Hatching Program for your school and OSCH teaching outcomes
Have you thought about using a chicken egg hatching experience for your school or OSCH? Did you know that if can be used to support a number of teaching syllabus outcomes, at all year levels? Below is a table with a suggestion for every year level.
You are running out of time to book a hatching experience for this easter. At Easter you can use a incubator to talk about subjects such as reincarnation or the life cycle more generally. We still have a few opportunities North of Adelaide for easter, call 0447 726 346 to discuss or visit our farm experiences category.
You can use our free online farm shop to list hatched chicks and sell day old chicks to offset some of the program cost.
Our online farm shop can be used to support an accounting exercise, teaching real life accounting skills. Teaching opportunities are as broad as your imagination and may be as complex as designing a functioning incubator or creating a commercial facility, business skills or small business workshop.
Hatching Program Teaching Outcomes
| Year Level | SA Curriculum Syllabus Reference | Teaching Outcome / Activity Example |
|---|---|---|
| Foundation/Prep (Year 1) | Early Years Learning Framework; Science (Living Things) |
• Observe eggs in an incubator and discuss the basics of life cycles. • Use drawing or simple storytelling to express what they see. |
| Year 2 | English (Descriptive Writing); Science (Life Processes); Mathematics (Counting & Patterns) |
• Record daily observations (e.g. egg appearance, signs of cracking). • Count the number of eggs/chicks and create a simple chart. |
| Year 3 | English (Narrative Writing); Science (Biological Life Cycles) |
• Maintain a written observation journal describing the hatching process. • Write a short narrative recounting the “story” of a chick’s emergence. |
| Year 4 | Mathematics (Data Handling); Science (Scientific Inquiry) |
• Measure chick growth (e.g. wing span, weight) and plot the data on a graph. • Discuss and predict changes over time as part of a science investigation. |
| Year 5 | Digital Technologies; Science (Organisms & Life Cycles); English (Reporting) |
• Create a digital slideshow or blog post that documents the entire hatching process with photos and captions. • Incorporate data and simple research skills to report findings. |
| Year 6 | Humanities & Social Sciences (Ethics, Sustainability); Science (Life Processes) |
• Engage in group discussions or debates about animal welfare and ethical farming practices. • Explore how sustainable practices impact food production and local environments. |
| Years 7–8 (Secondary) | Science (Biological Sciences, Genetics); English (Report Writing); Mathematics (Statistics) |
• Conduct a research project on chicken biology and genetics, using data collected during hatching. • Present findings in a written report or presentation, integrating basic statistical analysis. |
| Years 9–10 (Secondary) | Science (Genetics, Physiology); Digital Technologies (Data Analysis) |
• Design experiments to test how different incubation conditions (e.g. temperature or humidity) affect hatching success. • Analyze data and prepare a scientific report using digital tools. |
| Years 11–12 (Secondary) | Biology (Animal Physiology, Genetics); Economics (Agricultural Production); Environmental Studies |
• Investigate the wider impact of poultry farming on sustainability and food security. • Develop a comprehensive report or presentation examining ethical, economic, and environmental considerations of poultry production. |
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