Scientific exploration of deep-sea volcanoes - PDF document

Scientific exploration of deep-sea volcanoes oceanexpborer.noaa.goc oceanexpborer.noaa.goc volcanoes in the Kermadec Arc, an area where tec tonic plates are converging more rapidly than any other subduction zone in the world. P 1. To prepare for this lesson, read the background essays by Verena Tunnicliffe (“Biological Studies http://oceanexpborer.noaa.goc/expborations/0Gfire/ backgro•nd/biobogy/biobogy.htmb ) and Kim Juniper (“Ecothoughts: Figuring Out Vent Ecosystems on the Fly;” http://oceanexpborer.noaa.goc/expborations/0Gfire/ 2. Briefly review the concepts of plate tectonics and continental drift. Be sure students understand the idea of convergent, divergent, and trans form boundaries, as well as the overall type of earthquake and volcanic activity associated with each type of boundary (strong earthquakes and explosive volcanoes at convergent boundaries; slow-flowing volcanoes, weaker earthquakes at divergent boundaries; strong earthquakes, rare volcanoes at transform boundaries). You may want to use materials from “This Dynamic Earth” and/or “This Dynamic Planet” (see Resources section). Briefly discuss the discovery of new life forms and ecosystems at hydrothermal vent systems that result from tectonic processes (you may want to use resources from NOAA’s hydro thermal vent Web site ( http://www.pmeb.noaa.goc/ ) to supplement this discussion). Be sure students understand the concept of primary production, and the distinction between chemo synthetic primary production and photosynthetic primary production. 6ntroduce the Ring of Fire, and describe the processes that produce the Mariana Arc. Tell students that the 2004 Ring of Fire Expedition explored hydrothermal systems of the Mariana Arc, and that the mission of the 2005 Submarine Ring of Fire Expedition is to explore hydrother mally active volcanoes in the Kermadec Arc where tectonic plates are converging more rap idly than any other subduction zone in the world. Point out that these expeditions are studying places that have been explored very little or not at all. Lead a brief discussion of students’ ideas about how they might prepare for this type of expedition, and record their ideas on a marker board or overhead projector transparency. 3. Provide each student or student group with a copy of “Unexplored! Worksheet” (and cop ies of “Biological Studies 2004” by Verena Tunnicliffe and “Submarine Volcanism 2004” by Bill Chadwick if students do not have access to the internet). Have students study the background materials and answer the questions on the work 4. Review students’ answers to the worksheet ques tions. The correct answers are: (1) What processes form submarine volcanoes at mid-ocean ridges and along the Pacific Ring of Fire? At mid-ocean ridges, tectonic plates are mov ing apart and magma rises to fill the gap between the spreading plates. Along the Pacific Ring of Fire, tectonic plates are col liding, with one plate forced under the other causing the lower plate to move into the Earth where it is melted and recycled. This process also causes melting above the collision zone, and the molten rock rises back to the surface creating chains of volcanoes. (2) How are the volcanoes produced at mid- ocean ridges different from the volcanoes along the Pacific Ring of Fire? Volcanoes at mid-ocean ridges look like long ridges and are usually nonexplosive, while volcanoes along the Pacific Ring of Fire are cone-shaped and often erupt explosively. (3) What are hydrothermal vents? Hydrothermal vents are hot springs on the ocean floor. (4) What produces “black smokers?” oceanexpborer.noaa.goc oceanexpborer.noaa.goc thorough publication of the U.S. Geological Survey on plate tectonics written for a non- technical audience – “This Dynamic Planet,” map and explanatory text showing Earth’s physiographic features, plate movements, volcanoes, and earthquake locations http://www.pbs.org/wgbh/noca/teachers/acticities/2609_abyss.htmb – Nova Teachers Web site, Volcanoes of the Deep Classroom Activity to research and classify symbiotic relationships between indi vidual organisms of different species. http://oceanexpborer.noaa.goc/expborations/0Ffire/bogs/s•bd•ction_ cr.htmb – 3-dimensional “subduction zone” plate boundary video. http://oceanexpborer.noaa.goc/expborations/0Ffire/bogs/ridge.htmb – 3-dimensional structure of a “mid-ocean ridge,” where two of the Earth’s tectonic plates are spreading apart S E S Content Standard A: Science As Inq•iry • Abilities necessary to do scientific inquiry • Understandings about scientific inquiry Content Standard O: Physicab Science • Motions and forces • Transfer of energy Content Standard C: Rife Science • Populations and ecosystems • Diversity and adaptations of organisms Content Standard D: Earth and Space Science • Structure of the earth system Content Standard E: Science and Technobogy • Understandings about science and technology Content Standard F: Science in Personab and Sociab • Science and technology in society Content Standard G: History and Nat•re of Science • Nature of science S I Paula Keener-Chavis, Director, Education Programs NOAA Office of Ocean Exploration Hollings Marine Laboratory 331 Fort Johnson Road, Charleston SC 29412 843.762.8737 (fax) This lesson plan was produced by Mel Goodwin, PhD, The Harmony Project, Charleston, SC for the National Oceanic and Atmospheric Administration. 6f reproducing this lesson, please cite NOAA as the source, and provide the following URL: http://oceanexpborer.noaa.goc