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Home , Cold seep, Deep sea, Hydrothermal vent, Ocean, Sea

Expedition to the Deep Slope 2007

Monsters of the Deep [adapted from the 2002 of Expedition]

Focus Audio/Visual Materials Predator-prey relationships between cold-seep None communities and the surrounding deep- envi- ronment Teaching Two 45-minute class periods, plus time for indi- Grade Level vidual group research 7-8 ( ) Seating Arrangement Focus Question Groups of four students What deep-sea predators may visit cold-seep communities in search of food? Maximum Number of Students 30 Learning Objectives Students will be able to describe major features Key Words of communities, and list at least five Cold seeps typical of these communities. hydrate Students will be able to infer probable trophic pool relationships among organisms typical of cold- worms seep communities and the surrounding deep-sea Vestimentiferans environment. Chemosynthetic Students will be able to describe in the process of Sea stars chemosynthesis in general terms, and will be able to contrast chemosynthesis and . Squat Students will be able to describe at least five Isopods deep-sea predator organisms. Spider Anglerfishes Materials Pelican  5 x 7 index cards Pancake bat  Drawing materials Viperfish  Corkboard, flip chart, or large poster board Fangtooth Football fish  Expedition to the Deep Slope 2007 – Grades 7-8 (Life Science) Focus: Predator-prey relationships oceanexplorer.noaa.gov

Hatchet fish Vestimentifera have been included in the Annelida). Pogonophora means “beard bear- ing,” and refers to the fact that many in Background Information this phylum have one or more tentacles at their Cold seeps are areas of the floor where anterior end. Tentacles of vestimentiferans are (such as methane and hydrogen ) bright red because they contain and oil seep out of . These areas are (like our own red blood cells). Vestimentiferans commonly found along continental margins, and can grow to more than 10 feet long, sometimes are home to many species of organisms that have in clusters of millions of individuals, and are not been found anywhere else on . Unlike believed to live for more than 100 years. They biological communities in shallow- ocean do not have a mouth, stomach, or gut. Instead, , cold-seep communities do not depend they have a large organ called a trophosome that upon as their primary source of . contains chemosynthetic bacteria. Hemoglobin in Instead, these communities derive their energy the tubeworm’s blood absorbs from chemicals through a process called chemo- and oxygen from the water around the tentacles, synthesis (in contrast to photosynthesis in which and then these raw materials to bac- sunlight is the basic energy source). Some che- teria living in the trophosome (the tentacles also mosynthetic communities have been found near absorb , which is also transported underwater volcanic hot springs called hydrother- to the bacteria). The bacteria produce organic mal vents, which usually occur along ridges sepa- that provide nutrition to the tubeworm. rating the Earth’s tectonic plates. Visit http://www. Similar relationships are found in and mus- pmel.noaa.gov/vents and http://www.divediscover.whoi.edu/vents/ sels that have chemosynthetic bacteria living in index.html for more information and activities on their gills. A variety of other organisms are also communities. found in cold-seep communities, and probably use tubeworms, mussels, and bacterial mats as Typical features of the cold seep chemosynthetic sources of food. These include snails, eels, sea communities that have been studied so far include stars, crabs, isopods, sea cucumbers, and . mounds of frozen crystals of methane and water Specific relationships between these organisms called methane hydrate ice that are home to have not been well-studied. polychaete worms. Brine pools, containing water four saltier than normal , have Recently, increasing attention has been focused also been found. Researchers often find dead fish on cold seeps in the , an area that floating in the , apparently killed by the produces more than any other high . The base of the in cold in the United States. Responsibility for managing seep communities is chemosynthetic bacteria that exploration and development of mineral resources are able to obtain energy from some of the chem- on the Nation’s outer is a central icals seeping out of the ocean floor. Bacteria may mission of the U.S. Department of the Interior’s form thick bacterial mats, or may live in close Minerals Management Service (MMS). In addi- association with other organisms. tion to managing the revenues from mineral resources, an integral part of this mission is to One of the most conspicuous associations protect unique and sensitive environments where exists between chemosynthetic bacteria and these resources are found. MMS scientists are large tubeworms that belong to the group particularly interested in finding deep-sea che- Vestimentifera (formerly classified within the phy- mosynthetic communities in the Gulf of Mexico, lum Pogonophora; recently Pogonophora and because these are unique communities that often

 Expedition to the Deep Slope 2007 – Grades 7-8 (Life Science) oceanexplorer.noaa.gov Focus: Predator-prey relationships

include species that are new to science and http://www.bio.psu.edu/hotvents for a virtual tour of a whose potential importance is presently unknown. hydrothermal vent . In addition, the presence of these communities often indicates the presence of at 2. a discussion of deep-sea chemosynthetic the surface of the seafloor. communities. Contrast chemosynthesis with photosynthesis: In both processes, organisms The 2006 Expedition to the Deep Slope was build sugars from carbon dioxide and water. focused on discovering and studying the sea floor This process requires energy; photosynthesiz- communities found near seeping hydrocarbons ers obtain this energy from the , while che- on hard bottom in the deep Gulf of Mexico. mosynthesizers obtain energy from chemical The sites visited by the Expedition were in areas reactions. Point out that there are a variety of where energy companies will soon begin to drill chemical reactions that can provide this kind of for oil and . A key objective was to provide energy. Contrast hydrothermal vent communities information on the and of with cold-seep communities. these communities to regulatory agencies and energy companies. Dives by scientists aboard Review the concepts of food chains and food the research ALVIN revealed that webs, including the concept of trophic levels hydrocarbons seepage and chemosynthetic com- (primary producer, primary , second- munities were present at all ten sites visited by the ary consumer, and tertiary consumer). Expedition. The most abundant chemosynthetic organisms seen were mussels and vestimentiferan 3. Assign each student group one or more of the tubeworms. Expedition to the Deep Slope 2007 following organisms to research: is focused on detailed sampling and mapping of Cold-Seep Groups: four key sites visited in 2006, as well as explor- • Polychaete worms ing new sites identified from seismic survey data. • Vestimentiferans • Chemosynthetic bacteria Cold-seep communities are surrounded by a • Mussels much larger deep-sea environment that contains a • Sea stars variety of unusual creatures with names like viper- • Eels fish, football fish, and vampire . Very little • Squat lobsters is known about interactions between cold-seep • Snails communities and organisms from the surrounding • Isopods deep-sea. It seems likely, though, that deep-sea • Spider crabs predators visit cold-seep communities in search of food, since these communities produce large Deep-Sea Groups: amount of biological material. This activity focus- • Anglerfishes es on cold-seep communities and deep-sea preda- • Pelican eel tors that may use these communities for food. • Pancake bat fish • Viperfish Learning Procedure • Fangtooth 1. To prepare for this lesson, visit http://oceanexplorer. • Squids noaa.gov/explorations/07mexico/welcome.html for informa- • Football fish tion about Expedition to the Deep Slope 2007. • Hatchet fish You may want to visit http://www.bio.psu.edu/cold_seeps for a virtual tour of a cold seep community, and

 Expedition to the Deep Slope 2007 – Grades 7-8 (Life Science) Focus: Predator-prey relationships oceanexplorer.noaa.gov

In addition to written reference materials (ency- 5. Lead a discussion of the the students clopedia, periodicals, and books on the deep- have created. Which groups show the great- sea), the following Web sites contain useful est variety of anatomical types and feeding information: strategies? Which groups are responsible for http://www.bio.psu.edu/cold_seeps ? What would the students http://www.pbs.org/wgbh/nova/abyss/life/bestiary.html infer about the relative of each tro- http://biodidac.bio.uottawa.ca/ phic level? In the simplest analysis, organisms http://www.fishbase.org/search.cfm at lower trophic levels (primary producers and http://www.learningdemo.com/noaa/ Lesson 5, primary consumers) must be more abundant Hydrothermal Vent Food Web activity than those on higher trophic levels. If this does not appear to be true, then there must be addi- Each student group should try to determine the tional energy sources for the higher trophic energy (food) source(s) of their assigned organ- levels (for example, deep-sea predators might isms. It may not be possible to precisely deter- be feeding in other areas besides the cold-seep mine specific foods for all groups, but students communities). should be able to draw reasonable inferences from information about related organisms and The Bridge Connection anatomical features that may give clues about www.vims.edu/bridge/ – Click on “Biology” in the what the eat. Students should prepare menu to the left, then “,” then a 5 x 7 index card for each with an “” for resources on ocean food illustration of the organism (photocopies from webs. Click on “Ecology” then “” for reference material, downloaded internet pic- resources on deep sea communities. tures, or their own sketches), notes on where the organism is found, approximate size of the The “Me” Connection organism, and its trophic level (whether it is a Have students write a short essay on their favorite primary producer, primary consumer, second- deep-sea or cold-seep community organism, stat- ary consumer, or tertiary consumer). ing why they like it and at least three interesting facts about it. 4. Have each student group orally present their research results to the entire class. On a cork- Connections to Other Subjects board, flip chart, or piece of poster board English/Language Arts, arrange the cards to show organisms that inhabit cold-seep communities, organisms from Assessment deep-sea environments outside cold-seep com- Results and presentation of the research com- munities, and the trophic (feeding) relationships ponent of this activity provide a basis for group between these organisms. You may want to evaluation. In addition, individual written inter- arrange the organisms by first, then pretations of the pooled results may be required draw lines indicating which organisms prob- prior to Step 4 to provide a means of individual ably provide an energy source (food) for other assessment. organisms. Painting tape or sticky notes can be used to temporarily anchor the cards until you Extensions have decided on the best arrangement, then Visit http://oceanexplorer.noaa.gov/explorations/07mexico/ tape or glue the cards in place. welcome.html to keep up to date with the latest Expedition to the Deep Slope 2007 discoveries.

 Expedition to the Deep Slope 2007 – Grades 7-8 (Life Science) oceanexplorer.noaa.gov Focus: Predator-prey relationships

Multimedia Learning Objects threaten deep-sea communities and describe http://www.learningdemo.com/noaa/ Click on the links actions that should be taken to protect resources to Lessons 3, 5, 6, 11, and 12 for interac- of deep-sea coral communities. tive multimedia presentations and Learning Activities on Deep-Sea , Chemosynthesis Come on Down! (6 pages, 464k) (from the and Hydrothermal Vent Life, Deep-Sea , 2002 Galapagos Expedition) http://oceanexplorer. Energy from the , and Food, Water, and noaa.gov/explorations/02galapagos/background/education/media/ Medicine from the Sea. gal_gr7_8_l1.pdf

Other Relevant Lessons from the Focus: Ocean Exploration Program Let’s Go to the Video Tape! (11 pages; In this activity, students will research the develop- 327kb PDF) (from the Twilight ment and use of research vessels/vehicles used Zone 2007 Expedition) http://oceanexplorer.noaa.gov/ for deep ocean exploration; students will cal- explorations/07twilightzone/background/edu/media/videotape.pdf culate the density of objects by determining the mass and volume; students will construct a device Focus: Characteristics of biological communities that exhibits neutral buoyancy. on deep-water coral habitats (Life Science) Living by the Code (5 pages, 400k) (from the In this activity, students will recognize and identify 2003 Deep Sea Medicines Expedition) http://ocean- some of the groups found in deep-sea coral explorer.noaa.gov/explorations/03bio/background/edu/media/ communities, infer possible reasons for observed Meds_LivingCode.pdf distribution of groups of animals in deep-sea coral communities, and discuss the meaning of Focus: Functions of organelles and the genet- “biological diversity.” Students will compare and ic code in chemical synthesis (Life Science) contrast the concepts of “variety” and “relative abundance” as they relate to biological diversity, In this activity, students will be able to explain and given abundance and distribution data of why new drugs are needed to treat cardiovascu- species, will be able to calculate an appropriate lar disease, cancer, inflammation, and infections; numeric indicator that describes the biological infer why sessile invertebrates appear to diversity of a community. be promising sources of new drugs; and explain the overall process through which cells manu- Treasures in Jeopardy (8 pages; 278kb PDF) facture chemicals. Students will also be able to (from the Cayman Islands Twilight Zone 2007 explain why it may be important to synthesize Expedition) http://oceanexplorer.noaa.gov/explorations/ new drugs, rather than relying on the natural pro- 07twilightzone/background/edu/media/treasures.pdf duction of drugs.

Focus: Conservation of deep-sea coral communi- Mapping Deep-sea Habitats in the ties (Life Science) Northwestern Hawaiian Islands (7 pages, 80kb) (from the 2002 Northwestern Hawaiian In this activity, students will compare and contrast Islands Expedition) http://oceanexplorer.noaa.gov/ deep-sea coral communities with their shallow- explorations/02hawaii/background/education/media/nwhi_map- water counterparts and explain at least three ben- ping.pdf efits associated with deep-sea coral communities. Students will also describe activities that  Expedition to the Deep Slope 2007 – Grades 7-8 (Life Science) Focus: Predator-prey relationships oceanexplorer.noaa.gov

Focus: Bathymetric mapping of deep-sea habitats Other Links and Resources (Earth Science - This activity can be easily modi- The Web links below are provided for informa- fied for Grades 5-6) tional purposes only. Links outside of Ocean Explorer have been checked at the time of this In this activity, students will be able to create a page’s publication, but the linking sites may two-dimensional topographic map given bathy- become outdated or non-operational over time. metric survey data, will create a three-dimen- sional model of from a two-dimensional http://oceanexplorer.noaa.gov/explorations/07mexico/welcome.html – topographic map, and will be able to interpret Follow Expedition to the Deep Slope 2007 two- and three-dimensional topographic data. daily as documentaries and discoveries are posted each day for your classroom use. Life is Weird (8 pages, 268k) (from the 2006 Expedition to the Deep Slope) http://oceanexplorer.noaa. http://www.bio.psu.edu/People/Faculty/Fisher/fhome.htm – Web gov/explorations/06mexico/background/edu/GOM%2006%20Weird. site for the senior biologist on Expedition to pdf the Deep Slope 2007

Focus: Biological organisms in cold-seep commu- http://www.rps.psu.edu/deep/ – Notes from another expedi- nities (Life Science) tion exploring deep-sea communities

In this activity, students will be able to describe http://www-ocean.tamu.edu/Quarterdeck/QD5.3/macdonald.html major features of cold-seep communities, and list – Aarticle on cold-seep communities at least five organisms typical of these communi- ties. Students will also be able to infer probable http://nai.arc.nasa.gov/news_stories/news_detail.cfm?ID=86 trophic relationships among organisms typical of – “Cafe Methane,” another article on cold cold-seep communities and the surrounding deep- seep communities sea environment, and describe the process of che- mosynthesis in general terms, and will be able to Paull, C.K., B. Hecker, C. Commeau, R.P. Feeman- contrast chemosynthesis and photosynthesis. Lynde, C. Nuemann, W.P. Corso, G. Golubic, J. Hook, E. Sikes, and J. Curray. It’s a Gas! Or Is It? (12 pages, 276k) (from 1984. Biological communities at Florida the 2006 Expedition to the Deep Slope) http:// Escarpment resemble hydrothermal vent oceanexplorer.noaa.gov/explorations/06mexico/background/edu/ communities. Science 226:965-967 – early GOM%2006%20Gas.pdf report on cold-seep communities.

Focus: Effects of temperature and on http://www.divediscover.whoi.edu/vents/index.html – ”Dive and solubility and phase state (Physical Science/Earth Discover: Hydrothermal Vents;” another Science) great hydrothermal vent site from Woods Hole Oceanographic Institution Students will be able to describe the effect of tem- perature and pressure on solubility of gases and National Science Education Standards solid materials; describe the effect of temperature Content Standard A: Science As Inquiry and pressure on the phase state of gases; and • Abilities necessary to do scientific inquiry infer explanations for observed chemical phenom- • Understanding about scientific inquiry ena around deep-sea volcanoes that are consis- tent with principles of solubility and phase state.

 Expedition to the Deep Slope 2007 – Grades 7-8 (Life Science) oceanexplorer.noaa.gov Focus: Predator-prey relationships

Content Standard B: Physical Science resources. In addition, it provides jobs, supports • Transfer of energy our nation’s economy, serves as a highway for transportation of goods and people, and plays a Content Standard C: Life Science role in national security. • Structure and function in living systems Fundamental Concept g. Everyone is responsible • Populations and for caring for the ocean. The ocean sustains life • Diversity and adaptations of organisms on Earth and must live in ways that sus- tain the ocean. Individual and collective actions Ocean Literacy Essential Principles and Fundamental are needed to effectively manage ocean resourc- Concepts es for all. Essential Principle 1. The Earth has one big ocean with many features. Essential Principle 7. Fundamental Concept h. Although the ocean is The ocean is largely unexplored. large, it is finite and resources are limited. Fundamental Concept a. The ocean is the last and largest unexplored place on Earth—less than Essential Principle 3. 5% of it has been explored. This is the great The ocean is a major influence on and . frontier for the next generation’s explorers and Fundamental Concept f. The ocean has had, and researchers, where they will find great opportuni- will continue to have, a significant influence on ties for inquiry and investigation. by absorbing, storing, and mov- Fundamental Concept b. Understanding the ing heat, carbon and water. ocean is more than a of curiosity. Exploration, inquiry and study are required to bet- ter understand ocean systems and processes. Essential Principle 5. Fundamental Concept d. New technologies, The ocean supports a great diversity of life and ecosystems. sensors and tools are expanding our ability to Fundamental Concept c. Some major groups are explore the ocean. Ocean scientists are relying found exclusively in the ocean. The diversity of more and more on , drifters, buoys, sub- major groups of organisms is much greater in the sea observatories and unmanned . ocean than on . Fundamental Concept f. Ocean exploration is Fundamental Concept d. Ocean biology provides truly interdisciplinary. It requires close collabora- many unique examples of life cycles, adaptations tion among biologists, chemists, climatologists, and important relationships among organisms computer programmers, engineers, geologists, (such as , predator-prey dynamics and meteorologists, and physicists, and new ways of energy transfer) that do not occur on land. thinking. Fundamental Concept g. There are deep ocean ecosystems that are independent of energy Send Us Your Feedback from sunlight and photosynthetic organisms. We value your feedback on this lesson. Hydrothermal vents, hot springs, and Please send your comments to: methane cold seeps rely only on chemical energy [email protected] and chemosynthetic organisms to support life.

Essential Principle 6. The ocean and humans are inextricably interconnected. Fundamental Concept b. From the ocean we get foods, medicines, and mineral and energy

 Expedition to the Deep Slope 2007 – Grades 7-8 (Life Science) Focus: Predator-prey relationships oceanexplorer.noaa.gov

For More Information Paula Keener-Chavis, Director, Education Programs NOAA Ocean Exploration Program Hollings Marine Laboratory 331 Fort Johnson Road, Charleston SC 29412 843.762.8818 843.762.8737 (fax) [email protected]

Acknowledgements 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