In this article, the author describes two lessons in which students applied the scientific knowledge learned from studying offshore oil drilling to construct a fact-based argument on the topic and then communicate it to their policy makers, since public commentary was solicited. The students practiced using their scientific knowledge to participate in shaping public policy and engage civically. They could see the real-life application of their science learning. The "Next Generation Science Standards" ("NGSS") science practices ask students to engage in an argument based on data and obtain, evaluate, and communicate information. For the lesson objectives, students employed these practices: (1) obtain and use scientific evidence to inform their opinion on the offshore oil drilling proposal and (2) communicate scientific evidence and opinion to impact public policy. Scientists and engineers gather in formation from multiple sources to make informed decisions and communicate orally at congressional hearings and in writing to impact public policy. Like scientists, the students apply their knowledge through communicating their science-based and reasoned conclusions with public policy makers. This article focuses on using visual thinking strategies to explore a national environmental issue. This lesson series is a model for using visual thinking strategies (VTS). Teachers can translate this model into their classroom grade levels for their own context.