Abstract
Abstract The establishment of the Next Generation Science Standards brought climate science into standards‐based education. However, teachers face challenges implementing these standards, including a lack of resources and textbooks, which may not accurately describe climate science or the forces driving those changes. A climate science workshop was conducted to give teachers an agriculturally based climate change curriculum. Using agriculture as the context for teaching about climate change provided teachers with opportunities to tie local, real‐world climate change examples to their students’ lives. Teachers attending the workshop expressed similar opinions to the general population ranging from climate change denial to alarm before receiving the training. Teachers’ opinions relating to climate science changed following the presentation of climate science presented as an integrated component of modern agronomic production. Teachers appreciated receiving facts and being allowed to decide for themselves about the severity of the changing climate. Contrary to what teachers reported anticipating, communities considered skeptical of climate change claims were accepting of an agriculturally based curriculum presenting climate change and adaptation as scientific facts void of political agendas.
Core Ideas Secondary teachers’ existing knowledge may not be adequate to teach climate science. Workshops focused on climate science can fill gaps in teachers’ knowledgebase. Curricular resources and training allow teachers to adapt climate science to local needs.