Motivation to learn increases when science courses connect curricular topics to challenges facing students' communities. Students care about their communities and the health of the planet. Instruction that connects science ideas and practices to students' lives and communities creates a pathway for civic engagement. Integrating science ideas that support stewardship of the planet not only motivates students but also empowers them to engage in scientific discourse with peers and family members and to participate in civic actions to improve local environmental impacts. Broadening the conversation in science classes to include a wide range of perspectives on complex problems such as environmental stewardship can promote life-long learning by helping students distinguish among alternative perspectives (Linn & Eylon, 2011) and recognize the purposes and contributions of science to society. Giving students the opportunity to explore and discuss the ways that scientific issues impact their local communities and to consider multiple perspectives on complex situations can deepen understanding; illustrate how evidence is used by stakeholders; and increase students' understanding of why science is relevant to their lives, their communities, and their world. This not only strengthens scientific literacy but also builds students' identities as science learners (National Research Council, 2005). This report offers strategies for teachers to engage students in balanced, evidence-based discussion in which they develop criteria for determining what counts as evidence, learn to recognize and name bias, and make sense of the norms around civic discourse. The report explores these opportunities in three sections. The first section outlines the rationale for engaging science students in civic reasoning, discourse, and action. The second section provides detailed instructional examples, and the third section presents strategies for teachers who want to include civic reasoning, discourse, and action in the science classroom.