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This section shows pupils what the inside of an egg looks like and they can record this information in a choice of PDF downloads. One download (worksheet 1) (more suitable for lower ability pupils) asks pupils to label the parts. The second download suitable for most pupils (worksheet 2) asks them to label the parts and match the part to its function. The investigation (worksheet 3) allows pupils to feel what the contents of a raw egg feel like and see how the properties of the membrane of the egg change when it is dried.
 To explain the different parts of the egg the following information is given:
The shell: protects the egg.
The air space: increases in size as an egg gets older, because water is lost from the egg and air is drawn in. The fresher the egg, the smaller the air space.
The yolk: full of goodness (vitamins A, D & E) and has a higher concentration of protein than the white.
The white: contains other vitamins. There are 2 types, thick and thin, which pupils should spot when the egg is broken open.
The membrane: holds the egg together and acts as a fine filter.
The anchors/chalazae: white strands attached to the thick albumen that anchor the yolk in the middle of the egg.
Lesson suggestions:
Preparation:
Bring in raw and boiled eggs as well as bowls to put the raw eggs in.
Download the appropriate worksheets for your students and photocopy as necessary.
Begin the lesson by asking pupils:
- What did they eat for breakfast? (If any pupils didn't eat breakfast, remind them of the importance of breakfast to give them energy and get their brains working before school.)
- Does anyone ever eat eggs for breakfast, and if so, how do they like them, scrambled, fried etc?
- What do pupils already know about eggs?
Show pupils a normal hen's egg and ask them to describe it.
Show pupils the webpage, either as a class on an interactive whiteboard, or allow them to work individually / in pairs on computers. Drag and drop the labels into the appropriate places. Using one of the PDFs record the correct names for the different parts and explain what the parts do.
Away from computers, split pupils into groups and give each group a raw egg to crack into a bowl and look at and touch. Make sure pupils do not eat the eggs as their hands will probably not be clean throughout the investigation. This is particularly important if any students are allergic to eggs. Use the Egg-sploring Eggs worksheet to guide pupils in making and recording observations.
Make sure pupils wash their hands after handling the eggs.
Go through and discuss the pupils' observations. They should find the membrane becomes less stretchy as it dries.
Homework:
Ask pupils who are not allergic to eggs to eat a boiled egg at home and record how they taste and, what the difference in taste is between the yolk and the white.
Review homework.
Note: The eggs we eat are unfertilised. Remind pupils that they should not collect or eat eggs they find in the wild.
The appropriate curriculum links are given below:
| Science |
Scientific enquiry Sc1, 1a |
Science is about thinking creatively and trying to explain how living and non-living things work |
| Scientific enquiry Sc1, 1b |
It is important to test ideas using evidence from observation |
| Scientific enquiry Sc1, 2f |
Make systematic observations |
| Scientific enquiry Sc1, 2i |
Make comparisons and identify simple patterns or associations in their own observations |
| Life Processes and Living Things Sc2, 1a |
Life processes include nutrition, movement, growth and reproduction. |
| Materials and their Properties Sc 3, 1a |
To compare everyday materials and objects on the basis of their materials properties |
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