There was a time when science was viewed as inherently objective, without bias. We now know that isn't true--scientists bring their life experiences and beliefs with them to work. The designing, funding, and reporting of research are all framed by societal influences and implemented by those who have been privileged to serve in these roles. Mackenzie (2020) points out that our curriculum should help students understand the context in which science is conducted and ask questions such as: Who makes the decisions? and Who is left out or silenced in the decision-making? A focus on social justice should be central to our teaching, in the same way we consciously support students to understand other aspects of the nature of science. As Bell (2020) argues, students have the right to be taught that science is implicated and situated in a range of social inequities. Teachers have a responsibility to develop lessons that emphasize the need for diverse perspectives among all science stakeholders. We want our science students to be agents of change, but knowing where to begin can be daunting. In this article, we argue that science teachers can start today by incorporating news articles and discussions into their existing units of study.