In this article, I explore what happens when digital media activities designed to stimulate science conversations are introduced to an out-of-school-time (OST) space usually reserved for talks about girls' issues. The goals of this study were to provide a space that values youth voice and creates positive emotional energy around science-related subjects. In this article, I identify episodes of interaction rituals that provoke positive emotional energy toward science among a group of adolescent girls in a community centre in a low-income urban neighbourhood. Results highlight moments when youth mobilize their funds of knowledge and demonstrate emotionally positive charged engagement with science. I then conclude with an exploration of the limitations of shifting ideas about what counts as "real science" and the implications for science teaching both in and out of the classroom.