Forests of the Deep Ocean (Adapted from the 2004 Gulf of Alaska Expedition)

Deepwater Coral Expedition: Reefs, Rigs and Wrecks

Forests of the Deep Ocean (adapted from the 2004 Gulf of Alaska Expedition)

Focus  Stream table or large pan or tray (at least 30 Morphology and ecological function in habitat- cm wide x 60 cm long x 8 cm deep) forming deep-sea corals  Modeling clay  20 short dowels or pencils, about 10 cm long x Grade Level 6 mm diameter 7-8 (Life Science) Audio/Visual Materials Focus Question  (Optional) Images of deep-sea corals How does the physical form of deep-sea corals contribute to their ecological function? Teaching Time One or two 45-minute class periods, plus time for Learning Objectives student research and presentations Students will be able to describe at least three ways in which habitat-forming deep-sea corals Seating Arrangement benefit other species in deep-sea ecosystems. Groups of 3-4 students

Students will be able to explain at least three Maximum Number of Students ways in which the physical form of habitat-form- 32 ing deep-sea corals contributes to their ecological function. Key Words Gulf of Mexico Students will be able to explain how habitat- Deepwater coral forming deep-sea corals and their associated eco- Endemic systems may be important to humans. Form and function Corallidae Students will be able to describe and discuss con- Isididae servation issues related to habitat-forming deep- Paragordiidae sea corals. Primnoidae Antipathidae Materials Oculinidae  (Optional) Images of deep-sea corals (see Caryophylliidae Learning Procedure) Stylasteriidae  Paper, rulers, pencils or markers for constructing Sierpinski triangles (see Learning Procedure)

1 Deepwater Corals Expedition: Reefs, Rigs and Wrecks - Grades 7-8 (Life Science) Focus: Morphology and ecological function in habitat-forming deep-sea corals oceanexplorer.noaa.gov

Background Information little is known about the ecology of these commu- In recent years, rising costs of energy and a nities or the basic biology of the corals that pro- growing desire to reduce the United States’ duce them. Recent studies suggest that deepwater dependence upon foreign petroleum fuels have reef ecosystems may have a diversity of species led to intensified efforts to find more crude oil comparable to that of coral reefs in shallow and drill more wells in the Gulf of Mexico. This waters, and have found deepwater coral species region produces more petroleum than any other on continental margins worldwide. One of the area of the United States, even though its proven most conspicuous differences between shallow- reserves are less than those in Alaska and Texas. and deepwater corals is that most shallow-water Managing exploration and development of min- species have symbiotic algae (zooxanthellae) liv- eral resources on the nation’s outer continental ing inside the coral tissue, and these algae play shelf is the responsibility of the U.S. Department an important part in reef-building and biological of the Interior’s Minerals Management Service productivity. Deepwater corals do not contain (MMS). Besides managing the revenues from min- symbiotic algae (so these corals are termed eral resources, an integral part of the Deepwater “azooxanthellate”). Yet, there are just as many Corals Expedition: Reefs, Rigs and Wrecks mis- species of deepwater corals (slightly more, in sion is to protect unique and sensitive environ- fact) as there are species of shallow-water corals. ments where these resources are found. Deepwater reefs provide habitats for a variety of plant, animal, and microbial species, some To locate new sources of hydrocarbon fuels, MMS of which have not been found anywhere else. has conducted a series of seismic surveys to map Branching corals and other sessile (non-motile) areas between the edge of the continental shelf benthic (bottom-dwelling) species with complex and the deepest portions of the Gulf of Mexico. shapes provide essential habitat for other organ- These maps provide information about the depth isms including commercially-important fishes such of the water as well as the type of material as longfin hake, wreckfish, blackbelly rosefish, that is found on the seafloor. Hard surfaces are and grenadiers. In addition, recent research has often found where hydrocarbons are present. shown that less obvious, obscure benthic species Carbonate rocks (such as limestone), in particu- may contain powerful drugs that directly benefit lar, are a part of nearly every site where fluids humans. and gases containing hydrocarbons have been located. This is because when microorganisms The major structure-building corals in the deep consume hydrocarbons under anaerobic condi- sea belong to the genus Lophelia, but other tions, they produce bicarbonate which reacts with organisms contribute to the framework as well, calcium and magnesium ions in the water and including antipatharians (black corals), gorgo- precipitates as carbonate rock. This rock, in turn, nians (sea fans and sea whips), alcyonaceans provides a substrate where the larvae of many (soft corals), anemones, and sponges. While other deep sea bottom-dwelling organisms may these organisms are capable of building substan- attach, particularly corals. In addition to carbon- tial reefs, they are also quite fragile, and there is ate rocks associated with hydrocarbon seeps, increasing concern that deepwater reefs and their deepwater corals in the Gulf of Mexico are also associated resources may be in serious danger. found on anthropogenic (human-made) structures, Many investigations have reported large-scale particularly ship wrecks and oil platforms. damage due to commercial fishing trawlers, and there is also concern about impacts that might Deepwater coral reefs were discovered in the result from exploration and extraction of fossil Gulf of Mexico nearly 50 years ago, but very fuels. These impacts are especially likely in the 2 Deepwater Corals Expedition: Reefs, Rigs and Wrecks - Grades 7-8 (Life Science) Focus: Morphology and ecological function in habitat-forming deep-sea corals

Gulf of Mexico, since the carbonate foundation discovered corals without zooxanthellae that for many deepwater reefs is strongly associated are able to create reefs that have as many spe- with the presence of hydrocarbons. Potential cies as shallow-water reefs. Briefly introduce impacts include directly toxic effects of hydrocar- the mission Deepwater Coral Expedition: Reefs, bons on reef organisms, as well as effects from Rigs, and Wrecks, emphasizing that very little particulate materials produced by drilling opera- is known about deep-water coral communi- tions. Since many deepwater reef organisms are ties, but these communities may be important filter feeders, increased particulates could clog to humans in a variety of ways, including their their filter apparatus and possibly smother bottom- potential as sources for new drugs to treat dwelling organisms. human diseases (for more information on this point, see the 2003 Ocean Explorer Deep Sea A primary goal of the Deepwater Coral Medicines expedition, http://oceanexplorer.noaa.gov/ Expedition: Reefs, Rigs, and Wrecks is to obtain explorations/03bio/welcome.html). more information about the biology and ecology of deepwater coral communities so that effective 3. Tell students that one of the most important strategies to protect these communities can be characteristics of many deep- and shallow-water developed. In this activity, students will research corals is that they create habitat for other cor- deep-sea corals, and draw inferences about how als. The branching growth form, in particular, their morphology contributes to their ecological contributes to this ecological function by provid- function in deep-water ecosystems. ing numerous small spaces within the coral colonies that serve as sheltered areas where other Learning Procedure organisms may live. To illustrate this effect, 1. To prepare for this lesson, review introductory show students how to construct a Sierpinski essays for the Deepwater Coral Expedition: triangle as in Figure 1, on Page 4. The basic Reefs, Rigs, and Wrecks at http://oceanexplorer.noaa. principle is that repeatedly dividing a fixed gov/explorations/08lophelia/welcome.html. space produces an infinite series of increasingly smaller spaces that in nature are potential habi- You may also want to visit http://oceanexplorer.noaa. tats for a wide variety of organisms). gov/gallery/livingocean/livingocean_coral.html for images of deep-sea corals and seamount communities. Another important characteristic of branching corals is their ability to moderate ocean cur- 2. Lead a brief discussion based on students’ rents. These currents are often fairly strong, but knowledge about coral reefs. This is most likely the branched structure of the corals reduces the be focussed upon shallow-water reefs. Be sure flow, which in turn causes suspended particles students realize that these reefs are among the to settle and become available to organisms most biologically-productive and diverse ecosys- sheltering beneath the coral branches. Use a tems known on Earth, that shallow-water corals stream table or large tray to illustrate this by often have a symbiotic relationship with photo- sticking about 20 dowels (ca. 10 cm x 6 mm synthetic zooxanthellae, and for this reason are diameter) into a slab of modeling clay so the typically limited to depths where photosynthesis dowels are about 1 cm apart. With water flow- is possible. You may also want to mention that ing through the stream table or tray, add a few these reefs are threatened in many places by drops of food coloring or ink to visualize the increasing water temperatures, pollution, and flow. Then place the clay block with dowels impacts from human activities. Tell students that into the stream, and add a few more drops into recent explorations into the deep ocean have the flow upstream of the block. Students should

3 Deepwater Corals Expedition: Reefs, Rigs and Wrecks - Grades 7-8 (Life Science) Focus: Morphology and ecological function in habitat-forming deep-sea corals oceanexplorer.noaa.gov

Figure 1.

Step 1 Step 2

Step 3 Step 4

Begin by drawing an equilateral triangle mea- Step 5 suring 16 cm on each side (you may want to download triangle graph paper from http://math. rice.edu/~lanius/images/triangle.gif). Next, find the midpoint of each side (8 cm), and join these midpoints as shown in Step 1. Shade the triangle in the middle as shown in Step 2. Now find the midpoints of each side of the three outer triangles (4 cm), and join these as shown in Step 3. Shade each of the middle triangles as shown in Step 4. Continue this process for three more iterations, until the midpoints measure 0.5 cm, shading the middle triangles after each iteration until the drawing appears similar to Step 5. Theoretically the process can continue indefinitely.

4 Deepwater Corals Expedition: Reefs, Rigs and Wrecks - Grades 7-8 (Life Science) Focus: Morphology and ecological function in habitat-forming deep-sea corals

see the coloring slow and eddy around the Some Web sites that may be useful for students’ dowels, simulating the motion of water around research are listed under “Resources.” branched corals. 5. Lead a discussion of students’ presentations. The 4. Point out that most people do not even know following points should be included: that deep-water coral communities exist, and • Taxonomy: that public understanding is an essential part Corallidae – Phylum Cnidaria, Class of efforts to protect these communities. Assign Anthozoa, Subclass Alcyonaria, Order student groups one of the following families of Gorgonacea habitat-forming deep-sea corals: Isididae – Phylum Cnidaria, Class Anthozoa, Corallidae Subclass Alcyonaria, Order Gorgonacea Isididae Paragordiidae – Phylum Cnidaria, Class Paragordiidae Anthozoa, Subclass Alcyonaria, Order Primnoidae Gorgonacea Antipathidae Primnoidae – Phylum Cnidaria, Class Oculinidae Anthozoa, Subclass Alcyonaria, Order Caryophylliidae Gorgonacea Stylerasteriidae Antipathidae – Phylum Cnidaria, Class Anthozoa, Subclass Zoantharia, Order Tell students that their task is to create a pre- Antipatharia sentation to introduce and describe deep-water Oculinidae – Phylum Cnidaria, Class coral communities to students in their grade Anthozoa, Subclass Zoantharia, Order level at another school. This presentation may Scleractinia be in the form of a PowerPoint® slide show, Caryophylliidae – Phylum Cnidaria, Class musical or dramatic performance, or written Anthozoa, Subclass Zoantharia, Order report, and must include answers to the follow- Scleractinia ing questions: Stylasteriidae – Phylum Cnidaria, Class (a) What is the taxonomic position of the family Hydrozoa, Order Stylasterina (phylum, class, order)? (b) What do corals in this family looks like • Deep-sea corals are found off all U.S. coasts, (appearance and type of skeletal structure)? including Alaska and Hawaii. (c) What is the depth range over which these corals occur? • Radiocarbon dating has established that (d) How old are the oldest known deep-water some coral colonies are 10,000 - 12,000 coral reefs? years old (around the end of the last Ice (e) How do corals in this family provide and Age). modify habitat for other species? (f) How does physical form contribute to the • Two-thirds of known coral species live in deep, function of these corals in their ecosystem? cold water, and are suspension feeders. (g) What are some ways in which these corals or associated species may be important to • The majority of deep-sea corals have not humans? been located; very few deep-sea coral reefs (h) What needs to be done to manage and pro- have been intensively studied. tect these corals? • Deep-sea coral colonies may host hundreds of other organisms (e.g., more than 2,000

5 Deepwater Corals Expedition: Reefs, Rigs and Wrecks - Grades 7-8 (Life Science) Focus: Morphology and ecological function in habitat-forming deep-sea corals oceanexplorer.noaa.gov

individual animals and hundreds of species, Zealand, and the east coast of the United including worms, crabs, shrimp and fishes States. were found in a small coral colony with a head the size of a basketball). The Bridge Connection www.vims.edu/bridge/ – Click on “Ocean Science” in • Deep-sea corals provide multiple benefits to the navigation menu to the left, then “Habitats,” other species, including shelter, protection then “Coastal,” then “Coral Reef” for resources from predators, nursery areas, reduction of on corals and coral reefs. strong currents, and feeding areas. The “Me” Connection • The branching growth form of deep-sea cor- Have students write a short essay on how deep- als also increases the surface area available sea coral communities might be potentially impor- to other organisms (particularly microorgan- tant to their own lives. isms). Connections to Other Subjects • The branching growth form of deep-sea cor- English/Language Arts, Mathematics, Earth als reduces the force of strong currents that Science are often found in the vicinity of deep-water coral communities, making it possible for Assessment more delicate species to live in these com- Student presentations provide opportunities for munities. assessment.

• Deep-sea coral reefs provide essential habitat Extensions for many commercially-important fish species, Have students visit http://oceanexplorer.noaa.gov/ including red porgy, amberjack, snappers, explorations/08lophelia/welcome.html to find out more groupers, and orange roughy. about the Deepwater Coral Expedition: Reefs, Rigs, and Wrecks and to learn about opportuni- • Besides supporting commercial fisheries, ties for real-time interaction with scientists on the deep-sea coral communities may also contain current expedition. other species that can provide new pharma- ceuticals; recent research has discovered a Multimedia Discovery Missions variety of deep-sea bottom-dwelling inverte- http://oceanexplorer.noaa.gov/edu/learning/welcome.html Click brates that produce powerful drugs that can on the links to Lessons 3, 5, 6, 11, and 12 for be used to treat cancer, inflammatory dis- interactive multimedia presentations and Learning eases, and heart disease. Activities on Deep-Sea Corals, Chemosynthesis and Hydrothermal Vent Life, Deep-Sea Benthos, • Skeletons of deep-sea corals contain records Energy from the Oceans, and Food, Water, and of climate change over thousands of years. Medicine from the Sea.

• Destructive fishing gear, particularly bottom trawls, is one of the greatest threats to deep-sea coral ecosystems. Areas where an extensive amount of deep-sea coral is known to have been destroyed by trawling include Canada, Scotland, Norway, Australia, New

6 Deepwater Corals Expedition: Reefs, Rigs and Wrecks - Grades 7-8 (Life Science) Focus: Morphology and ecological function in habitat-forming deep-sea corals

Other Relevant Lesson Plans from NOAA’s Ocean In this activity, students will describe side-scan Exploration Program sonar, compare and contrast side-scan sonar with Shipwreck Mystery other methods used to search for underwater (10 pages, 322k) (from AUVfest 2008) objects, and make inferences about the topog- http://oceanexplorer.noaa.gov/explorations/08auvfest/back- raphy of an unknown and invisible landscape ground/edu/media/shipwreck.pdf based on systematic discontinuous measurements of surface relief. Focus: Marine Archaeology (Earth Science/ Physical Science/Social Science) This Old Ship (9 pages, 272 kb) (from the 2006 Phaedra In this activity, students will be able to draw infer- Expedition) ences about a shipwreck given information on the http://oceanexplorer.noaa.gov/explorations/06greece/back- location and characteristics of artifacts from the ground/edu/media/old_ship.pdf wreck; use a grid system to document the location of artifacts recovered from a model shipwreck site; Focus: Ancient and Prehistoric Shipwrecks and identify and explain types of evidence and expertise that can help verify the nature and histori- In this activity, students will be able to describe cal content of artifacts recovered from shipwrecks. at least three types of artifacts that are typically recovered from ancient shipwrecks, explain the I, Robot, Can Do That! types of information that may be obtained from (9 pages, 357k) (from the 2005 Lost City at least three types of artifacts that are typically Expedition) recovered from ancient shipwrecks, and compare http://oceanexplorer.noaa.gov/explorations/05lostcity/back- and contrast, in general terms, technological fea- ground/edu/media/lostcity05_i_robot.pdf tures of Neolithic, Bronze Age, Hellenistic, and Byzantine period ships. Focus - Underwater Robotic Vehicles for Scientific Exploration (Physical Science/Life Science) Mapping the Aegean Seafloor (8 pages, 288 kb) (from the 2006 Phaedra In this activity, students will be able to describe Expedition) and contrast at least three types of underwater http://oceanexplorer.noaa.gov/explorations/06greece/back- robots used for scientific explorations, discuss the ground/edu/media/seafloor_mapping.pdf advantages and disadvantages of using underwater robots in scientific explorations, and identify Focus: Bathymetric mapping of deep-sea habitats robotic vehicles best suited to carry out certain (Earth Science) tasks. In this activity, students will be able to create a Sonar Simulation two-dimensional topographic map given bathy- (PDF, 308kb) (from the Bonaire 2008: Exploring metric survey data, create a three-dimensional Coral Reef Sustainability with New Technologies model of landforms from a two-dimensional Expedition) topographic map, and interpret two- and three- http://oceanexplorer.noaa.gov/explorations/08bonaire/back- dimensional topographic maps. ground/edu/media/sonarsim.pdf

Focus: Side scan sonar (Earth Science/Physical Science) 7 Deepwater Corals Expedition: Reefs, Rigs and Wrecks - Grades 7-8 (Life Science) Focus: Morphology and ecological function in habitat-forming deep-sea corals oceanexplorer.noaa.gov

Monsters of the Deep Let’s Go to the Video Tape! (6 pages, 464k) (from the Expedition to the Deep (11 pages; 327kb PDF) (from the Cayman Islands Slope 2007) Twilight Zone 2007 Expedition) http://oceanexplorer.noaa.gov/explorations/07mexico/back- http://oceanexplorer.noaa.gov/explorations/07twilightzone/background/edu/media/monsters.pdf ground/edu/media/videotape.pdf

Focus: Predator-prey relationships between cold- Focus: Characteristics of biological communities seep communities and the surrounding deep-sea on deepwater coral habitats (Life Science) environment (Life Science) In this activity, students will recognize and identify In this activity, students will be able to describe some of the fauna groups found in deep-sea coral major features of cold seep communities, and communities, infer possible reasons for observed list at least five organisms typical of these com- distribution of groups of animals in deep-sea munities; and will be able to infer probable coral communities, and discuss the meaning of trophic relationships among organisms typical of “biological diversity.” Students will compare and cold-seep communities and the surrounding deep- contrast the concepts of “variety” and “relative sea environment. Students will also be able to abundance” as they relate to biological diversity, describe the process of chemosynthesis in general and given abundance and distribution data of terms, contrast chemosynthesis and photosynthe- species, will be able to calculate an appropriate sis, and describe at least five deep-sea predator numeric indicator that describes the biological organisms. diversity of a community.

One Tough Worm Treasures in Jeopardy (8 pages, 476k) (from the Expedition to the Deep (8 pages; 278kb PDF) (from the Cayman Islands Slope 2007) Twilight Zone 2007 Expedition) http://oceanexplorer.noaa.gov/explorations/07mexico/back- http://oceanexplorer.noaa.gov/explorations/07twilightzone/background/edu/media/worm.pdf ground/edu/media/treasures.pdf

Focus: Physiological adaptations to toxic and Focus: Conservation of deep-sea coral communi- hypoxic environments (Life Science) ties (Life Science)

In this activity, students will be able to explain the In this activity, students will compare and contrast process of chemosynthesis, explain the relevance deep-sea coral communities with their shallow- of chemosynthesis to biological communities in water counterparts and explain at least three ben- the vicinity of cold seeps, and describe three efits associated with deep-sea coral communities. physiological adaptations that enhance an organ- Students will also describe human activities that ism’s ability to extract oxygen from its environ- threaten deep-sea coral communities and describe ment. Students will also be able to describe the actions that should be taken to protect resources problems posed by hydrogen sulfide for aerobic of deep-sea coral communities. organisms, and explain three strategies for deal- ing with these problems.

8 Deepwater Corals Expedition: Reefs, Rigs and Wrecks - Grades 7-8 (Life Science) Focus: Morphology and ecological function in habitat-forming deep-sea corals

Come on Down! In this activity, students will be able to create a (6 pages, 464k) (from the 2002 Galapagos Rift two-dimensional topographic map given bathy- Expedition) metric survey data, will create a three-dimension- http://oceanexplorer.noaa.gov/explorations/02galapagos/back- al model of landforms from a two-dimensional ground/education/media/gal_gr7_8_l1.pdf topographic map, and will be able to interpret two- and three-dimensional topographic data. Focus: Ocean Exploration Life is Weird In this activity, students will research the develop- (8 pages, 268k) (from the 2006 Expedition to the ment and use of research vessels/vehicles used Deep Slope) for deep ocean exploration; students will cal- http://oceanexplorer.noaa.gov/explorations/06mexico/back- culate the density of objects by determining the ground/edu/gom_06_weird.pdf mass and volume; students will construct a device that exhibits neutral buoyancy. Focus: Biological organisms in cold seep communities (Life Science) Living by the Code (5 pages, 400k) (from the 2003 Deep Sea In this activity, students will be able to describe Medicines Expedition) major features of cold seep communities, and list http://oceanexplorer.noaa.gov/explorations/03bio/background/ at least five organisms typical of these communi- edu/media/meds_livingcode.pdf ties. Students will also be able to infer probable trophic relationships among organisms typical of Focus: Functions of cell organelles and the genet- cold-seep communities and the surrounding deep- ic code in chemical synthesis (Life Science) sea environment, and describe the process of chemosynthesis in general terms, and will be able In this activity, students will be able to explain to contrast chemosynthesis and photosynthesis. why new drugs are needed to treat cardiovascu- lar disease, cancer, inflammation, and infections; Other Resources infer why sessile marine invertebrates appear to The Web links below are provided for informa- be promising sources of new drugs; and explain tional purposes only. Links outside of Ocean the overall process through which cells manu- Explorer have been checked at the time of this facture chemicals. Students will also be able to page’s publication, but the linking sites may explain why it may be important to synthesize become outdated or non-operational over time. new drugs, rather than relying on the natural pro- duction of drugs. http://celebrating200years.noaa.gov/edufun/book/welcome. html#book – A free printable book for home Mapping Deep-sea Habitats in the and school use introduced in 2004 to cel- Northwestern Hawaiian Islands ebrate the 200th anniversary of NOAA; (7 pages, 80kb) (from the 2002 Northwestern nearly 200 pages of lessons focussing on Hawaiian Islands Expedition) the exploration, understanding, and protec- http://oceanexplorer.noaa.gov/explorations/02hawaii/back- tion of Earth as a whole system ground/education/media/nwhi_mapping.pdf

Focus: Bathymetric mapping of deep-sea habitats (Earth Science - This activity can be easily modi- fied for Grades 5-6)

9 Deepwater Corals Expedition: Reefs, Rigs and Wrecks - Grades 7-8 (Life Science) Focus: Morphology and ecological function in habitat-forming deep-sea corals oceanexplorer.noaa.gov

Etnoyer, P. and L. Morgan. 2003. Occurrences topic of chemosynthetic communities and of Habitat-forming Deep Sea Corals in other ecological concepts to middle and the Northeast Pacific Ocean. Report to high school students. NOAA’s Office of Habitat Conservation. (available online at http://www.mcbi.org/publica- http://www.boemre.gov/mmskids/– Kids Page on the tions/pub_pdfs/Etnoyer_Morgan_2003.pdf) BOEMRE Web site, with posters, teaching guides and other resources on various http://na.oceana.org/en/news-media/publications – Publications marine science topics on ocean conservation issues http://www.coast-nopp.org/ – Resource Guide from the http://www.terranature.org/deepsea_coral.htm – Article about Consortium for Oceanographic Activities scientists’ call for protection of deep-sea for Students and Teachers, containing mod- coral ecosystems ules, guides, and lesson plans covering topics related to oceanography and coastal http://www.terranature.org/trawlingScientists_ban.htm – Text processes of Scientists’ Statement on Protecting the World’s Deep-sea Coral and Sponge http://cosee-central-gom.org/ – Web site for The Center Ecosystems for Ocean Sciences Education Excellence: Central Gulf of Mexico (COSEE-CGOM) Malakoff, D. 2003. Deep-sea mountaineering. Science 301:1034-1037. – Article on sea- National Science Education Standards mounts and deep-sea coral communities Content Standard A: Science as Inquiry • Abilities necessary to do scientific inquiry http://www.mcbi.org/cgi-bin/photo_library.pl?ID=2 – Images on • Understandings about scientific inquiry the Marine Conservation Biology Institute’s Web page Content Standard C: Life Science • Structure and function in living systems http://www.boemre.gov/index.htm – Bureau of Ocean • Populations and ecosystems Energy Management, Regulation and • Diversity and adaptations of organisms Enforcement (BOEMRE) web site Content Standard D: Earth and Space Science • Structure of the Earth system http://oceanexplorer.noaa.gov/gallery/livingocean/livingocean_ coral.html – NOAA’s Ocean Explorer photo- Content Standard F: Science in Personal and Social graph gallery Perspectives • Populations, resources, and environment Roberts, S. and M. Hirshfield. Deep Sea Corals: Out of sight but no longer out of mind. Ocean Literacy Essential Principles and Fundamental http://www.esajournals.org/doi/abs/10.1890/1540- Concepts 9295(2004)002%5B0123:DCOOSB%5D2.0.CO%3B2 Essential Principle 1. The Earth has one big ocean with many features. http://www.gomr.mms.gov/homepg/lagniapp/chemcomp.pdf – Fundamental Concept g. The ocean is connected “Chemosynthetic Communities in the Gulf to major lakes, watersheds and waterways of Mexico” teaching guide to accompany because all major watersheds on Earth drain to a poster with the same title, introducing the the ocean. Rivers and streams transport nutrients,

10 Deepwater Corals Expedition: Reefs, Rigs and Wrecks - Grades 7-8 (Life Science) Focus: Morphology and ecological function in habitat-forming deep-sea corals

salts, sediments and pollutants from watersheds to Essential Principle 6. estuaries and to the ocean. The ocean and humans are inextricably interconnected. Fundamental Concept h. Although the ocean is Fundamental Concept b. From the ocean we large, it is finite and resources are limited. get foods, medicines, and mineral and energy resources. In addition, it provides jobs, supports Essential Principle 5. our nation’s economy, serves as a highway for The ocean supports a great diversity of life and ecosystems. transportation of goods and people, and plays a Fundamental Concept b. Most life in the ocean role in national security. exists as microbes. Microbes are the most impor- Fundamental Concept e. Humans affect the ocean tant primary producers in the ocean. Not only are in a variety of ways. Laws, regulations and they the most abundant life form in the ocean, resource management affect what is taken out they have extremely fast growth rates and life and put into the ocean. Human development and cycles. activity leads to pollution (such as point source, Fundamental Concept c. Some major groups are non-point source, and noise pollution) and physi- found exclusively in the ocean. The diversity of cal modifications (such as changes to beaches, major groups of organisms is much greater in the shores and rivers). In addition, humans have ocean than on land. removed most of the large vertebrates from the Fundamental Concept d. Ocean biology provides ocean. many unique examples of life cycles, adaptations Fundamental Concept g. Everyone is responsible and important relationships among organisms for caring for the ocean. The ocean sustains life (such as symbiosis, predator-prey dynamics and on Earth and humans must live in ways that sus- energy transfer) that do not occur on land. tain the ocean. Individual and collective actions Fundamental Concept e. The ocean is three-di- are needed to effectively manage ocean resourc- mensional, offering vast living space and diverse es for all. habitats from the surface through the water col- umn to the seafloor. Most of the living space on Essential Principle 7. Earth is in the ocean. The ocean is largely unexplored. Fundamental Concept f. Ocean habitats are Fundamental Concept a. The ocean is the last defined by environmental factors. Due to interac- and largest unexplored place on Earth—less than tions of abiotic factors such as salinity, tempera- 5% of it has been explored. This is the great ture, oxygen, pH, light, nutrients, pressure, sub- frontier for the next generation’s explorers and strate and circulation, ocean life is not evenly dis- researchers, where they will find great opportuni- tributed temporally or spatially, i.e., it is “patchy”. ties for inquiry and investigation. Some regions of the ocean support more diverse Fundamental Concept b. Understanding the and abundant life than anywhere on Earth, while ocean is more than a matter of curiosity. much of the ocean is considered a desert. Exploration, inquiry and study are required to bet- ter understand ocean systems and processes. Fundamental Concept g. There are deep ocean Fundamental Concept c. Over the last 40 years, ecosystems that are independent of energy use of ocean resources has increased signifi- from sunlight and photosynthetic organisms. cantly, therefore the future sustainability of ocean Hydrothermal vents, submarine hot springs, and resources depends on our understanding of those methane cold seeps rely only on chemical energy resources and their potential and limitations. and chemosynthetic organisms to support life. Fundamental Concept d. New technologies, sensors and tools are expanding our ability to explore the ocean. Ocean scientists are relying

11 Deepwater Corals Expedition: Reefs, Rigs and Wrecks - Grades 7-8 (Life Science) Focus: Morphology and ecological function in habitat-forming deep-sea corals oceanexplorer.noaa.gov

more and more on satellites, drifters, buoys, sub- sea observatories and unmanned submersibles. Fundamental Concept f. Ocean exploration is truly interdisciplinary. It requires close collabora- tion among biologists, chemists, climatologists, computer programmers, engineers, geologists, meteorologists, and physicists, and new ways of thinking.

Send Us Your Feedback We value your feedback on this lesson. Please send your comments to: [email protected]

For More Information Paula Keener-Chavis, Director, Education Programs NOAA Office of Ocean Exploration and Research 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 following URL: http://oceanexplorer.noaa.gov