Fostering a sense of classroom community in earth science classes supports students’ sense of belonging within the classroom and the broader scientific community, helping them build a sense of identity as a geoscientist. This study examines the effects of incorporating a 2-week, collaborative role-playing activity on sense of classroom community and science identity in an introductory hydrology class. Students assumed roles of residents, medical center representatives, government employees, and environmental activists to learn about flooding through a community-centered lens, focusing on a flood event in Harris County, Texas during Tropical Storm Allison. Pre-post-surveys were given immediately before and after the learning module to evaluate classroom community, science identity using Likert scales, and hydrologist identity using a pictorial scale. Qualitative analysis of a short-answer question in which students defined “hydrologist” provided context for quantitative identity data. Post-survey data on classroom community shows an increase in mean agreement as compared to the pre-survey. This increase was statistically significant for four classroom community statements. Paired science identity data show small effect size and no significant change, but pictorial identity as a hydrologist shows significant growth. Social aspects of the role-playing activity did not significantly alter student’s already high science identity but altered their conceptions of the social implications of hydrology and increased identity as hydrologists. The significant increase in classroom community has important implications for using role-playing as an active learning strategy to enhance student learning experience by creating a positive classroom climate and connecting hydrology concepts to community needs.