Exploring the Elk of Cataloochee

Materials Needed

• Notebook or science journal
• Pencil, colored pencils, or markers
• Blank paper or a map of the Great Smoky Mountains region
• Ruler or measuring tape
• Optional: computer or tablet for viewing a short elk video or researching the National Park Service website
• Optional: homemade binoculars made from two paper towel tubes
• Optional: animal track or wildlife observation cards

Lesson Overview

Suggested age: 11

Student: Olivia

Suggested time: 60–75 minutes

Topic: Elk biology, behavior, habitat, observation, and conservation in Cataloochee Valley

Learning Objectives

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

• Locate Cataloochee Valley in or near Great Smoky Mountains National Park.
• Describe at least three features of elk, such as their size, diet, antlers, or behavior.
• Explain why elk were reintroduced to the Cataloochee area.
• Use evidence from observations or information sources to explain how elk interact with their habitat.
• Create a safe and responsible wildlife-observation plan.

Success Criteria

Olivia’s work is successful when she can:

• Accurately identify Cataloochee as a valley in the Great Smoky Mountains region.
• Include at least three accurate elk facts in her journal.
• Explain that elk disappeared from the region long ago and were reintroduced in the early 2000s.
• Use at least two pieces of evidence to describe elk behavior or habitat needs.
• State at least three rules for observing elk safely.

Introduction: Hook and Objectives

Hook: “You Hear It Before You See It”

Ask Olivia:

Imagine standing in a mountain valley as the sun begins to set. Suddenly, you hear a loud, ringing call echoing from the hills. What animal might make that sound, and why?

Explain that the sound could be the bugle of a bull elk. A bugle is a loud call that may be heard especially during the fall mating season, called the rut.

Tell Olivia:

Today we will explore the elk of Cataloochee, learn how they live, and discover how people can protect them while enjoying the outdoors.

Quick Prediction

Have Olivia write or say answers to these questions:

1. What do you think elk eat?
2. Why might a valley be a good place for elk?
3. What might elk need from people to stay safe?

Background Knowledge

Where Is Cataloochee?

Cataloochee Valley is a scenic mountain valley associated with Great Smoky Mountains National Park in North Carolina. It contains open fields, forests, streams, and surrounding mountains. These different habitats provide food, water, shelter, and space for wildlife.

What Is an Elk?

Elk are large members of the deer family. An adult male elk is called a bull, an adult female is called a cow, and a young elk is called a calf.

• Bulls: Usually grow large antlers each year. They may bugle during the rut.
• Cows: Usually do not grow antlers and care for their calves.
• Calves: Young elk that depend on adults for protection and care.

Elk are mostly plant-eaters. They may graze on grasses and other plants and browse on leaves, twigs, and shrubs. Elk need enough food, clean water, cover, and room to move.

Elk in Cataloochee

Elk once lived in parts of the eastern United States, including the Southern Appalachian region. Over time, hunting and changes to habitat caused elk to disappear from the area. Elk were reintroduced to the Great Smoky Mountains region in 2001. Cataloochee became an important place to observe some of these animals.

Reintroduction means bringing a species back to an area where it once lived. Scientists and park managers monitor the elk to learn how they are doing and how they affect the ecosystem.

Body: I Do, We Do, You Do

Part 1: I Do—Teacher or Adult Modeling

Mini-Lesson: Reading an Elk’s Environment

Draw or describe a simple scene containing a meadow, forest, stream, mountain slope, and road. Model how to study the scene like a wildlife scientist.

Think aloud:

I notice an open meadow. The grass could provide food. I notice trees near the meadow. They may provide shade and shelter. I notice a stream, which could provide water. This habitat has several things elk need.

Introduce the idea of habitat: the place where an organism gets the food, water, shelter, and space it needs to survive.

Quick Check

Ask Olivia:

• Which part of the scene might provide food?
• Which part might provide water?
• Why might elk use both open fields and forests?

Part 2: We Do—Elk Detective Discussion

Read the following clues aloud. Ask Olivia to decide what each clue might tell her about an elk.

1. Clue: You see a group of elk grazing in a meadow.
   Question: What does this suggest about the meadow?
2. Clue: You hear a bull bugling in the fall.
   Question: What behavior or season might this signal?
3. Clue: You see an elk move from a field toward the trees.
   Question: What might the trees provide?
4. Clue: You see a calf close to a cow.
   Question: Why might the calf stay near the adult?

Encourage Olivia to support each answer with reasoning. For example: “I think the trees provide shelter because many animals use forest cover to rest or hide.”

Think-Pair-Share Alternative

If another person is available, Olivia can think quietly, share her answer with a partner, and then explain the answer to the adult. If she is working independently, she can record her answer first and then discuss it with the adult.

Part 3: We Do—Safe Wildlife Observation

Explain that wild animals should be observed without disturbing them. Review these rules:

• Stay at least 50 yards away from elk, or follow the current distance rules posted by park officials.
• Never approach, touch, feed, or chase an elk.
• Do not block an animal’s path.
• Keep dogs and other pets away from wildlife as required by park rules.
• Use binoculars or a camera with a zoom instead of moving closer.
• Stay quiet and avoid sudden movements.
• Follow all signs, closures, and directions from park staff.

Use a ruler or measuring tape to show what 50 yards looks like. Explain that 50 yards is half the length of a football field. This helps Olivia understand that “watching wildlife” does not mean standing right next to it.

Safety Scenario

Read this situation:

Olivia sees a bull elk near a trail. Some people are moving closer to take photographs. The elk raises its head and watches them.

Ask Olivia:

1. What could the elk be communicating with its body language?
2. What should Olivia do?
3. What would a responsible wildlife photographer do?

Expected ideas include staying back, increasing the distance, remaining calm, and allowing the elk plenty of space.

Part 4: You Do—Elk Observation Journal

Ask Olivia to create an observation page in her notebook. She may use a real video, a park visit, a written description, or an imagined field observation.

Have her complete the following chart:

What I Notice	What It Might Mean	Evidence or Reason
Example: Elk are standing in an open field.	They may be feeding or watching the area.	The field may contain grasses and gives elk a wide view.

Olivia should include at least three observations and label each one as one of the following:

• Food behavior
• Movement
• Communication
• Parent-and-calf behavior
• Habitat use

Part 5: You Do—Choose a Creative Challenge

Olivia chooses one of the following projects:

Option A: Design a Wildlife Viewing Plan

Create a plan for a safe elk-viewing trip. Include:

• What time of day might be best for looking carefully and quietly
• What supplies to bring
• Where to stand or sit
• Three safety rules
• What information to record in a journal

Option B: Create a Cataloochee Elk Field Guide Page

Make a one-page guide containing:

• A labeled drawing of a bull, cow, or calf
• At least five accurate facts
• A description of the elk’s habitat
• One conservation message

Option C: Become a Park Scientist

Write a short report answering this question:

How can scientists and visitors help elk live safely in Cataloochee?

The report should include information about habitat, human behavior, observation, and monitoring.

Option D: Build a Habitat Model

Use paper, blocks, recycled materials, or natural objects to create a model of elk habitat. Label the places where elk find:

• Food
• Water
• Shelter
• Space to move

Formative Assessment Checks

Use these questions throughout the lesson:

1. What is the difference between a bull, cow, and calf?
2. What is a habitat?
3. Why are open fields useful to elk?
4. Why might elk use forests or tree-covered areas?
5. What does reintroduction mean?
6. Why should people keep their distance from elk?
7. How can an observer collect information without disturbing an animal?

Summative Assessment

“Explain It Like a Park Ranger” Presentation

Olivia gives a 2–3 minute explanation, either aloud or in writing, answering:

What makes Cataloochee a useful habitat for elk, and how should people behave when they see them?

Her response should include:

• The location or setting of Cataloochee
• At least three elk facts
• An explanation of reintroduction
• At least two habitat needs
• At least three safe-observation rules
• One reason elk are important to the ecosystem or to people who study conservation

Simple Rubric

Category	Excellent	Developing	Needs More Practice
Accuracy	Facts are accurate and clearly explained.	Most facts are accurate but need more detail.	Several facts need correction.
Evidence	Uses observations or examples to support ideas.	Uses one supporting example.	Gives opinions without evidence.
Safety	Explains three or more responsible wildlife rules.	Explains one or two rules.	Needs help identifying safe behavior.
Communication	Ideas are organized and easy to understand.	Ideas are understandable but may be incomplete.	Ideas need more organization or explanation.

Differentiation and Support

For Extra Support

• Provide a word bank: elk, bull, cow, calf, antler, habitat, meadow, forest, reintroduction, conservation, bugle.
• Allow Olivia to answer orally instead of writing complete paragraphs.
• Use sentence starters such as “I notice…,” “This might mean…,” and “Elk need… because…”.
• Complete one observation example together before asking her to create her own.
• Use a simple four-part habitat checklist: food, water, shelter, and space.

For Extension

• Compare elk with white-tailed deer or moose.
• Research how antlers grow and why bulls shed them each year.
• Investigate how roads, visitors, weather, and habitat changes can affect elk.
• Design a pretend wildlife-monitoring project with a research question, data table, and conclusion.
• Calculate the distance of 50 yards in steps and estimate how many steps Olivia takes.

For Different Learning Formats

• Hands-on: Build a habitat model or measure 50 yards.
• Digital: Watch an approved wildlife video or explore a park map.
• Verbal: Discuss the scenarios or give the park-ranger presentation aloud.
• Written: Complete the journal, field guide, or conservation report.
• Visual: Draw a labeled elk and habitat diagram.

Conclusion: Closure and Recap

Three-Two-One Reflection

Ask Olivia to record:

• Three facts she learned about elk
• Two things elk need from their habitat
• One action people can take to protect elk

Final Discussion

Ask:

If you could give one piece of advice to a visitor who sees an elk in Cataloochee, what would you say?

Reinforce the main ideas:

• Cataloochee provides a mix of meadows, forests, streams, and mountains that can support elk.
• Elk are large deer-family animals with bulls, cows, and calves.
• Elk were reintroduced to the Great Smoky Mountains region after disappearing from the area.
• Scientists monitor elk to learn about their health and their relationship with the environment.
• Responsible visitors watch from a safe distance and never feed, chase, or approach wildlife.

Exit statement: Olivia completes the sentence: “A good elk observer is someone who __________ because __________.”

Optional Follow-Up Activities

• Keep an imaginary elk journal for one week, recording weather, habitat, and possible animal behavior.
• Write a short story from the viewpoint of a calf exploring Cataloochee for the first time.
• Make a food web showing how elk, grasses, trees, predators, insects, and decomposers may be connected.
• Plan a respectful visit to a national park or wildlife area using official park rules.