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EDUCATIONAL RESOURCE BILL NYE: SCIENCE GUY Lead Sponsor Exclusive Education Partner Supported by An agency of the Government of Ontario Un organisme du gouvernement de l’Ontario Additional support is provided by The Andy and Beth Burgess Family Foundation, Hal Jackman Foundation, Artscape Foundation, CineSend and through contributions by individual donors. Like us on Facebook.com/docsforschools WWW.HOTDOCS.CA/YOUTH HEADER 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] 1 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 2 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. 3 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 4 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 6 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. 7 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 8 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. 9 • 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 10