Hydrothermal vents are geysers located on the ocean floor in the deep sea. Students will learn about these vents by doing a simulation and viewing pictures of animals that live near the vents. They'll conclude by writing letters pretending they're divers requesting funding for a future trip to study hydrothermal vents.

Geography, earth science, life science

Standard 7: "The physical processes that shape the patterns of Earth's surface"
Standard 8: "The characteristics and spatial distribution of ecosystems on Earth's surface"

Two to three hours

• Computer with Internet access

Students will

• read and answer questions about geysers;
• predict where hydrothermal vents might be found;
• do an online simulation to visit hydrothermal vents;
• view and take notes on four animals that live near hydrothermal vents; and
• write letters pretending they're divers requesting funding for a future trip to study hydrothermal vents.

Have students read the text at About Geysers. Then discuss these questions as a class:

• What conditions are required for a geyser to form?
• Why do geysers erupt?
• What is meant by a geyser's "plumbing system?"

Tell the class that geysers can also be found in the ocean. These geysers are called hydrothermal vents, and they're generally found at least 7,000 feet (2,134 meters) below the ocean surface in both the Atlantic and the Pacific Oceans. They spew hot water for the same reasons that land-based geysers do.

Have students look at the map of the earth's plates at Extreme 2000: Voyage to the Deep or in a book. Review the general concept of plate tectonics. Then ask students to predict, based on the plate tectonics map, where in the Atlantic and Pacific oceans they might find the greatest numbers of hydrothermal vents. Discuss their ideas, and make sure they understand that hydrothermal vents (and geysers) are most commonly found near the areas where continental plates meet (Yellowstone is an exception to this generality, as it's located over a "hot spot" but not at the intersection of two plates).

Ask students to imagine that they're divers who have been sent on an exciting mission to explore hydrothermal vents. Their goal is to learn as much as they can about the geology and biology of the vents.

Have them begin their exploration by doing the simulation at Deep Sea Hydrothermal Vents. Ask them to read the text at the first page and then have them click on "Choose your own scientific adVENTure!" As they go through the simulation, students should take notes on the things they see and explore. Ask them to write their notes under the headings "geology" and "biology." If they get to a "dead end," they'll need to use their browser's Back button to return to a place they previously were and go in another direction.

After they've finished the simulation, have students go to Creature Features to learn about four animals that live near hydrothermal vents. Have students take notes on the special adaptations these animals have made to their harsh environment.

Discuss students' "explorations" as a class. What have they learned about the geology and biology near hydrothermal vents? What are the most interesting and surprising things they've discovered?

Ask students to imagine that they've just returned from their journeys to explore hydrothermal vents and now need to request more funding for another trip. They must convince their funding sources (the government, a foundation, a university, or a business) to provide money that will enable them to return to the vents or visit other ones.

Ask students to write letters to the funding sources requesting additional funds. The letters should include the following points:

• at least six important things they learned on this expedition (geology and biology)
• the reason why hydrothermal vents are interesting and important to explore
• at least three additional research questions they'd like to investigate on their next expedition

Divide the class into small groups, and have groups go to National Geographic News and type "hydrothermal vents" into the search window. Ask each group to read one article about hydrothermal vents and summarize it in a short presentation to the class. Assign the articles to different groups so they'll be presenting on different topics related to hydrothermal vents.

To supplement students' understanding of how hydrothermal vents work, have them go through the animated illustration at American Museum of Natural History Expeditions: Black Smokers.

This lesson is made possible by a generous grant from the National Oceanic and Atmospheric Administration National Marine Sanctuary Program.

About Geysers
American Museum of Natural History Expeditions: Black Smokers
Deep Sea Hydrothermal Vents
National Geographic News
Voyage to the Deep: Creature Features
Voyage to the Deep: Plate Tectonics