A WebQuest by Mike Sim and Jerry Solomon

(Grades 7-12, Interdisciplinary)


(click on my beak to dance with me)


Inroduction Task Process Roles Resources Evaluation Conclusion


Each year in the United States, 300 million chickens lay 65 billion eggs. Three billion additional chickens are consumed by Americans (that’s 20 whole chickens for the average person). Check out more neat facts!Chickens have become a major part of our culture.

In this project you will assume a team role and individually explore the impact and influence of chickens in the areas of science (the biologist), mathematics (the nutritionist), social studies (the social analyst), or the arts (the humorist). Each team will decide on a related "live-event" experience to share with the class. All areas will come together like separate pieces of a puzzle to form a complete picture of the American chicken.

Just for Teachers

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The Task:

Students will be challenged to gain an interdisciplinary appreciation of the impact chickens have on their lives. The class will divide into four team roles. Each team will brainstorm and collaborate in the how and what to research among group members. Although each person will use the Web for gathering data, it would be useful for teams to choose roles within the group as well (leader, collector, time manager, encourager, live-event coordinator, etc.)

After teams have gathered the information, they will choose a method for presentation and self-assessment. Finally, all students will participate in "parenting" fertilized eggs. This project will culminate with individual journals written from the embryo/chick’s point of view that will be evaluated by your teachers.

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The Process

Step 1:

Students individually research the information provided for their role in the project. They should first read the role description included below and check out the Internet links under their specific roles and under Resources.

Step 2:

Students begin problem solving with team to share and discuss ideas on their presentation. Discuss pros and cons for each (your ability to gather the information and complete a live event in the time allowed). Settle on one idea. Choose roles within your team.

While in teams, brainstorm a self-assessment management tool. What is quality work? What is less than quality work?

Step 3:

Students continue research with team, according to the information needed for the project presentation. This research could be done individually or with partners. Both Internet and non-Internet resources should be used by teams.

Step 4:

Students meet again as a team to finalize preparations for their team’s live-event presentation.

Step 5:

Teams conduct presentations for the rest of the class. (one class period) Students turn in finished diaries at time of presentation.

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Resources (general)

Internet Resources:

Non-Internet Resources



  • Local hatchery
  • Chickens aren't the Only Ones by Ruth Heller, 1981, Grosset & Dunlap
  • Civic Organizations
  • Eggceptional - a short video patterned after the ugly duckling theme
  • Hospitals and Research Labs
    • Local Libraries - School and Public

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    Your final project grade will be based on:

    Click here to view the grading rubric for your journal.

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    Through this activity you have seen how mathematics, science, social studies, and language arts are linked as complementary elements of life rather than as separate areas of study. You have been able to hone your skills in one particular area while being exposed to the big picture through live-event learning experiences.

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    Comments/suggestions : e-mail us at msas2911@panetwork.com / jsolo25423@aol.com