Taking Learning Out of the Classroom in Grade 9 Life Sciences

Picture this: students, clipboards in hand, heading out of their classrooms to explore how the body reacts to different stimuli. That’s exactly what some of our Grade 9 Life Sciences students did, while learning how our bodies work through experiments they’ve designed themselves.

Back in the first week of this exciting unit, students first learned about the scientific method and how feedback mechanisms help maintain balance in the body, also known as homeostasis. Students started their investigation by crafting research questions, identifying variables, and formulating hypotheses. 

Guided by teachers Mark Hamas and Kim Du, students learn that data are more than numbers - they have the ability to tell a story. Whether it was their heart rate after jogging or body temperature changes during jumping jacks, students were tasked with uncovering how the body’s feedback systems respond to various conditions.

“By designing, planning, and carrying out their own experiments, students are building up solid science skills which are crucial for success in science and more,” says Ms. Kim, one of our new high school science teachers this year. 

From Hypothesis to Experiment: Investigating Feedback Mechanisms

Once the students grasped the basics, they collaborated in small groups to identify independent variables (the factors they would change) and dependent variables (the outcomes they would measure).

Some groups chose to head outside, taking advantage of the grassy field just outside the STEAM Design Center. What better place to explore how various durations of sprints (see cover image) affect heart rate? Regardless of where they chose to work, all Grade 9 students used their own experiments to examine feedback mechanisms impact on homeostasis.

The goal with the experiments was for students to see how their experiments mirrored the work of scientists — and how data can provide insight into the complex feedback systems within the human body. As students conducted their experiments, they collected data and organized it into tables for analysis.

“We were curious to see if flavors would impact the heart rate and breathing. Spicy food increased both the heart rate and the breathing. It was fun, we had to do the entire scientific process from scratch,” shared Grade 9 student Max. 

Lessons for Beyond the Classroom

By the end of the unit, students will have completed their investigations and drawn conclusions about how their bodies respond to various conditions, perhaps connecting these experiments to a greater understanding of their personal health, as well. 

Building these research skills, as students did in this class, will serve them well beyond their Life Sciences. These investigations lay the groundwork for more advanced opportunities, including our newly launched Independent Scientific Research class and the independent research labs that allow students to take their learning to the next level. We’re excited for our Grade 9 students as they continue to grow as scientists, pushing the boundaries of what they know and how they explore the world around them.