This study was intended to develop the scientific inquiry program which could create an activecommunication skill, and to verify its effectiveness with peer review activity for the high schoolstudents. Based on the experimental level of Herron`s openness, the developed scientific inquiryprogram consisted of three different levels (Levels I, II, and III) regarding ``Plant Transpiration``. Itwas developed whose level of openness sequentially increased. Test of communication ability andachievement test were used to determine the effect of the peer review activity. Study also evaluatedvarious students` reports and their first and the final reports were compared. Developed programconsisted of 4 different stages which included the orientation stage and inquiry activities with eachdifferent level regarding plant transpiration, separated by openness level. In order to promote communicationskills, the number of items to be finished by students was made to increase as the levelwent from I to III. The experimental group with the peer review activity showed an improvementboth in the communication skills and concept achievement. Survey results showed that the scientificinquiry program with gradually higher level of openness gave students less burden. Through theinquiry process, students regarded the peer review activity as a scientific communication stage. Thequality of students` reports was examined by an analysis tool. The communication process throughpresentation activity by a control group did not show a positive change in their quality. But thereports by an experimental group were written with a well-organized frame and more good qualitycontents. For the inquiry program such as Level III, which contains a broad range to be examinedby students, the peer review activity helped students to improve their reports for sure.