Previous research has established the pedagogical approach of funds of knowledge (FK) to be effective in engaging minority students in learning. However, there is a lack of studies connecting FK to the teaching of Earth science concepts (e.g., heat island effects, global warming) to introductory college physical science classes. By using examples from regional Mexican-American lived experiences at an Hispanic-serving institution located along the recently politicized U.S.-Mexico border, this paper provides evidence to show how physical science educators can use FK to engage students in learning introductory Earth science concepts.