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Home , Abyssal zone, Bathyal zone, Benthic zone, Hadal zone, Mesopelagic zone, Pelagic zone

Thunder Bay Sinkholes 2008

Entering the Twilight Zone (adapted from the 2002 Gulf of Mexico Expedition)

Fo c u s Te a c h i n g Ti m e Deep water Two 45-minute class periods, plus time for indi- vidual group research Gr a d e Le v e l 5-6 (Life Science) Se a t i n g Ar r a n g e m e n t Groups of four students Fo c u s Qu e s t i o n What organisms are typical of deep water habi- Ma x i m u m Nu m b e r o f St u d e n t s tats, and how do they interact? 32

Le a r n i n g Ob j e c t i v e s Ke y Wo r d s Students will be able to describe major features Cold seeps of communities, and list at least five hydrate ice organisms typical of these communities. Brine pool Students will be able to infer probable trophic relationships within and between major deep- habitats. Epipelagic zone Students will be able to describe the process of Bathypelagic zone chemosynthesis in general terms, and will be able Hadopelagic zone to contrast chemosynthesis and . Students will be able to describe major deep-sea Subtidal zone habitats and list at least three organisms typical of each . Ma t e r i a l s  5 x 7 index cards  Drawing materials Ba c kg r o u n d In f o r m a t i o n  Corkboard, flip chart, or large poster board In June, 2001, the Explorer Thunder Bay ECHO Expedition was searching for shipwrecks Au d i o v i s u a l Ma t e r i a l s in the deep waters of the Thunder Bay National  None Marine Sanctuary and Underwater Preserve in Huron. But the explorers discovered more 1 Thunder Bay Sinkholes 2008 - Grades 5-6 (Life Science) Focus: Deep water habitats oceanexplorer.noaa.gov

than shipwrecks: dozens of underwater sinkholes Minnesota and New York. Over thousands of in the limestone bedrock, some of which were years, , minerals, and accumu- several hundred meters across and 20 meters lated on the seafloor, and were gradually com- deep. The following year, an expedition to sur- pressed to form sandstone, limestone and shale. vey the sinkholes found that some of them were About 1.8 million years ago, the Great Ice Age releasing fluids that produced a visible cloudy of the Pleistocene epoch began and continued layer above the lake bottom, and the lake floor until about 10,000 years ago. During this time, near some of the sinkholes was covered by con- four major periods of glaciation occurred, sepa- spicuous green, purple, white, and brown mats. rated by three interglacial periods. As the final glacial period came to a close, retreating glaciers Preliminary studies of the mats have found that along the U.S.-Canadian border revealed five where water is shallow (≤ 1.0 m) the mats are huge that we now know as the Laurentian composed of green . In deeper (about 18 Great Lakes. In the Great Lakes region, aquifers m) waters, mats are formed by filamentous purple are found in deposits of sand and gravel left by cyanobacteria. Mats near the deepest (93 m) glaciers, as well as in porous bedrocks (limestone sinkholes are white or brown, but their composi- and sandstone) that were formed much earlier tion is presently unknown. The appearance of in geologic time. Five major aquifers are recog- mats near the deepest sinkholes is very similar to nized in this region: one near the land or lake mats observed in the vicinity of cold seeps and floor surface (the surficial aquifer) and the others hydrothermal vents in the deep ocean, which are in deeper bedrock named for the geologic time often formed by chemosynthetic . These periods when they were formed (the Cambrian- bacteria are able to obtain energy from inorganic Ordovician, Silurian-Devonian, Mississippian, and chemicals, and are a food source for a variety Pennsylvanian aquifers). The bedrock that forms of other organisms that inhabit cold seep and the Silurian-Devonian aquifer is primarily lime- vent communities. Biological communities whose stone and mineral formations from evaporating primary energy source comes from chemosyn- . Both fresh and saline water are found thesis are distinctly different from more familiar in the Silurian-Devonian aquifer. biological communities in shallow water and on land where photosynthetic organisms convert the Sinkholes are common features where limestone energy of sunlight to food that can be used by is abundant, because limestone rocks are soluble other . Hydrothermal vent and cold seep in acid. Atmospheric carbon dioxide often dis- communities are home to many species of organ- solves in rainwater to form a weak acid (carbonic isms that have not been found anywhere else on acid). Rainwater flowing over land surfaces may Earth, and the existence of chemosynthetic com- also pick up organic acids produced by decay- munities in the deep ocean is one of the major ing leaves and other once-living material. The scientific discoveries of the last 100 years. resulting weak acid can slowly dissolve limestone rocks to form caves, springs, and sinkholes. Scientists hypothesize that the source of the Sinkholes on land are known recharge areas for fluids venting from the Lake Huron sinkholes is the Silurian-Devonian aquifer (areas where water the Silurian-Devonian aquifer beneath the lake’s flows into the aquifer). But very little is known sediments. Aquifers are rocks and sediments that about the chemistry, geology, and biology of contain large amounts of water. Between 350 submerged sinkholes that may serve as vents for and 430 million years ago, during the Paleozoic groundwater in the aquifer. Water samples col- era, shallow covered what is now the border lected near these sinkholes is very different from between Canada and the United States between the surrounding lake, with much higher concen-

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trations of sulfate, phosphorus, and particulate communities they may support; but since their organic matter, as well as ten times more bacteria appearance is very similar to mats found in compared to nearby lake water. These observa- some deep ocean habitats, these habitats may tions suggest that submerged sinkholes may be provide clues for explorations of the Thunder biogeochemical “hot spots” inhabited by unusual Bay sinkholes. and possibly unknown life forms. At the same time, water flow through submerged sinkholes Lead a discussion of the major categories depends upon recharge from land. This means that of ocean habitats, and introduce deep-sea sinkhole are likely to be very sensitive chemosynthetic communities (hydrothermal vents to changes in rainfall patterns that may accom- and cold seeps). pany , as well as human alterations of these landscapes surrounding recharge areas. Ocean habitats are usually categorized into These factors make understanding sensitive sink- zones: hole ecosystems an urgent necessity. I. Pelagic zones are found in the above the bottom. Organisms that inhabit Because little is presently known about these sys- pelagic zones are divided into that tems, information from chemosynthetic communi- drift with the ocean currents and that ties in the deep ocean may provide a useful start- can swim and control their motion in the ing point for exploration of sinkhole ecosystems. water (at least to some extent). This activity focuses on major ocean habitats, A. The epipelagic zone includes surface organisms typically found in these habitats, and waters where light is adequate for pho- the interactions that take place within and among tosynthesis (about 200 m, maximum). these habitats. are the dominant primary producers in this zone. Le a r n i n g Pr o c e d u r e B. The mesopelagic zone (about 200 m - 1. To prepare for this lesson, visit http://www.bio.psu. 1,000 m) is the twilight zone. Because edu/cold_seeps for a virtual tour of a cold seep there is not enough light for photosyn- community, http://www.bio.psu.edu/hotvents for a thesis, much less energy is available to virtual tour of a hydrothermal vent community, support life. Bacteria and and introductory essays for the Thunder Bay (pieces of dead plants and that Sinkholes Expedition at http://oceanexplorer.noaa.gov/ slowly settle to the bottom) are the pri- explorations/08thunderbay/welcome.html. You may also mary sources of food for animals like want to watch video clips linked from http://www. that are confined to this zone. glerl.noaa.gov/res/Task_rpts/2006/eosruberg06-1.html. Other animals, including , , and can move up and down 2. Briefly introduce the Thunder Bay Sinkholes through the water column, and have a Expedition, highlighting the discovery of flu- wider range of food available to them. ids emerging from sinkholes on the lake floor, C. The bathypelagic zone (sometimes divid- and the variety of mats found in the vicinity of ed further into an additional abyssope- these sinkholes. Be sure students understand lagic zone) has no light at all. Deep-sea the concept of an aquifer, and that the mats organisms are dependent upon produc- are likely to be living organisms (algae and/or tion in other zones. The base of bathy- bacteria) that can serve as food for many other pelagic food webs may be primary pro- organisms. Point out that very little is known duction in shallower water (obtained by about the mats in Lake Huron or the biological feeding on detritus or on other animals

3 Thunder Bay Sinkholes 2008 - Grades 5-6 (Life Science) Focus: Deep water habitats oceanexplorer.noaa.gov

feeding in shallower water) or chemosyn- and oil seep out of sediments. These areas, thetic communities like hydrothermal vents known as cold seeps, are commonly found or cold-seeps. along continental margins, and (like hydrother- D. The hadopelagic zone is sometimes used mal vents) are home to many species of organ- to include the water column in the deep- isms that have not been found anywhere else est ocean trenches (about 11,000 m). on Earth. Typical features of communities that have been studied so far include mounds of fro- II. Benthic zones are areas on or in the ocean zen crystals of methane and water, called meth- bottom. Animals that swim near the bottom ane hydrate ice, that is home to are called “benthopelagic.” worms. Brine pools, containing water four times A. The intertidal zone is on the shore saltier than normal seawater, have also been between the level of high and low . found. Researchers often find dead floating B. The subtidal zone includes the ocean bot- in the brine pool, apparently killed by the high tom on continental shelves down to about salinity. 300 m. Green plants are the base of food webs in shallower waters, but bac- Chemosynthetic bacteria may form thick bacte- teria and detritus are the primary energy rial mats, or may live in close association with source below about 200 m. other organisms. One of the most conspicuous C. The bathyal zone includes the rest of the associations exists between chemosynthetic (between about 300 m bacteria and large tubeworms that belong and 3,000 m). to the group Vestimentifera (formerly classi- D. The abyssal zone is the ocean bottom fied within the phylum Pogonophora; recently between 3,000 m and 6,000 m. The bot- Pogonophora and Vestimentifera have been tom is primarily muddy and flat in most included in the phylum Annelida). Pogonophora places (hence the common term “abyssal means “beard bearing,” and refers to the fact plain”). This is the largest benthic zone and that many species in this phylum have one or covers about half of the Earth’s surface. more tentacles at their anterior end. Tentacles E. The hadal zone is sometimes used to of vestimentiferans are bright red because they describe the very deep ocean bottom contain hemoglobin (like our own red blood between 6,000 m and 11,000 m. cells). Vestimentiferans can grow to more than F. Vents and seeps are unusual deep-water 10 feet long, sometimes in clusters of millions habitats that support communities of living of individuals, and are believed to live for organisms whose food webs are based on more than 100 years. They do not have a chemosynthetic bacteria, rather than pho- mouth, stomach, or gut. Instead, they have a tosynthetic activity near the surface. large organ called a trophosome, that contains chemosynthetic bacteria. Hemoglobin in the Hydrothermal vents are volcanic hot springs tubeworm’s blood absorbs sulfide that usually occur along ridges separating the and from the water around the tenta- Earth’s tectonic plates. is cles, and then transports these raw materials to abundant in the water erupting from hydrother- bacteria living in the trophosome. The bacteria mal vents, and is used by chemosynthetic bac- produce organic molecules that provide nutri- teria that are the base of the vent community tion to the tubeworm. Similar relationships are . Other deep-sea chemosynthetic com- found in clams and mussels that have chemos- munities are found in areas where hydrocarbon ynthetic bacteria living in their gills. Other gases (often methane and hydrogen sulfide) organisms found in these communities (snails,

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eels, sea stars, , isopods, sea cucumbers, In addition to written reference materials (ency- and fishes) probably use tubeworms, mussels, clopedia, periodicals, and books on the deep- and bacterial mats as sources of food, but sea), the following Web sites contain useful specific relationships between these organisms information: have not been well-studied. Deep-sea chemos- http://www.bio.psu.edu/cold_seeps ynthetic communities are surrounded by a much http://people.whitman.edu/~yancey/deepsea.html larger ocean environment. Very little is known http://oceanlink.island.net/ about interactions between these communities http://www.pbs.org/wgbh/nova/abyss/life/bestiary.html and organisms in other ocean habitats. http://biodidac.bio.uottawa.ca/ http://www.fishbase.org/search.cfm Emphasize the contrast between communities that depend upon chemosynthesis with those Each student group should identify six organ- dependent upon photosynthesis. You may want isms typical of their assigned habitat, and to point out that in both processes, organisms determine the energy (food) source(s) of each build organic molecules (e.g., sugars) from of these organisms. It may not be possible to inorganic molecules (e.g., carbon dioxide and precisely determine specific foods in all cases, water). This process requires energy; photo- but students should be able to draw reason- synthesizers obtain this energy from the sun, able inferences from information about related while chemosynthesizers obtain energy from organisms and anatomical features that may chemical reactions. Review the concepts of food give clues about what the animals eat. Students chains and food webs, including the concept of should prepare a 5 x 7 index card for each trophic levels (primary producer, primary con- organism with an illustration of the organism sumer, secondary consumer, and tertiary con- (photocopies from reference material, down- sumer). Be sure students understand that food loaded Internet pictures, or their own sketches), webs in most of the habitats are largely based notes on where the organism is found, approxi- upon photosynthetic production, either directly mate size of the organism, and its trophic level (primary consumers obtain energy from photo- (whether it is a primary producer, primary synthetic plants) or indirectly (primary consum- consumer, secondary consumer, or tertiary con- ers obtain energy from detritus). This situation is sumer). fundamentally different in deep-sea chemosyn- thetic communities, which may also provide an 4. Have each student group orally present their alternative basis for food webs in habitats that research results to the entire class. On a cork- are adjacent to these communities. board, flip chart, or piece of poster board, draw a general profile of ocean habitats (see 3. Assign each student group one or more of the “Generalized Ocean Habitats” diagram), and following deep ocean habitats to research: arrange the cards to show representative organ- Mesopelagic zone isms in each habitat. When all cards have been Bathypelagic zone attached to the base material, draw lines to Hadopelagic zone indicate trophic (feeding) relationships between Bathyal zone and among these organisms. Abyssal zone Hadal zone 5. Lead a discussion of the food web the students Hydrothermal vents have created. What is the source of primary Cold seeps production in each habitat? What would the students infer about the relative

5 Thunder Bay Sinkholes 2008 - Grades 5-6 (Life Science) Focus: Deep water habitats oceanexplorer.noaa.gov

of each trophic level? In the simplest analysis, Th e “Me” Co n n e c t i o n organisms at lower trophic levels (primary pro- Have students write a short essay describing their ducers and primary consumers) must be more personal position in a food web, and how they abundant than those on higher trophic levels. If could adapt if their source of this does not appear to be true, then there must were no longer available. be additional energy sources for the higher trophic levels (for example, some secondary or Co n n e c t i o n s t o Ot h e r Su b j e c t s tertiary predators may feed in more than one English/Language Arts, Earth Science habitat). What similarities and differences might exist between these food webs and those that As s e s s m e n t are associated with sinkholes in Lake Huron? Results and presentation of the research com- Students should realize that the depth range of ponent of this activity provide a basis for group Great Lakes habitats is much less than the depth assessment. In addition, individual written inter- range of ocean habitats, but also that sunlight pretations of the pooled results may be required is essentially absent in the deepest portions of prior to Step 5 to provide a means of individual the lakes. Nutrient-rich fluids venting into these assessment. areas could conceivably provide conditions favorable to the development of chemosynthetic Ex t e n s i o n s communities. Visit http://oceanexplorer.noaa.gov/explorations/08thunderbay/ welcome.html to keep up to date with the latest Discuss the importance of exploring habitats Thunder Bay Sinkholes Expedition discoveries, such as the Thunder Bay sinkholes. Students and to find out what researchers are learning should realize that unique or unusual habitats about these ecosystems. are likely to be inhabited by species that are also unique or unusual. Such species may be Multimedia Le a r n i n g Ob j e c t s directly important to humans (e.g., as sources http://www.learningdemo.com/noaa/ Click on the links of drugs to combat human diseases), as well as to Lessons 3, 5, 6, 11, and 12 for interac- to other ecosystems (such as those that support tive multimedia presentations and Learning Great Lakes ). Point out that the abyssal Activities on Deep-Sea , Chemosynthesis plain covers about half of Earth’s surface, but and Hydrothermal Vent Life, Deep-Sea , is largely unexplored. While the term “plain” Energy from the , and Food, Water, and may suggest that this region is largely feature- Medicine from the Sea. less and homogenous, recent discoveries of hydrothermal vents, cold seeps, and Thunder Ot h e r Re l e v a n t Le s s o n Pl a n s f r o m NOAA’s Oc e a n Bay sinkholes are good examples of why this Ex pl o r a t i o n Pr o g r a m assumption is probably wrong. Journey to the Unknown & Th e Br i d g e Co n n e c t i o n Why Do We Explore www.vims.edu/BRIDGE/ – Click on “Ocean Science http://oceanexplorer.noaa.gov/explorations/02galapagos/back- Topics”, “Biology”, “Plankton,” in the naviga- ground/education/media/gal_gr5_6_l1.pdf tion menu on the left for resources on ocean (10 pages, 596k) (from the 2002 Galapagos Rift food webs. Click on “Ocean Science Topics”, Expedition) “Habitats”, “” for resources on deep sea communities. Focus:

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In this activity, students will experience the excite- Let’s Make a Tubeworm! ment of discovery and problem-solving to learn http://oceanexplorer.noaa.gov/explorations/02mexico/back- about organisms that live in extreme environments ground/edu/media/gom_tube_gr56.pdf in the deep ocean and come to understand the (6 pages, 464k) (from the 2002 Gulf of Mexico importance of ocean exploration. Expedition)

AdVENTurous Findings on the Deep Sea Focus: Symbiotic relationships in cold-seep com- Floor munities (Life Science) http://oceanexplorer.noaa.gov/explorations/02galapagos/back- ground/education/media/gal_gr5_6_l2.pdf In this activity, students will be able to describe (5 pages, 536k) (from the 2002 Galapagos Rift the process of chemosynthesis in general terms, Expedition) contrast chemosynthesis and photosynthesis, describe major features of cold seep communities, Focus: Vent development along the Galapagos and list at least five organisms typical of these Rift (Earth Science) communities. Students will also be able to define , describe two examples of symbiosis in In this activity, students will conduct investigations cold seep communities, describe the anatomy of to observe the formation of precipitates, create vestimentiferans, and explain how these organ- a model of a developing hydrothermal vent and isms obtain their food. generate comparisons between the created hydro- thermal vent model and the actual hydrothermal And Now for Something Completely vents developing along the Galapagos Rift. Different… http://oceanexplorer.noaa.gov/explorations/05galapagos/back- Living With the Heat ground/edu/media/05galapagos_dfferent.pdf http://oceanexplorer.noaa.gov/explorations/02fire/background/ (10 pages, 172k) (from the 2005 GalAPAGoS: education/media/ring_living_heat_5_6.pdf Where Ridge Meets Hotspot Expedition) (6 pages, 88k) (from the 2002 Ring of Fire Expedition) Focus: Biological communities at hydrothermal vents (Life Science) Focus: Hydrothermal vent ecology and transfer of energy among organisms that live near vents Students will identify and describe organisms typi- (Earth Science, Life Science) cal of hydrothermal vent communities near the Galapagos Spreading Center, explain why hydro- In this activity, students will be able to describe thermal vent communities tend to be short-lived, how hydrothermal vents are formed and char- and identify and discuss lines of evidence which acterize the physical conditions at these sites, suggested the existence of hydrothermal vents explain what chemosynthesis is and contrast this before they were actually discovered. process with photosynthesis, identify autotrophic bacteria as the basis for food webs in hydro- What’s That? thermal vent communities, and describe common http://oceanexplorer.noaa.gov/explorations/05lostcity/back- food pathways between organisms typically ground/edu/media/lostcity05_whatsthat.pdf found in hydrothermal vent communities. (7 pages, 356k) (from the The Lost City 2005 Expedition)

7 Thunder Bay Sinkholes 2008 - Grades 5-6 (Life Science) Focus: Deep water habitats oceanexplorer.noaa.gov

Focus - Investigating Lost City hydrothermal field Animals of the Fire Ice ecosystems by remotely operated vehicles (Life http://oceanexplorer.noaa.gov/explorations/03windows/back- Science/Physical Science) ground/education/media/03win_fireice.pdf (5 pages, 364k) (from the 2003 Windows to the In this activity, students will be able to describe a Deep Expedition) sampling strategy for investigating an unknown area, and will be able to explain why this strat- Focus: Methane hydrate ice worms and hydrate egy is appropriate for such an investigation; (Life Science) identify and discuss some of the limitations faced by scientists investigating unexplored areas of the In this activity, students will be able to define and deep ocean, and discuss how an autonomous describe methane hydrate ice worms and hydrate underwater vehicle such as the Autonomous shrimp, infer how methane hydrate ice worms Benthic Explorer (ABE) can contribute to discover- and hydrate shrimp obtain their food, and infer ies such as the Lost City Hydrothermal Field. how methane hydrate ice worms and hydrate shrimp may interact with other species in the bio- Chemists with No Backbones logical communities of which they are part. http://oceanexplorer.noaa.gov/explorations/03bio/background/ edu/media/Meds_ChemNoBackbones.pdf Ot h e r Re s o u r c e s (4 pages, 356k) (from the 2003 Medicines from The Web links below are provided for informa- the Deep Sea Expedition) tional purposes only. Links outside of Ocean Explorer have been checked at the time of this Focus: Benthic that produce pharma- page’s publication, but the linking sites may cologically-active substances (Life Science) become outdated or non-operational over time. http://oceanexplorer.noaa.gov/explorations/08thunderbay/welcome. Students will be able to identify at least three groups html – Follow the Thunder Bay Sinkholes of benthic invertebrates that are known to produce 2008 Expedition daily as documentaries pharmacologically-active compounds and will and discoveries are posted each day for describe why pharmacologically-active compounds your classroom use derived from benthic invertebrates may be important in treating human diseases. Students will also be http://celebrating200years.noaa.gov/edufun/book/welcome. able to infer why sessile appear html#book – A free printable book for home to be promising sources of new drugs. and school use introduced in 2004 to cel- ebrate the 200th anniversary of NOAA; Microfriends nearly 200 pages of lessons focussing on http://oceanexplorer.noaa.gov/explorations/03bio/background/ the exploration, understanding, and protec- edu/media/Meds_microfriends.pdf tion of Earth as a whole system (6 pages, 420k) (from the 2003 Medicines from the Deep Sea Expedition) http://oceanexplorer.noaa.gov/projects/thunderbay01/thunder- bay01.html – Web site for the 2001 Ocean Focus: Beneficial (Life Science) Explorer Expedition to survey “Shipwreck Alley” in Thunder Bay, Lake Huron Students will be able to describe at least three ways in which microorganisms benefit people, http://gvsu.edu/wri/envbio/biddanda/sinkhole.htm – 1 minute describe aseptic procedures, and obtain and cul- ROV video clip of conspicuous white benthic ture a bacterial sample on a nutrient medium. mats interspersed with the brownish mats

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characterizing the lake floor in the vicinity of Escarpment resemble hydrothermal vent the sinkhole, and a dark cloudy nepheloid-like communities. Science 226:965-967 – Early plume layer prevailing just over the site of sub- report on cold seep communities. marine groundwater seepage http://www.sdnhm.org/exhibits/mystery/fg_timeline.html – ftp://ftp.glerl.noaa.gov/eos/El_Cajon_Boils_Short.wmv – Geologic timeline on the “Fossil Mysteries” Underwater video of El Cajon “boils” Web page from the San Diego Natural History Museum ftp://ftp.glerl.noaa.gov/eos/Purple_Mats_40_sec.wmv – Underwater video of the purple benthic Na t i o n a l Sc i e n c e Ed u c a t i o n St a n d a r d s mats from the Middle Island Sinkhole Content Standard A: Science As Inquiry • Abilities necessary to do scientific inquiry Biddanda, B. A., D. F. Coleman, T. H. Johengen, • Understanding about scientific inquiry S. A. Ruberg, G. A. Meadows, H. W. VanSumeren, R. R. Rediske, and S. T. Content Standard B: Physical Science Kendall. 2006. Exploration of a submerged • Transfer of energy sinkhole in Lake Michigan. Ecosystems 9:828-842. Available Content Standard C: Life Science online at http://www.glerl.noaa.gov/pubs/ • Structure and function in living systems fulltext/2006/20060020.pdf • Populations and ecosystems

Ruberg, S.A., D.F. Coleman, T.H. Johengen, G.A. Content Standard F: Science in Personal and Social Meadows, H.W. VanSumeren, G.A. LANG, Perspectives and B.A. Biddanda. 2005. Groundwater • Populations, resources, and environments plume mapping in a submerged sink- • Science and technology in society hole in Lake Huron. Marine Technology Society Journal 39(2):65-69. Available Content Standard G: History and of Science online at http://www.glerl.noaa.gov/pubs/ • Nature of science fulltext/2005/20050038.pdf Oc e a n Li t e r a c y Es s e n t i a l Principles a n d http://www.pmel.noaa.gov/vents – “Vents Program” Fu n d a m e n t a l Co n c e p t s Web page from NOAA’s Pacific Marine Essential Principle 2. Environmental Laboratory The ocean and life in the ocean shape the features of the Earth. http://www.divediscover.whoi.edu/vents/index.html for more Fundamental Concept a. Many Earth materials information and activities on hydrothermal and geochemical cycles originate in the ocean. vent communities. Many of the sedimentary rocks now exposed on land were formed in the ocean. Ocean life laid http://www.rps.psu.edu/deep/ – Notes from an expedition down the vast volume of siliceous and carbonate exploring deep-sea communities rocks. Fundamental Concept b. changes over Paull, C.K., B. Hecker, C. Commeau, R.P. Feeman- time have expanded and contracted continental Lynde, C. Nuemann, W.P. Corso, G. shelves, created and destroyed inland seas, and Golubic, J. Hook, E. Sikes, and J. Curray. shaped the surface of land. 1984. Biological communities at Florida

9 Thunder Bay Sinkholes 2008 - Grades 5-6 (Life Science) Focus: Deep water habitats oceanexplorer.noaa.gov

Essential Principle 4. Essential Principle 6. The ocean makes Earth habitable. The ocean and humans are inextricably interconnected. Fundamental Concept a. Most of the oxygen in Fundamental Concept a. The ocean affects every the atmosphere originally came from the activities human life. It supplies freshwater (most rain of photosynthetic organisms in the ocean. comes from the ocean) and nearly all Earth’s oxy- Fundamental Concept b. The first life is thought to gen. It moderates the Earth’s climate, influences have started in the ocean. The earliest evidence our weather, and affects human health. of life is found in the ocean. Essential Principle 7. Essential Principle 5. The ocean is largely unexplored. The ocean supports a great diversity of life and ecosystems. Fundamental Concept a. The ocean is the last Fundamental Concept b. Most life in the ocean and largest unexplored place on Earth—less than exists as microbes. Microbes are the most impor- 5% of it has been explored. This is the great tant primary producers in the ocean. Not only are frontier for the next generation’s explorers and they the most abundant life form in the ocean, they researchers, where they will find great opportuni- have extremely fast growth rates and life cycles. ties for inquiry and investigation. Fundamental Concept c. Some major groups are Fundamental Concept b. Understanding the found exclusively in the ocean. The diversity of ocean is more than a matter of curiosity. major groups of organisms is much greater in the Exploration, inquiry and study are required to bet- ocean than on land. ter understand ocean systems and processes. Fundamental Concept d. Ocean biology provides Fundamental Concept d. New technologies, many unique examples of life cycles, adaptations sensors and tools are expanding our ability to and important relationships among organisms explore the ocean. Ocean scientists are relying (such as symbiosis, predator-prey dynamics and more and more on satellites, drifters, buoys, sub- energy transfer) that do not occur on land. sea observatories and unmanned . Fundamental Concept e. The ocean is three-di- Fundamental Concept f. Ocean exploration is mensional, offering vast living space and diverse truly interdisciplinary. It requires close collabora- habitats from the surface through the water col- tion among biologists, chemists, climatologists, umn to the seafloor. Most of the living space on computer programmers, engineers, geologists, Earth is in the ocean. meteorologists, and physicists, and new ways of Fundamental Concept f. Ocean habitats are thinking. defined by environmental factors. Due to interac- tions of abiotic factors such as salinity, tempera- Se n d Us Yo u r Fe e d b a c k ture, oxygen, pH, light, nutrients, pressure, sub- We value your feedback on this lesson. strate and circulation, ocean life is not evenly dis- Please send your comments to: tributed temporally or spatially, i.e., it is “patchy”. [email protected] Some regions of the ocean support more diverse and abundant life than anywhere on Earth, while Fo r Mo r e In f o r m a t i o n much of the ocean is considered a desert. Paula Keener-Chavis, Director, Education Programs Fundamental Concept g. There are deep ocean NOAA Ocean Exploration Program ecosystems that are independent of energy Hollings Marine Laboratory from sunlight and photosynthetic organisms. 331 Fort Johnson Road, Charleston SC 29412 Hydrothermal vents, submarine hot springs, and 843.762.8818 methane cold seeps rely only on chemical energy 843.762.8737 (fax) and chemosynthetic organisms to support life. [email protected]

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Ac k n o wl e d g e m e n t s This lesson plan was produced by Mel Goodwin, PhD, The Harmony Project, Charleston, SC for the National Oceanic and Atmospheric Administration. If reproducing this lesson, please cite NOAA as the source, and provide the follow- ing URL: http://oceanexplorer.noaa.gov

11 Thunder Bay Sinkholes 2008 - Grades 5-6 (Life Science) oceanexplorer.noaa.gov Focus: Deep water habitats

Student Handout

Generalized Ocean Habitats

Epipelagic Zone B ath ya Mesopelagic Zone l Z o n Cold Seeps e Bathypelagic Zone

Abyssal Zone Ridge Vent Hadopelagic Zone Hadal Zone