Fall School Tours

Fall Tours at Rounds Ranch offer a hands-on, interactive program for children from pre-school to Grade 6. 

All of our tours are designed to meet grade specific curriculum requirements.  Each tour includes a playtime in the our western playground “Ranchland” with a focus on physical activity (pedal cart racetrack, barnyard boxcar barrel train ride, petting zoo, western fort/playground with slides and zip-lines, and our corn-mazes/moo maze).

 School Field Trips are available mid September – November 1.

Preschool (12 months to age 4)

Our youngest visitors will enjoy visiting with the animals and exploring Ranchland!  They'll also get to take part in a Wagon Ride to the Pumpkin Patch.

Preschoolers will engage their senses as they learn about life on a farm, growing crops, and more.


Ontario Curriculum Connections

Overall Expectations for Kindergarten:

  • 14. demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings
  • 29. demonstrate an understanding of the natural world and the need to care for and respect the environment

JK to Grade 3: Half-Day

Rounds Ranch provides a wonderful setting for children to experience harvest time on the farm.  Students will. participate in a “hands on” investigation of the life of a pumpkin.  They will partake in an enjoyable educational wagon ride to the pumpkin patch where they will pick their own pumpkin to take home with them, straight from the vine. The students will have an opportunity to wander through the pumpkin patch and gain a further understanding of how pumpkins grow.  Their day will include time in the petting zoo area, interacting with our farm animals and time to enjoy our Ranchland activities.  At the Ranch, the students will experience a balance of learning and fun, making this outdoor experience memorable and relevant to your curriculum requirements.


Ontario Curriculum Connections:

Grade 1 Science and Technology: Understanding Life Systems

  • 1.2 describe changes or problems that could result from the loss of some kinds of living things that are part of everyday life
  • 3.2 identify the physical characteristics of a variety of plants and animals
  • 3.4 describe the characteristics of a healthy environment, including clean air and water and
    nutritious food, and explain why it is important for all living things to have a healthy environment

Grade 2 Science and Technology: Understanding Life Systems

  •  2.1 follow established safety procedures and humane practices specific to the care and handling of live animals, where appropriate, during science and technology investigations
  • 2.2 observe and compare the physical characteristics(e.g., fur or feathers; two legs or no legs) and the behavioural characteristics (e.g., predator or prey) of a variety of animals, including insects, using student-generated questions and a variety of methods and resources

Grade 3 Science and Technology: Understanding Life Systems

  • 3.6 describe ways in which plants and animals depend on each other (e.g., plants provide food for energy; animals help disperse pollen and seeds, and provide manure that fertilizes the soil in which plants grow; plants need the carbon dioxide that animals breathe out, and animals need the oxygen that plants release into the air)
  • 3.8 identify examples of environmental conditions that may threaten plant and animal survival (e.g., extreme heat and cold; floods and/or droughts; changes in habitat because of human activities such as construction, use of gas-powered personal watercraft on lakes)

Rounds Ranch provides a wonderful setting for children to experience harvest time on the farm.  Students will. participate in a “hands on” investigation of the life of a pumpkin.  They will partake in an enjoyable educational wagon ride to the pumpkin patch where they will pick their own pumpkin to take home with them, straight from the vine. The students will have an opportunity to wander through the pumpkin patch and gain a further understanding of how pumpkins grow.  Their day will include time in the petting zoo area, interacting with our farm animals and time to enjoy our Ranchland activities.  At the Ranch, the students will experience a balance of learning and fun, making this outdoor experience memorable and relevant to your curriculum requirements.

In addition, we add on our ever popular “LIFECYCLE OF THE PUMPKIN PLANT SKIT”, where each student will participate in a fun, educational skit as a means to fully understand the pumpkin from inception to harvesting.  Students build confidence and self-esteem while participating in this activity – Learning through fun!


Ontario Curriculum Connections:

Grade 1 Science and Technology: Understanding Life Systems

  • 1.2 describe changes or problems that could result from the loss of some kinds of living things that are part of everyday life
  • 2.4 investigate the physical characteristics of plants (e.g., basic parts, size, shape, colour) and explain how they help the plant meet its basic needs (e.g., roots anchor the plant and help provide the plant with food and water; some plants have brightly coloured flowers to attract bees), using a variety of methods and resources
  • 3.2 identify the physical characteristics of a variety of plants and animals
  • 3.4 describe the characteristics of a healthy environment, including clean air and water and
    nutritious food, and explain why it is important for all living things to have a healthy environment
  • 3.6 identify what living things provide for other living things (e.g., trees produce the oxygen that other living things breathe; plants such as tomatoes and apple trees and animals such as cows and fish provide food for humans and for other animals; a tree stump provides a home for a chipmunk; porcupines chew off the tips of hemlock limbs, providing food for deer in winter)
  • 3.7 describe how the things plants and animals use to meet their needs are changed by their use and are returned to the environment in different forms (e.g., the food animals eat and the water they drink are returned to the earth as scat and urine)

Grade 2 Science and Technology: Understanding Life Systems

  •  2.1 follow established safety procedures and humane practices specific to the care and handling of live animals, where appropriate, during science and technology investigations
  • 2.2 observe and compare the physical characteristics(e.g., fur or feathers; two legs or no legs) and the behavioural characteristics (e.g., predator or prey) of a variety of animals, including insects, using student-generated questions and a variety of methods and resources

Grade 3 Science and Technology: Understanding Life Systems

  • 2.2 observe and compare the parts of a variety of plants (e.g., roots of grass, carrot, dandelion leaves, stem of cactus, carnation, tree; leaves of geranium, spider plant, pine tree)
  • 2.5 use scientific inquiry/experimentation skills (see page 12), and knowledge acquired from previous investigations, to investigate a variety of ways in which plants meet their basic needs
    Sample guiding questions: How do plants
    meet their need for air, water, light, warmth,
    and space? What are different ways in which
    we can help plants meet their needs?
  • 3.1 describe the basic needs of plants, including air, water, light, warmth, and space
  • 3.2 identify the major parts of plants, including root, stem, flower, stamen, pistil, leaf, seed, and fruit, and describe how each contributes to the plant’s survival within the plant’s environment (e.g., the roots soak up food and water for the plant; the stem carries water and food to the rest of the plant; the leaves make food for the plant with help from the sun; the flowers grow fruit and seeds for new plants)
  • 3.4 describe how most plants get energy to live directly from the sun (e.g., plants turn the energy from the sun into food for themselves) and how plants help other living things to get energy from the sun (e.g., Other living things, which cannot “eat”sunshine, eat the plants to get the energy. They also get energy when they eat the animals that eat the plants.)
  • 3.6 describe ways in which plants and animals depend on each other (e.g., plants provide food for energy; animals help disperse pollen and seeds, and provide manure that fertilizes the soil in which plants grow; plants need the carbon dioxide that animals breathe out, and animals need the oxygen that plants release into the air)
  • 3.8 identify examples of environmental conditions that may threaten plant and animal survival (e.g., extreme heat and cold; floods and/or droughts; changes in habitat because of human activities such as construction, use of gas-powered personal watercraft on lakes)

Grade 4-6: Get Lost In The Maze

Our large cornfield maze offers a great opportunity for your students to learn navigational skills.  While in the maze they will be challenged to find the answers to 12 word puzzles, called “CornFUSIONS”, strategically placed throughout the maze.  Our wagon ride will take students out to the pumpkin patch where they will pick their own medium size pumpkin straight from the vine to take home with them at the end of the day.  Students will enjoy interacting with our farm animals in the petting zoo, getting physically active in our western playground “Ranchland” which offers a pedal cart racetrack experience, zip-lines and slides, barnyard boxcar rides, our Moo Maze and more!


Ontario Curriculum Connections:

Health & Physical Education: Active Living

  • A1. participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that encourage lifelong participation in physical activity
  • A3. demonstrate responsibility for their own safety and the safety of others as they participate in physical activities.

A-Maze-ing Race: Ranch Edition

Looking for an adrenaline rush?  Get your class or group together and experience the fun – goat herding, walking the plank, obstacle course, digging for gold, canon ball run, and more high energy activities. 2 Hours of Excitement!


Ontario Curriculum Connections:

Health & Physical Education: Active Living

  • A1. participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that encourage lifelong participation in physical activity
  • A3. demonstrate responsibility for their own safety and the safety of others as they participate in physical activities.

*NEW* Homeschool Day

With the success of our Homeschool Days, Rounds Ranch is excited to offer even more educational experiences to homeschooling families across the region.  Join us for a fun, interactive, educational day customized to the needs of our homeschooled children to engage, explore, socialize and access education important to their successful learning styles.

Non refundable pre-registration is required as space is limited!   For more information please contact us.

Rounds Ranch provides a wonderful setting for children to experience harvest time on the farm.  Students will. participate in a “hands on” investigation of the life of a pumpkin.  They will partake in an enjoyable educational wagon ride to the pumpkin patch where they will pick their own pumpkin to take home with them, straight from the vine. The students will have an opportunity to wander through the pumpkin patch and gain a further understanding of how pumpkins grow.  Their day will include time in the petting zoo area, interacting with our farm animals and time to enjoy our Ranchland activities.  At the Ranch, the students will experience a balance of learning and fun, making this outdoor experience memorable and relevant to your curriculum requirements.

In addition, we add on our ever popular “LIFECYCLE OF THE PUMPKIN PLANT SKIT”, where each student will participate in a fun, educational skit as a means to fully understand the pumpkin from inception to harvesting.  Students build confidence and self-esteem while participating in this activity – Learning through fun!


Ontario Curriculum Connections:

Grade 1 Science and Technology: Understanding Life Systems

  • 1.2 describe changes or problems that could result from the loss of some kinds of living things that are part of everyday life
  • 2.4 investigate the physical characteristics of plants (e.g., basic parts, size, shape, colour) and explain how they help the plant meet its basic needs (e.g., roots anchor the plant and help provide the plant with food and water; some plants have brightly coloured flowers to attract bees), using a variety of methods and resources
  • 3.2 identify the physical characteristics of a variety of plants and animals
  • 3.4 describe the characteristics of a healthy environment, including clean air and water and
    nutritious food, and explain why it is important for all living things to have a healthy environment
  • 3.6 identify what living things provide for other living things (e.g., trees produce the oxygen that other living things breathe; plants such as tomatoes and apple trees and animals such as cows and fish provide food for humans and for other animals; a tree stump provides a home for a chipmunk; porcupines chew off the tips of hemlock limbs, providing food for deer in winter)
  • 3.7 describe how the things plants and animals use to meet their needs are changed by their use and are returned to the environment in different forms (e.g., the food animals eat and the water they drink are returned to the earth as scat and urine)

Grade 2 Science and Technology: Understanding Life Systems

  •  2.1 follow established safety procedures and humane practices specific to the care and handling of live animals, where appropriate, during science and technology investigations
  • 2.2 observe and compare the physical characteristics(e.g., fur or feathers; two legs or no legs) and the behavioural characteristics (e.g., predator or prey) of a variety of animals, including insects, using student-generated questions and a variety of methods and resources

Grade 3 Science and Technology: Understanding Life Systems

  • 2.2 observe and compare the parts of a variety of plants (e.g., roots of grass, carrot, dandelion leaves, stem of cactus, carnation, tree; leaves of geranium, spider plant, pine tree)
  • 2.5 use scientific inquiry/experimentation skills (see page 12), and knowledge acquired from previous investigations, to investigate a variety of ways in which plants meet their basic needs
    Sample guiding questions: How do plants
    meet their need for air, water, light, warmth,
    and space? What are different ways in which
    we can help plants meet their needs?
  • 3.1 describe the basic needs of plants, including air, water, light, warmth, and space
  • 3.2 identify the major parts of plants, including root, stem, flower, stamen, pistil, leaf, seed, and fruit, and describe how each contributes to the plant’s survival within the plant’s environment (e.g., the roots soak up food and water for the plant; the stem carries water and food to the rest of the plant; the leaves make food for the plant with help from the sun; the flowers grow fruit and seeds for new plants)
  • 3.4 describe how most plants get energy to live directly from the sun (e.g., plants turn the energy from the sun into food for themselves) and how plants help other living things to get energy from the sun (e.g., Other living things, which cannot “eat”sunshine, eat the plants to get the energy. They also get energy when they eat the animals that eat the plants.)
  • 3.6 describe ways in which plants and animals depend on each other (e.g., plants provide food for energy; animals help disperse pollen and seeds, and provide manure that fertilizes the soil in which plants grow; plants need the carbon dioxide that animals breathe out, and animals need the oxygen that plants release into the air)
  • 3.8 identify examples of environmental conditions that may threaten plant and animal survival (e.g., extreme heat and cold; floods and/or droughts; changes in habitat because of human activities such as construction, use of gas-powered personal watercraft on lakes)