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BILL NYE: SCIENCE GUY
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Bill Nye: Science Guy
Directed by David Alvarado and Jason Sussberg
2017 | USA | 101 min
TEACHER’S GUIDE
This guide has been designed to help teachers and students enrich their experience of
Bill Nye: Science Guy by providing support in the form of questions and activities. There are a
range of questions that will help teachers frame discussion with their class, activities for before,
during and after viewing the film, and some weblinks that provide starting points for further
research or discussion.
The Film
The Filmmaker
There’s an entire generation of kids who share a common
science teacher. Clad in his signature bowties, Bill Nye
could break down complicated ideas and theories through
accessible, creative and fun segments on his wildly popular
TV show. His relentless pursuit of educating audiences
about how the world works has now evolved into a much
more serious endeavour. There’s a dangerous wave of people
in power whose fundamental lack of scientific reasoning
is causing destruction to the planet we all inhabit. As a
public figure, Bill is now taking every opportunity he can to
openly call out and debate those who are twisting facts or
outright denying them. His role as the Science Guy has critics
questioning his legitimacy, but Bill’s mission has always been
the same: educating people on the importance of science.
And those lessons are becoming increasingly vital, no matter
what age you are. Gabor Pertic
David Alvarado is an award-winning documentary
filmmaker with a passion for science, philosophy and human
rights. After earning his B.A. in Film Production from the
University of North Texas, he worked at PBS producing and
shooting documentaries. He later earned his M.F.A. degree
from Stanford University’s Documentary Film and Video
Production program, after which he moved to New York
where he founded Structure Films.
Source: http://www.hotdocs.ca
Jason Sussberg is a documentary filmmaker focusing on the
art and humanity in STEM. He is the co-director/producer of
The Immortalists, which premiered at SXSW and screened at
dozens of festivals across the world. Past life: motion graphic
designer, sports TV producer with the San Francisco Giants
and Golden State Warriors and community college film
instructor. Present life: filmmaker at Structure Films and codirector/producer of the Bill Nye documentary.
Source: http://www.indiewire.com
Educational package written and compiled by Pria Patroni
[email protected]
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VIEWING THE FILM WITH STUDENTS
The following three subsections are intended to provide you with a range of Pre-Viewing,
Viewing and Post-Viewing activities. They are followed by a set of questions based upon the
film’s larger thematic domains, some follow-up questions and quotations, sample curricular
outcomes and a page of weblinks for further investigation.
Pre-Viewing Activities
Ask students to write down what they know about Bill Nye
and their impressions of him as the host of the Bill Nye the
Science Guy television show. As a class, have students share
their knowledge and impressions of Bill Nye.
Have students make notes on Bill Nye over the course of
the film, documenting aspects of both his personal and
professional life. Following the film, they can organize their
notes into a chart and reflect on the relationship between
these two aspects of his life and how they were portrayed in
the film.
The description of Bill Nye: Science Guy from the film’s
official website (http://billnyefilm.com) states that “the film
will follow Bill’s journey to change the world… with science.”
Ask students to think about how science has changed the
world historically, both in productive and destructive ways.
Have students reflect on how it might be possible to change
the world with science today. What are some major issues
facing the world and how could science address these issues?
As they watch, ask students to paraphrase one quotation
from the film that they feel is especially interesting or
inspiring. After the film, students can share the quotation
they documented and why this quotation stood out for them.
Have students form small groups and, with their group
members, consider what they already know about climate
change. How is climate change affecting weather patterns,
natural habitats and life on Earth for humans as well as other
species? Ask students to reflect on the relationship between
climate change and science. What scientific evidence proves
climate change? How can science address the harmful effects
of climate change?
Post-Viewing Activities
Viewing Activities
Have students complete the PBS viewing guide on
documentaries (http://www.pbs.org/pov/docs/Copies%20
of%20Viewing%20Guide.pdf). Students can revisit their
completed documents as a Post-Viewing Activity.
Have students jot down three to five ideas for discussion, or
questions that the film raises in their minds. As an Extension
and/or Post-Viewing Activity, students can enter their
questions into an online response or polling system and can
vote on the questions or issues they would like to explore in
further detail. Encourage students to use multiple levels of
Bloom’s Taxonomy.
Have students make a list of the arguments raised by
scientists and the arguments presented by climate change
deniers around the issue of climate change.
Discuss with students their initial reactions to the film and
the featured individuals. Did their feelings evolve over the
course of the film? Did they gain any new insights or ideas
from the film?
Show students their initial perceptions of Bill Nye from the
Pre-Viewing Activity. How do they compare and contrast
with their perceptions of him after viewing the film? Were
their opinions changed, altered or enhanced by the film?
Using this as a prompt, have students write a one-paragraph
written response.
Have students complete an exit note. The exit note should
contain one idea that demonstrates what they learned from
the film, as well as one question that they still have about the
topic.
The film opens with the following quote by Carl Sagan:
“Science is far from a perfect instrument of knowledge. It’s
just the best we have. In this respect, as in many others,
it’s like democracy.” Have students discuss the meaning of
this quotation and its significance to the film. What are the
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strengths and limitations of science as an “instrument of
knowledge”? According to Sagan, what links science and
democracy? In small groups, ask students to compare and
contrast the scientific process with the democratic process
using a Venn diagram.
Have students refer to their list of arguments made by
scientists and those made by climate change deniers from
the Viewing Activity. Discuss students’ opinions, questions or
reactions to the claims made on either side of the debate.
As Bill Nye tours both the Creation Museum and the Ark
Encounter (the life-size Noah’s ark theme park), he draws
the audience’s attention to many aspects of the exhibitions
that he finds “troubling.” Ask students to make a list of all
the troubling and scientifically incorrect displays that they
can recall from the Creation Museum and the Ark Encounter.
Have students share their lists and discuss why, from a
scientific perspective, Bill Nye finds these exhibits troubling.
The film features excerpts from a public debate between
Bill Nye and Ken Ham on the topic of creation versus
evolution. Ask students to form small groups and discuss
the differences between creationism and evolution. Have
each group research these two theories and record the main
beliefs and arguments of either side.
Have students participate in a Socratic discussion on the film.
Guidelines for Socratic discussions can be found here: http://
www.authenticeducation.org/documents/WhatSeminar04.
pdf
Carl Sagan had a profound influence on the development of
Bill Nye’s career as a scientist and a television host. In the
film, Bill Nye describes the mentorship and inspiration he
received from Sagan when he states, “Carl Sagan changed
my life.” Have students research Carl Sagan. What were his
major contributions to science? How do you think his work
influenced Bill Nye’s career?
At the end of the film, Bill Nye and his colleagues at the
Planetary Society launch their prototype of the solar sail.
For Nye, the solar sail is an important advancement in
space science. He also believes that it could contribute to
climate science because it could monitor the earth’s climate
indefinitely. Have students form small groups and come up
with a list of other possible uses for the solar sail. Ask each
group to share their ideas with the class.
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WEBSITES AND ONLINE RESOURCES
About the Film
http://billnyefilm.com
Twitter: https://twitter.com/billnyefilm
Facebook: https://www.facebook.com/billnyefilm
Instagram: https://www.instagram.com/billnyefilm
Additional Resources
350.org: 350 is a global climate movement aimed at raising
awareness about climate change and lowering carbon
emissions through grassroots organizing and action. Their
website offers a wealth of resources related to climate
change as well as information about the organization’s
campaigns around the world.
https://350.org
Ark Encounter: The Ark Encounter is the life-size Noah’s
ark theme park featured in the documentary. Students can
explore the content of the website and the way that the
theme park is marketed to visitors.
https://arkencounter.com
Bill Nye the Science Guy: This is the official website for Bill
Nye the Science Guy, which includes videos and educational
resources related to the children’s television show.
https://billnye.com
Creation Museum: The Creation Museum is Ken Ham’s
biblical, creationist museum that Bill Nye tours in the film.
Students can visit the website in order to critically examine
the creationist lens of the museum and its exhibits.
https://creationmuseum.org
Environmental Defence: Environmental Defence is a Canadian
environmental organization that defends clean water, a safe
climate and healthy communities. Students can research
the organization’s Climate and Clean Economy campaign, as
well as access reports related to climate change and other
environmental issues.
http://environmentaldefence.ca
LightSail: Students can do further research into the
Planetary Society’s LightSail project to discover the
construction, mechanics and upcoming missions of the solar
sail. The website also features academic resources, videos
and photos of the project.
http://sail.planetary.org
National Geographic: Bill Nye offers a clear explanation of
climate change and why it matters in a brief video offered
on the National Geographic website. He also suggests some
individual actions that can be taken to help prevent climate
change. This video provides a good introduction or refresher
to the topic.
http://www.nationalgeographic.com/ Type “Bill Nye Climate
Change 101” into the search function of the website.
The Planetary Society: The Planetary Society aims to
advance space science and exploration. Some features of
the website that may be of interest to students include blog
posts by Bill Nye and other scientists.
http://planetary.org
United Nations: The United Nations Environment Programme
(UNEP) website offers information and resources on a variety
of topics including climate change, ecosystem management
and resource efficiency.
http://www.unep.org
David Suzuki Foundation: The David Suzuki Foundation is
a Canadian environmental organization. Students can use
the website to research information and publications related
to climate change and other related environmental issues
in Canada.
http://www.davidsuzuki.org
East Greenland Ice-Core Project: This website offers
information about the East Greenland Ice-Core Project,
which was featured in the film. Students can explore the site
to learn more about the project.
http://eastgrip.org
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EXTENSION ACTIVITIES
Questions for Pre-Viewing
or Post-Viewing Activities
Before watching the film: What is climate change? Do you
believe climate change is an important issue? After watching
the film: Did the film contribute to your understanding of
climate change?
The film features the voices of young adults and children who
are fans of Bill Nye the Science Guy. What memories of Bill
Nye do they share and how have they been inspired by him?
When Bill Nye presented his mentor and professor, Carl
Sagan, with his idea of hosting a children’s television show,
Sagan gave him the following advice: “You should focus
on pure science. Don’t do science experiments without
explaining the big ideas.” How did Bill Nye apply Sagan’s
advice? In what ways does he continue to focus on pure
science and the “big ideas” when educating the public about
climate change?
Have students read Chad Myers’ article, “Changing Opinions
on Climate Change, from a CNN Meteorologist” (http://www.
cnn.com/2016/08/24/opinions/chad-myers-climate-changeweather/). According to Myers, why was he initially a climate
change skeptic? What are the “zombie theories” he mentions
in the article? What chain of events or discoveries caused
Myers to change his mind?
Explain why Dr. James White, one of the scientists from
the East Greenland Ice-Core Project featured in the film,
argues that “ice-cores are the best archive of the past.” What
information do ice-cores contain? How do they provide us
with evidence of climate change?
In the debate between Bill Nye and Ken Ham over evolution
versus creationism, each speaker ends the debate by
answering the question, “What would change your mind”?
Bill Nye responds by saying that “we would just need one
piece of evidence” to prove the theory of creationism. Ken
Ham, on the other hand, says that he would never change
his mind when he states, “no one’s ever going to convince me
that the word of God isn’t true.” What do these two answers
tell you about each speaker’s way of thinking?
imperfections? Why do you think the filmmakers chose to
portray this “imperfect” side of the beloved Science Guy?
Why do you think Bill Nye chose to reveal these aspects of
himself over the course of the film?
Ken Ham argues that mainstream science is another form of
religion, or another belief system that is incompatible with
religious beliefs. Do you think that science and religion are
conflicting beliefs? Is it possible to hold both a scientific and
a religious worldview?
After his public debate with Ken Ham, Bill Nye receives
criticism from some of his colleagues who argue that the
debate only served to strengthen Ham’s credibility and
provide him with a public platform to spread his ideas. What
do you think motivated Bill Nye to participate in this debate?
Do you think he would have participated if he had known it
would strengthen Ham’s network of support?
In the film, one of Bill Nye’s good friends, Steve Wilson,
states that “Bill has always wanted to be famous.” How does
the film portray Bill Nye’s celebrity persona? How has his
drive to become famous influenced his life and career?
What did you learn about Bill Nye’s personal life over the
course of the film? Has this changed your perception of Bill
Nye as a person?
Over the course of the film, Bill Nye speaks about his
relationship with his mother and his father. At one point,
he says, “My drive to do all this is for my parents.” How
did Nye’s mother and father influence his career and his
way of thinking?
Why is the launch of the solar sail so important to
Bill Nye and the Planetary Society? How do you think this
technology will contribute to space exploration and science
in the future?
In the film, Jim McKenna, co-producer of the television
show, Bill Nye the Science Guy, says “The Science Guy is
a character, but Bill is a human. He’s not perfect.” After
watching the documentary, what would you say are Bill Nye’s
5
Quotations From the Film to Explore
1. “I wanted to make a world where young people were
excited about science again.” Bill Nye
2. “I think the zaniness was a great tension reliever for all
the kids in the audience who were afraid they couldn’t
understand something… before they knew what was
happening, they understood.” Ann Druyan
3. “The anti-science movement is more powerful than it’s
ever been. The longer we put off doing something about
it, the more serious it will get.” Bill Nye
4. “There’s a lot of anxiety and concern about evolution
because people see it as incompatible with religious
beliefs.” Dr. Francis Collins
12. “Bill slowly but successfully transitioned from Bill Nye,
the Science Guy for kids, to the science statesman.” Dr.
Neil Degrasse Tyson
13. “It does not always seem like science is in the room when
it needs to be. So, gifted teachers of science with a lot
of credibility, a sense of humour, an ability to convey
complex information are needed more than ever.” Dr.
Francis Collins
14. “Although I have never had kids, I am largely satisfied
with my legacy…. If we have inspired millions of kids to
at least appreciate science, then that’s a heck of a thing
to leave behind.” Bill Nye
5. “The main thing everybody can do about climate change
is talk about it.” Bill Nye
6. “There’s a process that humans have developed over
millennia by which we know nature. And we call that
science. The big thing in science is questioning things.”
Bill Nye
7. “I think fame changed Bill, and I think probably the
biggest way is his trust issues and, I think, also his
vulnerability—he’s very protective of it.” Erren Gottlieb
8. “I agree that there’s climate change. Do humans have
something to do with it? They might have something
to do with it, I don’t know. Is it worth crashing the
American economy? No, I don’t believe that.” Joe
Bastardi
9. “Climate change deniers have this huge megaphone that
has been provided to them by fossil fuel interests, by
conservative media outlets that are part of this larger
climate change denial machine.” Dr. Michael Mann
10. “Some scientists have put it out that I shouldn’t engage
climate deniers because it elevates them, but I think only
by raising awareness about it are we going to fight it.”
Bill Nye
11. “Snow falls every year and you get layers and layers of
ice which are like pages in a book. And as we read this
book, we learn more and more about this story of our
planet.” Dr. James White
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CULMINATING ACTIVITY: SPEAK OUT ON CLIMATE CHANGE
Bill Nye is passionate about speaking out about the reality of climate change, even to those who deny its existence. He
believes that climate change is a serious issue for humans and the well-being of our planet. In his words, “The main thing
everybody can do about climate change is talk about it.” Now, it’s your turn to take the mic and speak out loudly about the
realities of climate change.
Your task is to try to convince climate change skeptics and deniers why climate change is real and what can be done to
reverse its harmful effects. You may choose to present your arguments in one of the following forms: write a letter, speech,
song or poem; make a poster or visual display; make a short video or digital presentation. Your presentation may take any
form, as long as it includes the following elements:
• A clear explanation of climate change
• A convincing argument for why climate change is real and why it is a threat to humans and other species on Earth
• At least three scientific facts that you have researched from a credible source
• At least one possible solution that can reverse the effects of climate change
• Your presentation should not exceed five minutes
You will have a chance to share your presentation in a class symposium on Climate Change.
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ACTIVITY RUBRIC: SPEAK OUT ON CLIMATE CHANGE
Knowledge/Understanding
2.5 2.9
3.0 3.4
3.5 3.9
4.0 5.0
Student
demonstrates a limited
understanding of
climate change
Student
demonstrates
a moderate
understanding of
climate change, but
some information is
missing
Student
demonstrates
a considerable
understanding of
climate change and
includes relevant
information
Student
demonstrates a high
level of understanding
of climate change
and includes relevant
information
2.5 2.9
3.0 3.4
3.5 3.9
4.0 5.0
Student demonstrates
a limited ability to
research and includes
no relevant scientific
facts in presentation
Student demonstrates
a moderate ability to
research and includes
one relevant scientific
fact in presentation
Student demonstrates
a considerable ability to
research and includes
two relevant scientific
facts in presentation
Student demonstrates
an outstanding
ability to research
and includes three or
more scientific facts in
presentation
2.5 2.9
3.0 3.4
3.5 3.9
4.0 5.0
Student does not
present any solutions
to address the issue
Student presents a
solution to the issue,
but does not provide an
adequate explanation
Student presents a
viable solution to the
issue with an adequate
explanation
Student presents one
or more solution(s) to
the issue with detailed
explanations
2.5 2.9
3.0 3.4
3.5 3.9
4.0 5.0
Clarity and organization
of ideas
The presentation is
unclear and lacks an
organized structure
The presentation
lacks some clarity and
organization
The presentation
is mostly clear and
organized
The presentation
is clear and wellorganized
/5
Presentation and delivery
(eye contact, audible,
enthusiasm)
The student did not
engage the audience
The student engaged
the audience for some
of the time
The audience was
engaged for most of
the time
The audience was
engaged throughout
the presentation
/5
Understanding of
climate change and
its effects
/5
Thinking/Inquiry
Ability to conduct
research and select
relevant scientific
facts to include in
presentation
/5
Application
Applying knowledge
of climate change to
present and explain
a viable solution
/5
Communication
Comments:Total: _____ /25
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EXAMPLES OF CURRICULUM EXPECTATIONS
COURSE
OVERALL EXPECTATIONS
• listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.
Grade 7 & 8 Languages
• demonstrate an understanding of a variety of media texts.
• identify some media forms and explain how the conventions and techniques associated with them are used
to create meaning.
• listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.
• demonstrate an understanding of a variety of media texts.
Grade 9–12 English
• identify some media forms and explain how the conventions and techniques associated with them are used
to create meaning.create a variety of media texts for different purposes and audiences, using appropriate
forms, conventions and techniques.
• demonstrate an understanding of the critical analysis process by using it to monitor the creative process,
and by examining, interpreting, assessing and reflecting on media art works.
Grade 10–12 Media Arts
• demonstrate an understanding of the sociocultural and historical contexts of media arts.
• demonstrate an understanding of responsible practices associated with producing, presenting and
experiencing media art works.
• describe the role of radiation in heating and cooling the Earth, and explain how greenhouse gases affect
the transmission of radiated heat through the atmosphere.
• identify common sources of greenhouse gases.
Grade 7 & 8 Science
• analyze the costs and benefits of selected strategies for protecting the environment.
• describe ways in which human activities and technologies alter balances and interactions in the
environment.
• identify factors that affect the size of glaciers and polar ice-caps, and describe the effects of these changes
on local and global water systems.
Grade 9 & 10 Science
• analyze some of the effects of climate change around the world, and assess the effectiveness of initiatives
that attempt to address the issue of climate change.
• demonstrate an understanding of natural and human factors, including the greenhouse effect, that
influence Earth’s climate and contribute to climate change.
• analyze the impact that climate change might have on the diversity of living things.
Grade 11 Biology
Grade 12 Biology
• investigate evolutionary processes, and analyze scientific evidence that supports the theory of evolution.
• demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the
mechanisms by which it occurs.
• analyze the relationships between population growth, personal consumption, technological development
and our ecological footprint.
• identify some major contemporary environmental challenges and explain their causes.
Grade 11 Environmental
Science
• describe how scientists use a variety of processes to solve problems and answer questions related to the
environment.
• analyze selected current environmental problems in terms of the role human activities have played in
creating or perpetuating them, and propose possible solutions to one such problem.
• demonstrate an understanding of some of the ways in which human activities affect the environment and
how the impact of those activities is measured and monitored.
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• analyze the relationship between climate and geology, and, using geological records, assess the impact of
long-term climate change on life on Earth.
Grade 12 Earth and
Space Science
• evaluate the significance of contributions, including Canadian contributions, to our understanding of
geological time and of changes in Earth systems over time.
• investigate interactions over time between physical, chemical and biological processes, and explain how
they have affected environmental conditions throughout Earth’s geological history.
• analyze political, economic and environmental issues related to the exploration and study of the solar
system, and how technology used in space exploration can be used in other areas of endeavour.
• analyze the impacts of human activities on the Earth’s physical processes and the natural environment.
Grade 11 Geography
• analyze impacts of pollution, climate change and other environmental concerns on tourist destinations.
• analyze strategies and initiatives that support environmental stewardship at a national and global level,
and assess their effectiveness in promoting the sustainability of the natural environment.
• describe ways in which human societies modify their local environments in order to meet economic, social,
political and other needs, and assess the effects of these modifications on sustainability.
Grade 12 Environment
and Resource
Management
• evaluate impacts of various types of pollution on the natural environment and on human health.
• describe key ecological and biological processes, and explain how they are affected by human activities.
• analyze impacts of various human behaviours on the natural environment, and assess the role of behaviour,
ethics and technology in reducing these impacts.
• analyze impacts and issues related to the development and use of natural resources.
Grade 12 Living in a
Sustainable World
Grade 11 Dynamics of
Human Relationships
• analyze impacts of human activities on ecological processes and on plant and animal species.
• assess the contribution of various individual, workplace and community initiatives to reducing the human
impact on the natural environment.
• demonstrate an understanding of the components of personal well-being, how to achieve and maintain it,
and its importance throughout the life course.
• explain how self-concept and self-esteem influence personal well-being.
• demonstrate an understanding of how self-concept influences an individual’s interactions with others.
Grade 12 Human
Development Throughout
the Lifespan
Grade 12 Philosophy:
Questions and Theories
• explain the process of identity formation throughout the lifespan.
• analyze the relationship between personality and social interactions.
• analyze the role that family plays in socializing its members.
• demonstrate an understanding of the main questions in the philosophy of science, and of the positions of
major philosophers and schools of philosophy with respect to some of these questions.
• describe forces that have helped shape the evolution of the philosophy of science over time and analyze
their impact.
• analyze the interaction between society and various religions and belief traditions.
Grade 11 World Religions
• explain why tensions and debates have arisen between various faith communities and society.
• describe and analyze ways in which various religions and belief traditions are interpreted and adapted
within civil society and popular culture.
The Overall Expectations listed above are from the Ontario Curriculum. Complete course descriptions, including all Overall
and Specific Expectations can be found at: http://www.edu.gov.on.ca/eng/teachers/curriculum.html
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