Access to quality science and math instruction remains a civil rights and social justice issue as the scientific and technological divide widens (Tate 2001; Moses and Cobb 2001). Students without access to rigorous science instruction have been and will continue to be left behind. This inequality is salient for students in marginalized communities and schools where stereotypes fuel low expectations for academic achievement and success. Despite these gaps in science instruction, rigorous science instruction is a topic often discussed by all science educators. The aim of this article is twofold. First, to offer a framework for teaching science in socially just and rigorous ways: (W)holisitic Science Pedagogy (WSP). Second, to provide a lesson example to highlight one way to incorporate the tenets of WSP. This lesson is not intended to be implemented exactly as written; it's meant to illustrate how to design a justice-oriented science lesson.