Mountains in the Sea Exploration

Deep Sea Biodiversity

FOCUS: TEACHING TIME Biodiversity of deep sea Two 45-minute sessions

GRADE LEVEL: SEATING ARRANGEMENT 7-8 Small groups of 3-4 students, according to the num- ber of students in the class FOCUS QUESTION How might biodiversity vary between tropical reefs KEY WORDS: and deep sea coral ? Biodiversity LEARNING OBJECTIVES Tropical Students will research life forms found on tropical Deep-sea corals coral reefs to develop and understanding of the biodiversity of the ecosystem. BACKGROUND INFORMATION Coral reefs are the most luxuriant and complex of Students will research life forms found on deep-sea all benthic communities. The largest coral reef in coral reefs to develop an understanding of the bio- the world, the , stretches more diversity of the ecosystem. than 2,000 km, from New Guinea southward along the east coast of Australia. Corals are colo- Students will compare the diversity and adaptations nial , and individual coral animals are of tropical corals to deep-sea corals called polyps. A coral is very similar to a tiny sea anemone, but extracts calcium carbonate ADAPTATIONS FOR DEAF STUDENTS from the water and forms a calcareous skeletal None required cup. Large numbers of these polyps grow together in colonies of delicately branched forms or rounded MATERIALS: masses. Most shallow-water coral colonies also Per group of 4 students: have symbiotic algae living in their skeletons. The  Colored pencils algae get protection from the coral and, in turn,  Colored markers provide nutrients for the coral polyps. These shal-  Art paper - 2 sheets low reef-building corals require warm, clear, shal-  Books, magazines, and/or posters with pictures of low, clean water and a firm substrate to which they can attach. Because the water temperature must not tropical coral reefs go below 18 degrees C and the optimum tempera- ture is 23 degrees C to 25 degrees C, their growth is restricted to tropical waters between 30 N lati- 1 Mountains in the Sea – Grades 7-8 Focus: Biodiversity of deep-sea corals oceanexplorer.noaa.gov

tude and 30 S latitude and away from cold water that the habitat is mostly bare rock except in areas currents. Waters at depths greater than 50-100m where corals are present. Most of these corals are are too cold for significant secretion of calcium octocorals (soft corals), rather than the scleractinian carbonate. Also, reefs usually are not found where corals (hard corals) that are familiar habitat form- sediments limit water transparency. (from A. C. ers in shallow water environments. Because of the Duxbury and A .B. Duxbury, 1997, Introduction to importance of octocorals, the Ocean Exploration the World’’ Oceans, 5th edition, William C. Brown 2003 Mountains in the Sea Expedition will focus Publishing Co., Tropical Coral Reefs, p. 460-477). on investigating the octocoral communities of the New England Chain. The following two Until recent legislation banned trawling in deep sea activities (“Tropical Coral Reefs – Research and coral beds off the coast of Norway, the existence of Drawings” and “Deep Sea Coral Reef – Research deep sea corals was known only to a handful of sci- and Drawings”) will give the students an opportu- entists and a large number of fishermen. Along the nity to explore the biodiversity of both tropical coral American east coast several deep-water corals, such reefs and deep-sea corals. as the octocoral Primnoa resedaeformis and gorgo-gorgo- nian arborea, are common inhabitants Activity 1. Tropical Coral Reefs – Research and Drawings of the upper and middle slope faunas in the canyons 1. After the class is seated (small groups of 4 stu- south of Georges Bank. Deep-water coral colonies dents), the teacher should ask students to name sea can be found in a variety of shapes and forms, from life found on a coral reef. The teacher should write branched trees to conical mounds. Like shallow cor- each response on the board. Next, students should als, they require a hard surface to settle on and be directed to use their research skills to locate grow. photographs and drawings of coral reefs. In addi- tion to marine science texts, encyclopedias, and Given that the existence of these remarkable magazines, the Internet should be used as a valu- has been known for more than a century, it is strik- able tool for this research. The following site should ing that almost nothing is known about their biology, prove useful: www.deepseagallery.com population status, the role they play in enhancing local 2. After an appropriate amount of time (teacher dis- species diversity, and their role as habitat for deep cretion), the teacher should redirect the class to water fishes, including those recently targeted by fish- their original list of coral reef life forms and ask ermen. The rarity of encounters with octocorals during students for additional life forms to be added. recent submersible dives across the shelf of the north- Again, the teacher should write these additions east U.S. suggests that distribution of these species on the board. has significantly declined in the past three decades. 3. Next, each group of 4 students should be direct- These slow-growing species may live for centuries, yet ed to draw a picture of a coral reef. (Supplies: be destroyed in seconds by human activities such as art paper, crayons, colored pencils, and markers) trawling and dredging. Trawling with rolling gear has 4. Share group drawings with the class. Typically allowed even larger and heavier gear into their rug- students will draw pictures of a tropical coral reef. ged canyon homes. Use this opportunity to discuss key terms: ecosys- tem and biodiversity. LEARNING PROCEDURE Deep sea corals appear to be the primary factor Activity 2. Deep Sea Coral Reef - Research and Drawings that forms the physical structure of habitats in the 1. The teacher should describe for the class New England Seamount Chain and in many other the overall goal of the Mountains in the Sea deep sea communities. Photographs from previ- Expedition, which is the investigation of ous submersibe dives on these show deepwater octocoral communities of the New

2 3 Mountains in the Sea – Grades 7-8 oceanexplorer.noaa.gov Focus: Biodiversity of deep-sea corals

England Seamount Chain. The teacher should • drawings (for accuracy or completion) point out the location of this site on a World • compare/contrast a tropical coral reef ecosys- Map. Next, the teacher should ask the class, “Do tem to a deep-sea coral reef ecosystem using a you think the same life forms you drew on your Venn diagram. tropical coral reefs will be found on these deep sea coral reefs?” Use their responses to guide a EXTENSIONS discussion of the demands of living in a deepwater Learn more about the scientists who will be con- ecosystem (no light, cold temperatures). ducting the research during 2. The teacher should direct the students to the Voyage of Discovery – Leg One: research deep sea coral reefs at the following • Les Watling, University of Maine websites: www.ume.maine.edu/%7Emarine/watling.htm www.publicaffairs.noaa.gov/deepseacoral.html • Kevin Eckelbarger, Univ. of Maine www.gulfofmaine.org/times/winter99/deep_corals.html www.ume.maine.edu/%Emarine/ www.cnn.com/2000/NATURE/08/10/coral.enn/ eckelbarger.htm 3. After an appropriate amount of time (teacher • Peter Auster, University of Connecticut discretion), the teacher should ask the students www.advance.uconn.edu/00092509.htm for names of life forms they have found in their • Barbara Hecker, Hecker Associates research which live in these deep-sea coral eco- www.bu.edu/bump/bios/hecker.html systems. Students may want to share the descrip- tions of the deep-sea coral reefs dwellers. Next, NATIONAL SCIENCE EDUCATION STANDARDS: with the second piece of art paper, the groups Life Science – Content Standard C: should be directed to draw a picture of a deep- Diversity and adaptations of organisms sea coral reef using their knowledge of this eco- system. 4. Share group drawings with the class. The teacher FOR MORE INFORMATION should ask the students to compare the two coral Paula Keener-Chavis, National Education reef ecosystems. How are they alike? How are Coordinator/Marine Biologist they different? NOAA Office of Exploration 2234 South Hobson Avenue THE BRIDGE CONNECTION Charleston, SC 29405-2413 www.marine-ed.org 843.740.1338 Internet websites as noted throughout the activity. 843.740.1329 (fax) THE “ME” CONNECTION [email protected] Students should understand the importance of coral reefs as highly productive ecosystems which play a ACKNOWLEDGEMENTS vital role in the productivity of the ocean. This lesson plan was produced for the National Oceanic and Atmospheric Administration. If CONNECTION TO OTHER SUBJECTS reproducing this lesson, please cite NOAA as the Art source, and provide the following URL: http://oceanexplorer.noaa.gov EVALUATION Several opportunities to assess student understand- ing are included with these activities: • group participation: • research findings

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