Despite its central role in science, creativity is a characteristic consistently ignored in popular representations of scientists and their work, especially as they are presented in science classrooms. Ignoring creativity and other qualities that are important to the practice of science not only leaves students with a misunderstanding of science, it also limits the qualities and characteristics with which they can identify in the science classroom, which will potentially alienate them from further study. This is of particular concern in students making their first decisions about what science is and whether they see themselves pursuing science in the future. Researchers, such as Koehler, Park, and Kaplan (1999), have argued that the key to bringing new students towards scientific careers and improving their scientific literacy is engaging them during their elementary years. To address this concern, this study explores three creative activities designed to teach students about Earth and space science and to allow them to explore and express their understanding in imaginative and subjective ways. The goal of these activities was to show students that creativity is an important quality in science with the hope that this would broaden their perceptions of the practice and learning of science and allow a wider variety of students to build a science identity. (Contains 2 tables.)