The chapter discusses the theoretical and practical implications of introducing a food activist perspective at the critical intersection between climate change and gardening practices in science education. Food activism involves a range of social and political movements that aim to interrupt patterns of unsustainable production and consumption, to enable fair and equitable food practices for humans and more than human others. However, formal education in schools has traditionally focussed on abstract, disciplinary science concepts or on global policies about nutrition and healthy eating, while overlooking the more pressing and critical question of food as the medium that connects different human communities with each other and with the Earth. Drawing on a set of recent projects in schools, this chapter illustrates the tensions and opportunities to address the big issues of climate change in science education as part of the students’ own lived experiences of attending to their school gardens. Departing from a traditional focus on disciplinary content, findings point to the central role of embodied knowing, and illustrate the potential for a critical turn towards a science education that sits “in the middle ground”, as an emplaced and situated practical inquiry to try and feel “at home in the world”.