Teaching science by means of inquiry-based projects has the potential to transform the science lab into a place of debate and discovery, but teachers run the risk of either leaving students to work too independently or forcing them to be too dependent on our guidance. To counter these challenges, the author implemented changes in the way topics are covered and assessment is made in his 6th grade classroom. This article presents an example of the structure that was developed as a result, which is based on an inquiry into the digestive system.