Mittenzwei et al. (2019) recognise the need for a broadened view on climate literacy among students that takes into account a deep understanding of the energy concept, but also matters of risk perception, and attitudes towards climate change, and a willingness to change towards a more climate-friendly behaviour. In a collaboration between Karlstad University and the Leibniz Institute for Science and Mathematics Education (IPN) in Kiel, we run a project aiming to contribute to understanding of prerequisites for secondary students’ development of resilience in relation to human-made climate change. Towards this aim we develop learning activities in different contexts that show varying degrees of authenticity of risk. Contexts in the Swedish part of the project involve: the increased risk of flooding due to climate change in western Sweden; increasing frequency of forest fires in Sweden the last decade; students’ understanding of energy transfer and transformations by use of infrared cameras. In the presentation we focus on results from pilot studies in relation to the flooding and infrared-camera contexts. Regarding the risk of flooding, through the game Riskville preservice teacher students have experienced in a hands-on manner the conflicts and connections urban planning, conflicting interests, and climate related risk (Christenson et al., 2019). By using infrared cameras, students get the opportunity to see otherwise invisible phenomena, such as heat convection and radiation (Haglund et al., 2015).