Students with disabilities spend the majority of their day in the general education classroom (U.S. Department of Education 2017). However, these students consistently underperform in science. This highlights the importance of using effective differentiated instruction. According to Mastropieri and colleagues (2006), differentiated instruction should include approaches and strategies to address diversity in student needs, interests, experiences, and abilities. The authors' inquiry-based lesson highlights cross-curricular differentiation strategies we found to be successful in our inclusion classroom. The third-grade class the article highlights included seven students with disabilities, four English learners, and five students without disabilities. The authors structured cooperative groups based on ability to complete a task and to negotiate differences and ended up with four fairly heterogeneous groups of four students each. The structure of their lesson originated from the engineering design process described by the "Next Generation Science Standards" (NGSS Lead States 2016).