Introduction
The 4-H Incubation and Embryology project is designed to provide teachers with background information and exciting experiential activities dealing with life science for use in the classroom.
Children have a natural sense of curiosity about living things in the world around them. Building on this curiosity, students can develop an understanding of biology concepts through their direct experience with living things, their life cycles, and their habitats. Students also get the opportunity to develop life skills related to science processes such as teamwork, recordkeeping, planning, and organizing.
Participants
Sixty-six (66) teachers teaching grades 3-12 from schools in nine counties in Northeastern Illinois responded to the 2015 4-H Incubation and Embryology survey. A reported 3403 students from those schools were involved in the program in 2015. More than four-fifths (89%) of the teachers had students who were enrolled in grades 3-8. Another 11% reported that they taught multiple grade levels.
Fourteen percent (14%) of the teachers were participating in embryology for the first time while 48% reported being involved for five-plus years. All but three of the 59 teachers who answered the question reported that they would participate in this project again.
Incubation Process and Hatch Rate
Teachers reported setting an average of 31 eggs and had an average hatch rate of 14 eggs. (Fifty percent hatch rate is considered excellent.) Nearly three-fourths of the teachers candled eggs during the incubation period and candled an average of 19 eggs during the program. Teachers reported on average that three (3) chicks pipped the shell but did not hatch. Forty-one percent (41%) of the teachers reported opening the eggs that did not hatch, while 59% reported that they did not open the eggs.
Seventy-eight percent (78%) of the teachers used an automatic egg turner. For those classrooms that did not have a turner, the eggs were turned on average 3 times per day (eggs should be turned three times per day), and all but three of the teachers reported turning the eggs on the weekends. All of the teachers reported keeping water in the incubator for humidity while the eggs were being set.
Impact of the Incubation and Embryology Experience on Students
In response to two questions, teachers were asked to share their perception of the impact of the incubation and embryology experience on ten (10) different life skills and ten (10) science abilities of their students. Increases in at least one of these skill or ability areas were reported by 52 (94%) of the
55 teachers who answered these questions.

With respect to life skills, more than half of the 55 teachers reported perceived increases in their students’ skills in demonstrating:
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Keeping records—39 (71%)
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Teamwork—38 (69%)
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Concern for others —32 (58%)
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Self-responsibility—29 (53%)
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Cooperation—29 (53%)
One-third to one-half of the teachers who responded to the question perceived increases in their students’ skills in demonstrating:
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Critical Thinking—27 (49%)
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Personal Safety—26 (47%)
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Sharing—25 (45%)
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Decision-Making—22 (40%)
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Healthy Lifestyle choices—19 (34%)
In total, 52 (94%) of the 55 teachers who answered this question indicated a perceived increase in at least one of these 10 life skills.
With respect to science abilities, more than one-half of the 55 teachers who answered the question reported perceived increases in their students’ ability to:
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Collect data—39 (71%)
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Observe—37 (67%)
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Hypothesize 36 (65%)
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Predict—36 (65%)
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Evaluate—35 (64%)
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Interpret/analyze/reason—33 (60%)
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Problem solve —32 (58%)
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Communicate/demonstrate—31 (56%)
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Question—30 (54%)
In addition slightly less than one-half reported perceived increases in their students’ ability to:
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Summarize—25 (45%)
In total, 51 (93%) of the 55 teachers who answered this question indicated a perceived increase in at least one of these 10 science abilities.
Students were asked to hold up their hands in responding to six science-related statements. More than
80% of the teachers indicated that more than half of their students: 1) would like to do more activities like the Incubation and Embryology program (100%) and 2) like science (96%), and 3) feel science will be important in their future (82%). From 70%-80% of the teachers indicated that half of their students 1) feel that science is useful for solving everyday problems (78%) and feel they are good at science (74%).
Thirty-five percent (35%) of the teachers indicated that more than one-half of their students would like to have a job related to science.

Success Stories
 The kids are DYING to hold the chicks everyday...the older students show the younger ones how to hold the chicks. Also, the students all want to bring the chicks home; every night a different student in each classroom brings them home. This is an INCREDIBLE experience for these city
 kids.
The seventh grades (and also the eighth grades) get to handle the chicks the day before we return them. I have seen some gentle behavior from some students who otherwise might have the reputation of being considered kind of rough or mean.
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It is a joy every year to see children enjoy and delight in the hatching of chicks. I took individual photos of the children with the chicks to give to their parents at conferences.
We had one egg that pipped the 21st day. It broke the shell almost all the way around the second day but could not hatch totally. We discussed what the possible problems were. We had placed wet sponges in the incubator and there is an automatic water bottle that adds water to the cells.
But the children felt it was "stuck" to the shell. Again, we discussed the possible problem. They suggested that since the shell could "Breath" and was porous we should spray it with water. So, we gently sprayed the shell and that afternoon we had our eighth chick.
My students really grew to understand the importance of life and the seriousness of learning to care for another living thing.
 My students, especially the boys got so excited about the hatching of the eggs! The kids all enjoyed taking pictures and holding them on the last day. We had one chick that was hurt when it was born. The students watched the other chicks peck at it. We separated it from the others but it eventually died. The students were very sad, but learned that things like this happen in nature.
They know the saying the survival of the fittest.
 Even though we only had half of our eggs hatch it was a great learning experience to look at the unhatched eggs. Students were able to guess what day development stopped. They looked at the daily data we collected to see if they could find any reason why development stopped around the day they guessed. Even though we could not find any definite reason why development stopped students formed many guesses as to why so many stopped developing around the same time. It was wonderful to see the students using so much of their scientific knowledge.
 Our class had about 3 chicks hatched in the incubator when we went home for the day. The next morning when we got to school there were a total of 11 chicks!! Eight hatched during the night. It was like an explosion of chicks happened over night! The kids were ecstatic!!!!!
Summary
University of Illinois Extension 4-H offers teacher training for a fee in Incubation and Embryology in the spring of each year. Teachers participate in hands-on activities; receive educational materials to use in the classroom, chick feed, a list of homes for baby chicks, and access to a website of teacher resources.
Teachers may also earn CPDU’s. In return, the teachers provide their own incubators, brooder box, and heat source as well as follow the principles of incubation. In 2015, 232 teachers in grades K-12 and
12,290 students shared their experiences and what they learned while participating in the programs conducted in classrooms throughout Northeast Illinois.
8/9/15
University of Illinois • U.S. Department of Agriculture • Local Extension Councils Cooperating
University of Illinois Extension provides equal opportunities in programs and employment.
The 4-H Name and Emblem are Protected under 18 U.S.C. 707.