Spring: Embryo Development

Grade Level: 9-12

Subject/Content: Science/Biology

Summary of lesson: Students will directly observe, compare and explain the embryonic development of chickens and compare their development to human embryonic development

Focus Question: What happens during the embryonic development of chickens and how does it compare to human embryo development?

Resource(s): Science Resource Center

Procedures:

1. Before beginning this activity, look into places that will take your chickens after they hatch. Farm learning centers are wonderful resources and will provide you with all you need (chicken eggs, incubator and homes for hatched chickens). It will be worth your efforts, the kids love this activity
2. Obtain fertilized chicken eggs from a local farm or biological warehouse such as Carolina Biological
3. Assign each group of two students three fertilized eggs. More students per group may be necessary depending on funding for the lab
4. Have the students carefully put their names and the date on the eggs and place them into a prepared incubator. Incubators can be obtained for minimal cost through a biological supply company such as Carolina Biological or may be provided to you from teaching farms in your area as stated above
5. Distribute white paper and colored pencils to the students
6. Inform the students that they will be completing a series of sketches as they make observations during the development of their eggs. Each sketch should be on half a sheet of white paper and be detailed and colored with colored pencils
7. On the third day of incubation, have the students crack open one of their eggs into a Petri dish. Once opened, have them look for the zone of fertilization which resembles a white spot on the yolk. (If you are opposed to the opening of the fertilized egg, you can purchase prepared microslides for student observation at a biological warehouse such as Carolina Biological or find photos online.)
8. Instruct the students to carefully cut the white spot off of the yolk and transfer it to a microscope slide
9. Once on the slide, have the students fix the specimen to the slide by passing it through a Bunsen burner flame several times. The specimen can now be stained and viewed under the microscope for detail
10. Have the students carefully sketch the developing embryo, labeling the date, magnification and embryo regions. You may want to students to observe websites that post chicken development stages so students can compare their slides to prepared specimens for labels
11. Allow the remaining eggs to incubate and allow time for students to candle and sketch observations approximately every five days
12. Provide the students computer time to access Science Resource Center
13. Students should search "human embryo" and click on the multimedia tab. There they will find pictures of human embryo development at many stages
14. Have the students sketch human embryo development at five weeks, ten weeks, fifteen weeks, etc. to correspond with the five days, ten days, fifteen days, etc. of the chicken development.
15. Instruct students on how to create a comparative display of the two organisms during embryonic development. Their display should include their illustrations as well as a narrative summary of their findings comparing the two organisms
16. Allow class time for students to share their displays with the class
17. Discuss the idea of similar embryos and the evolutionary evidence this provides scientists

Steps/Activities by Student(s):

1. Working in a group of two, carefully put your names and the date on the chicken eggs you are given and place them into the prepared incubator
2. You will be completing a series of sketches as you make observations during the development of your eggs. Each sketch should be on half a sheet of white paper and be detailed and colored with colored pencils
3. On the third day of incubation, crack open one of your eggs into a Petri dish. Once opened, look for the zone of fertilization which resembles a white spot on the yolk
4. Carefully cut the white spot off of the yolk and transfer it to a microscope slide
5. Once on the slide, fix the specimen to the slide by passing it through a Bunsen burner flame several times
6. Carefully stain the specimen according to your teacher's instructions and view the specimen under the microscope for detail
7. Carefully sketch the developing embryo, labeling the date, magnification and embryo regions. You may observe websites that post chicken development stages so you can compare your slides to other prepared specimens
8. Leave your remaining eggs to incubate
9. Every five days, candle your eggs and draw the details you observe. Be sure to date your sketches and label things you see.
10. When given time to access Science Resource Center, search "human embryo" and click on the multimedia tab. There you will find pictures of human embryo development at many stages.
11. Sketch human embryo development at five weeks, ten weeks, fifteen weeks, etc. to correspond with the five days, ten days, fifteen days, etc. of the chicken development carefully and with detail one your white paper
12. Following your teachers instruction, you will now create a comparative display of the two organisms during embryonic development. Include your illustrations as well as a narrative summary of your findings comparing the two organisms.
13. Share your display with the class
14. Participate in a discussion about the idea of similar embryos and the evolutionary evidence this provides scientists

Outcome: Students will be able to recognize similar stages of chicken and human embryonic development and draw conclusions about such similarities

Related Activities: This activity can be expanded by dissecting out chicken wings obtained from the grocery store. Students will find that upon careful dissection, fusion of "fingers" in chicken wings exists. Continued discussion of evolutionary ties can ensue

Standard Date: December 1994

Content Standard(s): NS.9-12.1(A) Abilities necessary to do scientific inquiry; NS.9-12.3(C) Biological evolution; Behavior of organisms; NS.9-12.5 (F) Environmental quality; NS.9-12.7(G) Nature of scientific knowledge

Performance Indicators:

• At Level 1, the student is able to:
• Carefully document observations sequentially
• At Level 2, the student is able to:
• Use good lab techniques to create a study slide for comparison of embryonic development
• At Level 3, the student is able to:
• Collect information and draw conclusions about organism similarity based on embryonic development

Computer Literacy and Usage Standards 9-12:

• The student will demonstrate proficiency in the care and use of computer-based technology
• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research, and improve communications
• The student will use technology resources to improve problem solving and decision-making skills and apply these skills to real world situations

ISTE NETS for Students

• Creativity and Innovation
• Communication and Collaboration
• Research and Information Fluency
• Critical Thinking, Problem-Solving & Decision Making
• Technology Operations and Concepts

Information Power; Information Literacy Standards:

• Standard 1: The student who is information literate accesses information efficiently and effectively
• Standard 2: The student who is information literate evaluates information critically and competently
• Standard 3: The student who s information literate uses information accurately and creatively