The ability to engage in informed decision-making about socioscientific issues (SSI) is an important aspect of scientific literacy. Although science knowledge and practice are necessary for developing solutions to SSI, additional skills are also needed to attend to the complex social, political, economic, and ethical concerns of such issues. Consequently, as part of a methods course for university students training to be teachers we designed and implemented an interdisciplinary unit in which students develop solutions to a local SSI controversy as they engage in both scientific argumentation and democratic deliberation. This article describes the learning sequence of this unit and student perceptions of unit activities. By scaffolding students in using empirical evidence to reason about an SSI while also creating a democratic space around social action, instructors can highlight disciplinary consensus around the scientific evidence related to an SSI while acknowledging contesting perspectives about the actions a community should take on that issue.