For a science teacher in a city, it can sometimes be a challenge to find curricula that are geared specifically toward urban students. The author tackled this dilemma by creating a unit that focused on the urban surroundings experienced by his second-grade students in New York City. The inquiry-based unit centered on unifying concepts such as the connection between form and function as it relates to built structures. Moving beyond science, they looked at how buildings serve the needs of a community and thought about structures they could build to improve their community.