Extract from the teaching material on the Gulf Stream, which accompanies the paperback Systeem aarde by the Foundation for Biosciences and Society.
The Foundation for Biosciences and Society is linking a paperback to a digital module for the first time. Seven lessons bring climate and cycles into the classroom.
A Gulf Stream that grinds to a halt, a textile artwork depicting climate change, and a class debating the Anthropocene – these are scenes from the new teaching module Systeem aarde. The material has been developed to accompany the paperback of the same name by the Foundation for Biosciences and Society (BWM), which is published on 22 September.
The paperback brings together contributions from leading researchers on disruptions to the carbon, nitrogen and phosphorus cycles and their consequences for climate and biodiversity. For the first time, BWM is linking such a book to a digital educational counterpart: seven lessons for lower secondary havo-vwo pupils, available free of charge from 20 October. In doing so, the foundation is taking a new step towards schools. The module follows the same structure throughout: a short, thought-provoking opener, an excerpt from the book, and one or more assignments. In the Gulf Stream lesson, for example, pupils write a script for an explanatory video, practising both conceptual understanding and communication skills.
‘Teachers said: if a module is too prescriptive, we won’t use it’
Another assignment asks pupils to calculate the CO2 emissions of a holiday, connecting personal choices to the carbon cycle. And in the art lesson, pupils discuss textile works that evoke emotions and questions around climate change. In this way, pupils come to appreciate that science is not the only perspective on offer, and that art and social reflection also contribute to insight and discussion in the classroom.
According to developer and former BWM intern Merel Kooij, the strength lies in that variety. ‘I wanted to show that biology doesn’t exist in isolation’, she says. ‘Everything is connected: nature, chemistry, society and even art. By using different perspectives, the content becomes richer and pupils stay engaged.’
Connections
For biology teachers, there are clear points of connection. The lessons on the ocean touch on oxygen dynamics and food webs, whilst the nitrogen assignments make a direct link to agriculture and biodiversity. At the same time, the material is cross-curricular and also ties in with geography and chemistry. The flexibility of the module was a deliberate choice. Teachers can use individual lessons or the full series. Assignments can be adapted in length and level, and are suitable for individual work or group tasks. ‘Teachers said: if a module is too prescriptive, we won’t use it’, says Kooij. ‘That’s why I’ve set everything up so that any teacher can work with it, regardless of class size or lesson time.’
Wikiwijs
The teaching modules will be made available on Wikiwijs. This is a strategic choice: the platform is widely accessible and makes it possible to track pupil results, increasing the likelihood that the material will actually be used in the classroom. During development, Kooij used the SLO learning objectives as a guiding framework. Describing ecosystems, explaining sustainable solutions and analysing the impact of human activity form the common thread. ‘At SLO they emphasised that the learning objectives are a guide, not a rigid prescription’, says Kooij. ‘That gave me the freedom to design assignments that connect with young people’s everyday lives.’
The project is nonetheless explicitly a pilot. The material has not yet been tested in the classroom. BWM intends to present the module at the NIBI conference in November and to invite teachers to share their experiences. Feedback is crucial, Kooij stresses: ‘It may turn out that an assignment is too long, or that one is particularly engaging. Above all, we want to know whether our teaching material fits classroom practice.’
Direction
For Kooij herself, the process was valuable: she learnt how education and communication come together in the making of teaching materials. ‘I learnt that you shouldn’t just offer pupils knowledge, but also ways to use that knowledge actively. That is what makes education meaningful.’ For BWM, the module is part of a broader direction. Not every book lends itself to teaching materials, but on themes such as climate, water and ecology the foundation sees clear opportunities. By linking educational modules to books, BWM aims to engage young people directly with current scientific topics.
For Kooij herself, the project did not end with the delivery of the module. She is now teaching in primary education whilst working towards her teaching qualification. Yet she has no intention of letting go of educational material development. ‘Every placement or dissertation I have done has ended up as an education project,’ she says. ‘I find it enormously fascinating to combine science and didactics.’ With Systeem aarde she made a first contribution; her ambition is to do so more often in the future.
Interested in testing the teaching modules in the classroom and providing feedback to the Foundation for Biosciences and Society (BWM)? Send an e-mail to info@biomaatschappij.nl 1 with ‘Lesmodule Systeem aarde’ in the subject line.
Sustainable holiday (box)
In one of the lessons, pupils plan their summer holiday – not on the basis of guaranteed sunshine or price, but by calculating the CO2 emissions of travelling by car, train and aeroplane. They then discuss the outcomes: what carries more weight, comfort or climate impact? The assignment links the abstract carbon cycle directly to young people’s everyday lives. At the same time, they practise using sources and thinking critically: which data are reliable, and how do you make a well-considered choice? This gives rise to a discussion that goes beyond facts alone and offers pupils a sense of agency.
1 The article that appeared in print in Bionieuws 14 incorrectly stated the wrong e-mail address: this is the correct address for testing the teaching module. Our apologies for the error. (GvM, 22 September 2025).