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Mystery Boxes
An Activity for Introducing Data, Claims, Evidence and Negotiation
Materials that can be used in the boxes: Look around your classroom for
objects that are similar so students have to compare similar objects. Here
are some of the items that work well.
pencil
sharpened pencil
crayon
marker
penny
plastic disk
washer
(small)
washer (large)
marble
bouncy ball
wooden ball
ball
bearing
plastic fork
plastic spoon
metal fork
metal spoon
plastic straw
plastic bendy straw wrapped straw
glass marble
anything else you have as long as you have multiple
copies. Create enough trays of sample materials for students to
observe for the activity.
observing. When you hear the word observe what do you think of? (Most
students will mentioning what they see with their eyes.) Well in science,
the word observe involves a lot more than what you can see. It involves
anything you experience using your SENSES. Can you name the senses?
So give me examples of observations scientists might make with senses
other than their eyes. (Students might list smells, or feeling vibrations, or
hearing different sounds, like bird calls or insect noises, or even tasting
things.) Today you will be getting a chance to make scientific observations
to determine the identity of something you cannot see. You will be using
your other senses to gather data. Here are the materials. There are 5
wrapped/sealed boxes. Your job is to figure out what is in each box WITHOUT LOOKING! Direct students attention to the recording log
handout. Show the mystery objects under a document camera or put one
tray of the sample objects at each table. The goal is that students complete
the first part of the recording log by exploring the materials on the tray
before receiving a mystery box. If you are doing this activity at the
beginning of the year, it helps to have students complete phase 1 before
passing out the Mystery Boxes. Once students have completed Phase 1,
discuss the observations students recorded.
Before handing out the Mystery Boxes, review the Phase 2 section of the
handout. Lets take a look at what you will be doing in Phase 2. I will be
handing each group one box to explore in depth. As you can see on the
handout, you record your mystery box number, then manipulate the box to
collect as much data as you can using your senses. USE the descriptors
from Phase 1 to describe what you hear and feel and to describe how the
object(s) inside moves. Pay attention to what you are doing. Does it matter
which direction you tilt the box or if you do that fast or slow? How can you
figure out how long the object is or what it might be made of or what its
shape might be? Completely fill out this section of the handout. When it
comes time for you to figure out which item on your tray is actually in the
mystery box, experiment with the empty boxes and it items on the tray.
Can you recreate the same sound and motion? How can you use this to
help you decide once and for all, what is actually in the box. (DONT TELL
OTHERS YOUR GUESS!) If you complete all of the experimenting and
recording and are positive you know what is in your first mystery box, you
may try another box. For the remainder of the boxes you will not need to
record as much data: just the box number and your guess about what is in
it. But be sure to experiment with the items and empty boxes as you go.
Hand out one sample mystery box to each group of students. Ask students
to now experiment with their box and record all of their observations on the
recording log. As students are completing this phase circulate between
students and ask these questions:
What do you notice about the sound of the mystery object?
What do you notice about how the box feels?
when someone pointed out that it didnt roll smoothly across the box.
The students will want you to tell them what is actually in each mystery
box. Do not tell them, but point out that scientists dont always get to find
out that answer but they have to continue to look for evidence. It also
encourages them to work together and not see one students ideas as
right and another as wrong.
Optional Extension: Some students may want to try to construct their
own mystery box. Provide this option as a home challenge in which they
can bring their completed box and have other students try to develop their
own claim and evidence.
Assessment: This is a formative assessment which will take place during
the activity. The assessment is demonstrated during the
claim/evidence/negotiation phase. Watch for student involvement and
collect the recording log to view evidence of
Use evidence to develop reasonable explanations (Inquiry).
Demonstrate productivity and accountability by producing
quality work (Employability).
Initial Conclusion:
I think ________________________ is in the box.
I know this because . . .
Test Your Thinking:
Use the empty boxes and the items on the test tray to design a test to figure out what is in your
box. (Be specific about what you will do.)
I will . . .
List what other people think is in the box and why they think this.
All of your group members need to agree about what is in the box and be able to convince
others. What evidence was the s best in convincing others?
Group Conclusion:
We think ________________________ is in the box.