Animals of the Lost City

2005 Lost City Expedition Animals of the Lost City

FOCUS the “What’s That?” lesson is to be completed, Biological communities at the Lost City finished murals should measure approximately Hydrothermal Field 76 cm x 85 cm (30 in x 36 in)

GRADE LEVEL  (Optional, for demonstrating exothermic reac- 5-6 (Life Science) tions) (a) chemical handwarmers (available from camping supply stores); or (b) polyester FOCUS QUESTION resin, catalyst, and disposable mixing container What organisms are found at the Lost City (available from hardware stores) Hydrothermal Field, and how are they different from organisms found at hydrothermal vents asso- AUDIO/VISUAL MATERIALS ciated with volcanic activity?  (Optional) equipment for viewing online or downloaded video of vent communities LEARNING OBJECTIVES Students will be able to compare and contrast TEACHING TIME living organisms typically found at hydrothermal Two 45-minute class periods, plus time for student vent communities associated with volcanic activity research and work on murals and written reports with those found at vent communities of the Lost City Hydrothermal Field. SEATING ARRANGEMENT Groups of four to six students Students will be able to explain the difference between geologic processes that produce the Lost MAXIMUM NUMBER OF STUDENTS City Hydrothermal Field and processes that pro- 30 duce previously-discovered hydrothermal vents. KEY WORDS MATERIALS Lost City  Copies of background material on biologi- Hydrothermal vent cal communities associated with the Lost City Peridotite Hydrothermal Field and communities associated Hydrothermal fluid with hydrothermal vent fields based on volcanic Chemosynthesis activity, or references to appropriate materials Autotrophic (see Learning Procedure, Step 1) BACKGROUND INFORMATION  Materials for constructing murals (Bristol board, In 1977, scientists in the deep-diving submersible foamcore, etc; colored markers or pencils); if Alvin made the first visit to an oceanic spread- 1 2005 Lost City Expedition – Grades 5-6 (Life Science) 2005 Lost City Expedition – Grades 5-6 (Life Science) Focus: Biological communities at the Lost City Hydrothermal Field oceanexplorer.noaa.gov oceanexplorer.noaa.gov Focus: Biological cammunities at the Lost City Hydrothermal Field

ing ridge near the Galapagos Islands, and made rounding biological communities, were unlike any one of the most exciting discoveries in 20th cen- other known hydrothermal system. Subsequent tury biology. In the middle of deep, cold ocean investigations have shown that the newly-discov- waters, they found hot springs and observed ered hydrothermal fields are not formed by sea- black smoke-like clouds billowing from chimneys water reacting with molten magma. Instead, these of rock; and nearby were communities of animals fields are formed when seawater reacts with solid that no one had ever seen before. mantle rocks. These rocks, called peridotites, are formed deep inside the Earth, but a unique type These hot springs came to be known as hydro- of faulting can bring them close to the seafloor. thermal vents, and since that first discovery, more Cracks in the seafloor can allow seawater to than 200 similar vent fields have been docu- percolate down to the up-lifted peridotites. When mented in the world’s ocean. These systems are this happens, numerous chemical reactions occur formed when seawater flowing through cracks in between seawater and minerals in the rock (a the seafloor crust enters magma-containing cham- process called serpentinization). These reactions bers beneath a spreading ridge. Intense heat produce a large amount of heat that causes the from the molten rock causes a variety of chemi- fluids to rise and eventually vent at the surface cal changes and many substances from the rocks of the seafloor. Mixing between the heated fluids become dissolved in the fluid. The heated fluid and cold surrounding seawater causes additional becomes less dense, rises upward, and emerges reactions that include precipitation of calcium onto the sea floor to form a hydrothermal vent. carbonate (limestone), which forms the towering When the heated fluid is cooled by cold water of chimneys of Lost City. Because the reactions of the deep ocean, many of the dissolved materials seawater with peridotites are essential to these precipitate, creating black clouds and chimneys formations, the Lost City is called a “peridotite- of rock-like deposits. The hydrothermal fluid hosted ecosystem.” emerging from the vents is rich in sulfide, which is used as an energy source by chemosynthetic In contrast to the abundant biological communi- bacteria to produce essential organic substances. ties of hydrothermal vents formed by volcanic These autotrophic bacteria are the base of a activity, the Lost City Hydrothermal Field (LCHF) diverse food web that includes large tubeworms initially appeared to be devoid of living organ- (vestimentiferans), clams, mussels, limpets, poly- isms. But when scientists took a closer look at the chaete worms, shrimp, and crabs. surface of the chimneys (they actually vacuumed the surface), they found large numbers of tiny In 2000, a different sort of vent field was seren- shrimps and crabs. Because most of these animals dipitously discovered on an underwater mountain are less than one centimeter in size, transparent called the Atlantis Massif near the Mid-Atlantic or translucent, and tend to hide in small crevices, Ridge. This new field also had hot fluids venting they were easily overlooked when the LCHF was from rocky chimneys. But these chimneys towered first discovered. While the total biomass around as much as 200 feet above the seafloor, much the LCHF vents appears to be less than at other larger than chimneys found in other vent fields. hydrothermal vents, scientists believe there is just In fact, the vent field was located 15 kilometers as much diversity (variety of different species). away from the spreading axis of the Mid-Atlantic Like previously discovered vent communities, the Ridge and the chimneys looked so much like LCHF ecosystem is based on microorganisms that towers and spires of a fantastic city that the new are able to use chemicals in the vent fluids as an vent field was named “Lost City.” And the fluids energy source for producing complex organic emerging from the chimneys, as well as the sur- compounds that are used as food by other spe-

2 3 2005 Lost City Expedition – Grades 5-6 (Life Science) 2005 Lost City Expedition – Grades 5-6 (Life Science) Focus: Biological communities at the Lost City Hydrothermal Field oceanexplorer.noaa.gov oceanexplorer.noaa.gov Focus: Biological cammunities at the Lost City Hydrothermal Field

cies (chemosynthesis). But again, the LCHF differs ies are often the site of volcanic activity. Briefly in that the fluids emerging from the chimneys has review the discovery of hydrothermal vents, and very little of the hydrogen sulfide and metals that describe the general appearance of hot fluids are typical in hydrothermal fluids of other vent. venting from chimneys or cracks in the seafloor. Instead, LCHF vent fluids contain high concentra- You may want to show video clips from some tions of methane and hydrogen, and these chemi- of the sites referenced in Step 1 to supplement cals appear to provide the energy source for this discussion. Be sure students understand that chemosynthetic microbes. these vent communities were produced by seawater reacting with molten magma. In this lesson, students will create murals to compare and contrast biological communities of LCHF Tell students that in the year 2000 a differ- and hydrothermal vent fields based on reactions ent type of vent community was discovered in of seawater with molten magma. These murals which heat results from reactions between sea- may also be used in the accompanying lesson, water and solid rock (peridotite) that is brought “What’s That?” close to the surface by faulting. Be sure students understand the difference between the two type LEARNING PROCEDURE of vents communities, and that the reactions that 1. To prepare for this lesson: form the LCHF occur because the rock was orig- (a) visit the Lost City expedition’s Web pages inally formed deep inside the Earth’s mantle, (http://oceanexplorer.noaa.gov/explorations/05lostcity/ and has a chemical structure that is not stable welcome.html; http://www.lostcity.washington.edu/; and http: in the presence of seawater. //www.immersionpresents.org) for an overview of the expedition and background essays. You can demonstrate an exothermic reaction with chemical handwarmers (follow directions (b) If you want to provide student groups with on the package), or by catalyzing a small background information needed to construct amount (100-200 ml) of polyester resin (follow murals, make copies of relevant essays from directions on the resin container) in a dispos- sites listed in (a) above, as well as from one or able mixing cup (usually supplied with the more sites that provide information on hydro- resin). As the resin polymerizes, heat produced thermal vent fields based on volcanic activity by the exothermic polymerization reaction is (http://www.oceanexplorer.noaa.gov/explorations/02fire/logs/ easily detectable by gently touching the con- magicmountain/welcome.html and http://www.bio.psu.edu/ tainer [NOTE: Be careful! Mix the resin and hotvents offer virtual tours of hydrothermal vent catalyst only in a suitable container, because communities; http://seawifs.gsfc.nasa.gov/OCEAN_PLANET/ enough heat is produced to melt ordinary plas- HTML.ps_vents.html has links to many other Web tic drinking cups]. sites with information about hydrothermal vents). Alternatively, depending upon students’ Discuss chemosynthesis, and contrast this pro- research skills, you may want to simply provide cess with photosynthesis. (See the Entering the students with these links and allow them to Twilight Lesson Plan: http://oceanexplorer.noaa.gov/ research relevant information on their own. explorations/02mexico/background/edu/media/gom_ twilight.pdf). Be sure students recognize that energy 2. Briefly review the concepts of plate tecton- is required to synthesize essential compounds ics, being sure that students understand the needed by living organisms; and that the key processes that take place at convergent and difference between photosynthesis and chemo- divergent boundaries, and why these boundar- synthesis is where the energy comes from.

3. Tell students that their assignment is to: provide an opportunity to make these points, (a) Write a brief research report describing the you may want to require each group to discuss physical and biological features of a LCHF-type plans for their mural prior to actually preparing vent community or a vent community based on their illustration. reactions of seawater with molten magma; and 4. Proceed to the Learning Procedure for “What’s (b) Construct a mural that illustrates the features That” if you want to students to complete that that would be seen by an observer inside a lesson. deep-diving submarine from a distance of about ten feet. 5. Have each student group make an oral pre- sentation of their research report, then lead a Assign each student group either a volcanic discussion of these results. The following points activity-based vent community or a LCHF-type should be included: activity-based vent community, and provide background information or references to sourc- • The most prominent feature of LCHF communi- es of this information. ties are the tall chimneys of carbonate rock that may be 20 or 30 meters high. If you plan to use these murals for the “What’s That?” lesson, emphasize that each group • Chimneys in hydrothermal vent fields formed should keep their information to themselves, by volcanic activity are much shorter that and not share ideas for their illustrations with those found at LCHF, and are made of metal- other groups. In addition, murals should include lic rocks, particularly iron sulfide. a reasonable amount of open space (that is, a mural of a LCHF community should have more • Hydrothermal fluids at vent fields formed by than one carbonate chimney, and these should volcanic activity have temperatures as high occupy no more than half of the total area of as 403°C, are rich in dissolved metals and the mural). Viewing one or more of the virtual hydrogen sulfide, are highly acidic, and form tours referenced in step 1 should give a reason- “black smokers.” ably good idea about how the overall mural should appear. • Hydrothermal fluids at LCHF have temperatures between 40° – 90°C, contain high NOTE: It is particularly important that students concentrations of methane and hydrogen, working on murals of the LCHF understand are highly alkaline (basic), and do not form that many of the organisms in these communi- “black smokers.” ties would not be visible at a distance of ten feet (which is why scientists initially thought • Autotrophic bacteria are the base of the food there were very few animals at Lost City); so web in both communities, but bacteria at vent their murals will illustrate tall chimneys and hot fields formed by volcanic activity use hydro- fluids, but not much else. Their written reports, gen sulfide and metals, while bacteria at however, should contain a complete account LCHF use methane and hydrogen. of what is presently known about the organisms that inhabit these communities. Stress that • Typical fauna at vents formed by volcanic studies of the LCHF are only beginning, while activity include tubeworms (vestimentiferans) vent communities based on volcanic activity up to 3 meters in length, large clams and have been studied for more than 30 years. To mussels (up to 30 cm long), limpets, poly-

4 5 2005 Lost City Expedition – Grades 5-6 (Life Science) 2005 Lost City Expedition – Grades 5-6 (Life Science) Focus: Biological communities at the Lost City Hydrothermal Field oceanexplorer.noaa.gov oceanexplorer.noaa.gov Focus: Biological cammunities at the Lost City Hydrothermal Field

chaete worms, shrimps, and crabs; suspen- EXTENSIONS sion feeders (barnacles, anemones, “feather Visit http://oceanexplorer.noaa.gov/explorations/05lostcity/ duster” worms, bivalves) dominate the benthic welcome.html to keep up to date with the latest Lost fauna a short distance away from the vent. City Expedition discoveries. Have students diagram a hypothetical food web • Microorganisms are abundant in the LCHF for the LCHF, beginning with chemosynthetic biological community, as well as gastropods, bacteria that use hydrogen and/or methane from amphipods, polychaete worms, nematodes, vent fluids. bivalves, and sponges; although the overall biomass of these communities is less than at Discuss the idea that chemosynthetic bacteria vents formed by volcanic activity, the diversity were the first life forms on Earth (see Rock Eaters (number of different species) appears to be of the Gulf of Alaska at http://oceanexplorer.noaa.gov/ just as high. explorations/02alaska/background/edu/media/rock_eaters9_12.pdf for more information). Briefly discuss the visibility, size, and habits of animals that initially led scientists to believe that RESOURCES there was very little fauna at LCHF. The impor- http://oceanexplorer.noaa.gov/explorations/explorations.html – tant point here is that our powers of direct obser- Index page for Ocean Explorer expeditions, vation are not powerful enough to detect every including the 2005 Lost City expedition organism that may be present. Many beaches, for example, appear to have very few species; http://www.oceanexplorer.noaa.gov/explorations/02fire/logs/ but if we dig into the sand, use a microscope, magicmountain/welcome.html – Virtual tour of and make observations at different times of day Magic Mountain, a hydrothermal vent site and night we are likely to see much more. located on Explorer Ridge in the NE Pacific Ocean, about 150 miles west of Vancouver THE BRIDGE CONNECTION Island, British Columbia, Canada. www.vims.edu/bridge/ – In the “Site Navigation” menu on the left, click “Ocean Science Topics,” then http://oceanexplorer.noaa.gov/explorations/03fire/logs/ridge.html “Habitats,” then “Deep Sea” for links to resources – 3-dimensional structure of a “mid-ocean about hydrothermal vents. ridge,” where two of the Earth’s tectonic plates are spreading apart THE “ME” CONNECTION Have students write a short essay describing a http://www.bio.psu.edu/hotvents – Virtual tour of hydrother- real or imaginary example of how our limited mal vent communities powers of direct observation led (or might have led) to erroneous conclusions based on an initial http://seawifs.gsfc.nasa.gov/OCEAN_PLANET/HTML.ps_vents.html set of observations. – Links to many other Web sites with information about hydrothermal vents CONNECTIONS TO OTHER SUBJECTS English/Language Arts, Geography, Physical Tunnicliffe, V., 1992. Hydrothermal-vent communi- Science ties of the deep sea. American Scientist 80: 336-349. EVALUATION Groups’ murals, written reports, and oral presen- Corliss, J. B., J. Dymond, L.I. Gordon, J.M. tations provide opportunities for assessment. Edmond, R.P. von Herzen, R.D. Ballard, 4 5 2005 Lost City Expedition – Grades 5-6 (Life Science) Focus: Biological communities at the Lost City Hydrothermal Field oceanexplorer.noaa.gov

K. Green, D. Williams, A. Bainbridge, K. FOR MORE INFORMATION Crane, and T.H. Andel, 1979. Submarine Paula Keener-Chavis, Director, Education Programs thermal springs on the Galapagos Rift. NOAA Office of Ocean Exploration Science 203:1073-1083. – Scientific jour- Hollings Marine Laboratory nal article describing the first submersible 331 Fort Johnson Road, Charleston SC 29412 visit to a hydrothermal vent community 843.762.8818 843.762.8737 (fax) NATIONAL SCIENCE EDUCATION STANDARDS [email protected] Content Standard A: Science As Inquiry • Abilities necessary to do scientific inquiry ACKNOWLEDGEMENTS • Understandings about scientific inquiry This lesson plan was produced by Mel Goodwin, PhD, The Harmony Project, Charleston, SC Content Standard C: Life Science for the National Oceanic and Atmospheric • Structure and function in living systems Administration. If reproducing this lesson, please • Populations and ecosystems cite NOAA as the source, and provide the follow- • Diversity and adaptations of organisms ing URL: http://oceanexplorer.noaa.gov Content Standard D: Earth and Space Science • Structure of the Earth system

Content Standard E: Science and Technology • Abilities of technological design • Understandings about science and technology

Content Standard F: Science in Personal and Social Perspectives • Populations, resources, and environments

Content Standard G: History and Nature of Science • Nature of science