What was your driving question?
Can we predict what traits the offspring will have if we know the parent’s information for chickens?
What PBE principles were highlighted in this project?
This project involved multiple grade levels. The 3/4 class was learning primarily about genetic traits and the 7/8 group was doing a deeper dive into the science of genetics. We made a bulletin board that contained pictures of each male and female chicken on the farm. Physical traits such as size, color, leg color, and whether or not the feet were feathered were all listed on the photo. The students made educated guesses regarding the traits that possible offspring from various parents would produce. The eggs were incubated in the classroom and students were able to observe the process from beginning to end. They recorded the steps in an observation notebook. They were even able to witness hatching! When the chicks hatched, they compared the live chick’s traits with the guesses they had recorded.
How did this project connect to your local or regional community?
We are a farming community, but most of the kids do not live on farms. We had local farmers teach the students about chickens.
How did this positively impact the community? How was it shared?
Reflection: What was the biggest challenge? What was the most rewarding aspect of this project?
The biggest challenge was that most of the eggs hatched after school and the kids weren’t there to witness it. The most rewarding part was the engagement. The kids LOVED it!
Any advice for a teacher or student that is implementing a PBE project for the first time?
“Take it slow, some of us need more time.” – Student participant