Our target audiences
In our educational outreach, we chose to focus on two highly different groups: primary school children and older adults. Both have unique roles in shaping the future of science and society, and both benefit deeply from inclusion in these conversations.
Why children?
Children are at a formative stage where concepts learned can shape lifelong attitudes. By introducing synthetic biology early, we give them accurate, foundational knowledge that will help them critically assess scientific advances when they encounter them later. This is especially relevant in a field prone to public misunderstanding and misinformation.
Moreover, teaching them about ALS not only raises awareness of a rare disease but also fosters empathy. Most children’s first reaction to ALS patients is fear or avoidance; by explaining the disease and its effects in accessible terms, we help them see the person beyond the symptoms, reducing stigma and inspiring them to view science as a tool to help others.
Why older adults?
Older adults are often bypassed in science education initiatives. Many actively want to learn but have limited access to current, evidence-based information. This makes them more vulnerable to misinformation, especially on topics like synthetic biology where public debate is polarized. By engaging them, we not only fill gaps in their knowledge but also encourage them to question unverified claims and become informed participants in societal discussions.
Our activities
To effectively reach our target audiences, we designed and delivered activities across a wide range of settings (schools, libraries and community centres) to connect with as many people as possible.
Throughout this process, we recognized the importance of thoughtful planning and reflection to maximize the impact of our outreach. Before each activity, we carefully considered each of the next key questions to guide our preparation:
These questions helped us tailor our content and methods to suit the specific needs and backgrounds of each audience. Additionally, after each session, we revisited and evaluated our work through these next questions:
This cycle of planning, executing, and reflecting ensured that our educational efforts were relevant, engaging, and continuously evolving to better serve our diverse audiences. |
|
COOKING DNA
On March 25th, we had the pleasure of welcoming the students from the Campus de la experiència to our laboratory. This program, run by UIC Barcelona, is designed for people over fifty who are eager to keep learning.
Learning goals: Our aim was to introduce the basics of synthetic biology: what DNA is, how it encodes information, and how it can be modified. We also wanted participants to experience firsthand what it’s like to work collaboratively in a laboratory setting. Finally, it was really important to us that whatever we taught them, they could bring it to their homes and share it with their loved ones.
Starting point: Most of the participants did not know the exact meaning of synthetic biology, but we suspected they had heard about it in the news, and we were right. When we asked if they were familiar with topics like GMO foods or experiments aiming to modify a rat to grow mammoth-like hair, most responded affirmatively. Also, they did have some basic knowledge of biology, such as understanding what bacteria are and knowing that DNA plays a crucial role in determining who we are.
Our approach: We combined a mainly theoretical session with a hands-on laboratory activity. Older adults tend to sustain attention for longer periods, so we did not need to include an interactive exercise for every concept. Instead, we delivered a lecture covering the fundamentals of synthetic biology, leaving time for questions, comments, and discussion. To reinforce our main message, we then moved to the lab for an experiment where participants could see the DNA of a banana with their own eyes. Since it was important to us that they could replicate the experience at home, we used common household materials for the extraction. At the end of the session, we gave them a printed guide so they could repeat the experiment and share it with their loved ones.
Extract the code of life at home!
Cooking DNA instructions (PDF)
Feedback: To gather feedback on the activity, we interviewed several participants, asking them what they did, whether they enjoyed it, and if they had any suggestions for improvement. The responses were overwhelmingly positive: everyone we spoke to reported having learned a lot and greatly enjoying the experience.
Could you tell us a little about what you did in the lab and if you liked it?
I really liked it. We visualized the DNA of a banana, and followed all the steps to get to see the banana's DNA. I loved it, I really loved what you said, the explanation you gave us.
Is there anything in particular that surprised you a lot or that you particularly liked?
I really liked everything in general.
If you had to describe today in one word, what would it be?
Fantastic.
Would you give us any advice for moving forward with the project, that is, doing different experiments, changing something...?
No, I would simply tell you to continue in the same way, with order, discipline, and preparation.
Would you like to do more scientific activities in the future?
Yes, because I was absolutely delighted. I hadn't seen, nor could I have imagined, that DNA could be seen. And seeing it was like magical.
And the experiment in general, did you find it easy, difficult...?
Easy, and I think I can do it at home.
We also encouraged them to repeat the experiment at home using the materials and instructions we had provided, and to send us pictures of their results. This way, we could see if the activity was easy to replicate outside the lab and if they felt motivated to share it with others. Several participants expressed enthusiasm about trying it with family members, especially grandchildren.
Improvement: Although we showed participants how synthetic biology is applied in the medical field, we may not have emphasized enough how it intersects with everyday life. To encourage reflection on how the session’s content relates to their own experiences, we could dedicate a few minutes to asking questions such as: “How could this knowledge impact your daily life?” or “Did anything we talked about today change how you think about biology or science in general?”
Additionally, when collecting feedback, asking more specific questions, like “Was any step unclear or difficult to follow?”, “Which part of the theory session was most interesting?”, or “Do you feel confident explaining this experiment to someone else?” could provide a clearer understanding of which aspects of the explanation could be improved.
Advice:When conducting lab experiments with participants who have never been in a laboratory, following the steps can be challenging. To address this, we divided the participants into small groups and assigned one team member to each group. While one of us demonstrated the experiment for everyone, the assigned team member supported their group, allowing participants to work autonomously and only intervening when they asked for help. This approach helped them feel more involved and engaged. We organized groups of approximately eight people, but smaller groups are even better, as they give each participant more hands-on opportunities.
Older adults especially enjoyed the lab experience, so if you do this activity or a similar one providing them with lab coats and simple science equipment, even if not strictly necessary, it can enhance engagement and the general experience.
BLOOM FOR ALS
Every year, to celebrate Sant Jordi (Catalonia’s cherished Day of Books and Roses), our university organizes a vibrant program of cultural activities in various tents across campus. This year, we hosted our very own tent featuring a series of interactive activities designed to help students understand how ALS affects the human body.
Learning goals: Our main goal was to help fellow students understand not only what ALS is from a medical perspective, but also the daily challenges and struggles faced by those living with the disease. We also aimed to foster empathy and spark conversations about the importance of research, early diagnosis, and support networks for patients.
Starting point: We initially assumed that most people on our campus would already be familiar with ALS, so we planned to focus mainly on showing the daily life and struggles of patients. However, we soon discovered that some students knew little about the disease. This gave us the opportunity to engage with them directly and provide more background on what ALS is. Since the majority of our campus community studies careers in the medical field, we were also able to delve much deeper than in other activities: exploring its causes, the latest research efforts, and even our own work on diagnostic investigation.
Pin the flagellum on the Bacteria
For our first game, we put a scientific spin on the classic “Pin the Tail on the Donkey”, a game well-known in Spain, often played at children’s parties, town festivals, and other celebrations where even teenagers and adults enjoy reliving childhood memories. Traditionally, the game features a drawing of a donkey without its tail. One by one, blindfolded participants take the “tail” (usually a string, cloth, or similar item with a pin or thumbtack), spin around until they’re disoriented, and then try to pin it in the correct spot. Whoever gets closest wins.
In our version, the donkey was replaced by a drawing of a bacterium, and the tail by its flagellum. To connect the game with our ALS awareness theme, we added an extra challenge: participants had to hold the flagellum with chopsticks. This small twist made the game much harder and served as a playful yet powerful way to show how ALS can affect grip strength and coordination in daily life.
Don't Break the Connection
Our second activity was a team challenge played in pairs. The task was simple in theory but tricky in practice: carry a piece of candy together using only your mouths, with your hands tied behind your backs. The goal was to follow the marked path without dropping the candy or breaking the stick it was attached to.
To highlight the dependence that ALS patients often have on others for daily tasks, we added an extra twist: one participant was blindfolded, relying entirely on their partner’s guidance to reach the finish line.
ALS Pong
For our third activity, we borrowed the rules from the well-known party game “beer pong”, but with a twist. To connect the game with our ALS awareness theme, we introduced an added challenge: the player throwing the ball had their hands tied. This simple change mimicked some of the motor limitations ALS patients experience.
Adopt a neuron
As part of our fundraising activities, we offered supporters who couldn’t join the games the chance to “adopt a neuron.” With any donation of over two euros, donors received a neuron sticker and a certificate recognizing that they had officially adopted a neuron.
Improvement: After reflecting on the activity, we identified a few ways it could be enhanced in the future. One idea that came to us during the event, and that we will incorporate if we make anything similar, is placing a small poster next to each game explaining exactly how its difficulty relates to ALS symptoms. This would ensure that even students who didn’t participate could still learn from the displays. These posters could also feature quotes from ALS patients we’ve spoken to, describing their daily struggles in their own words.
Another idea, suggested by a team member, was to create a large poster of the human body where students could place stickers on the parts affected by ALS as they learned about them through the activities. We ran out of time to prepare it this year, but we believe it would be a great interactive addition in the future.
Finally, one student recommended setting up a “letter wall” where participants could write supportive notes to ALS patients or their families, to be shared with patient associations.
Advice: When planning activities for your peers, choose games or challenges they are already familiar with and enjoy. This makes participation more appealing and ensures your message reaches a wider audience. Don’t be afraid to take a simple or “childhood” game and give it a creative twist to make it educational.
From our experience, trying to invent completely new games that would engage students our age was much harder than expected. Many ideas were discarded because no one on the team would actually want to play them. Adapting familiar games like “Pin the Tail on the Donkey” or “beer pong” allowed us to create fun, relatable activities while still highlighting the challenges faced by ALS patients. Keep it simple, make it relatable, and then add the small twist that teaches something meaningful.
SCIENTIST FOR A DAY (3rd, 4th, 5th and 6th grade students)
To engage children in our scientific outreach efforts, we created an activity designed to introduce them to the basics of synthetic biology and raise awareness about ALS. All the materials were generously donated by a local book shop, called La Gralla , where we first held the activity. You can see more in our fundraising page .
Thanks to their sponsorship, we were able to bring Scientist for a Day to two additional schools: Escolàpies Sant Martí and Pereanton school, where we carried out the activity with three different grades (4th, 5th, and 6th). This allowed us to reach a total of 156 children .
Places we went:
- La Gralla book shop
- School Escolàpies Sant Martí
- Pereanton school
Learning goals: Our primary goal was to help the children understand what bacteria are, emphasizing that they are not always harmful. We wanted them to learn that, using different scientific techniques, researchers can modify bacteria to perform beneficial tasks, such as treating diseases, reducing pollution, or producing useful substances. In addition, we aimed to introduce them to ALS, explaining in simple terms what it is and helping them grasp what happens when communication between neurons breaks down and muscles stop receiving the signals they need to function.
Starting point: Most of the children had very limited knowledge about bacteria. They knew bacteria could cause diseases, but for them, a bacterium and a virus were essentially the same thing. This meant we needed to begin with the absolute basics: clarifying what bacteria are, how they differ from viruses, and then gradually building up to more complex concepts, such as what DNA is and that scientists can modify it.
Similarly, they had no prior knowledge of ALS or even of how the brain works in general. To introduce the disease, we showed them pictures of well-known public figures who had ALS. Some of the children recognized these individuals, and having a familiar, visual reference point made it easier for us to move into more challenging topics, such as how neurons connect and communicate.
Our approach: We divided the session into three main parts. We started with a short theoretical introduction, where we explained what bacteria are and introduced the basics of synthetic biology. Secondly we made a more interactive activity showing how neuron connections fail in ALS patients. Finally, the third part was a creative workshop where the children could “modify” their own drawing of a bacterium.
To explain how scientists can modify bacteria or other cells, we first introduced the concept of DNA. We used an analogy comparing scientists to chefs and DNA to a recipe book. Just as a chef can change a recipe to create a different dish, scientists can modify these “recipes” in the lab to obtain new results.
Next, to explain how ALS works, we compared the human body to a robot. Just like a robot needs cables to transmit information from its control center to all its parts, humans have nerves, made up of neurons, that perform the same function. To demonstrate how neurons communicate, we played a game. We told the children that our mascot, Dr. Bambu, had hidden a gift for them inside a treasure chest, but he needed help reaching it because he had the key. The children sat in a semicircle, passing Dr. Bambu from one to another. One team member started at one end of the semicircle with Dr. Bambu, and another waited at the other end with the chest. Partway through, two of us left the semicircle, blocking Dr. Bambu’s path. We explained that the children represented neurons, and those who left were like damaged neurons, preventing the message from reaching its destination, just like in ALS. We then repeated the game without interruptions so Dr. Bambu could reach the chest.
Finally, we reviewed the key concepts about modifying bacteria and gave each child a drawing of a bacterium. With colored pencils, clay, pipe cleaners, and stickers, they “modified” their bacteria however they wanted, applying their newfound knowledge in a creative way. Also, in the back of the bacteria drawing were the most important “take home messages” from the activity so the kids could share it with their families.
Feedback: As a way to gather feedback, at the end of each session we asked the children what they had learned and invited them to answer questions about the topics covered. This not only allowed us to identify which parts had the greatest impact, but also ensured they had understood the concepts, giving us a chance to clarify anything that was unclear. We also recorded short interviews with some students, asking what they had enjoyed most and what new things they had learned.
During our second session, the children asked an impressive number of questions, showing not only that they were engaged with the activity, but also that they were eager to go deeper into the explanations.
Improvement: During the first time we ran the activity, the kids were still able to pass Dr. Bambú even after we left, because two of them stretched out too far to fill the gap. In the moment, we explained that our leaving had made it harder for the “information” to pass, even though in this case it still did. We also told them that in ALS, this “gap” is much bigger, often making it impossible for the information to get through. After reflecting on this, we decided that in future sessions we would not physically leave the group. Instead, we would use the activity to help them understand how neuron connections work, and then explain that if some members of the semicircle were missing, Dr. Bambú could not pass, likewise happens in ALS.
That first session also revealed another challenge: the projector didn’t work, so we couldn’t show the presentation we had prepared. During the activity, we noticed that some kids didn’t grasp what neurons were and even asked if they were a type of good bacteria. We improvised by showing them more pictures from our phones and re-explaining with visual aids. Once they saw the images, all the kids understood. This made us realize how important visuals are for making the theory clear. For the next sessions, we added even more pictures, both drawings and real-life photos, and made them a central part of our explanation. The kids’ understanding improved dramatically.
Advice: When working with kids, it’s essential to find interactive ways for them to actively participate in the explanation. For example, in our demonstration of neuron connections, we could have simply passed Dr. Bambú between the members of the group, but involving the kids directly made them more engaged and attentive.
Even small details can make a big difference. Buying a plushie of our mascot and incorporating it into the activity turned out to be a big hit. It’s an inexpensive investment that can significantly enhance the experience and make it more memorable for the kids.
During our second session, the students were incredibly eager to learn and asked countless questions… some so advanced that they went far beyond a typical primary-school science level. We didn’t shy away from this curiosity. Instead, we took the opportunity to search for more detailed visuals online and gave them an in-depth explanation of neuron structure and function. They followed along with genuine interest, and it was clear that they appreciated being treated as capable of understanding more complex concepts. We also learned that if they don’t understand something, they’ll let you know, so there’s no harm in aiming higher.
CELL DETECTIVES (Older adults, CAP Bordeta-Magòria)
We contacted the CAP Bordeta-Magòria to organize an activity in their Health School, a program they run to promote healthy habits and patient education to the older generation. A CAP (Centre d’Atenció Primària in Catalan) is a local public health center in Catalonia that provides primary care services, and we had the pleasure to prepare the first activity held in the Health School this school year.
Learning goals: Our aim was similar to the session we gave at “El campus de l’experiència”. We wanted to introduce the basics of synthetic biology by explaining what DNA is and how it can be modified in bacteria and other cells. We also wanted to highlight that not all bacteria are harmful. Finally, we seek to explain the fundamentals of ALS and raise awareness about the daily challenges faced by patients.
Starting point: Most people attending this Health School had little to no background in biology. Some might have learned about cells back in high school, but most had likely forgotten much of it. Unlike the students at “El campus de l’experiència,” who had a bit more knowledge in general biology, here we needed to begin our explanation from the very basics.
Our approach: From our experience in our first activity with older adults, we realized that they enjoyed lecture-style activities. Based on this, we decided to begin with a theoretical explanation similar to the one we had previously given, but this time starting from the most basic knowledge. Once the lecture was finished, we dedicated time for discussion with the participants. To close the session, we thought that creating a board game aimed at teaching biology would be a great way to improve our scientific outreach. For this reason, the final part of the session was dedicated to playing the board game we had designed: Who Modified the Bacteria?
Feedback: Participants really enjoyed our activity, and the majority of feedback from both them and the organizers was very positive. The main challenge we faced was time: although we had reserved an hour and a half, we wanted to dedicate a full hour for participants to play our game. However, since many of them had never played Cluedo (the game that inspired our own) it took almost half an hour just to explain the rules. As a result, there was no time to actually finish a game. Several participants mentioned that they would have appreciated a longer session.
Improvement: As highlighted in the feedback section, the most important improvement for future editions would be to extend the duration of the activity. Additionally, this time we printed, cut, and assembled all the game materials ourselves to reduce costs. While this gave the game a polished, professional look, it took an excessive amount of time. In hindsight, we believe it would have been better to order the materials and invest our time more effectively elsewhere.
Advice: When explaining highly complex concepts to an audience with little prior knowledge, creativity is key—using tools like games can make abstract ideas far more accessible. Equally important is taking the time to understand what participants already know and what they don’t. For example, in our session most participants were familiar with ALS, which we hadn’t expected, but some very basic biology facts that felt obvious to us were new to them. Asking questions, encouraging doubts, and allowing participants to guide the discussion will help you adjust your explanations on the spot. The most effective sessions are those that remain flexible and adapt to the audience’s needs.
OUR TABLE GAME: Who modified the bacteria?
As we mentioned at the beginning, older adults are often excluded from scientific outreach, so we focused part of our educational efforts on changing this reality. Since many older adults enjoy playing board and card games with their families and friends, we decided that designing a game to teach biology would be an engaging and effective way to interact with this audience. However, the game is not just intended for older adults, our goal is for anyone aged 8 and above to be able to play.
The game's story revolves around a mysterious accident in the laboratory: one of the characters entered without permission and poured an invented chemical compound on a bacterium, causing it to develop a super ability. The players' goal is to discover who was responsible, what compound they used, and what instrument they used.
The game's dynamic is similar to Cluedo: there are different areas within the laboratory, and each contains a hidden card that allows you to discard possibilities until you find the correct combination. But here's the twist: it's not enough to simply reach the location where the clue is. To get it, you must first correctly answer a science question, Trivial Pursuit-style. Only those who manage to combine deduction and scientific knowledge will be able to solve the mystery.
To make our educational activity easier to replicate, we prepared detailed instructions for our table game in two languages.
Instructions in English (PDF) – step-by-step guide to play the game
Instrucciones en Castellano (PDF) – guía paso a paso para jugar al juego
Playing this game is a fun and stimulating way to introduce them to science, and in particular, to Amyotrophic Lateral Sclerosis (ALS). By asking questions to uncover clues, participants will learn key concepts related to synthetic biology, medicine, and the disease itself. Additionally, each card includes a 'Learn More' section that provides further information related to the topic of the question.
Furthermore, the fact that the game takes place in a setting inspired by a scientific laboratory allows players to familiarize themselves with the materials, tools, and areas found in the lab, understanding their usefulness and function within the context of the game. Thus, entertainment becomes a complete educational experience, where science is transmitted in a fun, accessible, and intergenerational way.
We had our game professionally printed by a company specializing in board games. However, if you’d like to play without spending money, you can download all the resources below and print them at home. For the best experience, we recommend gluing the printed game board onto a piece of cardboard or a wooden board.
Game resources
If you’d like to play without spending money, you can download all the resources below and print them at home. For the best experience, we recommend gluing the printed game board onto a piece of cardboard or a wooden board.
ENGAGING WITH THE PUBLIC
Up until this point, many of our activities had been directed toward children and older adults, so we wanted to expand our efforts and connect with a broader audience. To do this, we turned to social media, specifically TikTok and Instagram, which gave us the opportunity to engage with people of different ages and backgrounds in a direct and accessible way. These platforms allowed us to communicate complex scientific concepts in a simple, creative, and entertaining format, while also encouraging interaction with individuals outside of the scientific community. Through short videos, interactive stories, and dynamic posts, we aimed to not only share our progress and results but also to raise awareness about Amyotrophic Lateral Sclerosis (ALS). All of our content can be found on our official account, @igem_uic.
ALS Quiz: ALS is widely known, but there are many myths surrounding it. To address this, we designed an interactive quiz on both TikTok and Instagram. We shared statements about ALS in our stories, and participants had to guess whether they were true or false. The following day, we revealed the correct answers. This activity not only helped us dispel misconceptions but also gave us insight into the level of knowledge the general public had about ALS, allowing us to direct our outreach toward the areas where information was lacking.
What is ALS? We created a video inspired by the “draw my life” style to explain the basics of ALS. In the video, we described how motor neurons work, how they are progressively damaged in ALS, and the consequences this has on patients’ lives. This visual approach helped make a complex disease easier to understand.
Seeing DNA at Home: Building on our earlier initiative “Cooking with DNA,” we published a video showing people how they could extract and see the DNA of a banana at home using simple, everyday household items. Along with the demonstration, we explained some biology fundamentals, including what DNA is and why it is essential for all living beings.
Interview with an ALS Patient: To raise awareness about the real impact of ALS on individuals and families, we interviewed a Spanish ALS patient named Alan. In this video, he shared his personal experience and described the daily challenges he faces as a result of the disease. His testimony helped us put a human face to the condition and allowed our audience to better understand the urgency of advancing ALS research.
Posters for ALS: Finally, to raise awareness about the disease, we designed a series of posters in Spanish, Catalan, and English. Each poster featured impactful phrases aimed at sparking curiosity, fostering empathy, and encouraging people to learn more about ALS.