NEPTUNE Canada

Hydrothermal Vents Geology and Biology (Grade 7)

Author: Taken from http://www.nationalgeographic.com/xpeditions/lessons/07/g68/hydrovents.html

Learning Objective(s)

Students should understand how hydrothermal vents are formed, where they are formed and what lives on/near to these vents.

Introduction

Review the concept of plate tectonics, using an orange to demonstrate how the earth is divided into layers. Introduce hydrothermal vents with a video from the NEPTUNE website. Near real-time video stream, live from the Endeavour Ridge will provide a visual image of what hydrothermal vents look like and how they behave. Have a map which shows the plate boundaries on view to the class. Ask students to locate where hydrothermal vents would most likely be found. If they say plate boundaries, ask them what type of plate boundaries (correct answer is at spreading centres, where two plates are moving away from one another).

Materials

Activity

• Ask students to imagine they are a deep sea diver who has been sent on an exciting mission to discover the unknown areas of the hydrothermal vents.
  
• Using the internet and available books the goal is to learn as much as possible about the geology and biology of these hydrothermal vents.
  
• Ask students to get into groups of 3 or 4 and create a table of the biology and geology relating to the goal in order to assist their research. For example:Geology Biology Sulphides Tube worms and crabs Mineral-rich fluid Adaptions to complete darkness Spreading Ridges Chemosynthesis Endeavour Ridge Temperatures up to 400°C
  
• Ask students to name at least 4 animals which live on or near these hydrothermal systems and write them in the “biology” section of the table.
  
• Once the students have finished their research they must present their findings to the class. When at the front of the class challenge the group to discuss either geology, biology or a combination of both.
  
• Collect in the tables from each group.

Extension

• Students must present their findings to the funding agency. The teacher representing the agency must ask the following questions -
  
• What important biological and geological facts did your discover from your mission?
  
• What is so important about hydrothermal vents (prompts – important role in ocean temperature, chemistry and circulation patterns).
  
• How does life exist at these depths?
• If I was to provide more funding what would you investigate on your next trip?

Assessment

• Do students cover most/all of the important facts about hydrothermal vents?
  
• Do students question how animals function, how they survive and what is their purpose?
  
• Do students show an understanding of what a hydrothermal vent is, how they are formed and what is being released?
  
• When the students present their findings do they all take part? Do they cover all the main aspects?

Related Website

http://www.nationalgeographic.com/xpeditions/lessons/07/g68/hydrovents.html

Tags

geology, biology, the Endeavour Ridge, plate boundaries, sulphides, tube worms, crabs, mineral-rich fluid, chemosynthesis, spreading ridges, circulation patterns