Exploring film in the science classroom

This week, we’ve developed sample projects for furthering interdisciplinary learning in the classroom. By integrating key science lessons with opportunities for creative analysis and expression, this program is designed to engage students by encouraging critical thinking and participation across academic fields. In these exercises, we examine subjectivity vs. objectivity, scientific representation/visualization, and narrative construction, by referencing the films in our three-part Spotlight series, ‘Adding Film to the Science Syllabus.’

Bottom Feeders

Scientific representation/visualization

• Create your own short film based on one of the biology concepts we’ve covered, using stop motion, archival/lab footage, live action, whiteboard drawings, etc. Be sure to include sounds as well!

• How does film allow us to better visualize science? Describe how sound and imagery are used to communicate information in three films.

• Compare the cells we see through the microscope to the ways they are represented in textbooks. Illustrate your own version of these organisms

BioFlanneur

Narrative construction

• Identify the protagonists and antagonists in three films. How does this help us understand key science concepts?

• Describe three non-human “characters” from three films. Are they relatable? Why or why not?

• Create a new story by recording your own voiceover for one of the lab footage videos

Symbiogenesis

Subjectivity vs. objectivity

• Considered the “ideal,” scientific objectivity is the omission of bias or personal perspective in favor of truth. Is it possible to create an “objective” science film? Why or why not?

• Analyze one film and explain how filmmaking techniques are used to show a subjective viewpoint. Consider editing, sound, color, storyline.