Mystery box

Mystery box

The mystery box activity is designed to support students’ understanding of how scientists base their conclusions on available evidence in the form of observations.

A series of starter comments for observations include:

I see…

I hear…

I smell…

I feel…

I taste… (rarely used in a science classroom)

Once students have outlined their observations, they can infer what an object is using the starter comment “I think…”

As more evidence/observations become available, the inference may be revised or extended.

Preparation

The mystery box(s) should be prepared before the activity. It should be an opaque container, bag or cardboard box that contains a mystery object. This may include a piece of fruit (apple or banana), toy (car or building blocks) or office supplies (pen or pencil).

For older students, consider objects that roll or slide, or that have different weights. For a particular challenge, place a marble in a tin can and tape it (open side down) to the bottom of the box.

Before the mystery box activity

Encourage students to reflect on how they make observations. Prompt students to use the observation starters.

The mystery box activity

1. Invite students to sit in groups of 4, in a class circle.
2. Introduce the ‘Mystery Box’ (container/tub/bag). Explain that it has mystery objects inside and that the students will close their eyes and try to work out what the mystery objects are.
3. Explain that:
   • each group will have a different mystery object to identify.
   • for the game to work, we must not call out the name of the object. For example, even if we think it is an apple, we need to use describing words such as smooth, hard, heavy (not the word ‘apple’).
4. Invite the first group to stand up (or sit in the special chairs) and close their eyes. Place the mystery object in the first group member’s hands. Remind students not to look at the object yet.
5. Student 1 shakes the box and describes “I hear…” (number of objects, the sounds of it/them moving/sliding/hard bump/rolling)
6. Student 2 describes what the object feels like to the class (“I feel…), then passes it to student 3.
7. Student 3 is allowed to open their eyes, and describe how the item looks (“I see…shape/colour”), then pass it to student 4.
8. Student 4 guesses the name of the item (“I think…”).
9. Repeat steps 5 to 8 with each group of four students around the circle, using a different mystery object each time.

Alternative: Ask the entire class to close their eyes. Then, if the fourth group member is unable to identify the item correctly, call on other members of the class to infer what it is.

After the mystery box activity

Prompt students to consider how their ideas changed as they received more information. Compare this to the way science ideas may be revised or consolidated as more information becomes available.

Discuss with your colleagues

Set up your own mystery box activity for your colleagues.

Reflect on the process of identifying an object.

• Were questions repeated?
• What hints could have helped you without giving the answer?
• What properties could you have used to help narrow down possible answers (i.e. sliding vs rolling)?