ROSIES WALK

AROUND THE FARM

WEBQUEST
By Kristine Stubis

MENU

INTRODUCTION
TASK
PROCESS Page 1
PROCESS Page 2
PROCESS Page 3
PROCESS Page 4
PROCESS Page 5
EVALUATION
CONCLUSION
RESOURCES
TEACHER NOTES

INTRODUCTION
We have been reading Rosies Walk and learning
about farms and positional words such as across
and around in the book. Students are going to
create their own story about Rosies walk by making
a model of a farm and then showing and telling the
class where Rosie walked on their farm, followed by
the fox, of course.

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TASK
In pairs, your task is to find out the names of six animals
that live on a farm, and the names of the enclosures or
homes in which they live. With this information, you will
draw a plan of a farm and build a model of it, using blocks,
boxes, Lego and other materials. With your partner, you
will plan out a walk for Rosie (and the fox) on your farm,
using positional words in your sentences. You will present
your version of Rosies walk to the class.

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PROCESS (Page 1)
1. Find a partner to work with.
2. Watch this video clip of Rosies Walk.

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PROCESS (Page 2)
3. Read the book Rosies Walk and find all the
positional words. (Hint: the first one is across).
Write the positional words in Question 1 on your
worksheet.
4. Watch this video clip and write some more
positional words in Question 2 on your worksheet.

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PROCESS (Page 3)
5. Find out the names of 6 animals that live on a farm. You can
do this by:
reading some of the farm books in the classroom
clicking on the links below to take you to some websites about
farm animals
http://www.kiddyhouse.com/Farm/
http://kidcyber.com.au/category/topics/animals/
or by watching any of these video clips by clicking on the
links:
https://www.youtube.com/watch?v=RVJbKPW3Crs
https://www.youtube.com/watch?v=D5nTxIf6Jhs
https://www.youtube.com/watch?v=TgoYoc8oBFw
or by doing this farm activity:
http://
www.thetreasuretree.co.uk/SWFWindow.php?params=SWF/farm-T
asters
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You will have to write the names of the six farm animals
in the

PROCESS (Page 4)
6. For the animals that you recorded in your chart,
find out the names of the enclosures or homes in
which they live on the farm. Write the names of the
enclosures on your worksheet and draw a picture in
the last column to help you remember what they
look like. You can use the farm books to help you
find this information or watch this video clip:

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PROCESS (Page 5)
7. Use the information on your worksheet and work with your
partner to draw a plan of your farm. Show the teacher.
8. Using materials such as blocks, Lego, paddle-pop sticks,
small boxes, cartons, cardboard, glue, scissors, plastic farm
animals and playdough, build a model of your farm. Label
the enclosures.
9. Using the Rosie and Fox puppets (below) that we made
recently, plan a walk for Rosie through the farm, with fox
following her. With your partner, practise what you will say
as you will present this to the class next week. Make sure
that you include positional words in your sentences.

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EVALUATION
For Teacher: Complete
checklist

For students
Students will use the
star and wish
strategy to self-assess
and give feedback to
other students after
listening to their
presentations.
A star involves saying
a positive comment
about the presentation,
e.g. You spoke
clearly.
A wish involves making
a comment about an
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improvement that

CONCLUSION
Congratulations! You have completed the Webquest.
Your farm models look fantastic and your stories
about Rosies walk around the farm were very
entertaining.
We will keep our farms on display to show other
classes. You have learnt a lot about farms, farm
animals and positional language. If you want to keep
learning more, below are a few links to games and
activities about farms and positional words.
http://ngfl.langeroo.com/farm/sceneMaker.html
http
://resources.hwb.wales.gov.uk/VTC/animal_homes/eng/Intr
oduction/default.htm
www.turtlediary.com/game/position-words.html
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RESOURCES
Childrens books about farms:
e.g. Rosies Walk by Pat Hutchins (multiple copies)
Animals on the Farm by Teddy Borth
Buildings on the Farm by Teddy Borth
Animals on the Farm by Sally Morgan
The Usborne Book of Farm Animals by Felicity
Everett
Tractors and Farm Vehicles by Jean Coppendale
Material to make model farms. This could include
cardboard, small boxes and cartons, blocks,
Lego, plastic animals, paddle pop sticks, straws,
glue, scissors, pencils, textas, crayons, paint.
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RESOURCES
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for
Students

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TEACHER NOTES
INTRODUCTION
TARGET
LEARNERS
OUTCOMES
SUGGESTIONS
STUDENT
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INTRODUCTION and TARGET

LEARNERS
This Webquest is part of a unit based on the
picture book Rosies Walk by Pat Hutchins. The
main curriculum focus is English (imaginative
texts), Science (living things - farms) and Visual
Arts.
The focus language features are positional words,
past-tense verbs and descriptive vocabulary of
farms and animals.
This Webquest is designed for EAL/D students in
Stage 1 (Years 1 and 2) of primary school who are
beginning English learners.
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OUTCOMES

ORAL INTERACTION (from ESL Scales)

3.1 Communicates and learns through English in predictable
social and learning situations, understanding contextualised
English and expressing simple messages in basic English.
3.3 Responds to controlled spoken English in familiar exchanges
and manipulates learned structures and features to make
original utterances characterised by simplified language and
varying grammatical accuracy.
3.4 Engages in, elicits and practises English to extend oral
repertoire.
READING AND RESPONDING (from ESL Scales)
B3.1 Reads well-known texts, drawing on developing knowledge
of English, and responds to simple texts read aloud.
IN ADDITION
Utilises creativity through planning and building a model and
improves skills in technology.

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SUGGESTIONS
I would suggest pairing students by having one more-able
student working with a less-able student for peer tutoring.
For the Webquest, students should have read Rosies
Walk several times and be familiar with the story so that
they can innovate on it. The language work is also revision
and consolidation of the language features.
Students need to make Rosie and Fox puppets to use in
the oral presentation.
I have included recorded audio of the instructions in the
process stage to assist students who cannot read.

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