Spring School Tours

We provide hands-on experiential learning opportunities that meet curriculum requirements and various learning goals for grades J/K to Grade 3!

Our spring school tours run from early May until the end of June and offer an interactive experience to allow for natural learning while reinforcing the vital link between farming from inception to consumption.

Your day at the Ranch will include a rich environment for learning and understanding and include a complimentary mix of Science and Technology along with Health and Physical Activity to meet Ontario’s Elementary curriculum requirements.

Preschool (12mos to age 4)

Preschoolers will enjoy the chance to visit with the animals and run off some energy around Ranchland.  They'll learn about the food we eat, and experience a taste of life on the farm.

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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

Spring time is when we celebrate ‘new life’ on the farm with baby animals born (or hatched) each week and is the ideal time for children to engage using some or all of their five senses. The children will have an opportunity to hold, pet and feed baby bunnies, chicks, goats and sheep – visit ponies, llamas, ‘Glory’ our donkey as well as observe and discover the basics of hatching chicks.  Each parent helper will be able to ask questions of their group of 5 children when they visit the different animals.  “What coat are these animals wearing?  Feathers, fur, wool or hair?” The significance and importance of farming and self discovery of where food comes from will be taught through an interactive game where the students discover where food comes from.  This one hour guided tour is designed to meet curriculum requirements for JK to Grade 3.  The farm visit includes one additional hour in our “Ranchland” playground area that features pedal carts, straw maze, barnyard boxcars, and western fort with slides and zip-lines. 

Download Brochure


Ontario Curriculum Connections:

Grade 1 Science and Technology:

  • 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)

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)

Spring time is when we celebrate ‘new life’ on the farm with baby animals born (or hatched) each week and is the ideal time for children to engage using some or all of their five senses. The children will have an opportunity to hold, pet and feed baby bunnies, chicks, goats and sheep – visit ponies, llamas, ‘Glory’ our donkey as well as observe and discover the basics of hatching chicks.  Each parent helper will be able to ask questions of their group of 5 children when they visit the different animals.  “What coat are these animals wearing?  Feathers, fur, wool or hair?” The significance and importance of farming and self discovery of where food comes from will be taught through an interactive game where the students discover where food comes from.  This one hour guided tour is designed to meet curriculum requirements for JK to Grade 3.  The farm visit includes one additional hour in our “Ranchland” playground area that features pedal carts, straw maze, barnyard boxcars, and western fort with slides and zip-lines. 

Plus:

Each student will participate in a fun skit on the lifecycle of corn. The interactive skit includes the importance of the sun and rain to help plants grow as well as the farm machinery used to prepare the soil and harvest the crop. This tour also includes a fun exercise where the students use their mapping skills to gather the perfect seed bed for their corn, bean (or pea) seed. Students are divided into groups of 5. Each student receives a styrofoam cup and each group receives a map of the Ranch. As a group they are to read the map to find the location of the necessary ingredients to grow a plant. (bedrock, subsoil, topsoil, soil organisms, seed, and water). The students can take their planted seed home. This tour is one hour in length. The farm visit includes one additional hour in our western playground playing on the pedal carts, straw maze, barnyard boxcars, and western fort.

Download Brochure


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)

*NEW*
Homeschool Day on June 25th, 2018

Pre-Registration is Required by June 20, 2018

*We are unable to accommodate Walk-Ins*

Check In: 9:30-10:00am ~ Program: 10:00am-3:00pm

 Under 12 months - FREE

12 months - 3 years - $5.25 +hst

3 years - 13 years - $10.50 +hst

 


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.

Your child will participate in the tour of their age group. They will also enjoy visiting the Petting Zoo, playing in the Western Fort, riding in the Barnyard Boxcars, finding the cow stations in the Moo Maze and zipping around on the Pedal Carts.


Ages 4-8

Farm Animals

In the springtime we celebrate new life on the farm with babies being born  (or hatched) every week. Your child will have an opportunity to hold and/or pet various farm animals. They will experience hands on activities teaching them about animals and the food that is grown or raised on the farm.

Life Cycle of Plants

Your child will participate in an interactive skit that includes the  importance of the sun and rain to help plants grow and the use of farm machinery to prepare the soil and harvest the crop. Then, in small groups the students will build an ideal environment to grow a plant. They will be given a map  of the Ranch to help locate the necessary ingredients (bedrock, subsoil, top soil,soil organisms, seed, and water). Each child can take their planted seed home.


Ages 9-13

Farm Life Exploration

Your child will take a tractor ride around the Ranch exploring different crops and how they are grown plus get the inside scoop on how we design and grow our corn maze. They will learn the purpose of the various pieces of farm equipment on the ranch. Your child will have the opportunity to visit the animals and receive an in-depth lessons about different animals from Farmer Geri.

 

Non refundable pre-registration is required as space is limited!

Register Online Here

Download Flyer Here

Download Registration Form Here


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)

Our 4,000 sq/ft  western pavilion is ideal for gathering, conversing and offers picnic tables for snack and lunch breaks.  Separate public washrooms, and a drinking fountain are also located just outside the pavilion.