The field of physics education has struggled to create culturally based, responsive, and relevant curriculum to engage students of color. This may be partly due to the perception that physics is apolitical and acultural, despite many concepts, such as energy and climate change, being socio-politically situated in our current society. To the extent that physics maintains an acultural and apolitical stance, physics education cannot be place based because the notion of place is politically and culturally situated to students' environments. To bridge this gap, I am working with physics science teachers to incorporate place-based education into their climate science curriculum. Place-based education teaches students to take care of their environments by situating potential actions they can take to support their local communities in addressing climate change impacts