IBL in FDK

I have been thinking a lot about what IBL would look like in the FDK program and it seems that every blogger I follow, FDK teacher and consultant I converse with has a different interpretation of what IBL looks like. So, why is this? Why is there such a decrepency in what IBL in FDK should look like? Could it be because everyone's interpretation is different? Could it be the make up of the class? Could it be our rigid curriculum that constricts us from having the freedom to do IBL? Is it the fear of the unknown and how can be be accountable for what we do when the shift in practice seems to be planning inquiry based on student interest as opposed to curriculum expectations? 

I come from the era of "design down planning" (having the end goal in mind and teaching students With cross curricular units), daily 5, math stations and guided lessons. So, how does IBL fit into all of this? These two seem to have a somewhat contradictory stance in my mind. How can I plan with the end in mind when I should've planning with the students interest first? How can I ensure that what I am doing with my students does in fact cover the curriculum expectations (rather than making the curriculum fit based on what I see)? I guess my answer to this would be to plan my unit for inquiry only after my students have had an opportunity to give input into what they want to learn. But, another question arises, should I be offering a "topic of study" and then seeing where my students interest lie? Or should I just be watching and observing the first few weeks of school to see what inquiries can evolve from their interests? This is such a hard decision as its my first time embarking on IBL in FDK. I feel the best transition for me is to take baby steps. I'm not confident enough to run a full fledged IBL classroom where students have free choice in all aspects so maybe I start off the year with a more guided inquiry and then move towards more freedom in inquiry topics.

I'm both terrified and excited for this new journey.