I think it is incredibly important to engage the skeptical mind-set I find in my students, but I also want to make sure they understand how scientists know what they know.”

— Kyle Lorditch

Environmental science teacher, Susquehanna Township High School

Harrisburg, Pa.

“There’s strong evidence to support the theory that humans are contributing to climate change, so I teach that, and I also teach the controversy surrounding it to my kids.

We live in a rural, conservative area, and especially as home-schoolers, we have lots of friends who have reached different conclusions. It’s important to teach the difference between good and bad science.”

— Jenny Pye

Home-school teacher

Greenville, N.C.

“I never lecture on climate change or ocean acidification, but rather we do experiments that show how CO2 reacts with water. The class is structured so that they confront their own ideas with data (either from their own experiments/research or from their peers). This is more powerful at changing ideas rather than me telling them climate change is real.”

— Sally Seebode

Chemistry teacher, San Mateo High School

San Mateo, Calif.

“My 8th grade students are most surprised to see how agricultural farming plays a role — they enjoy hearing how “cow farts” are a leading contributor to an increase in greenhouse gases. Ha! Like I said: 8th graders.”

— Elizabeth McCleary

Emily G. Wetherbee School

Lawrence, Mass.

“We begin our climate change unit having an open conversation about common questions from those who deny climate change. Then we look at how climates change over time by analyzing ice core data from paleoclimatologists.