This document describes an embryology education program called "Embryology in the Classroom" that is run by 4-H Extension Educators. The program uses chicken eggs and curricula to teach 275 students in 7 elementary schools about the life cycle and development of chickens. Teachers are provided all necessary materials like incubators and eggs. Students observe the eggs hatching and care for the chicks, learning skills like record keeping. Evaluations found the hands-on program effectively taught science standards and agriculture literacy. The goal is to provide more experiential learning opportunities for youth about animal development and farming careers.

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