Historic Stagecoach Park
Photos by Melinda Seib
Stagecoach Park features two historic farm structures and an expansive nature trail on 51-acres of land. The park offers a pavilion, amphitheater, playground, trails, open space, a pond, and a council ring. This natural park contains acres of mesquite and oak trees. Wildlife, like the White-Tailed Deer, are also abundant within the park. In addition, the park is equipped with restrooms facilities.
With two ecosystems, that means twice the variety of vegetation! Here are just a few of the plants that can be found at Stagecoach Park: Pecan trees, red oak trees, live oak trees, mesquite trees, redbud trees, Mexican plum trees, winged elm, blueberry junipers, mustang grape vine, Virginia creeper, greenbriar vine, smilax vine, kudzu vine, poison ivy, Carolina snailseed, Texas lilac, beauty berry, agarita, ligustrum, opuntia cactus, pear cactus, hackberry, mountain laurel, yaupon holly, winged elm, milkweed, cattails, and wild onion. Mountain laurel blossoms smell like grape Kool-aid!
Photo on the left, an agarita plant with a yellow bloom. On the right, the 2012 Texas Historical Commission sign designating the McElroy-Severn House as an historical landmark.
Location
880 Main Street, Buda, TX 78610
Take Exit 220 from I-35 and follow the frontage road. Turn left at Overpass Road, and continue on Cabela’s Drive. Turn left onto Main Street. In .5 miles, turn left at Hawk Lane and follow to the parking.
Hours of Operation: Open Daily from 6 AM – 10 PM
A centuries old live oak tree bends and reaches across the property to shade the rock wall and stone pathway.
Resources About Ecosystems
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(E) communicate observations and justify explanations using student‐generated data from simple descriptive investigations
2.7 Earth and space. The student knows that the natural world includes earth materials.
2.7(C) distinguish between natural and manmade resources
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(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
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
3.7 Earth and space. The student knows that Earth consists of natural resources and its surface is constantly changing.
3.7(A) explore and record how soils are formed by weathering of rock and the decomposition of plant and animal remains
3.9 Organisms and environments. The student knows and can describe patterns, cycles, systems, and relationships within the environments.
3.9(A) observe and describe the physical characteristics of environments and how they support populations and communities of plants and animals within an ecosystem
3.9(B) identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field
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(F) communicate valid oral and written results supported by data
4.7 Earth and space. The student knows that Earth consists of useful resources and its surface is constantly changing.
4.7(A)* examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants
4.7(B) observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice
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
4.9(B) describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web
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
2.1 History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation.
2.1(B) identify and explain the significance of various community, state, and national landmarks such as monuments and government buildings
2.5 Geography. The student understands how humans use and modify the physical environment.
2.5(A) identify ways in which people have modified the physical environment such as clearing land, building roads, using land for agriculture, and drilling for oil
2.5(B) identify consequences of human modification of the physical environment
3rd Grade
3.1 History. The student understands how individuals, events, and ideas have influenced the history of various communities.
3.1(A) describe how individuals, events, and ideas have changed communities, past and present
3.2 History. The student understands common characteristics of communities, past and present.
3.2(A) identify reasons people have formed communities, including a need for security and laws, religious freedom, and material well‐being
3.3 Geography. The student understands how humans adapt to and/or modify the physical environment.
3.3(A) describe similarities and differences in the physical environment, including climate, landforms, natural resources, and natural hazards
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
3.15 Social Studies skills. The student communicates in written, oral, and visual forms.
3.15(E) create written and visual material such as stories, pictures, maps, and graphic organizers to express ideas
4th Grade
4.2 History. The student understands the causes and effects of European exploration and colonization of Texas.
4.2(A) summarize motivations for European exploration and settlement of Texas, including economic opportunity, competition, and the desire for expansion
4.6 Geography. The student understands the concept of regions.
4.6(A) identify, locate, and describe the physical regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains), including their characteristics such as landforms, climate, vegetation, and economic activities
4.6(B) compare the physical regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains)
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
4.7(B) identify and explain patterns of settlement such as the location of towns and cities in Texas at different time periods
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(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) 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(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
Math:
2nd Grade
2.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy.
2.4(A) recall basic facts to add and subtract within 20 with automaticity
2.4(B) add up to four two‐digit numbers and subtract two‐digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations
2.4(C) solve one‐step and multi‐step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms
2.6 Number and operations. The student applies mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares.
2.6(A) model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined
2.7 Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships.
2.7(C) represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem
3rd Grade
3.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.
3.4(A) solve with fluency one‐step and two‐step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction
3.4(E) represent multiplication facts by using a variety of approaches such as repeated addition, equal‐sized groups, arrays, area models, equal jumps on a number line, and skip counting
3.4(G) use strategies and algorithms, including the standard algorithm, to multiply a two‐digit number by a one‐digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties
3.4(K) solve one‐step and two‐step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts
3.5 Algebraic reasoning. The student applies mathematical process standards to analyze and create patterns and relationships.
3.5(A) represent one‐ and two‐step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations
3.5(B) represent and solve one‐ and two‐step multiplication and division problems within 100 using arrays, strip diagrams, and equations
4th Grade
4.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy.
4.4(A) add and subtract whole numbers and decimals to the hundredths place using the standard algorithm
4.4(C) represent the product of 2 two‐digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15
4.4(D) use strategies and algorithms, including the standard algorithm, to multiply up to a four‐digit number by a one‐digit number and to multiply a two‐digit number by a two‐digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties
4.4(H) solve with fluency one‐ and two‐step problems involving multiplication and division, including interpreting remainders
4.5 Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations.
4.5(A) represent multi‐step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity
Source: Lead4Ward
