While those themes won't be the subject of this piece-the focus here is firmly on the science -there's certainly ample opportunity to discuss these ideas as they arise within the classroom. It's worth acknowledging that Finding Dory, in particular, offers a robust consideration of and commentary about disability, understanding and accessibility. At just over ninety minutes, Finding Dory is brief enough to be accommodated within a unit, though I'd generally recommend using clips to illustrate the scientific ideas found within the film rather than giving over multiple lessons to watching it in its entirety. With a relatively realistic representation of the underwater oceanic ecosystem-and its inhabitants-these two films are well placed to enable discussion and investigation and to function as stimulus material in the junior Science laboratory. (2) Their impact can be measured beyond box-office receipts it's testament to the cultural influence of the films that the popularity of clownfish as pets 'skyrocketed' (3) in the wake of the first film, which I'll return to later in the piece. Both films were huge box-office hits, with each nestled among the top fifty all-time highest-grossing films at the time of writing. You can expect that most students will be familiar with these Pixar films, whether they have seen them or simply heard of them. In this instalment, we'll be going under the sea with Dory (Ellen DeGeneres), Marlin (Albert Brooks) and Nemo (Alexander Gould / Hayden Rolence (1)).Ĭonscious that the physics of space and projectile motion are geared more towards senior secondary science than junior students, I've chosen to dive into Finding Nemo (Andrew Stanton, 2003) and Finding Dory (Stanton, 2016) in the hope of finding something useful for primary and junior Science teachers to explore in their classrooms. Over its short lifespan thus far, Cinema Science has gone into outer space with Passengers (Morten Tyldum, 2016) and on the open road with the Fast and the Furious franchise.
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