The mass closure of schools as a result of the Covid-19 pandemic paralyzed many children’s education. Teachers across the globe did their best to engage students and help support their learning through online educational formats. However, teachers and parents indicated that students' struggled with these approaches. This study aims to build on successes some science teachers had using curiosity as a starting point in inquiry-based science projects that bridged face-to-face and online learning formats. This year-long qualitative, participatory action research study brings together fourteen teachers (seven elementary and seven secondary) and four university faculty using an online community of inquiry framework. This work is in its early stages. Through two cycles of planning, implementation and reflection, the community of inquiry will ultimately develop a model for best practices and resources that respond to the educational challenges faced during the pandemic and help prepare teachers for future crises. These materials will be shared with other teachers as open education resources, that are freely accessible, digital, re-mixable and revisable. This work will also contribute to theory regarding best practices for curiosity-driven, inquiry-based science education in blended learning spaces.