Many young people learn about scientific topics online, yet middle school students have trouble identifying where scientific information comes from and what characterizes good sources of scientific information online. In this article, we discuss five lessons we embedded into an NGSS-aligned, sixth-grade comprehensive science course to increase students’ scientific information literacy. Drawing on SEP-8, “obtaining, evaluating, and communicating information,” these lessons gave students an opportunity to search for scientific information, critically evaluate the sources of scientific information, and generate science texts using the information they found. We focused on two concepts—scientific consensus and multiple perspectives—to help students recognize who engages in scientific research, how scientific findings are communicated to the general public, and who else may have important perspectives on socio-scientific issues.