The inquiry science process provides a perfect opportunity for students to practice relational meaning in language. As students design their experiments, negotiate their ideas with peers, and share their data and conclusions, they sharpen both their reading and written communication skills. This process needs to be mediated by having the teacher consistently respond to extensive student writing and the concept creation that underlies the writing, thereby supplying scaffolding throughout the whole process. This article describes how written language acquisition can be embedded into inquiry science. As with all inquiry models it begins with a physical (or modeling) exploration by students before new concepts are introduced. (Contains 1 resource.)