The changing landscape of geoscience learning has initiated growing interest in engaging science learners with climate data. One approach to teaching climate is the application of broadly accessible digital science curricula, which often include data tools such as visualizations, data representations, and simulations embedded within digital science curricula. We are specifically interested in how students and teachers grapple with scientific uncertainty in digital curricula. Our paper therefore examines how a 7th grade science class and their teacher leverage moments of uncertainty in their work within a digital geohazard curriculum to learn about wildfire risk and impact. We analyzed episodes of learners' interactions, and those included scientific uncertainty related to key ideas about wildfires. We also attend to how the teacher orchestrates across class members' ideas and the representations they were using. Our findings suggest that the digital curriculum elicited important sensemaking about wildfires and climate, including the interpretation of trends (Episode 1), working with simulations as a means of scientific investigation (Episode 2), and making meaning across disparate climate maps (Episode 3). Importantly, our analysis highlights the imperative work of the teacher in creating and leveraging productive sensemaking around the climate representations and simulations, yet outside of the predetermined curriculum. Our findings illustrate that maximizing students' learning about climate in digital science curricula demands attention beyond teachers' ad hoc adaptation, and rather, the intentional design of tools that support sensemaking about uncertainty as a dialogic process that is negotiated in response to students' ideas.