Differentiated instruction and teaching science as inquiry are two pedagogical approaches frequently discussed among science teachers. Teachers know these approaches are important but often have difficulty translating them into their classroom science instruction. This article describes how to differentiate a density investigation for variations in student readiness by varying the level of inquiry using an approach that is easily translated to experiments in any science content area.
Whitworth, Brooke A.; Maeng, Jennifer L.; and Bell, Randy L., "Teacher's Toolkit: Differentiating Inquiry" (2013). Publications. 32.
The published version of this article can be found here: https://my.nsta.org/resource/93718/teachers-toolkit-differentiating-inquiry