In this article, the author analyzes an inquiry-based project in order to examine students' efforts to build interpretations from evidence. This project fits within the Standards definition of scientific inquiry in several ways: (1) Students used previously learned biological concepts and principles to guide their inquiries; (2) Students relied on technology (e.g., iBooks, the Internet, PowerPoint) to gather, organize, and present their findings; (3) Students constructed scientific explanations for natural phenomena that were scientifically consistent with previous knowledge and new evidence; and (4) Students demonstrated their findings by communicating and defending the explanations resulting from their inquiries. She talks about designing assignments, reexamining student work, as well as supporting and assessing student inquiry. (Contains 3 figures.)