This case study examines the alignment between the Intended Curriculum, Implemented Curriculum and Achieved Curriculum of a fourth grade inquiry based unit, "Food Chains and Webs." Specifically addressed are how the curriculum was modified to meet state standards, how teachers were trained, and how assessment of curricular implementation was aligned with student performance. Particular focus was placed on measuring how well students connect the findings of inquiry based lessons to larger scientific principles. Implications of this study suggest modifications necessary for effective teacher professional development and classroom practice.