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Hydrothermal Vents & Life Without Sunlight | Digital Investigation
Chemosynthesis, Symbiosis, and Bioluminescence.
This digital lesson examines how life can exist in environments without sunlight by studying hydrothermal vent ecosystems. Students investigate how energy and matter move through these systems and how organisms adapt to extreme conditions using chemical energy rather than solar energy.
Students work through a sequence of guided tasks that include:
analyzing the physical and chemical conditions of hydrothermal vents
comparing photosynthesis and chemosynthesis by manipulating and interpreting equations
modeling the symbiotic relationship between tubeworms and chemosynthetic bacteria
explaining the biological role and chemical basis of bioluminescence
constructing and analyzing a vent ecosystem food web to trace energy flow
evaluating which extraterrestrial environments could support chemosynthetic life
Throughout the lesson, emphasis is placed on:
energy transformation
structure–function relationships
and evidence-based explanation of how organisms survive without sunlight
This lesson is designed to support:
understanding of chemosynthesis and alternative energy pathways
analysis of extreme ecosystems
integration of biology, chemistry, and Earth science
modeling of energy flow and ecological relationships
It functions well as:
a core ecology or energy flow lesson
a phenomena-based investigation
or an applied extension within an ecosystems or biochemistry unit
The digital format allows for low-prep implementation while maintaining conceptual depth and analytical rigor.
Grade Recommendation
Middle School: Grades 8 (Earth Science or Life Science units on ecosystems, energy flow, or extremophiles).
High School: Grades 9–10 (Living Environment or Biology — particularly during units on ecology, energy transfer, or the origins of life).
Use Context: This lesson fits beautifully as an application or phenomenon-based mini-lesson following instruction on photosynthesis or energy flow in ecosystems. It can also serve as a bridge to discuss astrobiology or the origins of life.
To preview this lesson, click here.
Cross-Curricular Connections and Extensions
ELA: Students interpret informational text, multimedia (Bill Nye and National Geographic clips), and explanatory writing in exit tickets.
Technology: Integrates digital literacy through embedded YouTube clips and a linked Google Doc exit ticket.
Earth & Space Science: Ties to geological processes (hydrothermal vents, plate tectonics) and how energy from Earth’s interior supports life.
Extension Ideas:
Connect to NASA’s research on Europa and Enceladus, exploring life beyond Earth.
Students could research other chemosynthetic ecosystems and present a digital model or infographic.
Daily slide + literacy - based exit ticket included with purchase
Join the Lesson Laboratory and Teach for Tomorrow!
NGSS Standards (Including CCCs and SEPs)
Middle School Performance Expectations
MS-LS2-3 – Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS1-6 – Construct a scientific explanation based on evidence for the role of photosynthesis (and, in this case, chemosynthesis) in the cycling of matter and flow of energy.
MS-ESS2-2 – Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
High School Performance Expectations
HS-LS2-3 – Construct and revise an explanation for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
HS-LS2-5 – Develop a model to illustrate the role of photosynthesis and cellular respiration (including chemosynthesis) in the carbon cycle.
HS-ESS2-7 – Construct an argument based on evidence about the role of energy in Earth’s interior processes.
HS-LS4-1 – Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Science & Engineering Practices (SEPs)
Analyzing and Interpreting Data: Students interpret images and video clips to identify vent organisms and symbiotic relationships.
Developing and Using Models: Students construct or visualize hydrothermal vent food webs to show matter and energy flow.
Constructing Explanations: Students explain how chemosynthesis replaces photosynthesis as the primary energy source.
Engaging in Argument from Evidence: Students justify claims in their exit ticket responses using evidence from the video and food web model.
Crosscutting Concepts (CCCs)
Energy and Matter: Flows, Cycles, and Conservation – Students trace the flow of chemical energy from inorganic compounds to living organisms.
Cause and Effect – Examine how the absence of sunlight drives adaptations and unique symbiotic relationships.
Structure and Function – Tubeworm-bacteria symbiosis illustrates how biological structures are adapted to extreme environments.
Stability and Change – Discussion of vent dynamics and succession following eruptions highlights changing ecosystems.
Common Core Standards (if applicable)
CCSS.ELA-LITERACY.RST.6-8.2 / RST.9-10.2: Determine the central ideas or conclusions of a text; summarize complex scientific concepts.
CCSS.ELA-LITERACY.RST.9-10.7: Translate information expressed visually or through multimedia into words.
CCSS.ELA-LITERACY.WHST.9-10.2: Write informative texts to examine a topic and convey ideas clearly (exit ticket response).
Chemosynthesis, Symbiosis, and Bioluminescence.
This digital lesson examines how life can exist in environments without sunlight by studying hydrothermal vent ecosystems. Students investigate how energy and matter move through these systems and how organisms adapt to extreme conditions using chemical energy rather than solar energy.
Students work through a sequence of guided tasks that include:
analyzing the physical and chemical conditions of hydrothermal vents
comparing photosynthesis and chemosynthesis by manipulating and interpreting equations
modeling the symbiotic relationship between tubeworms and chemosynthetic bacteria
explaining the biological role and chemical basis of bioluminescence
constructing and analyzing a vent ecosystem food web to trace energy flow
evaluating which extraterrestrial environments could support chemosynthetic life
Throughout the lesson, emphasis is placed on:
energy transformation
structure–function relationships
and evidence-based explanation of how organisms survive without sunlight
This lesson is designed to support:
understanding of chemosynthesis and alternative energy pathways
analysis of extreme ecosystems
integration of biology, chemistry, and Earth science
modeling of energy flow and ecological relationships
It functions well as:
a core ecology or energy flow lesson
a phenomena-based investigation
or an applied extension within an ecosystems or biochemistry unit
The digital format allows for low-prep implementation while maintaining conceptual depth and analytical rigor.
Grade Recommendation
Middle School: Grades 8 (Earth Science or Life Science units on ecosystems, energy flow, or extremophiles).
High School: Grades 9–10 (Living Environment or Biology — particularly during units on ecology, energy transfer, or the origins of life).
Use Context: This lesson fits beautifully as an application or phenomenon-based mini-lesson following instruction on photosynthesis or energy flow in ecosystems. It can also serve as a bridge to discuss astrobiology or the origins of life.
To preview this lesson, click here.
Cross-Curricular Connections and Extensions
ELA: Students interpret informational text, multimedia (Bill Nye and National Geographic clips), and explanatory writing in exit tickets.
Technology: Integrates digital literacy through embedded YouTube clips and a linked Google Doc exit ticket.
Earth & Space Science: Ties to geological processes (hydrothermal vents, plate tectonics) and how energy from Earth’s interior supports life.
Extension Ideas:
Connect to NASA’s research on Europa and Enceladus, exploring life beyond Earth.
Students could research other chemosynthetic ecosystems and present a digital model or infographic.
Daily slide + literacy - based exit ticket included with purchase
Join the Lesson Laboratory and Teach for Tomorrow!
NGSS Standards (Including CCCs and SEPs)
Middle School Performance Expectations
MS-LS2-3 – Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS1-6 – Construct a scientific explanation based on evidence for the role of photosynthesis (and, in this case, chemosynthesis) in the cycling of matter and flow of energy.
MS-ESS2-2 – Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
High School Performance Expectations
HS-LS2-3 – Construct and revise an explanation for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
HS-LS2-5 – Develop a model to illustrate the role of photosynthesis and cellular respiration (including chemosynthesis) in the carbon cycle.
HS-ESS2-7 – Construct an argument based on evidence about the role of energy in Earth’s interior processes.
HS-LS4-1 – Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Science & Engineering Practices (SEPs)
Analyzing and Interpreting Data: Students interpret images and video clips to identify vent organisms and symbiotic relationships.
Developing and Using Models: Students construct or visualize hydrothermal vent food webs to show matter and energy flow.
Constructing Explanations: Students explain how chemosynthesis replaces photosynthesis as the primary energy source.
Engaging in Argument from Evidence: Students justify claims in their exit ticket responses using evidence from the video and food web model.
Crosscutting Concepts (CCCs)
Energy and Matter: Flows, Cycles, and Conservation – Students trace the flow of chemical energy from inorganic compounds to living organisms.
Cause and Effect – Examine how the absence of sunlight drives adaptations and unique symbiotic relationships.
Structure and Function – Tubeworm-bacteria symbiosis illustrates how biological structures are adapted to extreme environments.
Stability and Change – Discussion of vent dynamics and succession following eruptions highlights changing ecosystems.
Common Core Standards (if applicable)
CCSS.ELA-LITERACY.RST.6-8.2 / RST.9-10.2: Determine the central ideas or conclusions of a text; summarize complex scientific concepts.
CCSS.ELA-LITERACY.RST.9-10.7: Translate information expressed visually or through multimedia into words.
CCSS.ELA-LITERACY.WHST.9-10.2: Write informative texts to examine a topic and convey ideas clearly (exit ticket response).