This paper argues that the plan and study phases of lesson study are productive in helping educators with varied expertise and experience to explore scientific practices like modeling with ties to disciplinary literacy. Points are illustrated with data from a lesson-study cycle in science that two university-based teacher educators, one in literacy education and one in science education, conducted with colleagues from a nearby school district. The paper describes lesson study; outlines the role of scientific practices, including modeling, in the Next Generation Science Standards; and describes the context for the work, including the unit explored by the team. Recommendations about how to leverage the plan and study phases of lesson study for disciplinary literacy are offered, along with suggestions for getting started with such work.