Amanda Smith
Teaching Experiment
Lesson – The Sea Floor & Hydrothermal Vents
Overview
Students have been learning the topography of the sea floor and plate tectonics. They
know where the plates are located, how the sea floor spreads at the Mid-Atlantic Ridge while
oceanic plates are pushed under continental plates due to differing density of the plates.
Activities previously done by mapping where earthquakes occur and extrapolating to how this
information applies to plate movement, and the reconstruction of Pangaea has helped students
understand how the continents have broken up and move. Now students will learn more about
what is found where plates converge in rift zones. A documentary showcasing hydrothermal
vents, the organisms found around them, and how they survive in such extreme conditions will
be shown to the class with questions to follow. In groups, models of several plate formations,
including the location of hydrothermal vents will be created. This will help as reinforcement and
review for their upcoming test.
Objectives
 Unit Content
o Students will be able to identify and define subduction zones, the Mid-Atlantic
Ridge, transfaults, and hydrothermal vents/black smokers.
o Students will be able to determine several organisms found around hydrothermal
vents and how they obtain energy in the absence of sunlight.
 Nature of Science
o Students will be able to use evidence to justify their claims and will develop an
awareness of science as being empirical.
o Students will see scientists working cooperatively to solve questions showing that
science is a social endeavor.
Relevant student preconceptions
As this is at the end of the unit chapter, students should have an understanding of the
subject. Some of the topics have been covered briefly in other units such as parts of the MidAtlantic Ridge and some of the organisms found in the ocean. These can be used to build upon
and help relate what is going on on the sea floor to what they have learned about the ocean at
shallower depths.
Standards for New Jersey
 New Jersey Science Standard 5.8 (Earth Science) All students will gain an understanding
of the structure, dynamics, and geophysical systems of the earth.
 New Jersey Science Standard 5.10 (Environmental Studies) All students will develop an
understanding of the environment as a system of interdependent components affected by
human activity and natural phenomenon.
 National Standard - Results of scientific inquiry--new knowledge and methods--emerge
from different types of investigations and public communication among scientists. In
communicating and defending the results of scientific inquiry, arguments must be logical
and demonstrate connections between natural phenomena, investigations, and the
historical body of scientific knowledge. In addition, the methods and procedures that
scientists used to obtain evidence must be clearly reported to enhance opportunities for
further investigation.
Amanda Smith
Teaching Experiment
Materials and Preparation
 Time: 40 minutes
 DVD: Volcanoes of the Deep Sea & DVD player, take 5 minutes to set up before class.
 Handouts
Activities
1) Do a brief review of what students have gone over. Ask questions about previous
material that will relate to what they are learning about. Allow time for students to
think and answer completely. Probing questions such as “Please explain further,”
can be used to get full idea out of student. Include the following questions, and
you may add more you feel are relevant:
 Where is the Mid-Atlantic Ridge located? What does it look like? What
does it do?
 Where are hydrothermal vents located? What do you think you may find
there? Why?
2) Explain to the students they will be watching some scenes from the film
“Volcanoes of the Deep Sea,” and that it was originally created to be shown in
Interesting Fact:
IMAX theaters. Tell them that several professors came together to do research in
While around 90%
several different locations of the sea floor along plate boundaries to investigate
of the surface of
them further.
Venus has been
 Show students Chapters 3, 5, 6, 9, and 10 of video.
mapped, only about
 Once video is over ask more detailed questions pertaining to what they
1% of the sea floor’s
just saw such as:
topography is
 What types of organisms are found near hydrothermal vents? How
known.
do they survive in such an extreme environment?
3) Tell students they will now create models depicting the different types of events
occurring where plates meet; specifically subduction zones, the Mid-Atlantic
Ridge, transfaults, and hydrothermal vents/black smokers.
 Have the class break up into groups, with at least two groups per event (2
groups modeling a subduction zone, 2 groups modeling transfaults, etc).
 Pass handouts to groups to show them how you would like the work to be
presented.
 Students should first write a definition for each word, then draw a model
depicting the event in the box, finishing with an explanation of what is
found in each location as well as what occurs there underneath the picture.
Possible Student Explanation
 A model of a subduction zone should show an oceanic plate going under a
continental plate and being reabsorbed. The explanation following this should be
detailing the different densities of the plates due to the materials that make up each
(basalt vs. lime stone) as the reasoning for why subduction is occurring.
Amanda Smith
Teaching Experiment

Monitor group work by rotating through groups and provide scaffolding
by asking probing questions of what they are discussing with each other
and writing down.
4) From observations during class time, you can pick two or three groups to present
models (you may or may not decide to show a model from each event or you can
choose one example from each event to present). Have the group detail what they
chose to include in the model and why.
 As content should be accurate being this is review, have students critique
each other’s models in terms of what makes one better over the other and
why.
 Use these arguments to come up with criteria for what makes a good
model through class discussion. With this criteria in mind, have students
revise their models.
 Note: A way to show revisions could be done through using a
colored pencil or different color ink pen.
Differentiated Instruction
 Pair helpful students up with students with special needs to help them understand what is
going on during group work
 Provide a skeleton for the model to help students create it.
Assessment
While going around to groups as they are discussing the models, keep an eye on
participation and if everyone is contributing to the group work as a means of informal
assessment. Group assessment will also occur based on the models the students create, the
revisions made to them, and their accompanying explanations.
Supplementary Material
 Handout (4 copies per group)
Amanda Smith
Teaching Experiment
Name:___________________
Date:_____________
The Sea Floor & Hydrothermal Vents
Models
Event:____________________________
Definition:_____________________________________________________________________
_______
Explanation:___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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