Foundation In today's classrooms, educators are constantly seeking and implementing engaging lessons that increase students' knowledge and skills. The intent of the activities is to help students become independent learners and use process thinking skills. It seems that students learn best by actually directing their own learning and actions, rather than being guided step by step by the teacher. In science, it is especially important for students to learn through inquiry and use a more hands-on approach to learning scientific concepts. According to Wilke and Straits (2005), inquiry-based learning is where students explore a problem using the processes and tools of the discipline. It is often shown in a way that resembles the scientific method (Wilke & Straits, 2005). The scientific inquiry model demonstrates four phases that engage students in identifying a problem and investigating it using inquiry-based learning (Joyce, Weil & Calhoun, 2009). The four phases suggest that students are introduced to an area of ​​inquiry, then they develop a problem, then the problem is identified in the investigation, and finally students devise ways to solve the problem (Joyce, Weil & Calhoun, 2009). Science education is part of everyday life as skills learned in science, such as the scientific method, are used to solve problems that occur every day. Dalton, Morocco, Tivnan, & Mead, 1997 found that students appear to learn best by actually doing science, such as asking questions, designing experiments, observing, predicting, manipulating materials, and learning from their mistakes. I believe the scientific inquiry model is a great way to implement inquiry-based learning using the scientific method in any classroom; es......middle of paper......Adams, B., Applegate, B., Skjold, B., Undreiu, A., Loving, C.,& Gobert, J. (2010). Experimental comparison of inquiry and direct instruction in science. Research in Science and Technology Education, 28(1), 81-96. Dalton, B., Morocco, C., Tivnan, T., & Mead, P. L. (1997). Supported inquiry science: Teaching for conceptual change in urban and suburban science classrooms. Journal of Learning Disabilities, 30, 670-684. Joyce, B., Weil, M., & Calhoun, E. (2009). Teaching models. Boston, MA: PearsonEducation.Longo, C. (2010). Stimulate creativity or teach to the test? Implications of state testing on the delivery of science education. The Clearing House, 83, 54-57.Wilke, R. R., & Straits, W. J. (2005). Practical tips for teaching inquiry-based scientific process skills in the biological sciences. American biology teacher, 67, 534-540.