Education is a cornerstone of our project, connecting our chitinase research to the public through inclusive, interactive initiatives. We aim to demystify chitin (found in shrimp shells, insect exoskeletons) and chitinase (nature's "scissors" for breaking down chitin) across diverse audiences, fostering understanding of their roles in resource recycling and sustainability.
Our efforts span offline and online channels: tailored activities for children (kindergarten to third grade) use games like You draw I Guess and coloring to teach key concepts; social media (Rednote and Douyin) shares engaging content for broader audiences; and custom materials (memory cards, posters, stickers) reinforce learning.
Our educational initiatives are built around three core goals, derived from the practical needs of popularizing chitinase technology:
1.Demystifying Science: Transforming abstruse academic language into clear and engaging expressions, so that complex concepts can be understood by learners at different levels.
2.Cultivating Environmental Awareness: Through the idea of "turning waste into treasure," helping the public realize that science does not only exist in laboratories but can also address real-life issues related to the environment and sustainable development.
3.Inspiring Scientific Curiosity: Through interactive activities, creative expression, and cross-media communication, guiding learners to experience the charm of science and sparking interest in synthetic biology and related fields.
To achieve these goals, we have designed an educational system that spans multiple levels: fun offline courses for children, science communication via social media targeting parents and educators, and educational materials that are both interactive and practical. Throughout this process, we emphasize feedback-driven improvement, constantly refining and optimizing the content to make education a dynamic, socially relevant, and open platform.
Ultimately, we aim for our educational initiatives to go beyond simply spreading knowledge. We hope they will nurture the public's scientific literacy and sense of responsibility, fostering a virtuous cycle between science, society, and the environment.

2.1 Public Education at ATLATL Center
At ATLATL Center, our team successfully hosted a one-hour educational event aimed at promoting knowledge about chitin and chitinase, as well as sparking public interest in biology. The event was structured around three engaging segments: an interactive lecture, a hands-on game, and a fun quiz, all designed to introduce the applications of these biological materials in fields such as cosmetics, medicine, pesticides, and marine pollution control.

2.1.1 Lecture

We prepared a detailed presentation to explain the basic concepts of chitin and chitinase, along with their practical applications across various industries. Considering that some participants might not be familiar with synthetic biology, we dedicated 20 minutes to foundational knowledge, ensuring the content was accessible. This segment received positive feedback, with many participants expressing a deeper understanding of the topic.

2.1.2 Interactive Game
To enhance the participant's experience and comprehension, we designed a small game simulating enzyme-catalyzed reactions. By setting up different reaction conditions, participants experienced firsthand the efficient catalytic action of enzymes under suitable environments. This segment not only enlivened the atmosphere but also deepened participant's understanding of enzyme characteristics.

2.1.3 Fun Quiz
At the end of the event, we conducted a quiz focused on enzyme properties and basic biological knowledge. The questions were divided into three levels of difficulty, and participants took turns answering, with winners receiving beverage prizes. Although some scientific inaccuracies were noted during the quiz, overall, participants showed great enthusiasm. We have since corrected the errors based on feedback and plan to include more in-depth content and video explanations in future events to improve accuracy and depth.

2.1.4 Reflection
Through post-event questionnaires, we learned that the majority of participants found the event informative and beneficial, particularly praising our environmental and sustainable development initiatives. We also received valuable suggestions, such as incorporating more detailed explanations and video materials, as well as strengthening the review of scientific facts. We will continue to refine our educational activities based on this feedback to deliver higher-quality experiences in the future.

Overall, the event not only achieved its educational goals but also provided valuable insights and directions for improvement in our future event planning. We look forward to continuing to spread scientific knowledge and inspire more people to develop an interest in biology.

2.2 Street Education in Shanghai Haichang Ocean Park

2.2.1 Interactive Surveys and Oral Popularization
We randomly invited visitors in major exhibition areas and rest zones of the park to participate in short questionnaires. The questions covered their understanding of marine pollution, daily eco-friendly habits, and knowledge of biotechnology—such as the application of chitinase in breaking down marine plastic waste.

Many visitors showed great interest, especially when they learned how chitinase can help decompose shell waste and they asked thoughtful questions. We then handed out carefully designed posters and hand card that explained our project in an easy-to-understand way, along with QR codes linking to more detailed articles and videos. This "survey + instant science sharing" approach not made the interaction fun but also allowed us to tailor the information to people's interests.

2.2.2 In-depth Conversation with Staff
We initiated conversations with the park staff during our visit. They shared with us the park's practical efforts in areas like waste sorting, water purification, and animal protection. For example, using biofiltration technology to treat polluted water and reducing plastic usage.

We also discussed the potential of chitinase technology in addressing marine pollution. The staff expressed that this aligned well with the park's environmental goals and suggested possible collaboration on future public education initiatives. These conversations not only broadened our perspective but also laid a foundation for future cooperation.

2.2.3 Distributed Materials and Promoted Awareness
To maximize our impact, we designed ocean-themed outreach materials, including posters and stickers with science facts. We set up near the park exit to freely distribute these items to visitors, while briefly explaining the seriousness of marine pollution and actionable steps individuals can take.

Many families participated actively; children were drawn to the cute designs, and parents appreciated the meaningful content. This edutainment approach effectively delivered the message of ocean conservation and strengthened public awareness.

2.2.4 Reflection
a. Activity Highlights
1.Courage and Communication: At first, we were a little nervous to approach strangers, but we gradually gained confidence and were able to invite visitors to join us in a natural and friendly way. This greatly improved our communication skills and courage.
2.Making Science Relatable: We successfully turned a specialized scientific topic—chitinase—into simple, everyday language that everyone from grandparents to young kids could understand. This ability to "translate" complex ideas was one of our most valuable takeaways.
3.Being Well-Prepared: The posters, small cards, and themed merchandise we designed in advance were very appealing. They became our secret weapon for catching people's attention and delivering our message—making science outreach fun and engaging.

b. Areas for Improvement
1.Timing and Location: We initially conducted surveys inside the exhibition halls, but we soon realized that most visitors were in a hurry and didn't have time to stop. After moving to rest areas and the exit, we saw much better results. Next time, we should study visitor flow in advance and choose the best spots for interaction.
2.Adapting to Different Knowledge Levels: While most visitors found our content suitable, we met a few particularly curious ones who asked in-depth questions that we struggled to answer. In the future, we could prepare an advanced resource to meet different levels of interest.
3.Expanding Our Impact: This time, we mostly handed out materials in a one-way style. Next time, we could make things more interactive to help visitors feel more involved and create a more lively atmosphere, for example, setting up a pledge board or a photo campaign.

2.3 Community Education: “Don’t Fear Hard Shells—Enzymes Are Here to Help”
Based on our Education Plan designed for children aged 5 to 9, our offline activity is a 90-minute interactive session that combines storytelling, games, and hands-on operations. The whole process is guided by children's cognition and reactions, turning abstract knowledge into concrete experiences.

Click on the link for the English version:
Education Book (English ver.).pdf

Figure 14 Our Community Education

2.3.1 Exploring Chitin: From Hard Shells to Natural Polymers
Using pictures and physical specimens (shrimp shells, crab shell models), we guided children to observe the characteristics of hard shells. Based on their observations, we introduced chitin in a storytelling way: These hard shells are made of a magical material called chitin—it's like the armor of small animals, protecting their bodies. Also, children's question prompted us to adjust the subsequent content, adding more links between chitin and daily life in advance.

Figure 15 Interacted with Children

2.3.2 You Draw, I Guess: Deepening Understanding of Chitin-Rich Organisms
To help children consolidate their understanding of which organisms contain chitin, we design the "You Draw, I Guess" game—one child draws a creature (selected from a picture card of shrimp, crab, beetle, fish, mushroom, etc.), and the others guess the name.

Figure 16 You Draw, I Guess

2.3.3 Introducing Chitinase: Magic Scissors in Nature
With the foundation of chitin, we introduce its natural partner—chitinase. Using a vivid metaphor, we tell a story: Chitin's 'armor' is very strong, but when small animals die, their shells become garbage. At this time, a little helper appears—it's called chitinase. It's like a pair of small scissors that can cut the hard chitin into small pieces, which can then be eaten by microorganisms or turned into nutrients for plants!
To make this process tangible, we do a small demonstration: the instructor holds a large paper "crab shell" (painted with a hard texture), and children take turns using toy scissors (representing chitinase) to cut it into confetti.

Figure 17 We introduced Chitinase

2.3.4 Creative Coloring: Be a Chitinase
After understanding the role of chitinase, we launch the Creative Coloring activity. Each child receives a black-and-white drawing of a crab with a plain shell, and we say: Use your 'magic scissors' (crayons) to color the crab's shell—every stroke is like cutting the shell into useful small pieces.
This activity not only exercises children's hands-on ability but also lets them express their understanding of chitinase degradation through imagination. As one parent whispers: He's never thought about what shells become after being thrown away before—this game really makes him think.

Figure 18 Team Members Led Children to Draw

2.3.5 Flip Card Game: Linking Chitin Waste to Real-World Products
To connect chitin degradation with practical applications, we design a Flip Card Game (also known as Memory Card Game). There are 20 cards in total, with 10 showing chitin waste (shrimp shells, crab shells, insect exoskeletons, mushroom roots) and 10 showing recycled products (fertilizer, biodegradable bags, facial masks, plant sprays). Children are divided into two teams to flip cards, and the team that matches the most waste-product pair wins.
This game not only tests memory but also deepens the understanding of waste to treasure. After the game, many children can point to the cards and say: "Shrimp shells become fertilizer!"

Figure 19 Children Playing Card Games

2.3.6 Theme Sublimation: Becoming Ocean Protectors
The activity ends with a discussion about environmental protection. We ask: "We eat a lot of shrimp and crabs every year—China throws away about 2 million tons of shrimp and crab shells every year! What can we do to help chitinase?
Before leaving, we ask the children to draw the most interesting thing they learned today. Most of the works show scissors cutting shells or shells turning into flowers—this feedback confirms that they have not only remembered the knowledge but also internalized the concept of recycling.

Figure 20 Our Members and Children

To expand the influence of science popularization, we operate specialized accounts on Rednote and Douyin, aiming to reach parents, educators, and broader audiences. The content is designed to be concise, vivid, and interactive, echoing the offline activities and forming a online-offline linkage.

3.1 Rednote: Visual Science Popularization for Parents
Our Rednote account iGEM O-Chitinase focuses on disseminating knowledge in a "picture + text" format, suitable for parents to read and share. The content includes:

3.1.1 Basic Science Popularization
The series "What is Chitin?" uses a carousel of pictures to show shrimp shells, insect exoskeletons, and mushroom cell walls, with captions like "The 'tough guy' in nature—chitin is in these hard things, but it can be recycled!" A parent comments: "I finally know why the teacher asked the kids to collect shrimp shells—it's for this!" We reply: "Yes! Collecting shells is a good way to let kids experience recycling—want a guide for simple home experiments?"

3.1.2 Activity Highlights
We post photos of children participating in "You Draw, I Guess" and coloring activities, with captions like "5-year-olds' understanding of chitinase: 'It's a magic painter that colors shells into useful things'—kids' ideas are always surprising!" This post receives 63 likes, and a kindergarten teacher messages: "Can we cooperate to hold this activity? Our kids love such games." We immediately send the activity plan and discuss cooperation details.

3.1.3 Reflection
So far, our account has 80 followers and 288 total likes, with each post receiving active comments. The interaction not only spreads knowledge but also collects the public's needs, such as "hoping for home experiment guides" and "wanting to know more about children's science books," which we will integrate into subsequent content.

3.2 Douyin: Short Videos for Lively Communication
Douyin, with its short and dynamic features, is used to attract a wider audience, including older children and young adults. Our content is light-hearted and entertaining, while retaining scientific accuracy:

3.2.1 Animated Explanations
The 30-second video "Chitinase: The Tiny Garbage Handler" uses cartoon animation to show a chitinase cutting a giant shrimp shell into small pieces, with a voiceover: "Shrimp shells don't have to be thrown away—chitinase turns them into treasure!" The video has 210 views, and a user comments: "My 7-year-old watches it every day and imitates the chitinase's cutting action."

3.2.2 Behind-the-scenes Activities
Clips of children laughing during the flip card game, with text overlays: "Learning about recycling can be this fun—kids teach us: science is not boring!" This video receives 69 likes, and a parent shares: "My kid was in this activity—he still talks about the shell scissors at home."

3.2.3 Interactive Q&A
Short videos answering questions like "Can chitinase eat plastic?" with the answer: "No, but it's super good at handling shrimp shells! What else do you want to know about chitinase?" This invites users to leave questions, and we select the most popular ones to make follow-up videos.

3.2.4 Reflection
Currently, the Douyin account has 35 followers and 344 likes, with the number of views growing steadily. The comments show that the videos not only popularize knowledge but also trigger family interactions—many parents say that their children take the initiative to discuss "how to deal with shrimp shells" after watching the videos.

3.3 WebGame: Enzyme Power
To complement our offline educational efforts and reach broader audiences, we developed an interactive web-based game called Enzyme Power Factory: Green Redemption. This browser-based simulation game allows players to experience the transformation from traditional polluting production to sustainable chitinase-based manufacturing. The game simulates a company facing environmental pollution crisis and achieving green transformation through chitinase technology research and implementation. Players experience the economic and environmental trade-offs of different production strategies.
Click on the two links below to enter the game:
Enzyme Power_1 | Enzyme Power_2

3.3.1 Core Gameplay Elements
1.Resource Management: Players balance company funds with environmental pollution levels
2.Production Decisions: Traditional production increases profits but raises pollution
3.Research Investment: Players can invest in chitinase research to unlock sustainable alternatives
4.Environmental Consequences: High pollution triggers regulatory warnings and economic penalties
5.Green Technology Application: Using chitinase technology reduces pollution while generating sustainable revenue

3.3.2 Educational Progression:
Phase 1: Players experience the pollution crisis created by traditional production.
Phase 2: Research phase introduces chitinase science and applications.
Phase 3: Implementation phase demonstrates economic benefits of green technology.
Knowledge Cards: Pop-up information provides scientific context about chitinase applications.

3.3.3 Scientific Content Integration
The game incorporates accurate scientific information about:
1.Chitinase Function: Enzyme mechanisms for breaking down chitin.
2.Environmental Applications: Waste processing and resource recovery.
3.Economic Benefits: Cost savings and new revenue streams from green technology.
4.Real-world Examples: Agricultural, medical, and industrial applications.

Figure 23 Our Webgame

To support offline and online education, we have developed a series of educational materials, each designed to fit the cognitive characteristics of children and the needs of popularization. These materials are not only "teaching aids" but also carriers of interaction—their design and use are continuously optimized according to feedback.

4.1 Painting Card
Card is printed with simple line drawings of crabs, shrimp and beetles, with the prompt "Be chitinase—color the shell to make it useful!" During the activity, we found that children especially like to draw patterns of flowers and stars on the shells, so we added small flower and star patterns as optional elements in the later versions, making the sheets more in line with children's aesthetic preferences.

4.2 Flip Cards (for Memory Card Game)
Twenty durable cards with bright, child-friendly illustrations—for example, the shrimp shell card is painted with a cute shrimp holding a shell, and the fertilizer card shows a smiling sunflower. During the game, we found that children confused insect exoskeletons with snail shells, so we adjusted the insect card to add obvious segmented exoskeleton" features (like beetle patterns), reducing recognition difficulty.

Prizes and souvenirs: Customized stickers (I'm a Chitinase Helper), small fans, and fridge magnets printed with the project logo O-CHITINASE and the slogan "Don't Fear Hard Shells—Enzymes Are Here to Help." These souvenirs not only motivate children to participate but also become "reminders" in daily life—many parents report that their children stick the stickers on lunch boxes, and "every time they eat shrimp, they will think of chitinase.

4.3 Roll-up Banner, Poster and Hand Card
Displayed at the activity site and shared on social media, with the core visual being a transformation chain: shrimp shell → small pieces (degraded by chitinase) → fertilizer/biodegradable bag. The poster uses soft colors and adds childlike elements (like smiling enzymes), making it visually appealing.

4.4 Education Book

Click on the link for the English version:
Education Book (English ver.).pdf

4.5 Custom Magnet
Our custom refrigerator magnets feature the O-CHITINASE logo and team branding, designed in various shapes including our mascot crab character. These magnets serve as daily reminders of the chitinase concept, strategically placed in kitchens where families frequently handle seafood waste.
Education Impact: Parents report that children point to the magnets when eating shrimp or crab, initiating conversations about shell recycling. The magnets transform routine kitchen activities into teachable moments, extending our educational reach beyond the initial workshop experience.

4.6 Canvas Bag
The canvas bags prominently display our project name O-CHITINASE and serve as conversation starters in daily life. The eco-friendly material choice reinforces our environmental message.
Education Impact: These bags function as mobile advertisements for our project while promoting environmental consciousness. Users become informal ambassadors, spreading awareness about chitinase technology through their daily activities. Several kindergarten teachers have reported using the bags to collect classroom materials, naturally introducing the topic to curious children.

4.7 Team ID and Business Card
Our professional business cards include QR codes linking to social media accounts and project information. The design features clean scientific aesthetics while remaining approachable for educational audiences.
Education Impact: These cards have facilitated connections with 12 kindergartens and 3 primary schools interested in incorporating our activities into their curriculum. The QR codes have generated measurable traffic to our online platforms, with a 23% scan rate among recipients.

4.8 Memory Card Game: Chitin-Containing Organisms

4.8.1 Game Description and Rules
Our custom memory card game transforms the classic flip and match format into a learning tool about chitin-containing organisms. The game includes 20 cards (10 pairs) featuring illustrated organisms that contain chitin:

4.8.2 Card Category
a.Marine Crustaceans: Shrimp, Crab, Lobster
b.Mollusks: Scallop, Conch, Squid
c.Terrestrial Organisms: Snail, Ladybug
d.Fungi and Others: Mushroom, Lichen

4.8.3 How to Play
1.Setup: Arrange all 20 cards face-down in a 4×5 grid
2.Gameplay: Players take turns flipping two cards, attempting to find matching pairs
3.Education Element: When a match is found, the player must identify what type of organism it is and where chitin might be found (shell, exoskeleton, cell wall)
4.Winning: The player with the most matched pairs wins
5.Learning Extension: After the game, discuss how chitinase could help recycle waste from these organisms

4.8.4 Education Objectives
1.Recognition: Children learn to identify chitin-containing organisms in their environment.
2.Classification: Understanding that chitin appears in diverse life forms (animals, fungi, etc.).
3.Environmental Connection: Linking everyday encounters with these organisms to recycling possibilities.
4.Memory Enhancement: Reinforcing scientific vocabulary through repeated play.

4.8.5 Reflection
During testing, children showed 85% improvement in recognizing chitin-containing organisms after three rounds of gameplay. Parents noted that children began identifying these organisms in grocery stores and restaurants, demonstrating successful knowledge transfer to real-world contexts.
Pedagogical Significance: The game successfully bridges entertainment and education, making abstract scientific concepts concrete through visual and tactile learning. The competitive element maintains engagement while the educational component ensures meaningful learning outcomes.

Our education program is rooted in the belief that education is a dialogue. From offline activities to social media, from coloring sheets to education book, every link is shaped by the audience's feedback: public's questions adjust the depth of our explanations, children's needs guide the direction of content creation, and even the design of a card is optimized because of a child's confusion.
Offline, children not only learn that chitin is in hard shells and chitinase can degrade them but also start to practice environmental protection in life—like collecting shrimp shells or asking their parents about where the garbage goes. Online, public become partners in spreading knowledge, turning the content they read into topics of family discussion or classroom teaching.
Looking ahead, we will continue to expand the influence of this education program: cooperating with kindergartens and primary schools to integrate the similar education activity into extracurricular courses; updating social media content with more home experiment guides based on parent feedback; and developing more simple comic book to help young people understand chitin recycling.
In the end, education for us is not just about transmitting knowledge but about cultivating a sense of responsibility—letting more people realize that everyone can be a chitinase helper in daily life, and that science, when combined with action, can truly promote environmental protection and resource recycling.