Have fun catching fish while learning about fish species living in the pond at the Irma Lewis Seguin Outdoor Learning Center, and their habitat.

SUBJECT AREAS: Organisms and Environment

KEY WORDS: Fishing safety, species, habitat

TEKS: All grade levels: Scientific Investigations and Reasoning (Safety and Investigations); Science Concepts (Matter and Energy, Force Motion and Energy; Earth and Space; Organisms and Environments)

Find and identify insects. Observe some of the 'good' insects (butterflies are usually common year-round). Use safe practices while observing insects, such as: do not touch without the permission of a responsible adult, take care not to disturb or injure the insect, be aware of the outdoor surroundings.

SUBJECT AREAS: Insects of Texas

KEY WORDS: Insects, body parts, beneficial (good)

TEKS: K.1, K.2, K.3, K.4, K.9, K.10; 1.1, 1.2, 1.3, 1.4, 1.9, 1.10; 2.1, 2.2, 2.3, 2.4, 2.5, 2.9, 2.10

Student will be led on a hike, and will observe the natural world and how organisms survive. Discussion will include comparison of the activities and sights seen in their community, i.e. roads, grocery stores, power; and an explanation that some of those same activities can be found in nature. The students can relate their basic needs and activities to those of the plants and animals they encounter along the hike. Students will observe both living and non-living things.

SUBJECT AREAS: Organisms and Environment

KEY WORDS: Plant, insect, animal, bird, spider, feeding, living organisms, environment, life cycle, food chain, behavior

TEKS: K.2(A), K.2(B), K.2(D), K.2(E), K.3(B), K.4(B), K.5(A), K.6(A), K.6(C), K.6(D), K.7(A), K.7(B), K.7(C), K.8(A), K.8(C), K.9(A), K.9(B), K.10(A), K.10(B), K.10(C), K.10(D); 1.1(B), 1.2(A), 1.2(B), 1.2(D), 1.2(E), 1.4(B), 1.5(A), 1.6(A), 1.7(A), 1.8(A), 1.8(B), 1.8(D), 1.9(A), 1.9(C), 1.10(A), 1.10(B); 2.1(B), 2.2(A), 2.2(B), 2.2(D), 2.2(E), 2.2(F), 2.5(A), 2.7(A), 2.8(D), 2.9(A), 2.9(B), 2.9(C), 2.10(A), 2.10(B), 2.10(B); 3.1(A), 3.2(A), 3.2(C), 3.2(D), 3.2(F), 3.7(A), 3.8(A), 3.9(A), 3.9(B), 3.9(C), 3.10(A), 3.10(B), 3.10(C))

By taking students on a walk along the trails children observe nature. The students connect with the plants and animals they encounter in order to develop an understanding of nature and the environment using their senses of sight, smell, touch, and hearing. Students will make observations of both living and non-living things using a "Nature Detective Bingo Card", or "Nature Scavenger Hunt".

SUBJECT AREAS: Organisms and Environment

KEY WORDS: Plant, insect, animal, bird, spider, feeding, living organisms, environment, life cycle, food chain, behavior

TEKS: K.2(A), K.2(B), K.2(D), K.2(E), K.3(B), K.4(B), K.5(A), K.6(A), K.6(C), K.6(D), K.7(A), K.7(B), K.7(C), K.8(A), K.8(C), K.9(A), K.9(B), K.10(A), K.10(B), K.10(C), K.10(D); 1.1(B), 1.2(A), 1.2(B), 1.2(D), 1.2(E), 1.4(B), 1.5(A), 1.6(A), 1.7(A), 1.8(A), 1.8(B), 1.8(D), 1.9(A), 1.9(C), 1.10(A), 1.10(B); 2.1(B), 2.2(A), 2.2(B), 2.2(D), 2.2(E), 2.2(F), 2.5(A), 2.7(A), 2.8(D), 2.9(A), 2.9(B), 2.9(C), 2.10(A), 2.10(B), 2.10(B); 3.1(A), 3.2(A), 3.2(C), 3.2(D), 3.2(F), 3.7(A), 3.8(A), 3.9(A), 3.9(B), 3.9(C), 3.10(A), 3.10(B), 3.10(C))

Learn about fish anatomy, body shape and other adaptations that give certain fish advantages. Students will print a fish outline and be able to distinguish the different areas. This lesson can also be joined with fishing or aquatic studies to round out the lesson.

SUBJECT AREAS: Science and Art

KEY WORDS: Bigger, smaller, heavier, lighter, shape, size, texture, living, scales, fins, characteristics, habitat, float, sink, environment, survive

TEKS: Kinder-K.2(A)(B)(C)(D), K.4(A), K.4(B),K.9, K.3(B); 1.2(A)(C)(D)(E),1.3(B),1.4(A), 1.4(B), 1.10, 2.2(A)(C)(D)(E),2.3(B),2.4(A), 2.4(B), 2.10; 3.2(A)(D)(F), 3.4(A)(B), 3.3(A)(C)

The students, with the help of “fun-oculars” (decorated paper tubes) or real binoculars, and their senses, will find and then study silhouettes of birds and real birds using the Six Clues for identifying birds: Shape, Shade, Size, Sound, Surroundings, Speed; Students will learn how to use the Six Clues( as listed above) to identify birds. They will look for real birds and discuss how their Sounds, Surrounds, and Speed help us to identify them. Students may use the tri-fold field guides to find and identify birds, looking especially for the ones in the study area. Identify and observe five birds commonly found in various habitats (trees, on the ground, in or near the pond) in and around the Irma Lewis Seguin Outdoor Learning Center. Observations may include Blue Jay, Golden-fronted Woodpecker, Northern Cardinal, Great Blue Heron and Carolina Chickadee.

SUBJECT AREAS: Organisms and Environment

TEKS: K.1A(,) K.2(A),K2(E).,K3(C), K 4(A),K4(B); 1.1(A), 1.2(A), 1.2(B),1.2(E), 1.4(A), 1.4(B); 2.1(A),2.2(A),2.2(E), 2.4(A); 3.1(A), 3.2(D), 4.2(A),4.2(D),4.2(F)

Students will identify/explore the obvious and hidden clues of animals. Tracks found in the dirt will be explored and identified; an investigative walk will look for nests, habitats, and other hidden clues; examples of bones and skins will be studied; summarizing with a shared discussion of how and why the animals lived that were discovered through the exploration.

SUBJECT AREAS: Organisms and Environments

TEKS: K.2(A), K.2(B), K.9(B), K.10(A),1.2(A); 1.2(B), 1.9(A), 1.10(A); 2.2(A), 2.2(B), 2.2(D), 2.9(A), 2.10(A); 3.2(D), 3.9(A), 3.10(A), 3.10(B); 4.2(A),4.9(A), 4.10(A); 5.9(A), 5.9(C), 5.10(A)

Using a watershed model and other props, students will learn the steps of the water cycle.

SUBJECT AREAS: Earth Systems; Water Cycle

KEY WORDS: Water Cycle, Evaporation, Condensation, Precipitation, Accumulation

TEKS: 2.3(B); 2.8(C)

Students will learn that birds have different beaks, dependent upon their environment and their food source. They will play a game wherein they use simulated beaks to pick up food.

SUBJECT AREAS: Organisms and the Environment; Adaptations

KEY WORDS: Bird, Beak, Predator, Nectar, Adaptations, Ecosystem, Habitat

TEKS: 2.1(A), 2.2(A)(E) , 2.4(A); 3.1(A), 3.2(D), 4.2(A)(D)(F)

What is Soil and where does it come from? What is the purpose of soil? How can we care for the soil? With the help of visuals, a sediment experiment and 2 differents creening methods (2 sizes of screens), students will have the opportunity to “play in the dirt” and learn what soil is, how it is formed, why and how it forms in layers, the four functions/purpose of soil, and how we can care for the soil.

SUBJECT AREAS: Earth Science; Natural Resources

KEY WORDS: Soil, sedimentation, clay, porosity, permeability

TEKS: 3.2(A),3.3(A),3.5(A),3.7(A),3.7(C),4.2(A), 4.3(A), 4.5(A), 4.7(A),4.7(C)

Students will learn the definition of the term 'watershed' and observe how different lands uses have an impact on our water quality. The wrap up activity provides a playful way to reinforce learned concepts.

SUBJECT AREAS: Human-Environment Interaction

KEY WORDS: Watershed, Water Quality, Land Uses, Pollution, Non-Point Source Pollution

TEKS: 3.2(A); 3.2(C); 3.3(C); 4.2(A); 4.2(C); 4.3(C); 4.8(B); 5.2(A); 5.2(G); 5.8(B); 3.4(B); 3.4(D); 4.9(A); 4.9(B); 4.9(C)

Students will investigate macroinvertebrates found in Geronimo Creek (or fishing pond.) Investigating, counting and classification of these aquatic insects will help students to determine the water quality of the creek (pond).

SUBJECT AREAS: Water Quality, Life Cycles, Adaptation, Organisms and Environments

KEY WORDS: Macroinvertebrates; Water Quality; Pollution; Non-Point Source Pollution

TEKS: 3.2(B); 3.2(D)3.2(F); 3.4(A);3.9(A); 3.9(b); 3.9(C); 3.10(A)3.10(C); 4.2(B); 4.2(D)4.2(F); 4.4(A); 4.9(B);4.10(C); 5.2(C); 5.2(D);5.2(F); 5.4(A); 5.9(A); 5.9(B); 5.9(C); 5.10(A);5.10(C); 6.2(B)(C); 6.2(E); 6.4(A); 6.12(E); 7.2(B); 7.2(E); 7.4(A); 7.5(C); 7.8(A); 7.10(A); 7.11(B); 7.12(A); 8.2(B);8.2(E); 8.4(A); 8.11(A); 8.11(B)

Students will collect, investigate, make observations and sketch of different kinds of leaves found at the ILSOLC.

SUBJECT AREAS: Art, Science

KEY WORDS: Physical properties, environment, survive, light energy, decompose, sun, decay, biodiversity, land stewardship

TEKS: 3.1(B), 3.2(A), 3.4(A), 3.2(F), 3.9, 3.10 (B)(C); 4.2(A), 4.3(A)(C), 4.4(A), 4.9, 4.10; 5.1, 5.2(B)(C)(D), 5.3(A), 5.4(A), 5.9, 5.10

Students will participate in a water test using the pH (potential of Hydrogen) scale. Students will determine the pH of different water samples while examining other physical qualities of those samples.  Students will apply what they learn towards solving problems that are created by water pollution and its effect on animals and plants.

SUBJECT AREAS: Earth and Life Science, Chemistry

KEY WORDS: Water pollution, remediation, land use

TEKS: 4.2(a); 4.2(b); 4.2(d); 4.2(e); 4.3(c); 4.4(a); 5.2(a); 5.2(b); 5.2(c); 5.2(d); 5.2(e); 5.2(f); 5.4(a); 5.9(c)

Ever asked how a fossil is made? Learn the procession this class as well as make your own fossil paperweight. Class size limited to 25 students.

SUBJECT AREAS: Earth Science

KEY WORDS: Texture, liquid, solid, rock, soil formation, decompose, fossil fuels, decay, erosion, compaction, sediment, cementation

TEKS: 4.1, 4.2, 4.3 (A)(C), 4.4(B), 4.7(B); 5.1, 5.2, 5.3(A,C), 5.7(A,D); 6.1(B), 6.2, 6.3(B), 6.4(A), 6.7, 6.10(B)

Students will: Establish an understanding of the cardinal directions( N,S,E,W); Explore the ordinal directions (NE,SE, NW, SW); Gain an understanding of the Compass Rose; Learn to read and use a compass. After some with basic directional activities, the compass will be introduced and explored, with each child having a compass to use. The students will then use their compass, and by following directions of the instructor, will end-up walking a square, rectangle, triangle, and possibly completing a treasure hunt!!

SUBJECT AREAS: Compassing; Directions

TEKS: 4.3(A), 4.4(A); 5.2(B), 5.3(A), 5.4(A)

Students will be introduced to the Riparian Zone of Geronimo Creek through exploration of a program on the internet (Chromebooks available), then head outdoors for a hike along the Riparian Trail. Discussions include parts of a Riparian System (uplands, riparian and stream), water quality, biotic and abiotic parts of a system, food web.

SUBJECT AREAS: Life Science, Human Interaction with the Environment, Food Web; Living and Non-Living

KEY WORDS: Riparian, Uplands, Stream

TEKS: 4.7(B)(C); 4.9(B); 5.9A); 5.9(B); 5.9(C); 6.12(E); 7.5(C); 7.8(A); 7.8(B); 7.8(C); 7.9A) 7.10(B)

Using a kit, students will build a stream table with sand. Rainfall will be simulated at the higher end, and a stream will flow through the sloped area. Erosion, deposition and a delta will be evident in the lower elevation.

SUBJECT AREAS: Earth Science, Physical Geography

KEY WORDS: Landforms, Headwaters, Erosion, Deposition, Delta

TEKS: 4.3(C); 4.4(A); 4.7(B); 5.3(C); 5.4(A); 5.7(A); 5.7(B); 6.3(B); 6.4(A); 7.3(B); 7.4(A); 7.8(A)(B)

An educational geocaching activity where students will use Global Positioning System (GPS) technology to explore the Riparian System of Geronimo Creek. Booklets are provided for students to make notes on discoveries found at individual waypoints.

SUBJECT AREAS: Technology, Earth Science, Life Science

KEY WORDS: GPS (Global Positioning System), Riparian System, waypoints

TEKS: 5.2(b); 6.2(a); 7.2(a); 7.8(b); 7.8(c); 8.2(a); AS.4(a); AS.4(b); AS.4(c); ESS.2(f); ES.2(g)

Students will independently review lesson on Riparian Systems (found on GBRA website). Chromebooks are available for student use at the OLC Environmental Science Building or unit can be viewed before arriving at the OLC. http://www.gbra.org/riparian Students will be led on a walk along the Riparian Trail at the Outdoor Learning Center and along Geronimo Creek, where they will observe the components of the riparian zone, the uplands, the riparian zone and the stream. Students learn how these areas work as one system, impacting water quality and creating habitat in the stream.

SUBJECT AREAS: Organisms and Environment; Physical Geography; Aquatic Science; Human Interaction With the Environment

KEY WORDS: Riparian, uplands, stream, floodplain, grasses, forbes, livestock, oxbow, runoff, catchment, watershed, impervious cover, riparian sponge, erosion, aquatic life, sedges, rushes, woody debris.

TEKS: B.8(C), B.11(B), B.12(F); AS.4(a); AS.4(b); AS.4(c); ESS.2(f); ES.2(g)

Students will hypothesis the water quality in Geronimo Creek, then test water using Dissolved Oxygen, Conductivity and pH kits using Texas Stream Team methodology. Data collected will be used to determine the health of the creek. Results will be used in a discussion about human impact on an aquatic environment.

SUBJECT AREAS: Chemistry, Environmental Science, Aquatic Science

KEY WORDS: Watershed; Water Quality; Pollution; NonPoint Source Pollution; pH, Dissolved

TEKS: AS.7(B); AS.7(C); AS.12(C);ES.2(E); ES.2(F); ES.2(G) ES.2(K); ES.9(A); ES.9(B); ES.9(C)

Students are introduced to the basic properties of water. Students demonstrate how water is measurable, how it can dissolve substances, how it's surface tension can support objects and how some objects sink and some float. After hands on water experiments, students go on a walk to see a pond and a flowing stream to discover how the properties of water create habitat.

SUBJECT AREAS: Matter and Energy, Motion and Energy, Earth and Space, Organisms and Environment

KEY WORDS: water, flow, pond, stream, surface tension, dissolve, habitat

TEKS: TEKS K.2(B), K.2(C), K.2(D), K.2(E), K.5(A), K.6(D), K.7(B), K.9(B); 1.5(A), 1.6(D), 1.7(A), 1.7(B); 2.5(A), 2.6(C), 2.6(D), 2.9(C), 2.10(A); 3.5(A), 3.5(B), 3.5(D), 3.9(A), 3.10(A)

Learn safety, sound shooting techniques and get plenty of practice on our archery range. We use Matthews Genesis bows in our instruction which is the official bow of the National Archery in the Schools Program. We also have have several traditional recurve bows.

Learn to safely shoot BB/Pellet Guns, .22 calibar rifles and shotguns with us.

Our stocked pond and pier will provide hours of catch and release fun! Learn the basics of fishing such as knots, bait and handling fish safely.

Learn to paddle safely on our pond and see that is the perfect blend of adventure and relaxation. Learn different paddle strokes and safety basics.

*Two instructors for safety

Our well mulched trails wind through the woods and interpretive signs along the way will teach you about the various plants and trees.

Learn the essentials of camping such as good tent site selection, pitching a tent, starting a fire, cooking in the outdoors and map/compass use. All skills learned will follow the Leave No Trace ethics for Outdoor Adventure to teach responsibility in the outdoors.

In this course, students will learn the basics of how to build a shelter in the wilderness. Students will work in a small group to develop a plan and build their own shelters. Topics will also include Leave No Trace practices.

This course provides a great introduction for students on how to plot a bearing with a compass. Students will find north with a compass and then complete a small course that guides them back to the starting point.

This is a high tech scavenger hunt using GPS technology. Learn the basics of the sport such as finding a waypoint and placing one. After one lesson you will be ready to apply those skills to seek out your own hidden cache! Want more info on this growing sport? Visit www.geocaching.com

Learn to leave behind signs telling people where to go to look for a special destination. Useful for helping rescuers and friends find your location or getting back to that favorite spot without a GPS.

Learn basic climbing technique and challenge yourself on our 45' vertical wall.

Go for an extreme swing ride here at the center. You will be attached to a cable and then pulled up to a point that you wish to stop. Let go of your release rope and enjoy the sensation of flying! Also a great class to teach momentum and energy.