PreK - 12th Grade Field Trips

• Prices for K-12th Grade Public Schools and Nonprofit Group Tours

   

  Nonprofit Group Tour: Peak Season (March 1-August 31)
  K-12th Grade Public Schools Group Tours
  	Boat Tour Only	1-hour	1.5-hours	2-hours	2.5-hours
  Child Price	$5.50	$6.50	$7.00	$7.50	$8.00
  Adult Price	$7.50	$8.50	$9.00	$9.50	$10.00
  Other Group Tour Rates
  	Boat Tour Only	1-hour	1.5-hours	2-hours	2.5-hours
  Adult Groups	$7.50	$8.50	$9.00	$9.50	$10.00
  Senior Groups (65+)	$7.00	$8.00	$8.50	$9.00	$9.50

   

  Nonprofit Group Tour: Off-Season (September 1-February 28)
  K-12th Grade Public Schools Group Tours
  	Boat Tour Only	1-hour	1.5-hours	2-hours	2.5-hours
  Child Price	$5.00	$6.00	$6.50	$7.00	$7.50
  Adult Price	$7.00	$8.00	$8.50	$9.00	$9.50
  Other Group Tour Rates
  	Boat Tour Only	1-hour	1.5-hours	2-hours	2.5-hours
  Adult Groups	$7.00	$8.00	$8.50	$9.00	$9.50
  Senior Groups (65+)	$6.50	$7.50	$8.00	$8.50	$9.00

   

  Discounts
  Title 1 Schools	$0.25/ person, any tour length, all year
  San Marcos CISD	$0.50/person, any tour length, all year

• Prices for Specialty Group Tour

  Specialty Group Tour Pricing
  	On The Water's Edge	Mindfulness at the Meadows	Climate Explorers	Nature Orienteering
  Child Price	$10.00	$10.00	$10.00	$10.00
  Adult Price	$10.00	$10.00	$10.00	$10.00

   

30-minute Group Glass-Bottom Boat Tour Only

Fully Guided Field Trip (includes boat tour)

• Elementary

  • Kindergarten

    Students will:

    • Discover how animals depend on air, food, water, space, and shelter (their basic needs) for survival.
    • Explore how animals have different structures that allow them to interact with the environment (ex. seeing, hearing, moving, and grasping objects)

    ---

    TEKS Covered in this Program:

    (12) Organisms and environments. The student knows that plants and animals depend on the environment to meet their basic needs for survival. The student is expected to:

    (B) observe and identify the dependence of animals on air, water, food, space, and shelter.

    (13) Organisms and environments. The student knows that organisms resemble their parents and have structures and undergo processes that help them interact and survive within their environments. The student is expected to:

    (B) identify the different structures that animals have that allow them to interact with their environment such as seeing, hearing, moving, and grasping objects.

  • 1st Grade

    Students will:

    • Discover how animals interact with the living and nonliving factors in their environment.
    • Experience through gameplay how organisms depend upon each other through food chains. 
    • Observe how organisms use their external structures to help them meet their basic needs.
    • Discuss what water conservation is, and why it is important for us all to practice.

    ---

    TEKS covered in this program:

    (11) Earth and space. The student knows that earth materials and products made from these materials are important to everyday life. The student is expected to:

    (B) explain why water conservation is important; and

    (C) describe ways to conserve water such as turning off the faucet when brushing teeth and protecting natural sources of water such as keeping trash out of bodies of water.

    (12) Organisms and environments. The student knows that the environment is composed of relationships between living organisms and nonliving components. The student is expected to:

    (B) describe and record examples of interactions and dependence between living and nonliving components in terrariums or aquariums; and

    (C) identify and illustrate how living organisms depend on each other through food chains.

    (13) Organisms and environments. The student knows that organisms resemble their parents and have structures and undergo processes that help them interact and survive within their environments. The student is expected to:

    (A) identify the external structures of different animals and compare how those structures help different animals live, move, and meet basic needs for survival.

  • 2nd Grade

    Students will:

    • Observe how organisms utilize specific structures and behaviors to interact with their environment.
    • Explore the structure of food chains, including key vocabulary.
    • Identify how an organism’s external structures may change within their lifespan as they undergo life cycle changes.
    • Discuss how human influence on an environment may create changes within the ecosystem.

    ---

    TEKS Covered in this Program:

    (12) Organisms and environments. The student knows that living organisms have basic needs that must be met through interactions within their environment. 

    (A) describe how the physical characteristics of environments, including the amount of rainfall, support plants and animals within an ecosystem.

    (B) create and describe food chains identifying producers and consumers to demonstrate how animals depend on other living things.

    (13) Organisms and environments. The student knows that organisms have structures and undergo processes that help them interact and survive within their environments. 

    (B) record and compare how the structures and behaviors of animals help them find and take in food, water, and air.

    (D) investigate and describe some of the unique life cycles of animals where young animals do not resemble their parents, including butterflies.

    (11) Earth and space. The student knows that earth materials and products made from these materials are important to everyday life. 

    (B) describe how human impact can be limited by making choices to conserve and properly dispose of materials such as reducing use of, reusing, or recycling paper, plastic, and metal.

  • 3rd Grade

    Students will:

    • Explore the concept of food chains through interactive games. 
    • Predict how impacts to ecosystems, such as floods and the introduction of invasive species, will change the balance within a food chain. 
    • Identify how certain physical traits of organisms will enable them to survive in their environment, and how those traits may change throughout an organism’s life cycle.
    • Explore the concept of conservation and discuss why conservation is important for ecosystem health.

    ---

    TEKS covered in this program:

    (11) Earth and space. The student understands how natural resources are important and can be managed. The student is expected to:

    (B) explain why the conservation of natural resources is important; and

    (12) Organisms and environments. The student describes patterns, cycles, systems, and relationships within environments. The student is expected to:

    (B) identify and describe the flow of energy in a food chain and predict how changes in a food chain, such as the removal of frogs from a pond or bees from a field, affect the ecosystem

    (C) describe how natural changes to the environment such as floods and droughts cause some organisms to thrive and others to perish or move to new locations

    (13) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that function to help them survive within their environments. The student is expected to:

    (A) explore and explain how external structures and functions of animals such as the neck of a giraffe or webbed feet on a duck enable them to survive in their environment.

    (B) explore, illustrate, and compare life cycles in organisms such as beetles, crickets, radishes, or lima beans.

  • 4th Grade

    Student will:

    • Identify the parts of the water cycle and discover the relative quantities of water that can be found throughout the planet.
    • Describe the importance of water conservation and its impact on the environment.
    • Explore a sample of water to discover how indicator species, such as bugs, help us monitor water quality within a system.
    • Observe and identify endangered species that rely upon the conservation of water resources.

    ---

    TEKS covered in this program:

    (10) Earth and space. The student knows that there are processes on Earth that create patterns of change. The student is expected to:

    (A) describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process.

    (11) Earth and space. The student understands how natural resources are important and can be managed. The student is expected to:

    (B) explain the critical role of energy resources to modern life and how conservation, disposal, and recycling of natural resources impact the environment. 

    (12) Organisms and environments. The student describes patterns, cycles, systems, and relationships within environments. The student is expected to:

    (B) describe the cycling of matter and flow of energy through food webs, including the roles of the Sun, producers, consumers, and decomposers

  • 5th Grade

    Students will:

    • Observe a biodiverse wetland ecosystem and riparian area and discuss factors that may impact its health (such as runoff pollution or the introduction of invasive species).
    • Identify how changes in an ecosystem, whether human-caused or natural, will impact the balance of an ecosystem.
    • Analyze how organisms’ external traits may help them survive within their environment
    • Discuss solutions for conserving natural resources, such as water.

    ---

    TEKS covered in this Program:

    (11) Earth and space. The student understands how natural resources are important and can be managed. The student is expected to design and explain solutions such as conservation, recycling, or proper disposal to minimize environmental impact of the use of natural resources.

    (12) Organisms and environments. The student describes patterns, cycles, systems, and relationships within environments. The student is expected to:

    (A) observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem.

    (B) predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web; and

    (C) describe a healthy ecosystem and how human activities can be beneficial or harmful to an ecosystem.

    (13) Organisms and environments. The student knows that organisms undergo similar life processes and have structures and behaviors that help them survive within their environments. The student is expected to:

    (A) analyze the structures and functions of different species to identify how organisms survive in the same environment.

• Middle

  • 6th Grade

    Students will:

    • Identify how populations interact and compete for biotic and abiotic factors within their ecosystem.
    • Describe how organisms within populations have certain adaptations that may or may not be advantageous for their survival.
    • Explore the importance of resource management and conservation in ensuring abundant water for the environment and humankind.

    ---

    TEKS covered in this program:

    (11) Earth and space. The student understands how resources are managed. The student is expected to:

    (B) explain how conservation, increased efficiency, and technology can help manage air, water, soil, and energy resources.

    (12) Organisms and environments. The student knows that interdependence occurs between living systems and the environment. The student is expected to:

    (A) investigate how organisms and populations in an ecosystem depend on and may compete for biotic factors such as food and abiotic factors such as availability of light and water, range of temperatures, or soil composition.

    (B) describe and give examples of predatory, competitive, and symbiotic relationships between organisms, including mutualism, parasitism, and commensalism; and

    (13) Organisms and environments. The student knows that organisms have an organizational structure and variations can influence survival of populations. The student is expected to:

    (C) describe how variations within a population can be an advantage or disadvantage to the survival of a population as environments change.

  • 7th Grade

    Students will:

    • Explore a wetland and riparian area and observe how the biodiversity of plant life helps maintain the health of the ecosystem and the quality of the water.
    • Manipulate a watershed model to explain how human activity impacts groundwater and surface water.
    • Observe a sample of water and identify indicator species (i.e. macro-invertebrates) that provide clues about the health of Spring Lake. 
    • Discover which species within the water sample are decomposers and contribute to the cycling of matter within the Spring Lake ecosystem.

    ---

    TEKS this program will cover

    (11) Earth and space. The student understands how human activity can impact the hydrosphere. The student is expected to:

    (A) analyze the beneficial and harmful influences of human activity on groundwater and surface water in a watershed; and

    (B) describe human dependence and influence on ocean systems and explain how human activities impact these systems.

    (12) Organisms and environments. The student understands that ecosystems are dependent upon the cycling of matter and the flow of energy. The student is expected to:

    (B) describe how ecosystems are sustained by the continuous flow of energy and the recycling of matter and nutrients within the biosphere.

  • 8th Grade

    Students will:

    • Describe how human activities impact the oceans, and as a result, the global climate.
    • Explore the wetland and riparian areas and identify how the biodiversity of these areas contributes to the overall stability of the ecosystem.
    • Demonstrate through gameplay how disruptions within an ecosystem will impact the transfer of energy through a food web.

    ---

    TEKS covered in this program:

    (10) Earth and space. The student knows that interactions between Earth, ocean, and weather systems impact climate. The student is expected to:

    (A) describe how energy from the Sun, hydrosphere, and atmosphere interact and influence weather and climate.

    (11) Earth and space. The student knows that natural events and human activity can impact global climate. The student is expected to:

    (A) use scientific evidence to describe how natural events, including volcanic eruptions, meteor impacts, abrupt changes in ocean currents, and the release and absorption of Greenhouse gases influence the climate.

    (12) Organisms and environments. The student understands stability and change in populations and ecosystems. The student is expected to:

    (A) explain how disruptions such as population changes, natural disasters, and human intervention impact the transfer of energy in food webs in ecosystems.

    (C) describe how biodiversity contributes to the stability and sustainability of an ecosystem and the health of the organisms within the ecosystem.

• 2-Hour Nature Orienteering Plant Scavenger Hunt (includes boat ride)

  Students will participate in a Nature Orienteering Scavenger Hunt while hiking on the beautiful Spring Lake Preserve adjacent to the Meadows Center. Students will use compasses and an iPad to navigate while identifying plants in the area. It also includes a glass-bottom boat tour. This program can accommodate groups of 15-40 students. Sorry, it is not suitable for larger groups.

  • Grade Levels: 6th-12th Grades
  • Group Size: 15-40 students

  To reserve a tour time, please fill out the Tour Reservation Form.

• *New!* 2-Hour Mindfulness at the Meadows (includes boat ride)

  Students will hone their nature observation skills through mindful approaches and techniques in this experiential activity. Slowing down, being fully present, and engaging one's sensory capabilities are cornerstone skills needed for making detailed scientific observations. Students will use mindful techniques to assist them in finding answers to research questions about their environment. Students will use photography, writing, and group discussions to document and describe observations and understandings of nature experiences. This activity includes a glass-bottom boat ride and a wetlands tour. 

  • Grade Level: 3rd - 7th Grade
  • Group Size: 15-30 students

  To reserve a tour time, please fill out the Tour Reservation Form.

• *New!* 2.5-Hour Climate Explorers Tour (includes boat tour)

  In this fully guided tour, students will participate in hands-on activities that explore how our natural environment interacts with the changing climate. Groups will learn about the role a healthy riparian ecosystem plays in reducing the effects caused by climate change and how we can be solution-based in our thinking about environmental stewardship. Students will also enjoy a ride on a glass-bottom boat while learning about the endangered species that rely on each of us to make a positive impact on the world around us.

  • Grade Level: Appropriate for All Ages
  • Group Size: 15-60 students

  To reserve a tour time, please fill out the Tour Reservation Form.

• 2.5 to 3-Hour On the Water's Edge Tour (includes boat tour)

  This program includes a visit to the water’s edge at Spring Lake and Sink Creek, where students will get a concrete background in understanding the impact of exotic species on diverse ecosystems and endangered species, as well as the effect of pollution on a habitat. Students will conduct macroinvertebrate testing at a location on Sink Creek or Spring Lake. This program includes a 30-minute glass-bottom boat tour. Program length is flexible, generally lasting 2.5 hours.

  Please note: This program is only offered from March through October, weather permitting.

  • Grade Level: 9th - 12th Grade
  • Group Size: 15-40 students

  To reserve a tour, please fill out the Tour Reservation Form.