Ensuring students' science literacy is essential for preparation for study in science disciplines and is of critical importance given contemporary challenges in determining the legitimacy and accuracy of science in popular media. This lesson describes the effectiveness of an undergraduate biology course designed to improve students' scientific literacy through meaningful engagement with science news sources. Students were surveyed at the beginning and end of the course to determine their preferred science news sources. Though 45% of students reported not accessing any science news sources in their daily lives at the beginning of the term, 100% of students reported accessing science news at the end of the term. Backward design and Scientific Teaching ensured that assignments meaningfully related to course learning goals, and formative assessment allowed the instructor to track student metacognition regarding science news throughout the term. These findings highlight the value of incorporating science news into undergraduate science courses with meaningful effects for science engagement and literacy beyond the classroom.