To promote teaching science through inquiry, the author wanted to use his experience in the Galápagos to design a lesson that allows students to immerse themselves in the essential science and engineering practices identified in the "Next Generation Science Standards," as they ask questions; analyze and interpret data; engage in argument from evidence; and obtain, evaluate, and communicate information. Students may have preconceived ideas and sometimes misconceptions about evolution from their previous experiences, so a lesson plan must reflect the contemporary constructionist view of learning wherein students redefine, reorganize, expand, and change their initial concepts and views through classroom activities and experiences while interacting with other students and their environment. To satisfy these concerns, the author followed the 5E instructional model (Trowbridge, Bybee, and Powell 2000). This model describes a sequence of phases--engagement, exploration, explanation, elaboration, and evaluation--that align with both inquiry processes and constructivism. [This article is an updated version of an article published under the title "Investigating Island Evolution" in the February 2002 issue of "The Science Teacher." See EJ659938 for the original article.]