Exploring the Elk of Cataloochee: A Wildlife Field Trip

Materials Needed

• Notebook or field journal
• Pencils and colored pencils
• Binoculars, if available
• Camera or phone for landscape photos only, optional
• Printed or digital map of Cataloochee Valley and Great Smoky Mountains National Park
• Elk observation checklist
• Water, snacks, weather-appropriate clothing, sturdy shoes, sunscreen, and insect repellent
• First-aid kit and emergency contact information
• Park rules and current wildlife-safety information
• Optional: field guide to mammals and birds, measuring tape, voice recorder, or sketching supplies

Lesson Overview

Learner: Wyett, age 14

Setting: Homeschool field trip; adaptable for a classroom group or training-style outdoor experience

Suggested length: 2–4 hours, including travel, observation, and reflection

Big question: How can we observe elk responsibly while learning about their behavior, habitat, and role in the ecosystem?

Learning Objectives

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

1. Identify at least three physical or behavioral characteristics of elk.
2. Explain why Cataloochee Valley is suitable habitat for elk.
3. Record at least five careful field observations using notes, sketches, or data.
4. Describe at least three rules for safely observing wildlife.
5. Use evidence from the field trip to explain how human actions can affect elk and their habitat.

Success Criteria

Wyett’s work will be successful if it includes:

• Accurate observations separated from guesses or opinions
• At least five specific field notes, such as location, behavior, group size, weather, or habitat
• A clear explanation of how elk use their environment
• Safe and respectful behavior throughout the trip
• A final response supported by at least two pieces of evidence

Important Wildlife Safety

• Stay on roads, trails, or designated viewing areas unless park rules say otherwise.
• Keep a safe distance from elk. Do not approach, surround, chase, touch, or feed them. Follow the current Great Smoky Mountains National Park distance requirements; wildlife may be unpredictable, especially during calving and rutting seasons.
• Never block an elk’s path or stand between an adult and a young animal.
• Keep dogs leashed where permitted and under control.
• Use binoculars rather than moving closer for a better view.
• If an elk changes its behavior because of your presence, back away slowly and quietly.
• Check current park alerts, road conditions, weather, and regulations before leaving.

Introduction: Hook and Preparation

Hook: “You Are the Wildlife Scientist”

Ask Wyett:

Imagine that you are studying an animal without touching it, calling to it, or getting close to it. How could you learn what it eats, how it communicates, and whether it feels safe?

Explain that the goal of the field trip is not simply to “find an elk.” The goal is to practice careful wildlife observation. Scientists gather evidence while allowing animals to behave naturally.

Tell Wyett What He Will Learn

Share the learning objectives and explain:

• “First, I will show you how to observe and record evidence.”
• “Next, we will practice together before looking for elk.”
• “Then, you will complete your own field investigation.”
• “At the end, you will use your observations to explain what elk need to survive.”

Background Knowledge

What Is an Elk?

Elk are large members of the deer family. Male elk are called bulls, females are called cows, and young elk are called calves. Bulls usually grow antlers each year. Elk communicate through body language, sounds, and scent.

Elk in Cataloochee Valley

Elk were once native to the southern Appalachian region but disappeared from the area more than a century ago. A herd was reintroduced to the Cataloochee Valley area of Great Smoky Mountains National Park beginning in 2001. The valley contains open fields, forest edges, streams, and nearby forested slopes, providing food, cover, and water.

Elk may be easier to see in open fields during certain times of day, but sightings are never guaranteed. A successful field trip means making thoughtful observations, whether or not elk appear.

Body: Gradual Release of Responsibility

Part 1 — I Do: Model Careful Observation

Before searching for elk, demonstrate how to observe a common object, such as a tree, bird, or fence post.

Model the difference between an observation and an interpretation:

• Observation: “The animal is standing near the edge of the field.”
• Interpretation: “The animal is looking for food.”
• Better scientific note: “The animal lowered its head three times and moved slowly through the grass. It may have been feeding.”

Show Wyett how to record:

1. Date and time
2. Weather and temperature, if available
3. Location or viewing area
4. Number and type of elk observed
5. Distance and viewing method
6. Behavior
7. Habitat features
8. Questions or possible explanations

Quick Check

Ask:

• Which is more useful to a scientist: “The elk looked happy” or “The elk’s ears pointed forward, and it stood still for 20 seconds”? Why?
• Why should we avoid changing an animal’s behavior while observing it?

Part 2 — We Do: Practice Reading the Habitat

At the first viewing area, work together to examine the landscape before looking for elk. Use the map and discuss the following:

• Where are the open fields?
• Where are the forest edges?
• Where might water be found?
• Where could elk find shelter or shade?
• What signs of human activity are present?

Complete a shared habitat prediction:

Habitat Feature	Possible Benefit to Elk	Evidence We See
Open grassland	Feeding and visibility	Grass, fields, or grazing areas
Forest edge	Cover and access to different foods	Trees bordering open land
Stream or wet area	Water and cooler conditions	Visible water or damp ground

Think-Pair-Share Alternative

If another learner or family member is present, each person privately predicts where elk might be found. Compare predictions and explain the evidence behind each one. If Wyett is working alone, he can record his prediction in his journal and explain it aloud to an adult.

Part 3 — You Do: Elk Field Investigation

Wyett independently completes the observation checklist while the adult acts as a safety partner and discussion coach. Remind him to remain quiet, patient, and at a safe distance.

Elk Observation Checklist

• Did I record the time and location?
• How many elk did I see?
• Can I identify bulls, cows, or calves? If uncertain, did I label it as uncertain?
• What were the elk doing?
• Were they alone or in a group?
• How did they respond to sounds, vehicles, people, or other animals?
• What plants, water sources, or landforms were nearby?
• What evidence suggests the elk felt safe or uncomfortable?
• What question do I still have?

Optional Data Table

Time	Location	Number of Elk	Behavior	Habitat	Evidence or Question

Field Trip Choice Board

Choose one or more activities:

• Wildlife scientist: Complete a detailed behavior log.
• Artist: Sketch an elk or the habitat, labeling important features.
• Cartographer: Create a map showing possible elk resources and observation locations.
• Photographer: Take landscape or habitat photographs without disturbing wildlife.
• Conservation planner: List ways visitors can protect elk and their habitat.
• Sound observer: Record natural sounds and describe how sound might affect wildlife.

Formative Assessment During the Trip

Pause at least twice and ask Wyett to answer one question in his journal:

• What is one fact you know and one idea you are still testing?
• What evidence shows that this area provides food, water, or shelter?
• What behavior did you observe without adding an assumption?
• How are we protecting the elk while we observe them?

Provide specific feedback using this pattern:

“You recorded the time, location, and behavior clearly. To make the note stronger, add what was happening around the elk and separate what you saw from what you think it means.”

Real-World Application: The Responsible Visitor Challenge

Present this scenario:

A visitor sees an elk near the road and wants a closer photo. The visitor begins walking toward it while several other people gather nearby. What should happen next?

Ask Wyett to create a short response that includes:

1. The safety problem
2. The action the visitor should take
3. The reason that action protects both people and elk

Possible answer: The visitor should stop approaching, move back slowly, keep the road and the animal’s path clear, and use binoculars or a camera with a zoom lens. Elk are wild animals, and crowding them can cause stress or lead to dangerous behavior.

Conclusion: Closure and Recap

Three-Two-One Reflection

After leaving the viewing area, Wyett completes:

• Three: Three things I learned about elk or their habitat
• Two: Two pieces of evidence from my observations
• One: One action visitors can take to protect wildlife

Tell Wyett What He Learned

Review the lesson by saying:

• “We learned how elk use open fields, forest edges, and water sources.”
• “We practiced separating direct observations from interpretations.”
• “We saw that responsible wildlife viewing means keeping our distance and allowing animals to behave naturally.”
• “We used field evidence to think about conservation.”

Summative Assessment: Field Scientist Report

Within one or two days, Wyett creates a one-page report, slideshow, audio recording, or short video titled “What Cataloochee Elk Need to Thrive.” The project should include:

1. A description of the Cataloochee habitat
2. At least five observations or recorded data points
3. Three elk behaviors or physical characteristics
4. Two explanations connecting habitat features to elk survival
5. Three wildlife-safety or conservation practices
6. One question for further research

Assessment Rubric

Category	Excellent	Developing
Observation Skills	Records five or more specific, accurate observations	Records fewer than five observations or uses mostly general statements
Science Understanding	Clearly explains elk behavior, needs, and habitat connections	Explains some facts but makes limited habitat connections
Evidence	Uses at least two field observations to support conclusions	Includes conclusions with little supporting evidence
Safety and Conservation	Describes three or more appropriate practices and explains why they matter	Lists one or two practices with limited explanation
Communication	Information is organized, clear, and engaging	Information is partly organized or difficult to follow

Differentiation and Adaptations

For Additional Support

• Use a checklist with symbols or sentence starters such as “I noticed…” and “This might mean…”
• Allow audio notes instead of written notes.
• Complete the data table together before Wyett records an independent entry.
• Focus on one behavior, such as feeding or movement, rather than recording every detail.
• Use a prepared map with major landmarks already labeled.

For Extension

• Compare elk habitat with the habitat of white-tailed deer or another local mammal.
• Research why antlers grow and are shed each year.
• Graph the number of elk observed at different times or locations.
• Investigate how reintroduction programs are planned and evaluated.
• Write a visitor guide explaining how tourism and conservation can coexist.

Alternative Plans

• If elk are not seen: Study habitat clues, birds, insects, plants, tracks, and signs of human impact. A “no sighting” is still useful data.
• If weather changes: Complete the map and habitat prediction indoors, then use photographs or official park resources for observation practice.
• For remote learning: Use an official park map, wildlife footage, virtual tours, or photographs. Wyett can complete the same observation table from media evidence.
• For a group: Assign roles such as map reader, recorder, safety monitor, sketch artist, and habitat observer. Rotate roles during the trip.

Optional Follow-Up Questions

1. What might happen if open fields became covered by young trees?
2. Why might elk spend time near the boundary between a field and a forest?
3. How could roads, noise, or visitors change elk behavior?
4. What additional information would help you decide whether the herd is healthy?
5. How can people enjoy national parks without treating wildlife like pets?