Meadows Center for Water and the Environment
Photos by Melinda Seib
The Meadows Center for Water and the Environment sits on Spring Lake – one of the largest artesian springs in the world. Spring Lake is thought to be one of the longest continually inhabited sites in North America. Archaeologists have excavated rare artifacts, some dating back 12,000 to 13,000 years. The site has a colorful past as Aquarena Springs, a water park and attraction until Texas State acquired the site and established the mission to inspire research, innovation, and leadership that ensures clean, abundant water for the environment and all humanity.
The Discovery Hall hosts a mixture of live animals and interactive exhibits to help visitors connect personally with the environment they are exploring. Features include a 1,000-gallon aquarium of native fish found in Spring Lake, an endangered species exhibit where you will see Texas Blind Salamanders, San Marcos Salamanders, and Fountain darters, a baby turtle aquarium, a multiscreen video wall and interactive exhibit about the Edwards Aquifer and the Water Systems of Texas.
The Wetlands Boardwalk allows visitors to walk through a self-guided trail that explains the effects of exotic and invasive species on the habitat and offers a close-up view of the abundant plant and animal life that thrive here. Wetlands provide many ecological benefits, including habitat for a diverse community of plants and wildlife, a buffer against water pollution, erosion, sediment control, and diminished flooding.
The upper San Marcos River is one of the most biologically diverse aquatic ecosystems in the southwestern United States. It has a number of endemic species that are isolated to the upper 4.5 miles of the river. Consequently, the U.S. Fish & Wildlife Department and Texas Parks and Wildlife have designated the San Marcos Springs and Spring Lake as critical habitat. Critical habitat refers to a particular geographical area that contains all of the physical, chemical, and biological attributes needed for the continued success of an endangered plant or animal and may require special management and protection efforts.
Source: Meadows Center For Water and the Environment
Aquarena Center Wetlands Walk Podcast: Listen to a podcast by Cecilia Nasti of Texas Parks and Wildlife for a self-guided tour.
Location
201 San Marcos Springs Drive, San Marcos, TX 78666
(512)245-7590
From IH-35, take exit (206) and travel west from the light. Continue on Aquarena Springs Drive through 2 stop lights. Take a slight right to continue on Aquarena Springs Drive (do not go over the overpass). Go over the railroad crossing and use the left lane to turn left at Post Road. Then turn right on San Marcos Springs Drive (across from Bobcat Stadium). Follow the signs to The Meadows Center for Water and the Environment.
NOTE: Parking at the Meadows Center is free with a valid Texas State parking permit from 7:00 pm Sunday until 5:00 pm Friday. One-day temporary permits are available for $3 at the pay-and-display station near the ticket kiosk or online through the Pay-by-App.
Hours of Operation: 9:30 AM - 5 PM every day, Closed on Thanksgiving Day (Nov. 24), closed for Winter Break (Dec. 19-25), closed for New Year's holiday (Dec. 31-Jan. 1), and closed for maintenance and staff development on Jan. 9-13.
Guided Events
Free Family-centered events occur monthly.
Glass Bottom Boat Rides: The first boat goes out 30 minutes after opening. The last boat goes out 30 minutes before closing. Tours last for 30 minutes.
Guided Wetlands Tours: Each weekend, guests will learn about the "hidden" world of wetlands during this 25-minute tour.
Endangered Species
TEKS CONNECTION
Science:
2nd Grade
2.2 Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in classroom and outdoor investigations.
2.2(D) record and organize data using pictures, numbers, and words
2.9 Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment.
2.9(A) identify the basic needs of plants and animals
2.9(B) identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things
2.9(C) compare the ways living organisms depend on each other and on their environments such as through food chains
2.10 Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments.
2.10(A) observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs
2.10(B) observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant
2.10(C) investigate and record some of the unique stages that insects such as grasshoppers and butterflies undergo during their life cycle
3rd Grade
3.2 Scientific investigation and reasoning. The student uses scientific practices during laboratory and outdoor investigations.
3.2(F) communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion
3.10 Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments.
3.10(A) explore how structures and functions of plants and animals allow them to survive in a particular environment
3.10(B)* investigate and compare how animals and plants undergo a series of orderly changes in their diverse life cycles such as tomato plants, frogs, and lady beetles
4th Grade
4.2 Scientific investigation and reasoning. The student uses scientific practices during laboratory and outdoor investigations.
4.2(B) collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps
4.9 Organisms and environments. The student knows and understands that living organisms within an ecosystem interact with one another and with their environment.
4.9(A) investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food
4.10 Organisms and environments. The student knows that organisms undergo similar life processes and have structures and behaviors that help them survive within their environments.
4.10(A) explore how structures and functions enable organisms to survive in their environment
4.10(B) explore and describe examples of traits that are inherited from parents to offspring such as eye color and shapes of leaves and behaviors that are learned such as reading a book and a wolf pack teaching their pups to hunt effectively
4.10(C) explore, illustrate, and compare life cycles in living organisms such as beetles, crickets, radishes, or lima beans
Social Studies:
2nd Grade
2.4 Geography. The student understands the location of places in their community, state, country, and the world.
2.4(A) identify major landforms and bodies of water, including each of the seven continents and each of the oceans, on maps and globes
3rd Grade
3.3 Geography. The student understands how humans adapt to and/or modify the physical environment.
3.3(B) identify and compare how people in different communities adapt to or modify the physical environment in which they live such as deserts, mountains, wetlands, and plains
3.3(C) describe the effects of human processes such as building new homes, conservation, and pollution in shaping the landscape
4th Grade
4.7 Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live.
4.7(A) ^ explain the geographic factors such as landforms and climate that influence patterns of settlement and the distribution of population in Texas, past and present
4.8 Geography. The student understands how people adapt to and modify their environment.
4.8(A) describe ways people have adapted to and modified their environment in Texas, past and present, such as timber clearing, agricultural production, wetlands drainage, energy production, and construction of dams
4.8(B)^ explain reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs, facilitate transportation, and enhance recreational activities
4.8(C) ^ compare the positive and negative consequences of human modification of the environment in Texas, past and present
English Language Arts & Reading:
2nd Grade
2.7 Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
2.7(B) write brief comments on literary or informational texts that demonstrate an understanding of the text
2.7(E) interact with sources in meaningful ways such as illustrating or writing
2.9 Genres. The student recognizes and analyzes genre‐specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
2.9(D) (i) [recognize] the central idea with supporting evidence with adult assistance
2.9(D) recognize characteristics and structures of informational text, including: (ii) features and graphics to locate and gain information
3rd Grade
3.7 Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
3.7(B) write a response to a literary or informational text that demonstrates an understanding of a text
3.7(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
3.9 Genres. The student recognizes and analyzes genre‐specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
3.9(D) recognize characteristics and structures of informational text, including: (ii) features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding
4th Grade
4.7 Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
4.7(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
4.9 Genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
4.9(D) recognize characteristics and structures of informational text, including: (ii) features such as pronunciation guides and diagrams to support understanding
Source: Lead4Ward
