State and national standards identify what students should know and be able to do, including what it means to "do" science, the historical significance of science achievement and its ethical underpinnings, and science from the human perspective. Middle level science programs that address the full range of science standards and connect learning to students' lives and their community enable them to recognize and appreciate the significance of their learning, which better prepares them to think critically and act responsibly as citizens. For example, integrated science courses can be designed to explore the biological, geological, physical, chemical, and technological factors that operate within a community. Students can deepen their understanding of science concepts and principles as they study local water quality and availability, weather and climate, natural resources, energy production and facilities, soil and land use, native plants and animals, pollution, waste management, chemical use, and other science and technology-related factors and relate them to their own lives. When students understand how science and technology operate within the community and affect them personally, they can better comprehend the significance of global issues. In this article, the author offers approaches which provide a starting point for recognizing and clarifying goals for change. She states that once a commitment to excellence is made, administrators and teachers can work collaboratively to develop and implement student-centered instruction that will enhance learning in science. (Contains 2 figures.)