Inquiry-based learning is an educational strategy that emphasizes the student’s role in the learning process by having them propose and test hypotheses through experimentation and/or the collection of observational data. It emphasizes active participation, allowing students to take ownership of their learning. In doing so, inquiry-based learning results in the building of the critical thinking and communication skills necessary for participation in all fields of study. In this study, we provide an example of how to adapt an inquiry-based activity used in upper-level paleontology courses so that it can be used in all paleontology-related courses, as well as in lower-level historical geology courses. In paleoecology, large surfaces of substrate with encrusting organisms provide a wealth of paleoecologic information about the ancient communities and are an excellent tool for inquiry-based learning. However, a challenge in paleoecology is that large slabs of rock containing fossil communities are not easy to obtain. In this exercise, students create a simulated substrate using paper and stickers. Feedback showed that students were engaged in the process of doing science and used the skills that they had learned throughout the semester. They gained self-confidence and realized that they can, in fact, do science.