As advocated by the new K-12 framework for science and as demonstrated in research, teachers are making use of media, now more than ever, to capture students' attention and draw connections between school science and students' everyday lives (Klosterman, Sadler, and Brown 2012; NRC 2012). However, it is essential for students to understand the constructed nature of media and become better prepared to make critical decisions regarding how to find, interpret, and evaluate the messages delivered through media. In this article, the authors present a lesson designed to address the 21st-century skills of information and media literacy in the context of science issues. The lesson was embedded in a full unit focused on viruses and vaccines at the eighth-grade level. They chose to focus specifically on the human immunodeficiency virus (HIV) and the human papillomavirus (HPV) and the biology of each virus because (1) their students recognized these as significant issues and not just another abstract idea presented in science class, and (2) misunderstanding the science of HIV and HPV can lead to devastating consequences. (Contains 5 figures.)