Method
1. Groups of 4. Get an envelope.
2. Place the checks face down on the table.
3. DO NOT READ THE CHECKS, but inventory them by
counting to see if there are 17. Tell the teacher if you do NOT
have 17 checks.
4. One piece of paper per group. Have each group member write
his/her name on the paper. Include: Date, Period, Checks Lab
Scenario Number I (11 min.)
5. Remove four checks from the envelope.
6. Examine each check and create a story (hypothesis) to explain
what has happened. Include in the story:
A. Background information for
B. Specific events
C. Rationale for each of your ideas
NOTE:
 No aliens or magic can be used to explain the
checks.
 Your scenario must be logical, scientifically
based, and actually be possible on this planet
in this time frame.
7. When time is up, record the number on the back of each of the
checks you used at the end of scenario I. Draw a line under your
first scenario.
Scenario Number II (11 min.)
7. Draw four more checks from the envelope.
8. Rewrite the story to include the new information that you
have.
8. When time is up, record the number on the back of the check at
the end of scenario II. Draw a line under your second scenario.
Scenario Number III (11 min.)
10. Draw four more checks from the envelope.
11. Rewrite the story to include the new information that you
have. Record the numbers on the backs of the last 4 checks
under your final scenario.
★★★☺Read each final story to the class☺★★★
☞Class Discussion:
1. How did the order in which the checks were received affect the
story? Explain.
2. What is the importance of the checks NOT received?
3. How does your personal bias, or life experience affect the
story?
☞Questions
(Note EACH student should answer these questions in a written
form, individually on his or her OWN piece of paper.)
Total = 10 points
1. What happens to the story (hypothesis) when you get additional
information? (2)
2. Is your final story (hypothesis) the “Truth”?
Why or why not? (2)
3. What other information (that you did not receive) would you
have liked to have in order to write a more plausible story? (2)
4. How is this activity similar to the investigation of the atom or
the theory of evolution? (2)
5. Two stories fit all data points (pieces of information). How do
you decide which is the “correct” one? (2)