Lesson Overview

Now that Olivia has designed her 4-day itinerary and mapped out the historical landmarks of Cades Cove, it is time to look closer at the "permanent residents" of the valley. Building on the "Wildlife & Wheels" portion of her travel plan, this lesson shifts from travel logistics to ecology and wildlife biology. Olivia will investigate how the animals of Cades Cove interact with their environment and learn the science behind the "Leave No Trace" principles she introduced in the previous lesson.

Review of Previous Learning

• Itinerary Check: Briefly review the 4-day plan created in the last lesson. On which days did we plan to look for wildlife?
• Safety Recall: Review the "50-yard rule." Why did we decide this was necessary for safety?
• Geography: Locate the "open meadow" areas on the Cades Cove map vs. the forested trail to Abrams Falls.

Learning Objectives

By the end of this lesson, Olivia will be able to:

• Diagram a specific Cades Cove Food Web featuring at least five organisms (producers, consumers, and apex predators).
• Identify the tracks and signs of three major species: Black Bear, White-tailed Deer, and Wild Turkey.
• Explain the concept of "Habituation" and why human food is dangerous to park wildlife.
• Compare the "Field Observation" method to general sightseeing.

Materials Needed

• The 4-Day Adventure Guide (from previous lesson)
• Wildlife Field Journal (a small notebook or folded paper)
• Printed images of animal tracks (Bear, Deer, Turkey, Coyote)
• Colored pencils and a fine-tip black pen
• Access to "Great Smoky Mountains" wildlife videos or NPS species profiles

1. Introduction: The Hook (10 Minutes)

The Scenario: Your family is driving the 11-mile loop you planned yesterday. Suddenly, the car ahead stops—a "Bear Jam!" But as a Wildlife Warden, you aren't just looking for a photo; you are looking for clues. Is that bear looking for berries, or has it learned to look for coolers in cars? Today, we go beyond the "cute animal" and look at the "wild science" of the Cove.

Discussion: "Why do you think so many animals live in the Cove specifically, rather than deep in the steep, rocky mountains nearby?" (Hint: Think about the flat fields and water sources).

2. Body: The Wildlife Deep Dive

Part A: I Do - The Cades Cove Food Web (Instruction)

Explain that Cades Cove is a unique "edge environment" where the forest meets the meadow.

• Producers: Grasses in the meadow, acorns from the oak trees, berries.
• Consumers: White-tailed deer (herbivores), Wild Turkeys (omnivores).
• Apex Predators: Black Bears and Coyotes.

Part B: We Do - Tracking and Signs (Guided Practice)

Using the track prints, play a "Match the Sign" game.

• Look at the Black Bear track: Note the five toes and the claw marks.
• Look at the White-tailed Deer track: Note the heart-shaped "split hoof."
• Discuss "Scat" and "Rubbings": How do we know an animal was there if we don't see it? (e.g., antler rubs on trees or overturned logs).

Part C: You Do - The Field Journal Entry (Independent Practice)

Olivia will choose one day from her 4-day itinerary (Suggested: Day 3: Wildlife & Wheels) and create a "Simulated Field Observation."
Task: Create a double-page spread in the Field Journal containing:

1. Species Spotlight: Detailed drawing of one animal she hopes to see.
2. Dietary Notes: What is this animal eating in the Cove right now? (e.g., "The bear is eating blackberries near the Hyatt Lane turn-off").
3. The "Human Impact" Warning: Write a short paragraph explaining what happens if a tourist feeds this specific animal (Habituation). Use the phrase: "A fed bear is a dead bear."
4. Observation Log: A chart to record time of day, weather, and animal behavior (to be filled out during the actual or imagined visit).

3. Conclusion: The Warden's Report (15 Minutes)

Recap: Olivia presents her Field Journal entry.
Critical Thinking Question: "If the deer population in the Cove got too high because there weren't enough predators, what would happen to the historical orchards and meadows you planned to visit on Day 1?"
Connection: How does understanding the food web make our "Leave No Trace" plan from the previous lesson even more important?

Success Criteria

• Olivia can correctly identify the tracks of the three main Cove species.
• The Field Journal includes a logical food chain.
• Olivia can define "Habituation" in her own words.
• The journal entry connects directly to her previously designed 4-day itinerary.

Assessment

Formative: During the food web drawing, check if she understands the direction of the arrows (energy flow).

Summative: The Field Journal entry. Evaluate based on the accuracy of the animal facts, the quality of the "Human Impact" explanation, and the integration of tracking signs.

Differentiation & Adaptability

• For More Challenge: Research the reintroduction of Elk into the Smokies. Why aren't they usually seen inside the Cades Cove loop compared to Cataloochee Valley? Add an "Invasive Species" section (like the Hemlock Woolly Adelgid) and how it affects the Cove's trees.
• For More Support: Provide a template for the Field Journal with headers and "traceable" animal tracks.
• Context Switch: If at home, go into the backyard or a local park to find any track (even a dog or bird) and log it using the same professional "Field Journal" methods.