The author's search for integrated writing and science connections began years ago when he was teaching seventh- and eighth-grade science at a school for dyslexic students. Like any class, the interests and abilities of his students were all across the board. However, one characteristic all the students had in common was a reluctance to write. Although he was the "science" teacher, it was critically important that he help students develop writing skills along with content, so he made a point that their hands-on science experiences would be accompanied by a related writing lesson. Science, the author happily discovered, provided students with a purpose for writing, made it meaningful, and motivated these normally reluctant writers to pick up their pens. One of the author's favorite science writing activities that grew out of this experience is what he has come to call the"Mystery Box" activity. This activity is described in this article.