In today’s educational landscape, providing students with engaging, hands-on science experiences remains a critical challenge, especially in rural areas where access to resources and experiential learning opportunities can be limited. Students often lack a direct connection to life sciences, agriculture, and the natural world, which can impact their understanding of biology and reduce interest in STEM-related fields. To address this gap, Harlan County 4-H continued its tradition of offering the 4-H Chick Incubation Project, designed to bring the science of embryology to life in classrooms throughout the county.

During February and March 2025, Harlan County 4-H implemented the 4-H Chick Incubation Project in partnership with the University of Kentucky Poultry Farm, which provided fertilized eggs for the project. The curriculum used was Embryology- Hatching Classroom Projects is aligned with the 4-H Animal Science Project Curriculum.  The program provided local classrooms with incubators, fertilized eggs, egg candlers, and educational materials to guide students through the 21-day incubation process. Teachers and 4-H staff facilitated the curriculum, which includes hands-on activities, observation journals, and interactive technology such as smart boards to explore embryonic development.

This spring, over 600 youth from Harlan County schools participated in the Chick Incubation Project. Students ranged from preschool to middle school, representing Harlan Elementary and Middle Schools, Verda Headstart, Rosspoint, Cumberland, Green Hill, Evarts, Black Mountain, Cawood, James A. Cawood, Sunshine Preschool, and Wallins Schools. Participants included members from 4-H Cloverbuds, School Enrichment programs, Special Interest groups, and 4-H Clubs. Many classrooms opened their doors to other grade levels, expanding the program’s reach to a wider school audience.

Evaluation data collected through teacher feedback and surveys sent out to the teachers showed that 85% of participating students demonstrated increased knowledge of embryonic development and an improved understanding of animal science concepts such as the life cycles. Students were able to identify stages of chick development and articulate the significance of agriculture in daily life. Teachers reported that the program not only met science curriculum standards but also fostered a sense of curiosity and responsibility in students. Many students showcased improved life skills, including teamwork, recordkeeping, and observation. We had interest from several teachers wanting to do it for next year. The program continues to have a lasting impact on both student learning and school engagement in STEM and agriculture-based topics.