1.1 Offline Presentation--Guangzhou Longdong Primary School

Guangzhou Longdong Primary School boasts relatively favorable educational conditions, equipped with modern teaching facilities such as multimedia classrooms, facilitating the conduct of science popularization activities. On May 29, 2025, our team visited the school and delivered an innovative and engaging science lecture on microorganisms to the fifth-grade students.

At the beginning of the lecture, we presented the fascinating world of microorganisms to the children through vivid and interesting pictures and animations, ranging from the common lactic acid bacteria that help make yogurt to the magical role of yeast in bread fermentation. The children's eyes sparkled with curiosity. To allow the children to experience microorganisms more intuitively, we found relevant documentaries that visually presented microbial samples in water.

When they saw those tiny organisms actively swimming under the microscope, the children were excited and gasped in amazement. During the interactive session, the children actively asked questions, ranging from "Can microorganisms get sick?" to "Can we use microorganisms to make the environment better?" They showed a high thirst for knowledge. We answered their questions patiently and further guided them to think about the close connection between microorganisms and our lives, as well as the potential value of synthetic biology in the field of microbial applications, opening a door to the forefront of science for them. Finally, we asked the children to share their own views on microorganisms and their ideas about what microorganisms look like, which were collected on our message board.

1.2 Online Presentation--Dalian Bilingual Primary School

Considering the relatively poor teaching conditions and lack of professional scientific experiment equipment at Dalian Bilingual Primary School, we adopted online live streaming to provide science popularization for the first-grade students. During the live stream, we also used rich multimedia materials as a carrier to explain microbial knowledge in plain and easy-to-understand language. To enhance interaction, we designed online Q&A and mini-game sessions, such as "Guess the Microbial Knowledge", where children actively participated by leaving comments, creating a lively atmosphere. Although we were unable to conduct on-site experimental observations, we allowed children to understand how to cultivate microorganisms and observe their growth process by playing experimental videos. During the explanation, we noticed that despite being in an environment with relatively scarce teaching resources, the children's enthusiasm for science remained undiminished. This reinforced our determination to eliminate educational disparities and enable more children to access high-quality scientific education resources.

1.3 Inter-school Cooperation--Popular Science Book Creation

To further enhance the achievements of science popularization education at the primary school level, we collaborated with other iGEM teams to jointly design a science popularization book about our project, "Saccharomyces cerevisiae utilizes red algal biomass to synthesize rare ginsenoside Rh1 de novo". During the creation process, we fully considered the cognitive level and reading habits of primary school students, incorporating a large number of vibrantly colored illustrations and simple, easy-to-understand text. The book begins with an interesting story that introduces the magical effects of ginseng and the difficulties in traditionally obtaining ginsenosides, thereby highlighting our innovative method of using synthetic biology technology to synthesize rare ginsenoside Rh1 through Saccharomyces cerevisiae. The book provides a detailed introduction to the characteristics of Saccharomyces cerevisiae and red algal biomass, as well as our experimental ideas and processes, presenting complex scientific knowledge to children in a vivid and interesting manner. We plan to donate this science popularization book to participating primary schools and schools in areas with weaker educational resources, allowing more children to understand the application of synthetic biology in solving practical problems and broadening their scientific horizons.

Through conducting science popularization activities in two primary schools with different educational conditions and collaborating across schools to create science popularization books, we have not only disseminated knowledge about microbiology and synthetic biology, but also promoted the equalization of educational resources to a certain extent. In the future, we will continue to work hard and carry out more diverse and rich educational activities, so that the seeds of science can take root and sprout in the hearts of more children.

2.1 Zhongcun Middle School (Offline)

On June 12th, we arrived at Zhongcun Middle School.

To give students an intuitive understanding of the connection between technology and daily life, the opening section compares two types of tomatoes commonly found in the Shenzhen market: ordinary tomatoes soften after just two days at home, while gene-edited storage-resistant tomatoes remain plump even after a week. "This is not due to the addition of preservatives, but rather to the precise adjustment of genes that control the breakdown of tomato cell walls - it's like slowing down the 'preservation switch' of the fruit. All changes originate from its own genes, with no external additions."

The interactive session featured a "genetic puzzle" game, where each group of students received a set of cards printed with different gene fragments, and were required to piece together the complete gene sequence that controls tomato storage tolerance, insect resistance, and sweetness. Upon completion, each group shared their approach. Some students discovered that "the storage tolerance gene and the insect resistance gene do not interfere with each other," which aptly demonstrated the precision of gene editing. In the subsequent "question relay," students took turns asking questions, ranging from "Will the taste change?" to "How to distinguish between varieties." Each question was dissected and answered, making the classroom atmosphere increasingly lively.

When discussing the "safety of genetically edited foods", some students mentioned the concerns of parents: "Will our bodies develop characteristics of rice after eating genetically modified rice?" Everyone immediately recalled the knowledge from biology class: "Genes are broken down into small molecules, just like building blocks being dismantled into parts, and it's impossible to put them back together into their original form!" This analogy made many students suddenly understand.

Through this class, students not only understood the principles of gene editing, but also learned to view cutting-edge technologies from a rational perspective. The seeds of scientific thinking have quietly sprouted.

2.2 Dalian Bilingual Junior High School (Online)

In the online classroom of Dalian Bilingual Junior High School, an animation on the screen demonstrates the working process of the CRISPR system: like a scissors with a navigation system, it precisely locates the target gene before making its move. Despite the online teaching format, the enthusiasm of the students remains undiminished.

To make the technical principles more understandable, the opening explains in layman's terms: "Gene editing is like making 'fine adjustments' to genes, only changing the parts that need to be adjusted, without touching other normal genes. It's like correcting typos in a composition without disrupting the overall structure." This analogy filled the chat room with responses of "I understand now".

The interactive session was conducted on an online whiteboard. The teacher drew a DNA chain and marked the gene fragments that control the sweetness and sourness of fruits. Everyone was invited to leave a message to point out "which part should be adjusted to make strawberries sweeter". Messages flooded the screen instantly. Many students not only pointed out the location but also provided reasons with clear logic.

Finally, the students engaged in a discussion centered around "Is gene-edited food safe?" They shared their views based on their life experiences and formed rational cognition through the exchange. Through this online class, the spatial constraints were broken, making high-quality science popularization resources readily available - regardless of where they are, students can simultaneously access cutting-edge knowledge. This is a vivid manifestation of how online education promotes resource equity.

2.3 Inner Mongolia Binhu Middle School (Online)

In the online classroom of Inner Mongolia Binhu Middle School, images of grassland ranches and gene-edited crops are displayed alternately on the screen. Despite the online teaching format, the students' enthusiasm for participation is very high: some take notes carefully, while others actively raise their hands during interactive sessions, making the classroom atmosphere lively and orderly.

To get close to local life, the introduction begins with the common alfalfa in the grasslands as an example: ordinary alfalfa is prone to withering in severe cold, while gene-edited cold-resistant alfalfa can survive at minus 15 degrees Celsius - "This is not adding an 'alien armor', but activating its own cold-resistant genes, just like upgrading the 'cold resistance' of pasture from a cotton jacket to a down jacket. All changes originate from its own genes." This explanation made the students feel intimate, and someone spoke up, saying, "The cattle and sheep at home lack such pasture in winter."

The interactive session featured a game called "Gene and Trait Matching". The teacher presented online gene fragments that control cold resistance, high yield, and drought tolerance in forage grasses, and asked everyone to match them with their corresponding traits. Students eagerly responded in the chat area, with some accurately matching them based on their understanding of grasslands, prompting more people to think. The discussion revolved around "How Gene Editing Can Assist Grassland Development". Everyone put forward ideas from the perspectives of forage grass improvement and ecological protection, closely integrating knowledge with the development of their hometowns.

Through this online class, geographical barriers have been overcome, allowing students in remote areas to access cutting-edge science popularization knowledge - without having to travel far, they can be aligned with advanced concepts. This kind of undifferentiated knowledge transfer is the core value of online education in promoting educational equity: allowing every thirsty mind for knowledge to equally bask in the sunshine of science.

2.4 Popular Science Comic

In response to the cognitive characteristics and knowledge reserves of junior high school students, we have systematically optimized the popular science comic books, adjusting their reading threshold to a difficulty level more suitable for this age group. We have significantly increased the proportion of text information and emphasized the design of interactive scenes featuring the protagonist "Little Yeast Bacteria".

Through this series of adjustments, we aim to enable junior high school students to not only accurately acquire relevant knowledge of synthetic biology during the reading process, but also generate interest in exploration through vivid role-playing interactions, deepening their understanding and memory of scientific knowledge in the balance between "learning" and "fun".

[Click here to download the original files in two language versions]

2.5 Inter-school Collaboration--Science Popularization Series Course

Inter-school collaborative science popularization course: From Nature, for Nurture

To enable junior high school students to experience the scientific charm of "derived from nature, used to nourish", we have collaborated with seven university teams to develop a series of science popularization courses, sowing the seeds of science. [Click here to learn more about our works]

The course integrates knowledge from various fields of natural science, presented here in tabular form:

Team Name	Work Field
TJUSLS-China	interpret the natural wisdom of plastic degradation
NAU-CHINA	explain the natural principles of fabric production and dyeing
GXU-China	popularize knowledge about Helicobacter pylori and other gastrointestinal pathogens
MammothEdu-South	focus on marine microplastics, analyzing the crisis and PHA application
ZJUT-China	focus on marine microplastics, analyzing distribution hazards and recycling
ZQT-Nanjing	popularize knowledge about the pathogenic factors of colorectal cancer
SCUT-China-L	explore the utilization of marine substances

Our team explains the application of marine biomass in synthesis, as well as the knowledge of yeast gene sequence modification and the production of ginsenosides using red algae, in a way that is easy for junior high school students to understand, allowing the seeds of science popularization to take root and bloom in middle schools.

Here are the relevant materials

3.1 Shijie Middle School

On June 4th, we visited Shiji Middle School in Panyu District, Guangzhou, and delivered a fascinating lecture. We began by discussing "Biotechnology in Daily Life": using "genetically modified soybean oil in supermarkets" to introduce the basic principles of gene modification, and using "the history of insulin production" to connect the iterations between traditional fermentation and synthetic biology technology. When the students saw the data that "1 liter of engineered bacterial culture solution can produce insulin equivalent to that from the pancreas of 5,000 pigs", the initially reserved classroom instantly became lively. We transformed abstract genetic engineering into tangible life experiences that students could perceive, incorporating the concepts of "situated teaching" and "life-oriented curriculum" to allow students to intuitively feel the value of technology.

The students were more looking forward to the laboratory introduction segment. We played a documentary short film of our team's daily experiments: from the computer modeling screen of primer design, to the pipetting operation in the sterile operating table, to the appearance of DNA bands on the gel electrophoresis apparatus. "It turns out that scientific research is not only about complex formulas, but also has so much fun in hands-on experience!" wrote a student on a sticky note. We understand that the mystery of science is being dispelled, and the students' enthusiasm for synthetic biology is being ignited.

"Why do some people always claim that genetically modified foods are harmful to health? Is this really the case?" When this question popped up on the screen, the classroom instantly burst into a heated discussion. Instead of rushing to give a simple conclusion of "yes" or "no", we specially designed a "principle tracing" session. We used a life-like analogy to open up our thinking and introduced that the genes of food cannot be directly integrated into the human genome, causing damage to the human body. To facilitate deeper understanding, we analyzed the case of "Golden Rice and Vitamin A Deficiency" and students gradually realized that technology itself is not absolutely right or wrong. The key lies in whether it is used in the right context and whether it has been scientifically verified. When dealing with cutting-edge technologies like genetic engineering, we should make rational judgments based on scientific facts, rather than being swayed by the fear of the unknown.

In the final academic guidance session, we shared a resource list centered around an online introductory synthetic biology course, titled "How High School Students Can Engage with Cutting-edge Science Through Online Courses". This practical approach aims to dispel the misconception that "lack of resources equals lack of opportunities". One student wrote in their feedback, "It turns out that scientific exploration can be done without having to enter a prestigious university laboratory." This sentence aptly underscores the significance of differentiated design.

This presentation brought cognitive upgrading based on life experience to the students, which is precisely the most accessible learning path for students in resource-poor areas. This is deeply aligned with the core essence of UNESCO's Sustainable Development Goal 4, "Ensure inclusive and equitable quality education and promote lifelong learning for all." When students begin to believe that "science can solve the problems around them," they have already stood at the starting point of "lifelong learning." Through the feedback from the students on the notes, we deeply understand that this step may be small, but it leaves a clear footprint on the long journey of educational equity.

3.2 Shekou High School

On June 27th, we visited Shekou High School in Shenzhen. We learned that the students of this high school generally have high academic qualifications and have a strong interest in biology. We integrated advanced design into the conventional science popularization framework, using the three dimensions of "technical depth + thinking collision + bilingual immersion" to open a window for students to explore the frontier of synthetic biology.

When the molecular structure diagram of CRISPR-Cas9 appeared on the screen, the students quickly recalled the knowledge point of "basic tools of genetic engineering" in their textbooks, which allowed us to directly delve into the technical core. "CRISPR is like a pair of molecular scissors with GPS navigation," we explained in English, while simultaneously supplementing in Chinese: "gRNA is responsible for locating specific DNA sequences, while Cas9 protein performs the cutting. The latest editing technology can even achieve precise rewriting rather than simple cutting." The advantage of this bilingual explanation is particularly evident in technical details - when referring to "off-target effects", the professionalism of the English terminology and the popularity of the Chinese explanation complement each other, and the students quickly understood "how to improve editing accuracy by optimizing gRNA sequence".

To deepen students' understanding of genetically modified (GM) technology, we released a thought-provoking question two weeks in advance: "Do the benefits of genetically modified foods outweigh the drawbacks, or do the drawbacks outweigh the benefits?" We encouraged interested students to independently research the topic and combine their observations with their daily lives. We emphasized: "Don't rush to take a side yet. First, try to explain your understanding of this issue in your own words." The on-site discussion session turned into a "viewpoint exposition." One student shared first: "I checked the report of the International Service for the Acquisition of Agri-Biotech Applications, and after Argentina promoted GM soybeans, pesticide use decreased by 50%, which may be a manifestation of 'benefits'." As soon as he finished speaking, another student added: "But I saw deforestation in the Brazilian rainforest region for planting GM crops. Does this mean that technological application needs to be accompanied by environmental protection policies?" When someone mentioned "GM crops may affect non-target organisms," we guided them: "Can we use the knowledge of 'material cycle and energy flow in ecosystems' from the textbook to analyze the possible transmission pathways of this impact?" The students immediately thought of the "bioconcentration effect" and began discussing "whether the toxic proteins expressed by insect-resistant genes will accumulate through the food chain." This interpretation, from independent research to combining textbook knowledge, made the viewpoints no longer a fragmented pile of information, but formed a logical cognitive chain.

In a subtle way, we guided them from books to the scientific world. In the notes, we found this sentence: "I suddenly realized that biology is not scattered knowledge, but a rigorous framework." This discussion made the students realize that true scientific exploration is never about pursuing the only answer, but about approaching the truth through continuous questioning, verification, and improvement. When facing cutting-edge issues like genetically modified organisms, the most reliable "compass" is the critical thinking and scientific rationality that sprouted in the classroom today.

5.1 "Three Down to the Countryside"

At the end of July, we participated in the "Three Down to the Countryside" summer social practice activity, collaborating with Zaobei Community in Qianshan Street, Haizhu District, Guangdong Province, to carry out a two-day series of food safety science popularization activities. Through various forms such as lectures, visits, and stalls, we transformed professional knowledge into easily understandable common sense for daily life, contributing youth power to assist community residents in food safety protection. The activities covered two groups: commercial street merchants and community residents, serving a total of over 100 people.

Bringing scientific and literacy knowledge and offering medical service to rural areas

On the 27th, the event team held a science popularization lecture on the theme of "Safety on the Tongue" in the community meeting room, targeting catering industry practitioners and residents in the commercial street. At the beginning of the event, members of the publicity team made a brief self-introduction and actively sought to understand the food safety confusion encountered by residents in their daily lives through interactive questioning, quickly bridging the gap with participants and effectively mobilizing their participation enthusiasm.

In the core science popularization segment, the propaganda team provided detailed explanations around key topics such as high-risk food identification, food storage temperature control, overnight food handling standards, food additive usage standards, and ready-to-eat meal usage standards. Regarding starchy foods, the members pointed out that Liangpi (a type of Chinese wheat noodle dish) and Rice noodles are prone to spoilage under high summer temperatures. Once spoiled, they may exhibit phenomena such as surface stickiness and stringiness, and must be removed from shelves immediately upon discovery. For fermented foods, it was emphasized that wet Rice noodles, rice noodles, and other foods may produce high-temperature-resistant and highly toxic bongkrekic acid toxin if stored improperly. Those that have turned red or black must not be sold.

During the event, the team engaged in discussions with street staff regarding the food safety situation in the community. The staff members explained that community merchants generally have a strong awareness of compliant business operations, and most of them can adhere to basic hygiene requirements. However, some may overlook details in food material handling. The staff mentioned that, despite continuous promotion, people have a good grasp of common safety knowledge. However, there is still a lack of understanding in specific areas such as the standards for ready-to-eat meals and the risks associated with homemade food. Additionally, people are not familiar with the process of safeguarding their rights. These will be the key focuses of future promotional efforts.

Educating through entertainment to impart knowledge, and promoting cognition through interactive experiences

On July 27th, members of the publicity team held an innovative interactive science popularization event titled "Microbial Explorer" at Cuiyun Garden in Qianshan Street. The event, themed around "Food Safety and Microorganisms", transformed professional scientific knowledge into easily understandable community science popularization content through fun games and interactive experiences, attracting the enthusiastic participation of over 100 young people and their parents.

The members of the practice group carefully designed five interactive games that combine education with fun, and set up special booths in the community square. The event was bustling with excitement. Children learned about various microorganisms in "Microbe Match", identified dietary misconceptions in "Food Safety Little Detective", and intuitively understood microbial structures through "Jigsaw Challenge". The most popular "Microbe Ring Toss Challenge" allowed children to learn interesting knowledge such as yeast fermentation and the role of lactic acid bacteria after tossing rings onto bottles labeled with microbial names. Participants could earn stamps for each challenge completed and redeem customized cultural and creative prizes such as keychains and postcards.

The science popularization stall activity attracted enthusiastic participation from a large number of community residents, especially welcomed by parents and children. In just one morning, dozens of parent-child families came to "check in" at the five game zones. The small square in the community was filled with cheers, and both adults and children were immersed in the fun of scientific games. Under the guidance of volunteers, children actively used their brains to think about problems, while parents also assisted patiently beside them, accompanying their children to learn together. Many parents said that this form of combining education with entertainment was very rare, "the children had fun, and we also learned a lot of practical knowledge".

Youthful energy empowers the grassroots, and the unity of thought and action realizes our original aspiration

"The creativity and enthusiasm of college students have brought fresh vitality to the community, and we warmly welcome such science popularization activities into the community," said Chen Haolin, a staff member of Zaobei Community Residents' Committee.

In this series of activities, "Youth Gathering Strength for Community Action, Bringing Scientific Knowledge to the People's Hearts," our team leveraged our professional strengths and achieved a shift from "passive reception" to "active participation" through an innovative model combining "professional science popularization, gamified dissemination, and children's science books." This effectively enhanced the community residents' awareness of food safety and scientific literacy, showcased the responsibility and commitment of contemporary young scholars, and explored a new path of combining education with entertainment for building a healthy community and popularizing scientific knowledge. Moving forward, our team will continue to nurture the local soil with our professional expertise, allowing the seeds of education to take root and sprout in the fertile ground of the "Hundred, Thousand, Million Project," thus painting a beautiful blueprint for rural revitalization.

5.2 Cooperation with the Museum of South China Agricultural University

On September 13, 2025, our team, in collaboration with two professional teams from South China Agricultural University and the Cultural Exhibition Hall of South China Agricultural University, jointly hosted a fun and informative science popularization event with a novel format and rich content at the Cultural Exhibition Hall. The event closely revolved around cutting-edge technological directions in the field of synthetic biology, such as mangrove restoration, high folate soybean cultivation, and ginsenoside red algae synthesis. An innovative "exploration map" guidance mechanism was designed, allowing participants to immersively experience the charm of scientific knowledge as they followed the map to explore.

The event was filled with a lively atmosphere, attracting participants of various ages, especially many children who participated alongside their parents, creating a positive interactive environment. Among the exhibits, the "bacteria painting" using microorganisms as creative materials stood out as a highlight. Its unique artistic expression combined with scientific principles allowed participants to intuitively experience the magic and fun of science. It also subtly planted a "seed" of love for science and exploration of the unknown in the hearts of every visitor, laying a solid foundation for the long-term promotion of science popularization.