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Home , Abyssal zone, Bathyal zone, Benthic zone, Hadal zone, Hydrothermal vent, Mesopelagic zone

Expedition to the Deep Slope 2007

Entering the Twilight Zone [adapted from the 2002 Gulf of Expedition]

Focus Teaching Time Deep- Two 45-minute class periods, plus time for indi- vidual group research Grade Level 5-6 ( Science) Seating Arrangement Groups of 4 students Focus Question What are typical of major deep-sea Maximum Number of Students habitats, and how do they interact? 32

Learning Objectives Key Words Students will be able to describe major features Cold seeps of cold-seep communities, and list at least five hydrate ice organisms typical of these communities. pool Students will be able to infer probable trophic relationships within and between major deep-sea 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 . Materials  5 x 7 index cards  Drawing materials Background Information  Corkboard, flip chart, or large poster board Cold seeps are areas of the floor where  “Generalized Ocean Habitats” diagram (such as methane and ) and oil seep out of . These areas are Audio/Visual Materials commonly found along continental margins, and None are home to many of organisms that  Expedition to the Deep Slope 2007 – Grades 5-6 (Life Science) Focus: Deep-sea habitats oceanexplorer.noaa.gov

have not been found anywhere else on Earth. and organisms in other ocean habitats. This activ- Recently, increasing attention has been focused ity focuses on major ocean habitats, organisms on cold seeps in the Gulf of Mexico, an area that typically found in these habitats, and the interac- produces more petroleum than any other region tions that take place within and between these in the United States. Responsibility for managing habitats. exploration and development of mineral resources on the Nation’s outer is a central Ocean habitats are usually categorized into mission of the U.S. Department of the Interior’s zones: Minerals Management Service (MMS). In addi- I. Pelagic zones are found in the column tion to managing the revenues from mineral above the bottom. Organisms that inhabit resources, an integral part of this mission is to pelagic zones are divided into that protect unique and sensitive environments where drift with the ocean currents and that these resources are found. MMS scientists are can swim and control their motion in the particularly interested in finding deep-sea che- water (at least to some extent). mosynthetic communities in the Gulf of Mexico, A. The Epipelagic zone includes surface because these are unique communities that often where light is adequate for pho- include species that are new to science and tosynthesis (about 200m, maximum). whose potential importance is presently unknown. are the dominant primary In addition, the presence of these communities producers in this zone. often indicates the presence of hydrocarbons at the surface of the seafloor. B. The Mesopelagic zone (about 200m- 1000m) is the twilight zone. Because The 2006 Expedition to the Deep Slope was there is not enough light for photosyn- focussed on discovering and studying the sea thesis, much less energy is available to floor communities found near seeping hydrocar- support life. and bons on hard bottom in the deep Gulf of Mexico. (pieces of dead plants and that The sites visited by the Expedition were in areas slowly settle to the bottom) are the pri- where energy companies will soon begin to drill mary sources of food for animals like for oil and . A key objective was to provide that are confined to this zone. information on the and of Other animals, including , , these communities to regulatory agencies and and can move up and down energy companies. Dives by scientists aboard through the , and have a the research ALVIN revealed that wider range of food available to them. hydrocarbons seepage and chemosynthetic com- munities were present at all ten sites visited by the C. The Bathypelagic zone (sometimes Expedition. The most abundant chemosynthetic divided further into an additional organisms seen were and vestimentiferan Abyssopelagic Zone) has no light at tubeworms. Expedition to the Deep Slope 2007 all, with the exception of light produced is focused on detailed sampling and mapping of by bioluminescent organisms. Deep-sea four key sites visited in 2006, as well as explor- organisms are dependent upon produc- ing new sites identified from seismic survey data. tion in other zones. The base of bathype- lagic food chains may be primary pro- Cold-seep communities are surrounded by a much duction in shallower water (obtained by larger ocean environment. Very little is known feeding on detritus or on other animals about interactions between cold-seep communities feeding in shallower water) or chemosyn-

 Expedition to the Deep Slope 2007 – Grades 5-6 (Life Science) oceanexplorer.noaa.gov Focus: Deep-sea habitats

thetic communities like hydrothermal vents Learning Procedure or cold-seeps. 1. To prepare for this lesson, visit http://oceanexplorer. D. The Hadopelagic zone is sometimes used noaa.gov/explorations/07mexico/welcome.html for informa- to include the water column in deepest tion about Expedition to the Deep Slope 2007. ocean trenches (about 11,000 m). You may want to visit http://www.bio.psu.edu/cold_seeps for a virtual tour of a , and II. Benthic zones are areas on or in the ocean http://www.bio.psu.edu/hotvents for a virtual tour of a bottom. Animals that swim near the bottom hydrothermal vent community. and called “benthopelagic.” A. The Intertidal zone is on the shore 2. a discussion of the major categories of between the level of high and low . ocean habitat. Introduce the recently-discovered deep-sea chemosynthetic communities (hydro- B. The Subtidal zone includes the ocean bot- thermal vents and cold seeps). Emphasize the tom on continental shelves down to about contrast between communities that depend 300 m. Green plants are the base of upon chemosynthesis with those dependent food chains in shallower waters, but bac- upon photosynthesis. You may want to point teria and detritus are the primary energy out that through both processes, organisms source below about 200 m. build sugars from carbon dioxide and water. This process requires energy; photosynthesizers C. The Bathyal zone includes the rest of the obtain this energy from the , while chemo- continental shelf (between about 300 m synthesizers obtain energy from chemical reac- and 3,000 m). tions. Review the concepts of food chains and food webs, including the concept of trophic D. The Abyssal zone is the ocean bottom levels (primary producer, primary , between 3,000 m and 6,000 m. The bot- secondary consumer, and tertiary consumer). tom is primarily muddy and flat in most Be sure students understand that food chains places (hence the common term “abyssal in most of the habitats are largely based upon plain”). This is the largest benthic zone photosynthetic production, either directly (prima- and covers about half of the Earth’s sur- ry consumers obtain energy from photosynthetic face. plants) or indirectly (primary consumers obtain energy from detritus). This situation is fundamen- E. The Hadal zone is sometimes used to tally different in deep-sea chemosynthetic com- describe the very deep ocean bottom munities, which may also provide an alternative between 6,000 m and 11,000 m basis for food chains in adjacent habitats.

F. Vents and seeps are unusual deep-water 3. Assign each student group one or more of the habitats that support communities of liv- following deep ocean habitats to research: ing organisms whose food chains are • Mesopelagic zone based on chemosynthetic bacteria, rather • Bathypelagic zone than photosynthetic activity near the sur- • Hadopelagic zone face. Vent and seep communities may, • Bathyal zone in turn, be a significant energy (food) • Abyssal zone source for organisms living in other ben- • Hadal zone thic habitats nearby. • Hydrothermal vents • Cold seeps  Expedition to the Deep Slope 2007 – Grades 5-6 (Life Science) Focus: Deep-sea habitats oceanexplorer.noaa.gov

In addition to written reference materials (ency- students infer about the relative clopedia, periodicals, and books on the deep- of each trophic level? In the simplest analysis, sea), the following Web sites contain useful organisms at lower trophic levels (primary pro- information: ducers and primary consumers) must be more http://www.bio.psu.edu/cold_seeps abundant than those on higher trophic levels. If http://people.whitman.edu/~yancey/deepsea.html this does not appear to be true, then there must http://oceanlink.island.net/ be additional energy sources for the higher http://www.pbs.org/wgbh/nova.abyss/life.bestiary.html trophic levels (for example, some secondary http://www.pbs.org/wgbh/nova/abyss/life/bestiary.html or tertiary predators may feed in more than http://biodidac.bio.uottawa.ca/ one habitat. Considering that the http://www.fishbase.org/search.cfm covers about half of the Earth’s surface, and is largely unexplored, how might the students’ Each student group should identify six organ- ocean change with further explora- isms typical of their assigned habitat, and tion? determine the energy (food) source(s) of each of these organisms. It may not be possible to The Bridge Connection precisely determine specific foods in all cases, www.vims.edu/bridge/ – Click on “Biology” in the but students should be able to draw reason- navigation menu to the left, then “Plankton,” then able inferences from information about related “Phytoplankton” for resources on ocean food organisms and anatomical features that may webs. Click on “Ecology” then “” for give clues about what the animals eat. Students resources on deep-sea communities. should prepare a 5 x 7 index card for each with an illustration of the organism The “Me” Connection (photocopies from reference material, down- Have students write a short essay describing their loaded internet pictures, or their own sketches), personal position in a food web, and how they notes on where the organism is found, approxi- could adapt if their source of mate size of the organism, and its trophic level were no longer available. (whether it is a primary producer, primary consumer, secondary consumer, or tertiary con- Connections to Other Subjects sumer). English/Language Arts, Earth Science

4. Have each student group orally present their Assessment research results to the entire class. On a cork- Results and presentation of the research com- board, flip chart, or piece of poster board ponent of this activity provide a basis for group draw a general profile of ocean habitats (see evaluation. In addition, individual written inter- “Generalized Ocean Habitats” diagram), and pretations of the pooled results may be required arrange the cards to show representative organ- prior to Step 4 to provide a means of individual isms in each habitat. When all cards have been assessment. attached to the base material, draw lines to indicate trophic (feeding) relationships between Extensions these organisms. Visit http://oceanexplorer.noaa.gov/explorations/07mexico/ welcome.html to keep up to date with the latest 5. Lead a discussion of the food web the students Expedition to the Deep Slope 2007 discoveries, have created. What is the source of primary and to find out what researchers are learning production in each habitat? What would the about cold-seep communities.

 Expedition to the Deep Slope 2007 – Grades 5-6 (Life Science) oceanexplorer.noaa.gov Focus: Deep-sea habitats

Multimedia Learning Objects Let’s Make a Tubeworm! (6 pages, 464k) http://www.learningdemo.com/noaa/ Click on the links (from the 2002 Gulf of Mexico Expedition) to Lessons 3, 5, 6, 11, and 12 for interac- http://oceanexplorer.noaa.gov/explorations/02mexico/background/ tive multimedia presentations and Learning edu/media/gom_tube_gr56.pdf Activities on Deep-Sea , Chemosynthesis and Hydrothermal Vent Life, Deep-Sea , Focus: Symbiotic relationships in cold-seep com- Energy from the , and Food, Water, and munities (Life Science) Medicine from the Sea. In this activity, students will be able to describe Other Relevant Lesson Plans from the the process of chemosynthesis in general terms, Program contrast chemosynthesis and photosynthesis, A Piece of Cake (7 pages; 282kb PDF) describe major features of cold-seep communities, (from the Cayman Islands Twilight Zone 2007 and list at least five organisms typical of these Expedition) http://oceanexplorer.noaa.gov/explorations/ communities. Students will also be able to define 07twilightzone/background/edu/media/cake.pdf , describe two examples of symbiosis in cold-seep communities, describe the anatomy of Focus: Spatial heterogeneity in deep-water vestimentiferans, and explain how these organ- communities (Life Science) isms obtain their food.

In this activity, students will be able to explain Journey to the Unknown & Why Do We what a habitat is, describe at least three functions Explore (10 pages, 596k) (from the 2002 or benefits that habitats provide, and describe Galapagos Expedition) http://oceanexplorer.noaa. some habitats that are typical of deep-water hard gov/explorations/02galapagos/background/education/media/ bottom communities. Students will also be able to gal_gr5_6_l1.pdf explain how organisms, such as deep-water cor- als and , add to the variety of habitats in Focus: Ocean Exploration areas such as the Cayman Islands. In this activity, students will experience the excite- Deep Gardens (11 pages; 331kb PDF) ment of discovery and problem-solving to learn (from the Cayman Islands Twilight Zone 2007 about organisms that live in extreme environments Expedition) http://oceanexplorer.noaa.gov/explorations/ in the deep ocean and come to understand the 07twilightzone/background/edu/media/deepgardens.pdf importance of ocean exploration.

Focus: Comparison of deep-sea and shallow- Chemists with No Backbones (4 pages, water tropical coral communities (Life Science) 356k) (from the 2003 Deep Sea Medicines Expedition) http://oceanexplorer.noaa.gov/explorations/03bio/ In this activity, students will compare and contrast background/edu/media/Meds_ChemNoBackbones.pdf deep-sea coral communities with their shallow- water counterparts, describe three types of coral Focus: Benthic that produce pharma- associated with deep-sea coral communities, and cologically-active substances (Life Science) explain three benefits associated with deep-sea coral communities. Students will explain why In this activity, students will be able to identify at many scientists are concerned about the future of least three groups of benthic invertebrates that deep-sea coral communities. are known to produce pharmacologically-active compounds and will describe why pharmaco-

 Expedition to the Deep Slope 2007 – Grades 5-6 (Life Science) Focus: Deep-sea habitats oceanexplorer.noaa.gov

logically-active compounds derived from benthic Explorer have been checked at the time of this invertebrates may be important in treating human page’s publication, but the linking sites may diseases. Students will also be able to infer why become outdated or non-operational over time. sessile appear to be promis- ing sources of new drugs. http://oceanexplorer.noaa.gov/explorations/07mexico/welcome.html – Follow Expedition to the Deep Slope 2007 Keep Away (9 pages, 276k) (from the 2006 daily as documentaries and discoveries are Expedition to the Deep Slope) http://oceanex- posted each day for your classroom use. plorer.noaa.gov/explorations/06mexico/background/edu/ GOM%2006%20KeepAway.pdf Paull, C.K., B. Hecker, C. Commeau, R.P. Feeman- Lynde, C. Nuemann, W.P. Corso, G. Focus: Effects of pollution on diversity in benthic Golubic, J. Hook, E. Sikes, and J. Curray. communities (Life Science) 1984. Biological communities at Florida Escarpment resemble hydrothermal vent In this activity, students will discuss the meaning communities. Science 226:965-967 – early of biological diversity and compare and contrast report on cold-seep communities. the concepts of variety and relative abundance as they relate to biological diversity. Given informa- National Science Education Standards tion on the number of individuals, number of spe- Content Standard A: Science As Inquiry cies, and biological diversity at a series of sites, • Abilities necessary to do scientific inquiry students will make inferences about the possible • Understanding about scientific inquiry effects of oil drilling operations on benthic com- munities. Content Standard B: Physical Science • Transfer of energy What’s In That Cake? (9 pages, 276k) (from the 2006 Expedition to the Deep Slope) http:// Content Standard C: Life Science oceanexplorer.noaa.gov/explorations/06mexico/background/edu/ • Structure and function in living systems GOM%2006%20Cake.pdf • Populations and • Diversity and adaptations of organisms Focus: Exploration of deep-sea habitats Ocean Literacy Essential Principles and Fundamental In this activity, students will be able to explain Concepts what a habitat is, describe at least three functions Essential Principle 1. or benefits that habitats provide, and describe The Earth has one big ocean with many features. some habitats that are typical of the Gulf of Fundamental Concept h. Although the ocean is Mexico. Students will also be able to describe large, it is finite and resources are limited. and discuss at least three difficulties involved in studying deep-sea habitats and describe and Essential Principle 3. explain at least three techniques scientists use to The ocean is a major influence on weather and climate. sample habitats, such as those found on the Gulf Fundamental Concept f. The ocean has had, and of Mexico. will continue to have, a significant influence on by absorbing, storing, and mov- Other Links and Resources ing heat, carbon and water. The Web links below are provided for informa- tional purposes only. Links outside of Ocean

 Expedition to the Deep Slope 2007 – Grades 5-6 (Life Science) oceanexplorer.noaa.gov Focus: Deep-sea habitats

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 satellites, drifters, buoys, sub- major groups of organisms is much greater in the sea observatories and unmanned . ocean than on land. 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 symbiosis, 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. For More Information Essential Principle 6. Paula Keener-Chavis, Director, Education Programs The ocean and humans are inextricably interconnected. NOAA Ocean Exploration Program Fundamental Concept b. From the ocean we Hollings Marine Laboratory get foods, medicines, and mineral and energy 331 Fort Johnson Road, Charleston SC 29412 resources. In addition, it provides jobs, supports 843.762.8818 our nation’s economy, serves as a highway for 843.762.8737 (fax) transportation of goods and people, and plays a [email protected] role in national security. Fundamental Concept g. Everyone is responsible Acknowledgements for caring for the ocean. The ocean sustains life This lesson plan was produced by Mel Goodwin, on Earth and humans must live in ways that sus- PhD, The Harmony Project, Charleston, SC tain the ocean. Individual and collective actions for the National Oceanic and Atmospheric are needed to effectively manage ocean resourc- Administration. If reproducing this lesson, please es for all. cite NOAA as the source, and provide the follow- ing URL: http://oceanexplorer.noaa.gov Essential Principle 7. The ocean is largely unexplored. Fundamental Concept a. The ocean is the last and largest unexplored place on Earth—less than 5% of it has been explored. This is the great frontier for the next generation’s explorers and researchers, where they will find great opportuni- ties for inquiry and investigation. Fundamental Concept b. Understanding the ocean is more than a matter of curiosity. Exploration, inquiry and study are required to bet- ter understand ocean systems and processes.

 Expedition to the Deep Slope 2007 – Grades 5-6 (Life Science) oceanexplorer.noaa.gov Focus: Deep-sea habitats

Student Handout