This science lesson integrates the concepts of physical weathering and erosion with an English/Language Arts informational text lesson. Students are guided through a reading of a National Geographic encyclopedic article, as the teacher provides close reading guidance. Students are encouraged to use the text context as a means of defining the words appropriate to the earth science erosion topic. As they listen to the selection, students learn to mark the text using terms that describe weathering, erosion and the impact they have on humans. This technique allows students to make inferences about the text, Students then take part in directed note-taking as a focus for their next re- reading and as evidence for a prepared guided question. Students may work independently or in groups, with scaffolding provided for small groups of students when needed. Students then write a response to the erosion guiding question provided. The text is re-read, students generate their own questions, based on the re-reading and note taking. A final written response is also included, which can be used as a summative assessment. Students complete the final written response after students have discussed answers to the guided question. The lesson includes an assessment rubric, student worksheet, and can be used in conjunction with "Beach Erosion- An Engineering Design Challenge", also collected by CPALMS. While the lesson might appear to be more English/ Language Arts weighted, it guides students to develop skills necessary for deciphering and making metacognitive inferences about informational text.