A Piece of Cake (Adapted from the Charleston Bump 2003 Expedition)

2006 Exploring Ancient Coral Gardens

A Piece of Cake (adapted from The Charleston Bump 2003 Expedition)

FOCUS TEACHING TIME Spatial heterogeneity in deep-water coral com- One or two 45-minute class periods, plus time for munities group research

GRADE LEVEL SEATING ARRANGEMENT 5-6 (Life Science) Groups of 4-6 students

FOCUS QUESTION MAXIMUM NUMBER OF STUDENTS What types of habitats are likely to be found on 30 the Davidson Seamount? KEY WORDS LEARNING OBJECTIVES Davidson Seamount Students will be able to explain what a habitat is, Habitat and describe at least three functions or benefits Deep-water coral that habitats provide. Sponge Microhabitat Students will be able to describe some habitats that are typical of deep-water hard bottom com- BACKGROUND INFORMATION munities. Seamounts are undersea mountains formed by volcanic processes, either as isolated peaks or Students will be able to explain how organisms as chains that may be thousands of miles long such as deep-water corals and sponges add with heights of 3,000 m (10,000 ft) or more. to the variety of habitats in areas such as the Compared to the surrounding ocean waters, Davidson Seamount. seamounts have high biological productivity, and provide habitats for many species of plant, ani- MATERIALS mal, and microbial organisms. Recently, increas-  One half or whole sheet cake ing attention is being directed toward deep water  Icing in various colors coral species found on seamounts. In contrast to  Candies or other edible materials for modeling shallow-water coral reefs, deep-sea coral commu- habitat features nities are virtually unknown to the general public and have received much less scientific study. Yet, AUDIO/VISUAL MATERIALS deep-water coral ecosystems may have a diversity  Chalk board, marker board, or overhead pro- of species comparable to that of corals reefs in jector with transparencies for brainstorming shallow waters. Because many seamount species sessions are endemic (that is, they are found nowhere 1 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 5-6 (Life Science) 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 5-6 (Life Science) Focus: Spatial heterogeneity in deep-water coral communities oceanexplorer.noaa.gov oceanexplorer.noaa.gov Focus: Spatial heterogeneity in deep-water coral communities

else), these ecosystems may be a unique feature decrease if more carbon dioxide were dissolved of seamounts, and are likely to be important in the ocean. for several reasons. First, because of their high biological productivity, these communities are The Davidson Seamount, located about 75 miles directly associated with important commercial southwest of Monterey, CA, was the first geologi- fisheries. Moreover, deep-sea corals have been cal feature to be described as a “seamount” in identified as promising sources for new drugs to 1933. The now-extinct volcanoes that formed treat cancer and other diseases, as well as natu- this and other nearby seamounts were different ral pesticides and nutritional substances. Recent from typical ocean volcanoes. While the typical discoveries suggesting that some corals may be undersea volcano is steep-sided, with a flat top hundreds of years old means that these organisms and a crater, seamounts in the Davidson vicin- can provide important records of past climactic ity are formed of parallel ridges topped by a conditions in the deep ocean. Apart from these series of knobs. These observations suggest that potential benefits, deep-sea corals are part of our the ridges were formed by many small eruptions world heritage—the environment we hand down that occurred 3 to 5 million years apart. Typical from one generation to the next. undersea volcanoes are formed by more violent eruptions that gush out lava more frequently over Despite their importance, there is growing concern several hundred thousand years. about the impact of human activities on these ecosystems. Commercial fisheries, particularly Although it was the first recognized seamount fisheries that use trawling gear, cause severe dam- and is relatively near the U.S. coast, the Davidson age to seamount habitats. Scientists at the First Seamount is still 99.98% unexplored. In 2002, International Symposium on Deep Sea Corals a NOAA-funded expedition to the Seamount (August, 2000), warned that more than half of the found a wide variety of organisms, including world’s deep-sea coral reefs have been destroyed. extensive deep-water coral communities. Among Ironically, some scientists believe that destruction many intriguing discoveries were observations of deep-sea corals by bottom trawlers is responsi- of animals that had never been seen live before, ble for the decline of major fisheries such as cod. as well as indications that some coral species may be several hundred years old (visit http: In addition to impacts from fisheries, deep-sea //oceanexplorer.noaa.gov/explorations/02davidson/davidson.html coral communities can also be damaged by and http://montereybay.noaa.gov/reports/2002/eco/ocean.html oil and mineral exploration, ocean dumping, for more information about the 2002 Expedition). and unregulated collecting. Other impacts may result from efforts to mitigate increasing levels The 2006 Exploring Ancient Coral Gardens of atmospheric carbon dioxide. One proposed Expedition is focussed on learning more about mitigation is to sequester large quantities of the deep-sea corals at Davidson Seamount, with four gas in the deep ocean, either by injecting liquid general goals: carbon dioxide into deep ocean areas where it • to understand why deep-sea corals live where would form a stable layer on the sea floor or by they do on the seamount; dropping torpedo-shaped blocks of solid carbon • to determine the age and growth patterns of dioxide through the water column to eventually the bamboo coral; penetrate deep into benthic sediments. While the • to improve the species list and taxonomy of actual impacts are not known, some scientists corals from the seamount; and speculate that since coral skeletons are made of • to share the exciting experience with the pub- calcium carbonate, their growth would probably lic through television and the Internet.

2 3 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 5-6 (Life Science) 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 5-6 (Life Science) Focus: Spatial heterogeneity in deep-water coral communities oceanexplorer.noaa.gov oceanexplorer.noaa.gov Focus: Spatial heterogeneity in deep-water coral communities

One of the most conspicuous features of deep- many different types of habitat and as a result water coral habitats on the Davidson Seamount is can provide food, shelter, and nursery space for spatial variety, with coral branches, sponges, and many different kinds of organisms. other animals creating countless “microhabitats” in many sizes. In this activity, students will create 3. Tell student groups that they are to find out an edible model to simulate this spatial variety, what sorts of habitats the 2006 Exploring and will develop inferences about the relation- Ancient Coral Gardens Expedition might ships between sessile (non-motile) organisms and find on the Davidson Seamount. Have stu- other inhabitants of deep reef habitats. dents read relevant trip logs from the 2002 Davidson Seamount expedition, and visit http: LEARNING PROCEDURE //montereybay.noaa.gov/reports/2002/eco/ocean.html as [NOTE: Portions of this activity were adapted well as the NOAA Learning Object for Deep- from “Edible Devonian Marine Ecosystem” Sea Coral Reefs at http://www.learningdemo.com/noaa/ by Naturalists at Falls of the Ohio State Park, for additional information. Have students pay Clarksville, Indiana, on the Geologic and particular attention to organisms that modify or Paleontologic Cook Book Web site. Visit http:// create habitats (such as branching corals and www/uky/edu/KGS/education/cookbook.html for more edible sponges). Have students find pictures or illustra- education ideas!] tions of these organisms. In addition to printed reference books, the Ocean Explorer Gallery 1. To prepare for this lesson, read the introductory (http://oceanexplorer.noaa.gov/, click on “Gallery”) essays for the 2006 Exploring Ancient Coral and http://biodidac.bio.uottawa.ca have lots of images Gardens Expedition at http://oceanexplorer.noaa.gov/ suitable for downloading. explorations/06davidson/welcome.html, and review the NOAA Learning Object on deep-sea corals at 4. Have each group present their research find- http://www.learningdemo.com/noaa/. ings. Discuss and list the types of habitats that may be found on the Davidson Seamount, and 2. Review the concept of habitats. Have students the kinds of organisms researchers are likely to brainstorm what functions or benefits an organ- see from a research submersible vehicle. Have ism receives from its habitat. The students’ list students describe what functions or benefits should include food, shelter (protection), and organisms receive from each habitat type. appropriate nursery areas. Lead an introductory discussion of the Davidson Seamount and the 5. Tell students that the class is going to construct 2002 and 2006 Ocean Exploration expeditions an edible model of the kinds of habitats they to the area. You may want to show students hypothesize will be found on the Davidson some images from the 2002 Expedition Web Seamount. The base of the model will be a site (http://oceanexplorer.noaa.gov/explorations/02davidson/ sheet cake (half or whole, depending upon how davidson.html). Tell students that detailed explora- many students you have, how much space is tion of the Davidson Seamount is just beginning, needed to model the hypothetical habitats, and but we can have a general idea of what to how hungry the students are). Have students expect based on explorations in other deep- brainstorm what kinds of edible features can be water, hard-bottom habitats. Explain the concept added to the cake to make the habitat model. of “microhabitat.” Be sure students understand Mounds of icing can be used for boulders, and how the combination of various rock formations when hardened can be sculpted to form caves and organisms with complex physical forms and overhangs. Sponges might be modeled (like branching corals and sponges) can offer with small pieces of sponge cake (of course),

and strings of rock candy (made by hanging RESOURCES pieces of string in a saturated sugar solution) NOAA Learning Objects could represent branching corals. Of course, http://www.learningdemo.com/noaa/ – Click on the link to there are many more possibilities, and your “Lesson 3 – Deep-Sea Corals” for an interactive students will probably have a pretty good idea multimedia presentation on deep-sea corals, as of potential model elements. Once the model is well as Learning Activities and additional informa- completed, you may want to have your students tion on global impacts and deep-sea coral com- use it to explain about deep-water hard-bottom munities. habitats to another group of students, perhaps a younger class. Their presentation can con- Other Relevant Lesson Plans from the Ocean Exploration clude with students assuming the role of top Program consumers, and having direct interaction with Friend, Foe, or . . . (http://oceanexplorer.noaa.gov/ the model system (they can eat the cake). explorations/05stepstones/background/education/ss_2005_ friendfoe.pdf; 5 pages, 331k) (from the North THE BRIDGE CONNECTION Atlantic Stepping Stones 2005 Expedition) www.vims.edu/bridge/ – Click on “Ocean Science” in the navigation menu to the left, then “Biology,” Focus - Symbiotic relationships with corals then “Invertebrates,” then “Other Inverts,” for (Life Science) resources on corals and sponges. Click on “Ecology” then “Deep Sea” for resources on deep Students will be able to define and describe sea communities. symbiotic, mutualistic, commensal, parasitic, facultative and obligatory relationships THE “ME” CONNECTION between organisms; describe at least three Have students write a short essay describing their species that have symbiotic relationships with personal habitat, what benefits or functions it pro- corals; and discuss whether these relation- vides, and what other organisms are involved in ships are mutualistic, commensal, or parasitic. creating this habitat. Deep Gardens (http://oceanexplorer.noaa.gov/ CONNECTIONS TO OTHER SUBJECTS explorations/05deepcorals/background/edu/media/05deep- English/Language Arts, Earth Science corals_gardens.pdf; 8 pages, 359k) (from the Florida Coast Deep Corals 2005 Expedition) ASSESSMENT You may want to have students prepare written Focus: Comparison of deep-sea and shal- reports (either individually or in groups) prior to low-water tropical coral communities (Life the group discussion in Step 4. Science)

EXTENSIONS Students will compare and contrast deep-sea Log on to http://oceanexplorer.noaa.gov to keep up coral communities with their shallow-water to date with the latest Davidson Seamount counterparts, describe three types of coral Expedition discoveries, and to find out what associated with deep-sea coral communities, researchers are learning about deep-water hard- and explain three benefits associated with bottom communities. deep-sea coral communities. Students will explain why many scientists are concerned Log onto http://www/uky/edu/KGS/education/cookbook.html about the future of deep-sea coral communi- for more edible education ideas. ties. 4 5 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 5-6 (Life Science) 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 5-6 (Life Science) Focus: Spatial heterogeneity in deep-water coral communities oceanexplorer.noaa.gov oceanexplorer.noaa.gov Focus: Spatial heterogeneity in deep-water coral communities

Architects of the Deep Reef (http:// Students will be able to explain the meaning oceanexplorer.noaa.gov/explorations/03mex/background/edu/ of “larval dispersal” and “larval retention” media/mexdh_architects.pdf; 5 pages, 388k) (from and explain their importance to populations the Gulf of Mexico Deep Sea Habitats 2003 of organisms in the marine environment. Expedition) Given data on recruitment of organisms to artificial substrates, students will also be able Focus: Reproduction in Cnidaria (Life Science) to draw inferences about larval dispersal in these species. Students will be able to identify and describe at least five characteristics of Cnidaria coral, Other Links and Resources compare and contrast the four classes of http://oceanexplorer.noaa.gov/explorations/02davidson/davidson.html Cnidaria, and describe typical reproductive – Daily logs, photos, video clips, and strategies used by Cnidaria. Students will backgrounds essays on the 2002 Davidson also be able to infer which of these strategies Seamount Expedition are likely to be used by the deep-sea coral Lophelia pertusa, and will be able to describe http://montereybay.noaa.gov/reports/2002/eco/ocean.html – Web the advantages of these strategies. page from the Monterey Bay National Marine Sanctuary describing the 2002 Volcanoes, Plates, and Chains (http:// exploration of the Davidson Seamount oceanexplorer.noaa.gov/explorations/02alaska/background/ edu/media/volcanoes5_6.pdf; 7 pages, 116k) (from http://www.mbari.org/ghgases/ – Web page from the the Exploring Alaska’s Seamounts 2002 Monterey Bay Aquarium Research Institute Expedition) describing MBARI’s work on the Ocean Chemistry of Greenhouse Gases, includ- Focus: Formation of seamounts the Axial- ing work on the potential effects of ocean Cobb-Eikelberg-Patton chain, Gulf of Alaska sequestration of carbon dioxide

In this activity, students will be able to http://www/uky/edu/KGS/education/cookbook.html – The describe the processes that form seamounts, Geologic and Paleontologic Cookbook describe the movement of tectonic plates in the Gulf of Alaska region and explain the http://seamounts.edsc.edu/main.html — Seamounts Web types of volcanic activity that might be asso- site sponsored by the National Science ciated with these movements, and describe Foundation how a combination of hotspot activity and tectonic plate movement could produce the Pickrell, J. 2004. Trawlers Destroying Deep-Sea arrangement of seamounts observed in the Reefs, Scientists Say. National Geographic Axial-Cobb-Eikelberg-Patton chain. News. http://news.nationalgeographic.com/news/2004/ 02/0219_040219_seacorals.html Leaving Home (http://oceanexplorer.noaa.gov/ explorations/04mountains/background/edu/media/ http://www.mcbi.org/Current_Magazine/Current_Magazine.htm – A MTS04.larvae.pdf) (6 pages, 396k) (from the special issue of Current: the Journal of Mountains in the Sea 2004 Expedition) Marine Education on deep-sea corals.

Focus: Larval recruitment on New England Morgan, L. E. 2005. What are deep-sea corals? seamounts (Life Science) Current 21(4):2-4; available online at http:

4 5 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 5-6 (Life Science) 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 5-6 (Life Science) Focus: Spatial heterogeneity in deep-water coral communities oceanexplorer.noaa.gov oceanexplorer.noaa.gov Focus: Spatial heterogeneity in deep-water coral communities

//www.mcbi.org/Current_Magazine/What_are_DSC.pdf Reed, J. K. and S. W. Ross. 2005. Deep-water Content Standard E: Science and Technology reefs off the southeastern U.S.: Recent • Abilities of technological design discoveries and research. Current 21(4): • Understandings about science and technol- 33-37; available online at http://www.mcbi.org/ ogy Current_Magazine/Southeastern_US.pdf Content Standard F: Science in Personal and Social Frame, C. and H. Gillelan. 2005. Threats to deep- Perspectives sea corals and their conservation in U.S. • Populations, resources, and environments waters. Current 21(4):46-47; available online at http://www.mcbi.org/Current_Magazine/ OCEAN LITERACY ESSENTIAL PRINCIPLES AND Threats_Conservation.pdf FUNDAMENTAL CONCEPTS Essential Principle 1. Roberts, S. and M. Hirshfield. Deep Sea Corals: The Earth has one big ocean with many features. Out of sight but no longer out of mind. • Fundamental Concept b. An ocean basin’s http://www.oceana.org/uploads/oceana_coral_report.pdf size, shape and features (such as islands, — Background on deep-water coral reefs trenches, mid-ocean ridges, rift valleys) vary due to the movement of Earth’s lithospheric http://www.oceanicresearch.org/ – The Oceanic Research plates. Group Web site; lots of photos, but note • Fundamental Concept h. Although the ocean that they are very explicit about their copy- is large, it is finite and resources are limited. rights; check out “Cnidarians: Simple but Deadly Animals!” by Jonathan Bird, which Essential Principle 5. provides an easy introduction designed for The ocean supports a great diversity of life and ecosystems. classroom use • Fundamental Concept c. Some major groups are found exclusively in the ocean. The diver- http://oceanexplorer.noaa.gov/gallery/livingocean/livingocean_ sity of major groups of organisms is much coral.html – Ocean Explorer photograph gal- greater in the ocean than on land. lery • Fundamental Concept d. Ocean biology provides many unique examples of life cycles, http://oceanica.cofc.edu/activities.htm – Project Oceanica adaptations and important relationships Web site, with a variety of resources on among organisms (such as symbiosis, preda- ocean exploration topics tor-prey dynamics and energy transfer) that do not occur on land. NATIONAL SCIENCE EDUCATION STANDARDS • Fundamental Concept e. The ocean is three- Content Standard A: Science As Inquiry dimensional, offering vast living space and • Abilities necessary to do scientific inquiry diverse habitats from the surface through the • Understanding about scientific inquiry water column to the seafloor. Most of the living space on Earth is in the ocean. Content Standard C: Life Science • Fundamental Concept f. Ocean habitats are • Populations and ecosystems defined by environmental factors. Due to interactions of abiotic factors such as salin- Content Standard D: Earth and Space Science ity, temperature, oxygen, pH, light, nutrients, • Structure of the Earth system pressure, substrate and circulation, ocean life is not evenly distributed temporally or spa-

6 7 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 5-6 (Life Science) 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 5-6 (Life Science) Focus: Spatial heterogeneity in deep-water coral communities oceanexplorer.noaa.gov oceanexplorer.noaa.gov Focus: Spatial heterogeneity in deep-water coral communities

tially, i.e., it is “patchy.” Some regions of the Exploration, inquiry and study are required ocean support more diverse and abundant to better understand ocean systems and pro- life than anywhere on Earth, while much of cesses. the ocean is considered a desert. • Fundamental Concept c. Over the last 40 years, use of ocean resources has increased Essential Principle 6. significantly, therefore the future sustainability The ocean and humans are inextricably interconnected. of ocean resources depends on our under- • Fundamental Concept b. From the ocean standing of those resources and their poten- we get foods, medicines, and mineral and tial and limitations. energy resources. In addition, it provides • Fundamental Concept d. New technologies, jobs, supports our nation’s economy, serves sensors and tools are expanding our ability as a highway for transportation of goods and to explore the ocean. Ocean scientists are people, and plays a role in national security. relying more and more on satellites, drifters, • Fundamental Concept c. The ocean is a buoys, subsea observatories and unmanned source of inspiration, recreation, rejuvenation submersibles. and discovery. It is also an important element • Fundamental Concept f. Ocean exploration in the heritage of many cultures. is truly interdisciplinary. It requires close col- • Fundamental Concept e. Humans affect the laboration among biologists, chemists, clima- ocean in a variety of ways. Laws, regula- tologists, computer programmers, engineers, tions and resource management affect what geologists, meteorologists, and physicists, is taken out and put into the ocean. Human and new ways of thinking. development and activity leads to pollution (such as point source, non-point source, and noise pollution) and physical modifications FOR MORE INFORMATION (such as changes to beaches, shores and riv- Paula Keener-Chavis, Director, Education Programs ers). In addition, humans have removed most NOAA Office of Ocean Exploration of the large vertebrates from the ocean. Hollings Marine Laboratory • Fundamental Concept g. Everyone is respon- 331 Fort Johnson Road, Charleston SC 29412 sible for caring for the ocean. The ocean 843.762.8818 sustains life on Earth and humans must live in 843.762.8737 (fax) ways that sustain the ocean. Individual and [email protected] collective actions are needed to effectively manage ocean resources for all. ACKNOWLEDGEMENTS This lesson plan was produced by Mel Goodwin, Essential Principle 7. PhD, The Harmony Project, Charleston, SC The ocean is largely unexplored. for the National Oceanic and Atmospheric • Fundamental Concept a. The ocean is the last Administration. If reproducing this lesson, please and largest unexplored place on Earth—less cite NOAA as the source, and provide the follow- than 5% of it has been explored. This is the ing URL: http://oceanexplorer.noaa.gov great frontier for the next generation’s explor- ers and researchers, where they will find great opportunities for inquiry and investiga- tion. • Fundamental Concept b. Understanding the ocean is more than a matter of curiosity.

6 7