chick begins to breathe normally. The allantois dries up, and circulation in it ceases. Continuing the process of hatching, the chick slowly revolves in the shell and chips it in a circular path. Then, with a vigorous twist of its neck, the chick shakes the shell walls, and the shell falls open. The chick is free but for a while it is wet, exhausted and helpless. Not until a few hours later, when rested and dry, can the chick take full advantage of its freedom and wander about its new and mysterious world. The egg tooth, used by the chick to crash through the shell wall, served a single but critical purpose in the life of the chick. Its usefulness over, it is lost in a few days. The yolk material, about one-sixth of the chick’s weight, is a built-in food supply that tides the chick over a day or two until it learns to eat and drink on its own.


Amnion

Yolk Sac

Vitelline Vessels

Allantois

Allantoic Vessels

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Incubation Periods of Other Species Incubation Periods of Other Species Incubation Periods of Other Species Incubation Periods of Other Species Not all avian eggs hatch in 21 days. See table 1 below for comparative incubation information for 13 domestic birds. Table 1 . Table 1 . Table 1 . Table 1 . Incubation Period (in Days) for Eggs of Various Domestic Birds BirdBirdBirdBird IncubationIncubationIncubationIncubation Period Period Period Period Chicken, bantam -------------------------------------- 21 Turkey --------------------------------------------- 28 Duck ---------------------------------------------- 28 Muscovy Duck ------------------------------------- 35-37 Goose ------------------------------------------ 28-34 Guinea fowl ----------------------------------------- 28 Pheasant ---------------------------------------- 23-28 Peafowl ----------------------------------------- 28-30 Bobwhite quail ------------------------------------- 23-24 Coturnix quail ---------------------------------------- 17 Chukar partridge ----------------------------------- 23-24 Grouse -------------------------------------------- 25

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Care of Hatching EggsCare of Hatching EggsCare of Hatching EggsCare of Hatching Eggs Care of Eggs Before Incubation BeginsCare of Eggs Before Incubation BeginsCare of Eggs Before Incubation BeginsCare of Eggs Before Incubation Begins Care of fertile eggs prior to incubation is as critical to a good hatch as the incubation period itself. The optimal storage environment of 650 F (18.30 C) with 75 to 80 percent relative humidity. In other words, a cool, damp place is best for egg storage. Refrigerators, especially those that are frost free, are too dry for storing eggs. An ice chest is a good option because the temperature is cool, and the melting ice adds humidity to the environment. Water spreads germs that can kill embryos, however, so be sure the eggs do not contact water from the melting ice. If incubation is delayed, carefully regulate the temperatures to which your fertile eggs are exposed. Eggs exposed to temperatures of 750 (200C) will begin embryonic growth. Subsequent cooling of the eggs before actual incubation weakens the embryos and decreases the chance for hatching. The length of storage time is also critical. Hatching is delayed and hatchability is decreased for each day the eggs are held. Fertile eggs should be set within 10 days after they are laid. Hatching time is delayed nearly two additional hours when eggs are stored for 10 days. Hatchability is reduced to 79 percent when fertile eggs are stored for seven days and to 68 percent after 10 days of storage. These figures are for eggs stored in an optimum environment. Before transferring stored eggs to the incubator, let them warm slowly at room temperature for six to eight hours. This reduces the chance of condensation forming on the eggs as a result of a large temperature change. It is good to avoid the formation of moisture on the eggs because it promotes bacterial growth. The condition of the egg is also important to hatchability. Eggs that are misshapen, dirty or cracked or that have ridges or thin spots are less likely to hatch than normal, sound eggs. Incubating Eggs Incubating Eggs Incubating Eggs Incubating Eggs Position of the incubation egg is large end up (figure 9). Incubation means maintaining conditions favorable for developing and hatching fertile eggs. Incubators should be placed in an area free from drafts and direct sunlight and with minimum temperature fluctuation. Two days before setting the eggs, turn the incubator on, and allow the temperature and humidity to reach the desired levels. This ensures that the incubator is working properly and will provide the eggs with the optimal environment for embryonic development. During the warm-up period, adjust the temperature to hold a constant 1000 to 1010F. To obtain reliable readings, the thermometer should be at the same height as the top of the eggs and away from the source of heat.

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Incubator temperature should be maintained at approximately 99Incubator temperature should be maintained at approximately 99Incubator temperature should be maintained at approximately 99Incubator temperature should be maintained at approximately 990000F.F.F.F. The acceptable range is The acceptable range is The acceptable range is The acceptable range is 979797970000 to 101 to 101 to 101 to 1010000F (100.5F (100.5F (100.5F (100.50000 is ideal). If the temperature stays at either extreme for several days, is ideal). If the temperature stays at either extreme for several days, is ideal). If the temperature stays at either extreme for several days, is ideal). If the temperature stays at either extreme for several days, however, the hatch may not be as good as expected.however, the hatch may not be as good as expected.however, the hatch may not be as good as expected.however, the hatch may not be as good as expected. Overheating is more detrimental than under-heating. Running the incubator at 1050 for 30 minutes will seriously impair embryonic development, but running it at 900F for three or four hours will only slow the metabolic rate of the developing chicks. An incubator that runs slightly above 990F tends to produce an early hatch. An incubator averaging slightly below 990F tends to produce a late hatch. The best way to ensure temperature accuracy is to use two or more thermometers. If different readings are taken from two thermometers, then one is wrong. Obtain a third thermometer, and place all three in the incubator. After several hours, check all readings. Only one thermometer should differ. Clearly label the defective thermometer. The Z incubator thermometers provided in the kit can be placed on the wire screen, and the digital thermometer can be inserted in the hole on the top of the incubator. HumidityHumidityHumidityHumidity Relative humidity, which is expressed as a percent, is the amount of moisture in the air compared to the amount of moisture the air can hold at a specific temperature. For the first 18 days, the relative humidity of the air within an incubator should be between 70-90 percent. During the last three days (days 19 to 21, the hatching period), the relative humidity should be 80-90 percent. A low relative humidity, or too little moisture in the incubator, results in excessive evaporation from the egg, causing the chick to stick to the shell at hatching time.


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The end of a wet-bulb thermometer (figure 10) is attached to a wick that is held in a small container full of water. Evaporation due to airflow over the thermometer lowers the temperature reading; as humidity increases, evaporation decreases, and the temperature difference is less. Placing water under the eggs or adding wet sponges to the back section of the incubator provides moisture in the incubator. If sponges are used, they can be placed behind the egg turner and should be checked daily for dampness. The relative humidity in the incubator can be varied by changing the amount of the water in the incubator or by adding sponges in the pan to increase the evaporative surface. Check the incubator regularly to be sure the amount of water is always adequate. Keep the water in the pans clean to prevent the growth of bacteria or mold, which can impair the growth of the embryos. Relative HumidityRelative HumidityRelative HumidityRelative Humidity Incubator temperature Wet-bulb thermometer readings

99.5°F 81.5 83.1 85.1 86.1 88.7 90.5 100°F 81.3 83.3 85.3 87.3 89.0 90.7 101.1°F 82.2 84.2 86.2 88.2 90.0 91.7 102°F 83.0 85.0 87.0 89.0 91.0 92.7

Relative Humidity % 45.0 50.0 55.0 60.0 65.0 70.0 During the hatching period, from the 19th day on, condensation on the glass of the incubator indicates the presence of sufficient moisture. Condensation, however, is also related to the temperature of the room where the incubator is being operated. Condensation will form on the glass if the room is cold, so be sure the temperature in the incubator remains steady at 990F.


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Moisture is lost from the incubator every time it is opened. Close as soon as possible to offset this loss during the hatching period (days 19 to 21). It is possible to determine whether there is too much or too little humidity in the incubator by candling the eggs and comparing the size of the air cell with the diagram in figure 11. If humidity is low, the air cell enlarges due to increased evaporation. High incubator humidity causes the air cell to be smaller than usual. VentilationVentilationVentilationVentilation The best hatching results are obtained with normal atmospheric air. As the embryos grow, oxygen is taken up, and carbon dioxide is released through the pores in the shells of the eggs. It is important to properly ventilate the incubator so that a buildup of carbon dioxide does not occur. Make sure the ventilation holes are open to allow a normal exchange of air. TurningTurningTurningTurning An automatic egg turner has been provided. Place the eggs in the turner with the large end up. Turning the eggs during the incubation period prevents the developing chick from sticking to the shell membrane. Make sure to wash your hands both before and after handling because the pores in the egg shell that allow respiration can absorb microbes and dirt from your hands. After the 18th day, remove the egg turner, and the place eggs on the wire screen. Do not open or move the incubator until the hatch is completed because the chicks are assuming the hatching position, and humidity must be maintained. Hatching PeriodHatching PeriodHatching PeriodHatching Period During the hatching period, do not turn the eggs. Place a clean cloth under the eggs to protect the naval of each newborn chick from injury. The naval is the place where the abdomen closes after surrounding the remains of the yolk. After hatching, allow the chicks to dry out in the incubator.


The air cell on the 7th, 14th and 18th days of incubation.

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14

18

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Incubation Records Incubation Records Incubation Records Incubation Records Keeping good records is an important part of this project. Accurate data can help you determine the reasons for obtaining a good or bad hatch. Post an Incubation Log (Page 25) near the incubator for recording information. Chick Deformities Chick Deformities Chick Deformities Chick Deformities If there is a chick that hatches and has some type of deformity or handicap, try to separate that chick from the rest of the chicks in the brooder. This can be done with another box or by placing a divider in with the box of chicks. Another strategy is to place large balls of newspaper in the boxes. The chicks will peck at the newspaper and not at the helpless newborn chick. In this teacher’s manual, all temperature is explained in Fahrenheit. If you prefer to convert Fahrenheit into Celsius, please use the chart below.

FFFF CCCC FFFF CCCC FFFF CCCC FFFF CCCC 32 0 51 11 70 21 89 32 33 1 52 11 71 22 90 32 34 1 53 12 72 22 91 33 35 2 54 12 73 23 92 33 36 2 55 13 74 23 93 34 37 3 56 13 75 24 94 34 38 3 57 14 76 24 95 35 39 4 58 14 77 25 96 36 40 4 59 15 78 26 97 36 41 5 60 16 79 26 98 37 42 6 61 16 80 27 99 37 43 6 62 17 81 27 100 38 44 7 63 17 82 28 101 38 45 8 64 18 83 28 102 39 46 8 65 18 84 29 103 39 47 8 66 19 85 29 104 40 48 9 67 19 86 30 405 41 49 9 68 20 87 31 106 41 50 10 69 21 88 31 107 42

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Incubation TroubleshooterIncubation TroubleshooterIncubation TroubleshooterIncubation Troubleshooter SymptomSymptomSymptomSymptom Probable CauseProbable CauseProbable CauseProbable Cause

• Chicks hatching too early, with bloody

navels

• Incubator temperature too high

• Draggy hatch: some chicks early but slow

in finishing

• Incubator temperature too high

• Delayed hatch: chicks not piping until 21st

day or later

• Incubator temperature too low

• Short feathers on chicks

• High temperature or low humidity

• Chicks mushy, dead on platform, bad

odor

• Navel infection caused by bacteria in

incubator

• Chicks too small

• Low humidity or high temperature

• Shell sticks to chicks

• Low humidity at hatching time

• Chicks smeared with egg contents

• Low average temperature: high

humidity

• Crippled chicks: missing eye, cross beak,

extra leg, or other deformity

• Mostly chance: poor nutrition or

parent stock; heredity

• Rough navels

• High temperature or low humidity.

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Learning Experience 1: Getting StartedLearning Experience 1: Getting StartedLearning Experience 1: Getting StartedLearning Experience 1: Getting Started

Objective: Students will discuss their background knowledge of embryology and contribute ideas to a "How to Succeed" chart.

Materials:Materials:Materials:Materials: For the class:For the class:For the class:For the class: Felt-tip markers* Notebooks* Folders* Chart paper* *provided by teacher

Preparation:Preparation:Preparation:Preparation: Read background information on pages 3-20. Each student should obtain a notebook and a folder with pockets to hold the activity sheets for this unit. Create a KWHL chart to post in the classroom.

AssessmentAssessmentAssessmentAssessment:::: Students will contribute ideas to make a KWHL chart and a “How to Succeed” chart for use during this unit.

Vocabulary:Vocabulary:Vocabulary:Vocabulary: succeed embryology observe strategy

Learning Activities:Learning Activities:Learning Activities:Learning Activities: Session 1:Session 1:Session 1:Session 1: Using the KWHL Strategy, students will explore their knowledge about embryology and then expand on it throughout the unit. Brainstorm what all the students already “knowknowknowknow” about embryology and incubation. Record their ideas on a class-size KWHL chart. Ask students to think about the topic of embryology and decide what is it about the topic of embryology they would like to know more about concerning incubation and embryology and record their ideas under the “want to know”“want to know”“want to know”“want to know” column. Now that the students have decided what they want to know, they need to think about “how they are going to fi“how they are going to fi“how they are going to fi“how they are going to find out”nd out”nd out”nd out” the answers to the questions they have. After the hands-on activities, maintaining journals and discussions, students can then record information into the “what we learned and still want to learn”“what we learned and still want to learn”“what we learned and still want to learn”“what we learned and still want to learn” column. This process

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can also be done in cooperative groups where students gather information in small groups and then share their ideas with the class. Explain to students that the learning experiences in this unit has them working with various materials. They will be sharing materials with a partner. They will be completing several activity sheets that go along with the learning experiences. Brainstorm with students what they should be ready to do to complete this unit successfully. Use the “How To Succeed” information below as a guide. Create a classroom chart, and post it in the classroom, so students are reminded of these responsibilities.

KWHL Strategy

What we know What we want to know How are we going to

find out What we learned and still want to learn

HOW TO SUCCEEDHOW TO SUCCEEDHOW TO SUCCEEDHOW TO SUCCEED

1. Make sure you have all the necessary materials ready for each learning experience. 2. Keep your materials and work area clean and your notebook neat and organized. 3. Cooperate with your partner. Each person should participate in these learning

experiences. 4. Read the questions and directions carefully. Ask for help if you do not understand what

you are to do. 5. Observe and measure carefully, and write down your observations. 6. Use your time wisely. 7. Be careful. Use the equipment correctly. 8. Stick to your job. Don’t give up. 9. Try new ways to do the learning experiences. Discuss your observations and ideas with

your classmates.

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Learning Experience 2: EggsLearning Experience 2: EggsLearning Experience 2: EggsLearning Experience 2: Eggs

Objective: Students will observe and record the external properties of an egg shell.

MaterialsMaterialsMaterialsMaterials: : : : For each paFor each paFor each paFor each pair of students:ir of students:ir of students:ir of students: 2 Incubation And Embryology Student Activity Books Fresh egg* *provided by teacher or students The students may bring fresh eggs from home. Perhaps fresh eggs can be obtained from the school cafeteria.

PreparationPreparationPreparationPreparation:::: Read background information on pages 3-20. All eggs used in this learning experience should be carefully washed before being handled by the students. Although some eggs may break, try to save as many as possible to use in the following learning experience.

AssessmentAssessmentAssessmentAssessment:::: Students will observe the external shell of the egg and identify its properties.

VocabularyVocabularyVocabularyVocabulary:::: avian egg shell properties

Learning Activities:Learning Activities:Learning Activities:Learning Activities: Session 1:Session 1:Session 1:Session 1: Have student pairs hold an egg and examine it carefully. Have students record their observations in the Incubation And Embryology Student Activity Book. Discussion QuestionsDiscussion QuestionsDiscussion QuestionsDiscussion Questions::::

• What properties can you identify? (shape, color, texture, size) • Why might the shell exhibit these properties? • Do all eggs have shells? • Why is a chicken egg hard? • How does the shape affect the egg? Why do you think so?

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• How might you investigate the properties of an egg shell in detail? What scientific instruments might you need?

Extension:Extension:Extension:Extension: Encourage students to investigate other eggs for comparison of their external properties.

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Activity Sheet for Learning Experience #2Activity Sheet for Learning Experience #2Activity Sheet for Learning Experience #2Activity Sheet for Learning Experience #2 NNNName____________________ame____________________ame____________________ame____________________

EGGSEGGSEGGSEGGS Identify four properties. Describe what you observed in the egg. Be very careful handling the egg.

Property

What do you observe?

1.

2.

3.

4.

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Learning Experience 3: Inside an EggLearning Experience 3: Inside an EggLearning Experience 3: Inside an EggLearning Experience 3: Inside an Egg

Objective: Students will observe and record properties of the internal parts of an egg.

Materials:Materials:Materials:Materials: For each pair of students:For each pair of students:For each pair of students:For each pair of students: 2 Incubation And Embryology Student Activity Books Craft stick Petri dish Fresh egg* *provided by teacher or students

Preparation:Preparation:Preparation:Preparation: Read background information on the avian egg and its parts on pages 3 and 4. Stress careful probing with the craft stick. Try to locate and observe all parts mentioned before the yolk is ruptured.

AssessmentAssessmentAssessmentAssessment:::: Students will accurately draw and label the inside parts of an egg and describe their function in chick development. Note:Note:Note:Note: Encourage students to be gentle when cracking their eggs. The purpose is to obtain a sample in the petri dish that has an unbroken yolk.

Vocabulary:Vocabulary:Vocabulary:Vocabulary: air cell albumen chalazae inner or outer shell membrane yolk shell

Learning Activities:Learning Activities:Learning Activities:Learning Activities: Session 1:Session 1:Session 1:Session 1: Before opening the egg, have student pairs share what they know about the parts of an egg.

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Have students crack open a fresh egg in a petri dish and observe and locate the following:

• Shell • Air cell • Inner or outer shell membrane • Albumen (white) • Chalazae • Yolk

Students should draw and label their observations on the activity sheet for Learning Experience #3 in the Incubation And Embryology Student Activity Book and explain what the function of each part of the egg could be. Discussion Questions:Discussion Questions:Discussion Questions:Discussion Questions:

• What do you think is the function or importance of each part of the egg? • Discuss the actual function of each part. • Is there a part of the broken egg that you never noticed when you broke open an egg

before? Explain. Answers to Activity Sheet:Answers to Activity Sheet:Answers to Activity Sheet:Answers to Activity Sheet: See of this teacher’s guide. Extension:Extension:Extension:Extension: Encourage students to investigate different types of eggs to compare their internal properties.

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Activity Sheet for Learning Experience #3Activity Sheet for Learning Experience #3Activity Sheet for Learning Experience #3Activity Sheet for Learning Experience #3 Name____________________ Name____________________ Name____________________ Name____________________

INSIDE AN EGGINSIDE AN EGGINSIDE AN EGGINSIDE AN EGG

In the box below, draw your observation of the inside of an egg, and label its parts.

Parts of the inside of the egg.

Function

Shell

- protective covering - porous & allows for respiration to take place

Air cell

- acts as a shock absorber during early development of the embryo

Inner or outer shell membrane

- protects egg from bacterial invasion - prevents liquid from evaporating too quickly from inside the egg

Chalazae

- anchors the yolk in the center of the egg

Yolk

- contains nutrients & provides metabolic energy for the embryo

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Learning Experience 4: Incubating EggsLearning Experience 4: Incubating EggsLearning Experience 4: Incubating EggsLearning Experience 4: Incubating Eggs

Objective: Students will monitor and maintain accurate records of the incubation process.

Materials:Materials:Materials:Materials: For each student:For each student:For each student:For each student: Incubation And Embryology Student Activity Book For the class:For the class:For the class:For the class: Incubator Automatic egg turner 2 incubator thermometers Digital thermometer Hygrometer 2 dozen fertilized eggs Chick development poster Chart of daily development (pg. 25) Sponge Incubator Instruction Booklet

PreparationPreparationPreparationPreparation:::: Read background information on care of eggs before incubation begins and incubating eggs on pages 15-20. Normal chick eggs require 21 days of incubation. Therefore, setting the eggs in the incubator on a Wednesday will give the class the best opportunity to view the hatching of the eggs during the school week. Note:Note:Note:Note: The incubation chart, on page 32, can be attached to the outside of the incubator to aid in keeping track of normal incubation time for chicken eggs.

AssessmentAssessmentAssessmentAssessment:::: Students will identify major events in the incubation process and accurately record the data in the incubation process.

VocabularyVocabularyVocabularyVocabulary:::: temperature humidity fertilization ventilation incubation differentiation

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Learning Activities:Learning Activities:Learning Activities:Learning Activities: Session 1:Session 1:Session 1:Session 1: A still air (no fan) incubator will replicate, as closely as possible, the natural process of incubation. As this is an external process in birds (as opposed to internal in mammals) it is possible to do. Set up the incubator according to the directions provided in the incubation instruction booklet provided in the kit. Place in a location which is convenient yet is away from direct sunlight or cool drafts. Set up the incubator, and turn it on at least two days before the eggs are to arrive. Adjust the thermostat screw to obtain a consistent temperature of 100.5100.5100.5100.50000 F F F F. Place the eggs in the turner with the large end uplarge end uplarge end uplarge end up. The four critical considerations when artificially incubating eggs in the classroom are: temperature, humidity, ventilation and turning. The incubator setting should be between 970 and 1010F, (100.50 F. is ideal). An egg turner (provided) will make incubation easier. For the first 18 days, the relative humidity of the air within the incubator should be about 70-90 percent. During the last three days (19 to 21), the relative humidity should be about 80-90 percent. After the 18th day, remove the automatic turner, and place the eggs on the metal screen. Throughout the day, students need to keep careful watch over the temperature in the incubator. A slight drop in temperature will take place when opening the incubators. Short term drops in temperature will not affect the process. A rise in temperature over 103°F should be corrected immediately. Have students complete the activity sheet for Learning Experience #4 in the Incubation And Embryology Student Activity Book. Discussion Questions:Discussion Questions:Discussion Questions:Discussion Questions:

• What effect might low temperatures have on the incubation process? • What effect might high temperatures have on the incubation process? • Why must eggs be turned? • Why should the eggs be positioned with the large end up? • How are eggs kept moist in nature? • How does the embryo’s needs for warmth, nourishment, oxygen and protection met by

the egg and the incubator?

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Answer to Activity Sheet:Answer to Activity Sheet:Answer to Activity Sheet:Answer to Activity Sheet: Matching Questions: Crippled chicks a, d Late hatch a Early hatch a Dead in shell last 2-3 days b Clear eggs with blood ring a Clear and undeveloped eggs e Sequence questions: 6 Formation of feathers 4 Beginning of tongue 7 Beak hardens 8 Claws appear 2 Beginning of heart 11 Hatching of chick 1 Beginning of nervous system 10 Yolk sac enters body 3 Beginning of nose 9 Beak turns toward air cell 5 Differentiation of sex For function of yolk sac, allantois and amnion, see page 11 in this teacher’s guide. The egg tooth is used by the chick to crash through the shell wall. Then it is lost in a couple of days.

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1111

Temp: __________Temp: __________Temp: __________Temp: __________ Time: __Time: __Time: __Time: __________________________________ Humidity: _______Humidity: _______Humidity: _______Humidity: _______ Stud. Init. _______Stud. Init. _______Stud. Init. _______Stud. Init. _______ Comments:______Comments:______Comments:______Comments:______ ________________________________________________________________ ________________________________________________________________

2222 Temp: __________Temp: __________Temp: __________Temp: __________ Time: __________Time: __________Time: __________Time: __________ Humidity: _______Humidity: _______Humidity: _______Humidity: _______ Stud. Init. _______Stud. Init. _______Stud. Init. _______Stud. Init. _______ Comments:______Comments:______Comments:______Comments:______ ________________________________________________________________ ________________________________________________________________

3333 Temp: __________Temp: __________Temp: __________Temp: __________ TimTimTimTime: __________e: __________e: __________e: __________ Humidity: _______Humidity: _______Humidity: _______Humidity: _______ Stud. Init. _______Stud. Init. _______Stud. Init. _______Stud. Init. _______ Comments:______Comments:______Comments:______Comments:______ ________________________________________________________________ ________________________________________________________________


5555 Temp: ________Temp: ________Temp: ________Temp: ________________ Time: __________Time: __________Time: __________Time: __________ Humidity: _______Humidity: _______Humidity: _______Humidity: _______ Stud. Init. _______Stud. Init. _______Stud. Init. _______Stud. Init. _______ Comments:______Comments:______Comments:______Comments:______ ________________________________________________________________ ________________________________________________________________


7777 Temp:Temp:Temp:Temp: __________ __________ __________ __________ Time: __________Time: __________Time: __________Time: __________ Humidity: _______Humidity: _______Humidity: _______Humidity: _______ Stud. Init. _______Stud. Init. _______Stud. Init. _______Stud. Init. _______ Comments:______Comments:______Comments:______Comments:______ ________________________________________________________________ ________________________________________________________________









16161616 Temp: __________Temp: __________Temp: __________Temp: __________ Time: __________Time: __________Time: __________Time: __________ Humidity: _______Humidity: _______Humidity: _______Humidity: _______ Stud. Init. _______Stud. Init. _______Stud. Init. _______Stud. Init. _______ Comments:___Comments:___Comments:___Comments:_______________ ________________________________________________________________ ________________________________________________________________


18181818 Temp: __________Temp: __________Temp: __________Temp: __________ Time: __________Time: __________Time: __________Time: __________ Humidity: _______Humidity: _______Humidity: _______Humidity: _______ Stud. Init. _______Stud. Init. _______Stud. Init. _______Stud. Init. _______ CoCoCoComments:______mments:______mments:______mments:______ ________________________________________________________________ ________________________________________________________________

Remove egg turner Remove egg turner Remove egg turner Remove egg turner and place eggs on wire and place eggs on wire and place eggs on wire and place eggs on wire screen.screen.screen.screen.




Incubation LogIncubation LogIncubation LogIncubation Log Ideal Temperature:________ Ideal Humidity:___________

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ActiviActiviActiviActivity Sheet for Learning Experience #4ty Sheet for Learning Experience #4ty Sheet for Learning Experience #4ty Sheet for Learning Experience #4 Name____________________Name____________________Name____________________Name____________________

IMPORTANT EVENTS IN EMBRYONIC DEVELOPMENTIMPORTANT EVENTS IN EMBRYONIC DEVELOPMENTIMPORTANT EVENTS IN EMBRYONIC DEVELOPMENTIMPORTANT EVENTS IN EMBRYONIC DEVELOPMENT

FertilizationFertilizationFertilizationFertilization Before eggBefore eggBefore eggBefore egg----layinglayinglayinglaying Division and growth of living cells

Segregation of cells into groups of special function Between Between Between Between laying & incubationlaying & incubationlaying & incubationlaying & incubation No growth, state of inactive embryonic life

During Incubation:During Incubation:During Incubation:During Incubation: First Day: First Day: First Day: First Day: 16 hours 18 hours 20 hours 21 hours 22 hours 23 hours 24 hours

First sign of resemblance to a chick embryo Appearance of alimentary tract Appearance of vertebral column

Beginning of formation of nervous system Beginning of formation of head

Appearance of blood islands-vitelline circulation Beginning of formation of eye

Second day: Second day: Second day: Second day: 25 hours 35 hours 42 hours

Beginning of formation of heart Beginning of formation of ear

Heart begins to beat Third day: Third day: Third day: Third day: 50 hours 60 hours 62 hours 64 hours 70 hours

Beginning of formation of amnion Beginning of formation of nose Beginning of formation of legs Beginning of formation of wings

Beginning of formation of allantois Fourth day: Fourth day: Fourth day: Fourth day: Beginning of formation of tongue Fifth day: Fifth day: Fifth day: Fifth day: Formation of reproductive organs and differentiation of sex Sixth day: Sixth day: Sixth day: Sixth day: Beginning of formation of beak and egg-tooth Eighth day: Eighth day: Eighth day: Eighth day: Beginning of formation of feathers Tenth day: Tenth day: Tenth day: Tenth day: Beginning of hardening of beak

Thirteenth day: Thirteenth day: Thirteenth day: Thirteenth day: Appearance of scales and claws Fourteenth day: Fourteenth day: Fourteenth day: Fourteenth day: Embryo turns its head toward the blunt end of egg Sixteenth day: Sixteenth day: Sixteenth day: Sixteenth day: Scales, claws and beak become firm

Seventeenth day: Seventeenth day: Seventeenth day: Seventeenth day: Beak turns toward air cell Nineteenth day: Nineteenth day: Nineteenth day: Nineteenth day: Yolk sac begins to enter body cavity Twentieth day: Twentieth day: Twentieth day: Twentieth day: Yolk sac completely drawn into body cavity, embryo occupies

practically all the space within the egg except air cell Twenty Twenty Twenty Twenty----first day:first day:first day:first day: Hatching of chick

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Activity SActivity SActivity SActivity Sheet for Learning Experience #4heet for Learning Experience #4heet for Learning Experience #4heet for Learning Experience #4 Page 2Page 2Page 2Page 2

Match the variables to the problem: Variables a. Temperature b. Humidity c. Ventilation d. Turning e. Condition of Egg f. Age of Egg Problems _______ Crippled chicks _______ Late hatch _______ Early hatch _______ Dead in shell last 2-3 days _______ Clear eggs with blood ring _______ Clear and undeveloped eggs

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Activity SheActivity SheActivity SheActivity Sheet foret foret foret for Learning Experience #4 Learning Experience #4 Learning Experience #4 Learning Experience #4 Page 3Page 3Page 3Page 3

IMPORTANT EVENTS IN EMBRYONIC DEVELOPMENTIMPORTANT EVENTS IN EMBRYONIC DEVELOPMENTIMPORTANT EVENTS IN EMBRYONIC DEVELOPMENTIMPORTANT EVENTS IN EMBRYONIC DEVELOPMENT

Note – Order in list is order of development. Day Event 1 Beginnings of backbone, nervous system, head, blood vessels, eye 2 Beginning of heart, ear 3 Beginnings of amnion, nose, legs, wings, allantois 4 Beginning of tongue 5 Formation of reproductive organs – differentiation of sex 6 Beginning of beak and egg tooth 8 Formation of feathers 10 Hardening of beak 13 Appearance of scales and claws 14 Head turns toward blunt end of egg 16 Scales, claws and beak become firm 17 Beak turns toward air cell 19 Yolk sac begins to enter body cavity 20 Embryo occupies all of egg space except for air cell 21 Hatching of chick

Place the following events of embryonic development in the proper order. Use the chart above to help you. Number them from 1-11. ______Formation of feathers ______Beginning of tongue ______ Beak hardens ______ Claws Appear ______ Beginning of heart ______ Hatching of chick

______ Beginning of nervous system ______ Yolk sac enters body ______ Beginning of nose ______ Beak turns toward air cell ______ Differentiation of sex

Temporary organs form inside the egg to provide for nutrition, respiration and protection.These include the yolk sac, allantois and amnion. Find out what each one does. Egg tooth _______________________________________________________________________

Yolk sac ________________________________________________________________________

Allantois ________________________________________________________________________

Amnion ________________________________________________________________________

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Learning Experience 5: What’s Inside an Incubating EggLearning Experience 5: What’s Inside an Incubating EggLearning Experience 5: What’s Inside an Incubating EggLearning Experience 5: What’s Inside an Incubating Egg

Objective: Students will candle eggs and record observations during the incubation process.

Materials:Materials:Materials:Materials: For the class:For the class:For the class:For the class: Hand-held candler w/bulbs Incubating eggs

Preparation:Preparation:Preparation:Preparation: Eggs can be candled as early as the 3rd day of incubation. However, it is easier to observe the embryo from the 5th day on. This takes practice and should be done several times during the incubation period. When in doubt about the fertility of an egg, be patient and keep it in the incubator for as long as possible (until odor is detected).

AssessmentAssessmentAssessmentAssessment:::: Students will successfully candle eggs and record accurate observations.

VocabularyVocabularyVocabularyVocabulary:::: candling candler embryo infertile embryo Learning Activities:Learning Activities:Learning Activities:Learning Activities: Session 1:Session 1:Session 1:Session 1: Have the students collect and record data concerning the developing embryos. Allow each student to candle an egg. This takes skill, patience and practice. The students should be allowed to candle and observe eggs every few days to improve their skill. Brown eggs are more difficult to candle than white eggs, but with practice and proper technique, they too can be candled.

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Proper Method: 1. Turn on the candler. 2. Hold the egg at a 45º angle with the large end of the egg against the hole. 3. Grasp the egg by the small end and hold between the thumb and tips of the first two fingers. 4. Turn egg quickly to the right. This moves the contents of the egg and throws the yolk nearer to the shell. 5. Look down on the egg and not into the light. Observe the small reddish area with blood vessels extending away from it in fertile eggs. The embryo appears to be a huge red spider If the embryo dies, the blood draws away from it and forms a “blood ring”. Remove the eggs with dead embryos since they decompose rapidly and could produce a strong, unpleasant odor! Discussion Questions:Discussion Questions:Discussion Questions:Discussion Questions:

• What is an embryo? • Why might an embryo die? • What can we observe about an embryo?

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Learning Experience 6: The Brooder Learning Experience 6: The Brooder Learning Experience 6: The Brooder Learning Experience 6: The Brooder

Objective: Students will construct a brooder to help maintain environmental conditions for hatchlings.

Materials:Materials:Materials:Materials: For the class:For the class:For the class:For the class: Duct tape 6 petri dishes 60 watt bulb Lamp box 2 identical copy paper boxes* Glue* Newspapers* Masking tape* Metric rulers* Knife* Scissors* *provided by teacher

AssessmentAssessmentAssessmentAssessment:::: Students will contribute to constructing a brooder for the chicks.

VocabularyVocabularyVocabularyVocabulary:::: brooder insulation absorptive hatching habitation

Learning Activities:Learning Activities:Learning Activities:Learning Activities: Session 1:Session 1:Session 1:Session 1: Although students will not complete a brooder themselves, he/she should feel a sense of contribution to the overall effort of the class. Arrange the class into groups, each with a specified job to complete during this class time. Group I:Group I:Group I:Group I: Given two identical boxes (two empty copy paper boxes would work well) at least 30 centimeters deep, they will cut a door opening in each. The doors should be cut out to be 20

39

millimeters high and 15 millimeters wide (minimum). This should be done so that the two doors will line up exactly when the two boxes are attached later. The box does not need a top for very young chicks. Group 2:Group 2:Group 2:Group 2: Shred newspaper. Shred enough newspaper in small pieces to cover the bottom of each box to the depth of 2-3 inches. This provides excellent insulation and absorptive material for the baby chicks. Line up the two doors of each box and glue or tape the boxes together. Place shredded paper on the floor of each box. Place six petri dishes on the floor (three for food, three for water) of one side. Place the lamp box on the side of the box. The lamp box is used for heat for the chicks. The brooder is complete and ready for habitation. Discussion Questions:Discussion Questions:Discussion Questions:Discussion Questions:

• Describe the brooder you would design for the chicks. • How might the brooder change as the chicks get older?

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Learning Experience 7: Struggling Out of the ShellLearning Experience 7: Struggling Out of the ShellLearning Experience 7: Struggling Out of the ShellLearning Experience 7: Struggling Out of the Shell

Objective: Students will observe and record the hatching process.

MaterialsMaterialsMaterialsMaterials:::: For the class:For the class:For the class:For the class: Incubator Brooder Petri dishes Incubating eggs Chick starter food Water* *provided by teacher

Preparation:Preparation:Preparation:Preparation: Plan to be flexible in your schedule. Chickens may hatch during school hours.

AssessmentAssessmentAssessmentAssessment:::: Students will observe the hatching process and accurately record observations.

VocabularyVocabularyVocabularyVocabulary:::: egg tooth hatching

Learning Activities:Learning Activities:Learning Activities:Learning Activities: Session 1:Session 1:Session 1:Session 1: The teacher may want to have the students predict when they think the first egg will hatch. Hopefully, the hatching process will take place on the scheduled day during school hours. Try to provide time to observe the process of chipping a small hole in the shell, enlarging it with its egg tooth, and finally struggling out of the shell. The chick will emerge wet and exhausted. Allow it to stay in the incubator until it is dry, fluffy looking and active. Food and water should be placed in the incubator. After chicks are completely dry, remove each chick and place it under the light in the brooder. Again, food and water should be provided. Avoid handling for a few days. Keep food and water in the petri dishes at all times. For the first three days, the temperature in the

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brooder should be around 98°F. The temperature can go down one degree each following day. The chicks are in the brooder until it reaches room temperature. Be ready and patient! Sometimes hatching will occur on day 20 or day 22. Leave food/water in the incubator in case hatching occurs at night. Alert your custodian to the event – he/she may be of great help to the project at night. Discussion QuestionsDiscussion QuestionsDiscussion QuestionsDiscussion Questions::::

• Describe what you observed when you saw the chick coming out of the egg. • Did anything surprise you? Explain. • What was the egg tooth’s function?

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Learning Experience 8: Care For Baby ChicksLearning Experience 8: Care For Baby ChicksLearning Experience 8: Care For Baby ChicksLearning Experience 8: Care For Baby Chicks

Objective: Students will properlyObjective: Students will properlyObjective: Students will properlyObjective: Students will properly care for the baby chicks. care for the baby chicks. care for the baby chicks. care for the baby chicks.

MaterialsMaterialsMaterialsMaterials:::: For the class:For the class:For the class:For the class: Incubation And Embryology Student Activity Book Chick starter food Water* Newspapers* *provided by teacher

PreparationPreparationPreparationPreparation:::: Do not send chicks home to students’ home unprepared to raise them properly. Consult a 4-H group or Agway store as possible sources for “adoption”.

AssessmentAssessmentAssessmentAssessment:::: Students will demonstrate proper care of the baby chicks.

VocabularyVocabularyVocabularyVocabulary:::: breeder adoption

Learning Activities:Learning Activities:Learning Activities:Learning Activities: Session 1:Session 1:Session 1:Session 1: During the next 10 days or so, the students should be made responsible for the proper care of the baby chicks. Some guidelines to follow: 1. Leave brooder light on constantly. 2. Keep brooder out of drafts. 3. When chicks are cold, they huddle together and cheep. 4. When chicks are too warm, they stand with wings open, beak open pulsating throat. 5. Clean litter every 2-3 days. 6. Feed and water regularly. 7. Handle gently.

43

Prepare to have the chicks adopted by a qualified farm/chicken breeder during the next two weeks. Learn the parts of a chicken. Have students complete the activity sheet for Learning Experience #8 in the Incubation And Embryology Student Activity Book. Discussion Questions:Discussion Questions:Discussion Questions:Discussion Questions:

• How are the baby chicks changing as they develop? • What qualities would you want to find in a breeder that adopts the chicks? • Have you noticed any unique qualities or characteristics about one chick or several of

the chicks?

44

Activity Sheet for Learning Experience #8Activity Sheet for Learning Experience #8Activity Sheet for Learning Experience #8Activity Sheet for Learning Experience #8 Name______________________Name______________________Name______________________Name______________________

Answers for activity sheet:Answers for activity sheet:Answers for activity sheet:Answers for activity sheet:

Shank

Spur

Wing

Breast

Hackles

Sickles Wattle

Eye

Beak Comb

Word BankWord BankWord BankWord Bank Eye Spur Wing Wattle Comb Sickles Shank Hackles Beak Breast

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Learning Experience 9: Unhatched EggLearning Experience 9: Unhatched EggLearning Experience 9: Unhatched EggLearning Experience 9: Unhatched Egg

Objective: Students will identify possible causes for an unsuccessful hatching.

MaterialsMaterialsMaterialsMaterials:::: For the class:For the class:For the class:For the class: Unhatched eggs

VocabularyVocabularyVocabularyVocabulary:::: embryo cause humidity ventilation condition

Learning AcLearning AcLearning AcLearning Activities:tivities:tivities:tivities: SessiomSessiomSessiomSessiom 1: 1: 1: 1: ProblemProblemProblemProblem:::: If our project was not successful, why? Discuss “Some Reasons for a Poor Hatch” by Edward Schano on Page 45 with the students. Be sure to include:

1. Temperature 2. Humidity 3. Ventilation 4. Turning 5. Condition of eggs

You may want to open the unhatched eggs and try to determine why the embryo died.

SOME REASONS FOR A POOR HATCHSOME REASONS FOR A POOR HATCHSOME REASONS FOR A POOR HATCHSOME REASONS FOR A POOR HATCH Edward A. SchanoEdward A. SchanoEdward A. SchanoEdward A. Schano

Poor results in hatching are commonly caused by the improper control of temperature and/or humidity. Improper control means that the temperature and/or humidity are too high or too low for such a long period of time that it interferes with the normal growth and development of the embryo.

46

To obtain the best possible hatch, keep the temperature as near 100ºF as possible for the entire incubation period. There will be a fluctuation of two or three degrees above and below 100ºF, but there should not be prolonged periods of high or low temperature. High temperature is especially serious. An incubator, which is run warm, constantly averaging a bit above 100ºF will tend to produce an early hatch. One that is run cold, a bit below 100ºF will tend to produce a late hatch. To obtain the proper temperature reading, locate the bulb of the thermometer so that it’s level with the place where the embryos will begin to develop in the eggs. This is approximately ¼ inch below the top surface of the shell when the egg is on its side. This applies to chicken, duck, pheasant, quail and other species of eggs. Check the thermometer. Is it accurate? An error of one degree for 21 days can seriously interfere with embryonic growth. To check the incubator thermometer, place the bulb next to the bulb of a clinical (the oral kind used to check body temperature) or a laboratory thermometer. Hold under lukewarm tap water, and compare the readings. Make an adjustment for any error in the incubator thermometer. A thermometer in which the column is split will not give an accurate reading. It is no good; dispose of it. Rarely is the humidity too high in a still air incubator. Normally they tend to run low. Thus, the water pan should cover at least one-half of the surface area of the incubator. The humidity should be raised for the three days before the eggs hatch. Adding another water pan or wet sponge helps to do this. Embryos need to be soaking wet to hatch properly and easily, but don’t drown them. Humidity in the incubator should read between 70 and 90 relative humidity for the first 18 days and between 80 and 90 percent the last three days. It is very difficult to measure humidity in a still air incubator, thus the egg is the best humidistat. Candle the eggs to observe air space. High humidity tends to produce a late hatch; low humidity an early hatch. DO NOT turn the eggs the last three days of incubation. The embryos are moving into hatching position and do not need to be turned. Keep the incubator closed to maintain proper temperature and humidity, but DO NOT seal up tight, for embryos need oxygen.

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LOCATING INCUBATION PROBLEMSLOCATING INCUBATION PROBLEMSLOCATING INCUBATION PROBLEMSLOCATING INCUBATION PROBLEMS CONDITIONS OF EGGCONDITIONS OF EGGCONDITIONS OF EGGCONDITIONS OF EGGSSSS

I. Clear and undeveloped eggs

GENERAL REASONGENERAL REASONGENERAL REASONGENERAL REASON

Holding eggs too long. Infertile eggs.

CORRECTIONSCORRECTIONSCORRECTIONSCORRECTIONS

1. Set eggs within 7 days of laying. Hold eggs at

temperatures of 35º to 55º F.

II. Clear eggs with blood ring or a light development.

1. Eggs have been heated or

chilled before setting 2. Incubator temperature

irregular. 3. Interruption in operation of

incubator.

1. Hold eggs at temperatures of

35º to 55ºF. 2. Check incubator frequently

for proper temperature. 3. Make sure principal and

custodian are aware of incubation project. They may turn off electricity.

III. Dead germ or embryo when egg is broken open to check embryo.

1. Eggs held too long or at

improper temperature. 2. Wide temperature variation. 3. Temperature above 101º or

below 97º for long periods of time (high temperature is especially bad).

4. Eggs in contact with heating wire.

5. Eggs not turned frequently enough.

1. See box I. 2. See suggestion 2 in box II. 3. Check thermometer for

accuracy. Make sure bulb of thermometer is on same plane as embryo in shell. Note: 105º can kill an embryo in ½ hour.

4. Do not permit eggs to come in contact with resistance wire.

5. Eggs should be turned at least three times per day, or use an egg turner.

IV. Eggs pipped but not completing hatch. Dead in shell in last two or three days of incubation.

1. Not enough moisture 2. Too much moisture; chicks

drown (unlikely).

1. Increase surface area water in

bottom of incubator. Add wet sponges to increase humidity.

2. Check size of air cell.

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V. Early hatches

Temperature high during entire incubation period.

1. Check thermometer for

accuracy, and make sure it is in the correct position.

VI. Late hatch

1. Temperature low during

entire incubation period 2. Old eggs.

1. Same as for early hatch. 2. Set eggs in incubator as soon

as possible. VII. Crippled and deformed chicks.

1. Temperature maintained

either too high or too low. 2. Eggs not turned frequently

enough.

1. Maintain proper temperature. 2. Turn eggs at least three times

daily, or use an egg turner.

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Incubation and EmbryoloIncubation and EmbryoloIncubation and EmbryoloIncubation and Embryology Student Assessment Name __________________gy Student Assessment Name __________________gy Student Assessment Name __________________gy Student Assessment Name __________________ Use the word bank below to label the parts of the egg and to answer the questions. Use each word only once. 7. The calcium carbonate shell of an egg is _________________, which allows for gases to pass through it for the respiration of the chick. 8. These structures prevent the invasion of bacteria and the drying out of the liquid in the

egg: __________________________. 9. The albumen in the egg is made almost entirely of water and pure ______________. 10. The yolk provides most of the _______________ for the embryo.

yolk shell chalazae protein energy albumen air cell porous membrane inner/outer membranes

1. ______________ 2. _______________

3. ______________

4. _______________

5. ________________

6. _________________

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Incubation and Embryology AssessmentIncubation and Embryology AssessmentIncubation and Embryology AssessmentIncubation and Embryology Assessment Page 2 Page 2 Page 2 Page 2 Match the variables to the problem:

Variables a. Temperature b. Humidity c. Ventilation d. Turning e. Condition of Egg f. Age of Egg

Problems 11. Crippled Chicks ______ 12. Late hatch ______ 13. Early hatch ______ 14. Dead in shell last 2-3 days ______ 15. Clear eggs with blood ring ______ 16. Clear and undeveloped eggs ______

DAY EVENT

1 Beginnings of backbone, nervous system, head, blood vessels, eye 2 Beginning of heart, ear 3 Beginnings of amnion, nose, legs, wings, allantois 4 Beginning of tongue 5 Formation of reproductive organs – differentiation of sex 6 Beginning of beak and egg tooth 8 Formation of feathers 10 Hardening of beak 13 Appearance of scales and claws 14 Head turns toward blunt end of egg 16 Scales, claws and beak become firm 17 Beak turns toward air cell 19 Yolk sac begins to enter body cavity 20 Embryo occupies all of egg space except for air cell 21 Hatching of chick

Place the following events of embryonic development in the proper order. Use the chart above to help you.

17. _____ Formation of feathers 18. _____ Beginning of tongue 19. _____ Beak hardens 20. _____ Claws Appear 21. _____ Beginning of heart 22. _____ Hatching of chick

23. _____ Beginning of nervous system 24. _____ Yolk sac enters body 25. _____ Beginning of nose 26. _____ Beak turns toward air cell 27. _____ Differentiation of sex

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Incubation and Embryology Assessment KeyIncubation and Embryology Assessment KeyIncubation and Embryology Assessment KeyIncubation and Embryology Assessment Key 1. chalazae 2. albumen 3. membrane 4. yolk 5. air cell 6. shell 7. porous 8. inner/outer membranes 9. protein 10. energy 11. a, d 12. a, f 13. a 14. b 15. a 16. e 17. 8 18. 4 19. 10 20. 13 21. 2 22. 21 23. 1 24. 19 25. 3 26. 17 27. 5

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MORE IDEASMORE IDEASMORE IDEASMORE IDEAS

Language ArtsLanguage ArtsLanguage ArtsLanguage Arts ♦ Create a web of knowledge about the general topics of eggs. ♦ Write a diary or journal about a chick going through the incubation process from the

point of view of the chick. ♦ Write a descriptive paragraph about your egg so others could identify it. Book Suggestions: Look Who’s Hatching World Life Fund by Shimizu Kiyoshi Inside An Egg by Learner National Science From Egg to Chicken Lifecycles by Gerald Legg The Chicken or the Egg by Allen Fowler ArtArtArtArt ♦ Crack, peel and cut open a hard boiled egg. Draw and label the parts of the hard boiled

egg. Compare to a raw egg and identify any missing parts. ♦ Draw a picture of the chick, and compare it to the pictures of the chicken. Identify parts

that are present when it comes out of the egg and parts that have to develop. Social StudiesSocial StudiesSocial StudiesSocial Studies ♦ Research breeds of different chickens and their origins. (Examples: buckeys, cornish, java,

micorca, redcap, wyandotte). ♦ Find out what states are the three top egg producers. ♦ Plan a field trip to a farm that raises chickens. Math Math Math Math ♦ When the 7 cent rule applies when buying eggs, compare the sizes of small, medium,

large and extra large. Which is the most economical purchase for the price? See if the price increases for the next larger size is 7 cents or less per dozen. Then see if the larger size is the better deal.

♦ Use a Venn diagram to compare chick development to the development of a human fetus.

♦ Find the volume and mass of an egg using the graduated cylinders and balance scale. ♦ Measure the circumference of the egg.

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Science Science Science Science ♦ Investigate how different egg cartons are designed, and ask students to design their own

egg carton that is practical and resists breaking of eggs. ♦ Ask students to carefully observe an egg they have been assigned. Students should

document any important qualities of the egg (shape, size, special ridges, coloration). ♦ Compare the egg of a chicken to eggs of other birds. ♦ Discuss the basic needs of the newly hatched chicks. ♦ Observe the development of frog’s eggs. Students can journal their observations and

compare the stages of growth. ♦ Discuss the life cycles of other animals. HealthHealthHealthHealth ♦ Research information about the nutrition value of eggs and the importance of eggs in

baking and in agriculture and farming, and present an oral report on your information.

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INQUIRY AND PROCESS SKILLSINQUIRY AND PROCESS SKILLSINQUIRY AND PROCESS SKILLSINQUIRY AND PROCESS SKILLS

Classifying Arranging or distributing objects, events or information in classes according to some method or system.

Communication Giving oral and written explanations or graphic

representations of observations. Creating Models Displaying information by means of graphic illustrations or

other multi-sensory representations. Formulating Hypotheses Constructing a proposition or assumption of what is

thought likely to be true based on reasoning, which serves as a tentative, testable theory.

Gathering & Organizing Collecting information about objects and events, which

show a specific situation. Generalizing Drawing general conclusions from information. Identifying Variables Recognizing the characteristics of objects or events, which

are constant or change under different conditions. Inferring Making a statement or conclusion based on reasoning or

prior experience to explain an observation. Interpreting Data Analyzing information that has been collected and

organized by describing apparent patterns or relationships in the information.

Making Decisions Choosing an alternative from among several and basing the judgment on defendable reasons. Manipulating Materials Handling or treating materials, equipment or procedures skillfully and effectively. Measuring Making quantitative observations by comparing to a

standard. Observing Becoming aware of an object or even by using any of the

senses to identify properties.

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Predicting Making a forecast or estimate of what future events or

conditions may occur.

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GLOSSARYGLOSSARYGLOSSARYGLOSSARY

Absorptive: the process of taking in liquid. Adoption: to take as one’s own Air Cell: acts as a shock absorber during early development of the

embryo. Albumen: the white of the avian egg.

Allantois A thin membrane attached to the embryo, which forms a sack. It collects waste from the embryo, which is produced from the kidneys. After the chick hatches, the

allantois is left behind as a solid bag of uric acid crystals. Amnion The sac in which the embryo is suspended. Avian Egg: the mass of material in a bird (Aves) Egg – the shell, shell membranes, albumen and yolk – which are designed by nature to nourish and protect the true

egg. Blastoderm: fertilized true egg, which is beginning to develop into

an embryo. Blastodisc: a true egg which was not fertilized. Breeder: one who raises a group of animals within a species. Brooder: a heated structure for raising young chicks. Candle: to examine eggs by holding them up to a bright light

(candler). Cause: a person or thing that produces a result. Chalazae: two white cords holding the yolk in the center of the albumen.

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Cloaca: the event or opening of the oviduct through which the avian egg is laid.

Condition: a particular state of a person or thing. Differentiation: to make a distinction. Egg: microscopic cell of the female – the true egg. Egg tooth: used by the chick to crash through the shell wall. This

tooth is then lost a couple days after coming out of the shell.

Embryo: an organism in its early states of its development. Embryology: the science dealing with the development of embryos. Fertilization: union of a male with a female cell. Habitation: a place of residence. Hatching: to bring forth from an egg. Humidity: humid condition filled with water vapor. Incubation: providing favorable conditions for hatching. Infertile embryo: undeveloped embryo. Infundibulum: the funnel end of the oviduct which picks up the yolk

when it is released from the ovary. The area in which fertilization takes place.

Insulation: to cover with non conducting material to prevent or

reduce the transfer of heat. Observe: to evaluate. Ovary: the organ of the female which holds the true eggs and

produces the yolks on which the true eggs are located.

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Oviduct: organ of the female which puts the albumen, shell

membranes and the shell of the avial egg around the yolk.

Properties: an essential or distinctive trait or characteristic of a living

or non-living thing. Shell: the hard outer surface of an avian egg. Shell membranes: two membranes which are next to the shell and surround

the albumen and yolk. Sperm: microscopic cell of the male. Strategy: a detailed plan for reaching a goal. Succeed: to accomplish what was attempted or intended. Temperature: the measure of warmth or coldness of an object or

substance. Ventilation: to provide with fresh air. Yolk: the round, orange–yellow mass upon which the true egg is

located.

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TEACHER REFERENCESTEACHER REFERENCESTEACHER REFERENCESTEACHER REFERENCES Harvey, Rob. Practical Incubation. Hancock House, 1993 Stromberg, Janet. A Guide to Better Hatching. Stromberg Publishing Company, Revised 1999 Media LibraryMedia LibraryMedia LibraryMedia Library Call the media library to order media materials and to check on new materials that are available. The number to be reached is (716) 376-8212.

Science Concepts To Be AddressedScience Concepts To Be AddressedScience Concepts To Be AddressedScience Concepts To Be Addressed Adult animals are able to produce enough young suited to survive to produce the next generation of that kind of animal. Each generation of animals goes through changes in form from young to adult. The adult gives rise to the young of the next generation. This completed sequence of changes in form is called a life cycle. Some types of young animals are able to live and thrive without depending on adults of the previous generation for care. For example:

• Frogs • Mealworms • Fish • Butterflies

Animals have the potential to produce numerous offspring during their adult stage. Under actual conditions, not all of the young produced grow and become adults. The number of animals of a particular kind living in an area is called the population. The life of an animal is affected by environmental conditions. Animal health, growth and development are affected by environmental conditions, such as:

• Food available • Air available • Water available • Space available • Shelter available • Temperature

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• Sunlight

The behavior of animals may change when environmental conditions change. Animals move to find optimal environmental conditions within an area. For example, they may:

• Move to shade from the hot sun • Run from danger

The information of particular animal characteristics is influenced by changing environmental conditions. For example:

• Fat storage in winter • Coat thickness in winter • Coat color protection • Shedding of fur

Animals carry out certain routine behaviors that are influenced by environmental conditions. For example:

• Nest building to provide shelter • Sleeping daily and hibernating • Hunting • Migrating

Animal behavior may affect the environment. For example:

• Depositing of waste materials • Consumption of food such as prey • Building structures such as shelter • Destruction of vegetation • Damming of water • Adding carbon dioxide to the air

Incubation and EmbryologyREVISED · 2009. 8. 17. · INCUBATION AND EMBRYOLOGYEMBRYOLOGY ......

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