Effective science instruction requires knowledge of subject matter and scientific practices (Next Generation Science Standards (NGSS), 2013), as well as the context within which learning occurs (Anthony, Hunter and Hunter 2014). For science teachers, there is often a tension between the efficiency of lecture and student engagement that comes with hands-on activities. Neuroplasticity is defined as the brain's ability to change physical connections between neurons in response to experiences (Owens and Tanner 2017). Teaching neuroplasticity allows teachers to explicitly teach metacognition, a regulatory practice that helps students understand and monitor their learning (National Research Council (NRC) 2000). In this article, the authors present "Altered Reality," an inquiry-based neuroscience lesson that can bridge the gap between efficiency and engagement by concurrently teaching neuroscience, scientific practices, and modelling neuroplasticity. In the lesson, students learn to toss beanbags at a target while wearing prism goggles, making predictions about the success of the "thrower," collecting and interpreting data, and having an opportunity to design additional experiments. Following the activity, students use the data to inform a discussion about the benefits of practice for a given task, and the teacher introduces the concept of neuroplasticity and its biological basis.