This article offers suggestions on teaching a nonfiction unit (in English) and a genetics unit (in biology) that, together, incorporate reading, researching, writing, and advocating for an environmental issue. The multimodal approach described in this article seeks to integrate web-based learning experiences and digital texts along with traditional print media and books. It is through reading, analyzing, and constructing new knowledge across both the English and biology classrooms that this interdisciplinary approach seeks to increase adolescents' comprehension of nonfiction and interdisciplinary inquiry.