Lesson

Eggs: From Hen to Home (Grades K-2)

Students trace the production path of eggs, beginning on the farm and ending in their home and identify the culinary uses and nutritional benefits of eggs.

Grades
K – 2
TX: Grades K – 2
Estimated Time
1 hour
Updated
January 4, 2024

Background

Lesson Activities

Recommended Companion Resources

Credits

Author

Andrea Gardner | National Agriculture in the Classroom Organization (NAITCO)

Acknowledgements

A "MAZE" ing Egg activity sheet provided by Utah Agriculture in the Classroom.

Sources

  1. https://www.dietaryguidelines.gov/sites/default/files/2020-07/ScientificReport_of_the_2020DietaryGuidelinesAdvisoryCommittee_first-print.pdf
  2. https://www.incredibleegg.org/articles/eggs-and-heart-health

Standards

Texas Content Area Standards

  • ELA: K.110.2.b.1

    Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking - - oral language. The student develops oral language through listening, speaking, and discussion.

    • ELA: K.1.C: The student is expected to share information and ideas by speaking audibly and clearly using the conventions of language.

  • ELA: K.110.2.b.6

    Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

    • ELA: K.6.E: The student is expected to interact with sources in meaningful ways such as illustrating or writing.

  • ELA: 1.110.3.b.1

    Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking - - oral language. The student develops oral language through listening, speaking, and discussion.

    • ELA: 1.1.C: The student is expected to share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language.

  • ELA: 1.110.3.b.4

    Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking -- fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

    • ELA: 1.4: Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking -- fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

  • ELA: 1.110.3.b.7

    Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

    • ELA: 1.7.E: The student is expected to interact with sources in meaningful ways such as illustrating or writing.

  • ELA: 2.110.4.b.1

    Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking -- oral language. The student develops oral language through listening, speaking, and discussion.

    • ELA: 2.1.C: The student is expected to share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language.

  • ELA: 2.110.4.b.4

    Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking -- fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

    • ELA: 2.4: Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking -- fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

  • ELA: 2.110.4.b.7

    Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

    • ELA: 2.7.E: The student is expected to interact with sources in meaningful ways such as illustrating or writing.

  • Social Studies: K.113.11.c.13

    Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:

    • Social Studies: K.113.11.c.13.D: sequence and categorize information

  • Social Studies: 1.113.12.c.16

    Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:

    • Social Studies: 1.113.12.c.16.D: sequence and categorize information

  • Social Studies: 2.113.13.c.15

    Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:

    • Social Studies: 2.113.13.c.15.D: interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, predicting, comparing, and contrasting

  • Science: 2.112.4.b.12

    Organisms and environments. The student knows that living organisms have basic needs that must be met through interactions within their environment. The student is expected to:

    • Science: 2.112.4.b.12.A: describe how the physical characteristics of environments, including the amount of rainfall, support plants and animals within an ecosystem