Disconnection between students and nature in an urban setting thwarts student engagement and impedes geoscience teaching and learning. Conducting field trips is one way to engage students, but the urban environment does not provide an ideal setting with respect to the availability of appropriate field sites and safety. A field-based inquiry project focusing on Earth systems and system interactions overcomes the obstacles imposed by the urban environment by permitting teachers to focus on student observations and student initiated research questions rather than solely being limited to the use of text and laboratory activities. Using a problem based learning model, students make observations in the field to compile a matrix addressing “What do I know?”, “What do I need to know?”, and “How or where do I get this information?” This latter question guides student activities for subsequent visits to the field. This approach is not limited to specific field sites and enables teachers to utilize local community facilities such as neighborhood parks. Qualitative data support the conclusion that a field-based Earth systems inquiry approach is a valid pedagogical strategy in an urban setting, one that engages students and instills more positive student attitudes.
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