High School Teachers can use the Argument-Driven Climate Science instructional approach to provide secondary students with authentic and educative lab activities that will enable them to learn the core ideas, crosscutting concepts, and scientific practices that they need to know to explain natural phenomena and also gives students an opportunity to learn how to read, write, and speak in the context of science. The Argument-Driven Instructional model makes labs educative for students by providing them opportunities to share, critique, and revise their ideas throughout the laboratory experience. Not only will participants engage in the instructional model as they learn about Argument-Driven Climate Science they will also work with an ADI Facilitator to create three-dimensional climate science investigations and then add the instructional materials they created to the ClimeTime OER commons.