Misconceptions about climate change are common, which suggests a need to effectively address the subject in the classroom. This article describes a project-based science activity in which students report on the physical basis, adaptations, and mitigation of this global problem, adapting the framework of the United Nations' Intergovernmental Panel on Climate Change (IPCC). The IPCC framework can serve as a productive context for teaching and structuring a unit on climate change. This approach aligns with both the "Next Generation Science Standards" (NGSS Lead States, 2013), and the "Common Core State Standards" (NGAC and CCSSO, 2010), which explicitly address climate change. By using a project-based science format, students generate authentic work and are directly involved in the learning. The project integrates scientific content and practice with important crosscutting concepts, while helping students develop a credible, evidence-based view of climate change. The ultimate goal is to shape the future citizen or scientist who someday may help solve the crucial climate change question he or she dared to ask.