As science educators af-filiated with a university teacher preparation pro-gram, we were interested in pro-moting effective climate change education for practicing and future classroom teachers. We knew that many middle school teachers were teaching climate change early in the Next Genera-tion Science Standards (NGSS Lead States 2013) adoption process, compelled by their own concerns and advocacy interests. These teachers, we reasoned, would be an excellent source of informa-tion for practicing teachers less familiar with climate change in-struction, and for future teachers who had yet to enter the class-room. Thus, we convened focus groups with middle school teach-ers from across the country who were actively teaching climate change, and we discussed their experiences and practices (for the full study, see McNeal, Petcovic, and Reeves 2017). We found that these teachers′ insights fell into three broad themes that showcase sound practices in climate change education.
1. connecting students with lo-cal climate change impacts;
2. encouraging students to collect, analyze, and draw conclusions from their own data; and
3. fostering relationships between climate scientists, teachers, and students.
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