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The Next Generation Science Standards (NGSS), for many teachers, is a major shift from existing practices in which direct instruction predominates. This study tests an NGSS-aligned intervention that supports teachers on how to implement Speedometry, a two-week inquiry-based science curriculum designed for fourth-graders. Speedometry uses Hot Wheels toy cars and track to teach science and engineering practices. In this randomized control trial, 58 classrooms in a Southern California district were randomly assigned to either treatment or control conditions. The implementation of Speedometry led to a 0.37 standard deviation increase in science knowledge. The impact of the curriculum does not vary by gender, special education eligibility, or English learner status of students, nor does it vary by observable teacher characteristics.