This article describes an interdisciplinary project that created awareness of female scientists in a public Montessori classroom. Every spring, the author's sixth-grade students write an educational play in which the entire class participates. Following an underwhelming response to asking students who are their favorite female scientists, the decision was made to combine writing about female and male scientists into a play with science demonstrations and songs to review science content. All students learned about female scientists' achievements and honed their writing skills. All the actors practiced their verbal fluency and reviewed literary elements such as setting, character change, foreshadowing, conflict, and theme. Through the integration of Greek mythology and science, students touched the classics and reinforced their understanding of science concepts such as water displacement and volume, light refraction, elements, and adaptations. Children connected on a socio-emotional level with the characters as they learned about their struggles and achievements, especially those of female scientists. Writing and performing the play enhanced the classroom community because students experienced a shared purpose.