I would be anxious about changing the names of the stages because Barbara Stripling put much thought into them (see here and especially here), and, having spent some considerable time looking at other models, I think they accurately describe each stage in the inquiry process. However, the expanded descriptions of each stage (see Figure 1 below), which I formulated to help me/ us understand what was basically happening in each stage, could be adapted for younger students. Having said that, at what point it is developmentally appropriate to actually name the stages with these words would be up to you – an earlier version of the FOSIL Cycle used Screen Beans to illustrate the description of each of the stages (see Figure 2 below), and images could conceivably serve as the ‘names’ of the stages for a while, but you would still need to explain what they meant. Also, the use of colour in each of the stages is deliberate and has served a very useful instructional role in this regard with younger and older students (although, admittedly, colour does not work equally for all students).
This has reminded me of the following Topic – Primary FOSIL Display – which touches on what we are talking about here, and I will flag this with Mary-Rose. I will also flag this with Barbara on Sunday.