Problem-based learning (PBL) and inquiry learning (IL) employ extensive scaffolding that results in cognitive load reduction and allows students to learn in complex domains. Hybrid teacher professional development models (PDM) using 21st century social collaboration tools embedding PBL and IL shows promise as a systemic approach for increasing teacher content knowledge of climate science and ubiquitous social media technology skills. This paper describes workshops designed to increase the climate pedagogical content knowledge (CPCK) of upper elementary and secondary teachers while providing initial and on-going scaffolding for successful implementation of PBL projects involving collaborative research on local, regional and global climate topics. Exemplars of participation by the K-12 students in the "citizen scientist" component of the "From Learning to Research" project (L2R) are described, including illustrations of recognition by local and global community members regarding students' contributions to reducing anthropomorphic impact on local ecosystems.