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Abstract Sense of place describes both affective and cognitive — emotional and intellectual — connections to place. Affective outcomes, tied to arts and humanities education, can facilitate these connections. But little research explores environmental science, arts and humanities (eSAH) curricula on place relationships. Additionally, most research on the sense of place focuses on repeated visits to a place over time, rather than short-term experiences like a field trip. Finally, digital technology is a growing trend across science education, but little research investigates its use in field-based contexts. Our research begins to address these gaps. This article describes an eSAH field trip for middle and high school learners. Using a conventional content analysis, we present pilot data from two high school field trips. Our findings illuminate a framework for understanding active and passive place relationships in the context of short-term interdisciplinary field learning experiences.