![]() ![]() They can start to see how things change and grow. Encourage them to find information from books in the school library, the local council library, from home, from internet sites, YouTube clips and so on.Teaching young children about life cycles helps them better understand nature and the world around them. Lead a discussion about where the students might find further information. ![]() Again, model the sentence structure simply by providing a heading: ‘What I would like to know’ and sentence starters such as:įor example, What do chickens eat? Reflection Next, jointly construct another sentence, again making the structure explicit, before students write their own facts and one or two things they would like to know. The Processes, expressed by verbs or verb groups, should be green the Participants, expressed by nouns or noun groups, arhould be red and the surrounding Circumstances, expressed by such forms as adverbs and prepositional phrases, should be blue. On the board, write ‘chickens hatch from eggs’ and colour the different elements of the sentence so that the students become aware of the patterns of simple sentences. It tells us what’s happening (the verb – hatch), who or what is involved (the noun or noun group – chickens) and the surrounding circumstances (when, where or how – from eggs). Model one fact (for example, chickens hatch from eggs). Each pair rehearses three facts they know and something they would like to know. As preparation for writing, the students form pairs and discuss what they know about chickens. They may use their science journals or the Facts about chickens worksheet to do this. The students write three facts about chickens, and one or two things they would like to know. ![]() Can you think of any other animals that hatch from eggs?Īctivity 2: Recording facts about chickens.Once a chick has hatched, what kinds of things does it need to grow up healthy?.What happens to an egg if it doesn’t get these things?.What kinds of things do eggs need to hatch?.How long do you think it takes for an egg to hatch?.Use some or all of these questions as a starting point: Begin a word wall, with words such as incubate, hatch, egg, down and feathers. ![]() ACSSU030 Activity 1: Activating prior knowledgeĭevelop a concept map as you record the students’ responses on the whiteboard. Invite comments and observations from the students as preparation for Activity 1. You may wish to record the chicks hatching on a digital camera. If you have chosen to have an incubator in the classroom, they can observe the chicks hatching in real time. Show the students these YouTube videos of chicks hatching, both in an incubator and in a henhouse: a book or science journal dedicated to their work in science for each student.an incubator: if it is within the guidelines of your local education jurisdiction, you may want to plan for the introduction of an incubator into the classroom ( Sourcing eggs for this unit of work provides further information on this).the Primary Connections website provides some background information with Life cycles A: General stages - Butterflies and frogs and Life cycles B: Chicks, roos and more (Help note: Navigate from the links provided here to ‘Life and Living’ and then find resources on the left under the heading ‘Life through time’).Concurrently, observation and recording of eggs’ and chicks’ progress will occur as the sequence of lessons unfolds. They will be led in a discussion of life cycles and their prior understandings of this concept. The students will be able to observe a chicken hatching as a starting point for further investigation of other creatures that hatch from eggs. It introduces life cycles of animals that develop from an egg. This learning sequence forms part of the Setting the context stage of the Teaching and learning cycle. Above: Spring has Sprung, photo of recently hatched chickens by Steve Jurvetson CC-BY-2.0 ![]()
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