Science is frequently a visual endeavor, dependent on direct or indirect observations. Teachers have long employed motion pictures in the science classroom to allow students to make indirect observations, but the capabilities of digital video offer opportunities to engage students in active science learning. Not only can watching a digital video clip capture students' attention, it can also help students explore concepts and gain understanding through explanations within the video. Viewers can compare what happens as variables are changed in sequenced scenes, or they may be challenged by questions in overlaid titles or voiceovers. Other videos can be used to elaborate or to apply concepts discussed in class to new situations. Learning can happen in the very process of capturing and editing video of events that depict science concepts. Based on the number of videos being uploaded to websites such as YouTube, it's clear that students want to be seen. Using this as motivation, teachers can encourage students to be the stars in events that display concepts in science. Digital video allows students to become active participants in science activities. Creation of digital movies can facilitate investigation of a science topic using the students' social context. In this article, the author describes activities wherein digital video can be applied to science instruction.