Films can be effective tools for engaging students and motivating critical thinking practice.  While fictional, many disaster and science fiction movies draw on knowledge of real-world geological and climatological systems. During the 2025 Fall Semester in the Geological Sciences Program at George Washington University, I developed and taught a freshman-level course on geoscience topics as they appear in film. In this course, the students viewed several films that intersect with earth science topics that I used as a springboard for discussing those topics in greater detail. The topics covered included natural disasters, tectonics, the structure of Earth’s interior, economic geology, energy resources, extraterrestrial geology, deep time history, changing climates, and extreme weather. The main question we explored in this course was: what parts of these movies are totally fiction and which parts are more faithful to reality? This course included a survey taken at the beginning and end of the semester to assess students' knowledge prior to taking the course and to test for change in understanding of earth science achieved by using cinema as a learning tool. This survey was composed of a series of Likert-like scale response questions in which respondents were prompted to rate the accuracy of descriptions of phenomena related to earth science that appear in the films used for the class. A modified version of this survey was also offered to geoscientist volunteers at the 2025 GSA Connects meeting in San Antonio, TX for comparison to the student responses. Overall plausibility of the survey prompts, as rated by the students, did not significantly change from the first round of the survey to the second, but the degree of uncertainty when responding to the prompts did drop substantially. Responses among respondents at GSA were generally similar to students in the class but with a greater degree of agreement among respondents and fewer responses indicating uncertainty than the first classroom survey but more than in the second. In this presentation, I will introduce the course and comment on its outcomes. I also hope to receive feedback from other GSA attendees in the form of additional survey responses, recommendations to improve the survey design, and recommendations of additional movies or topics to cover the next time this course is offered.