Field trips have long been a part of the elementary student experience, and through the years a great deal of research and work has been done around how field trips best support and facilitate learning. When new earth science unit was being rolled out across the Burlington (MA) Public Schools' second grades, the opportunity to shake up the students' field trip experience and better meet these criteria was greeted with open minds from the district's teachers. Though climate change and sea-level rise are not phenomena expected to be explored in second-grade, appetite for exploring these ideas and the need to "act locally" was present throughout the community and school leadership. A field trip that could intertwine both the district's second-grade science learning goals and an early dose of authentic civic activism toward these growing realities was therefore welcomed, provided it could be done safely, cost-effectively, and within the school day.