The typical approach to teaching the scientific method entails presenting a series of steps meant to make the logic behind the scientific method more intelligible. Unfortunately, this alone does not fully instill an understanding of testable-hypothesis generation. Students need step-by-step interaction with the scientific method to get a thorough appreciation of the logico-deductive foundations of scientific inquiry (Paul and Elder 2002). The activity described in this article was designed to reinforce the teaching of the scientific method in large sections of introductory science courses. Its success at boosting comprehension is well documented in the educational research on active or participatory learning (Cross 2003).