Children

Batik workshop and capillarity

Why did we participate in the Batik Workshop?

We participated in this workshop because it provided a unique opportunity to teach fundamental scientific concepts—specifically capillarity and synthetic biology—through an artistic, hands-on technique that children could immediately see and experience. The workshop format allowed us to demonstrate that science exists everywhere in daily life, even in creative activities like fabric dyeing, making abstract concepts tangible and memorable.

What were our key learning points?

We learned that a constructivist approach, where students actively participate and build knowledge through observation and practice, generates deeper understanding than passive instruction. The combination of art and science proved highly effective in maintaining attention and fostering enthusiasm. We also discovered that explaining complex concepts through simple analogies (like cells receiving new instructions) makes synthetic biology accessible even to elementary-aged children.

What did we discover by interacting with the children?

The children demonstrated active participation when asked to provide examples of capillarity from their daily lives, showing they could connect theoretical concepts to their own observations. During the "Ingeniero dice" (Engineer says) game, children readily understood the analogy between genes giving instructions to cells and the facilitator giving instructions to them. They showed creativity in forming "synthetic organisms" together and grasped that cells can be modified to perform new functions.

What lessons and challenges do we take forward?

This activity demonstrated that science doesn't have to be boring. Through a playful and creative process, students successfully connected prior knowledge with new concepts, uniting cognition with action. The experience generated meaningful knowledge by making science visible in a motivating and fun way within their environment. Moving forward, we aim to develop more interdisciplinary activities that combine art, creativity, and science, while ensuring safety protocols (such as having monitors handle hot materials) are clearly established from the planning phase.

Description of the activity

The Batik workshop took place at Universidad Autónoma Metropolitana, Cuajimalpa Campus, where the concept of capillarity was introduced through this dyeing technique to children from different grades of basic education. The objective was for students to observe and understand capillarity and the cohesion and adhesion forces that make it possible. The workshop was carried out in collaboration with the Unit Administration and Civil Protection, taking place outdoors in the garden.

The activity began with a constructivist approach. Students were first asked to bring a piece of clothing to give it a second chance. After gathering in a circle, the facilitators explained what would be done during the workshop, offering a brief introduction to capillarity and examples of where this phenomenon can be observed (using the slides: ).Students were encouraged to participate by thinking of their own examples, generating active engagement as they expressed instances of observing capillarity in their daily lives.

*Note: The slides for the batik workshop can be downloaded here in case anyone else wants to implement this activity. You will also need the materials described in there.

Next, the Batik technique and methodology were explained. Different designs were presented—spirals, clouds, or color stripes—with the understanding that different designs required different fabric folds and rubber band placements.

The second phase involved the actual Batik process. Students received materials including large rubber bands, a water spray bottle to moisten the garment and aid capillarity, and dyes to choose their preferred color combinations. Students first took their shirts and moistened them with the spray bottle, then made the appropriate fabric folds according to their chosen design (with help from monitors—members of the third generation iGEM UAM). They then proceeded to the special area for applying dye, starting with stronger colors and progressing to lighter ones to avoid color mixing.

Note: Since the dyes were dissolved in boiling water, dyeing was performed by iGEM UAM third generation members to prevent children from burning their hands.

The dyed garments were left to rest under the sun for hours, allowing complete drying before removing the rubber bands to set the selected design. While drying, the "Engineer Says" game was played—similar to "Simon Says" (where children line up and do what the monitor tells them, for example, jump, spin around, touch your elbow, etc.)—but with a focus on explaining synthetic biology.

First, the monitor explained with the phrase: "Synthetic biology is like giving new instructions to living beings to make them do things they normally wouldn't do. For example, making a bacterium produce medicine or making a plant glow in the dark."

The rules were then explained:

• Each child is a cell
• The monitor is the genetic engineer
• Children must do what the engineer tells them

The facilitator gave simple instructions:

• "When you hear Gene 1, jump."
• "When you hear Gene 2, spin."
• "When you hear Gene 3, clap."

This helped children understand that cells have instructions (genes) that tell them what to do.

Then the facilitator explained: "Now I'm going to give you a new instruction you didn't have before. This is like when we scientists add a new gene."

• "Gene 4: shine like a firefly" (children raise arms and go "bling bling!").
• "Gene 5: make medicine": children put their hands together as if making a pill or droplet.

This way, children understood that cells can now do new things. They were then explained that synthetic organisms exist—those that, by modifying their cells, can perform new functions. The facilitator asked them to unite to form the synthetic organism.

After concluding the game, students were asked to reflect on:

• "What happened when we added a new gene?"
• "What things do you think scientists can use synthetic biology for?"

After hearing their responses, the facilitator answered by giving a brief explanation of how, in synthetic biology, inserting a new gene correctly into a cell's genetic material can make the modified or synthetic microorganism perform new functions.

Results

The results obtained within the workshop were favorable, as the general objective was meaningfully achieved: students understood the concept of capillarity and synthetic biology in general, and could explain the movement of paint within the patterns formed by the rubber bands, thereby demonstrating and comprehending the model of cohesion and adhesion forces. This practical activity demonstrated that science doesn't have to be boring. Through a playful and creative process, students successfully connected their prior knowledge with new concepts, uniting cognition with action. The experience not only consolidated learning but generated meaningful knowledge by making science visible in a motivating and fun way within their environment.

UAM Lerma Kids Day

Why did we participate in UAM Lerma Kids Day?

We participated in this Children's Day celebration because it provided an excellent opportunity to reach children and families in a festive, relaxed environment where they would be particularly receptive to learning. The event's combination of sports and educational activities created an ideal setting to demonstrate that science can be both fun and accessible, helping to change negative perceptions about organisms like scorpions while celebrating Mexico's rich biodiversity.

What were our key learning points?

We learned that adapting familiar games (like Pin the Tail on the Donkey) to scientific themes creates an effective bridge between entertainment and education. The rotation system between basketball matches and our stand ensured sustained engagement without fatigue. We also discovered that brief, engaging talks paired with interactive activities are more effective than longer presentations for maintaining children's attention in festival settings.

What did we discover by interacting with the children, parents, and university staff?

Participants demonstrated great enthusiasm for learning about scorpions, particularly when we emphasized their ecological importance rather than focusing solely on danger. Children asked thoughtful questions about venom function, human envenomation, and scientific research. Parents appreciated the dual approach of education and safety awareness. We also found that the game format created memorable learning moments—children remembered anatomical details better because they had physically interacted with them during play.

What lessons and challenges do we take forward?

The activity succeeded in creating a bridge between science and the community, showing that learning about biology can be both engaging and accessible. Moving forward, we want to develop more portable, game-based educational materials that can be easily deployed at community events. The challenge is expanding our reach to more community celebrations while maintaining the quality of interaction and educational content. We also learned the importance of having team members available for spontaneous conversations, as some of the most impactful learning happened during informal discussions after the game.

Description of the activity

On April 30, to celebrate Children's Day, UAM Lerma organized a special event aimed at bringing together education, sports, and science outreach. The iGEM UAM team designed an activity that blended playfulness with scientific learning by setting up an interactive stand featuring a creative twist on the classic game Pin the Tail on the Donkey, reimagined as Pin the Tail on the Scorpion.

The event took place alongside a basketball tournament organized by UAM Lerma, creating a dynamic environment where teams rotated through different stations between matches. When participants arrived at the iGEM UAM stand, they were first welcomed with a brief yet engaging talk. Team members explained the biological function of scorpions, their role in ecosystems as natural pest controllers, and their fascinating evolutionary adaptations. Particular emphasis was placed on the diversity of scorpion species endemic to Mexico, which represents one of the richest in the world. This educational component aimed to change common perceptions of scorpions as merely dangerous animals, helping children understand their ecological importance and the need for biodiversity conservation.

After the talk, participants were invited to play the game. Blindfolded and guided by the cheering of their peers, each child tried to place the tail correctly on a large illustrated scorpion poster. The activity not only generated laughter and excitement but also served as a fun and memorable way to reinforce learning about anatomy and biological characteristics in a tactile, visual manner. Small prizes were given to encourage participation, and team members remained available to answer questions and further discuss topics such as venom function, human envenomation, and scientific research on scorpions.

The activity was met with great enthusiasm from children, parents, and university staff alike. Through this event, iGEM UAM strengthened its outreach mission by promoting curiosity about the natural world, highlighting Mexico's biological richness, and fostering early scientific interest among children in a festive and inclusive environment.

Benita Galeana Elementary School

Why did we participate at Benita Galeana Elementary School?

We chose to work with third-grade students at Benita Galeana Elementary School because this age group (seven to eight years old) represents a critical developmental stage where children are beginning to understand abstract concepts while still maintaining strong curiosity and enthusiasm for learning. The school's location in Valle de Chalco provided an opportunity to reach an underserved community and demonstrate that complex topics like the immune system can be introduced earlier than traditionally taught in Mexico's basic education curriculum.

What were our key learning points?

We learned that using a hero-villain narrative framework makes complex biological concepts immediately relatable to young children. The constructivist approach—starting with triggering questions that connect to students' prior experiences (being sick, getting scraped)—proved essential for helping them understand abstract concepts like immune cells. We also discovered that combining visual presentations with hands-on activities (tracing body silhouettes, using stickers) significantly enhanced comprehension and retention.

What did we discover by interacting with the children?

Students showed enthusiastic attitudes when responding to triggering questions, demonstrating how new knowledge emerged from what they already knew and connected to new concepts. Each student contributed to building both their own knowledge and the collective understanding, particularly in the first stage of the class. During role-playing activities, students showed genuine excitement in demonstrating how their assigned cell would act against viruses or bacteria. We observed that characteristics not mentioned by one group were later completed by others during their participation, reinforcing the integration of prior and new knowledge.

What lessons and challenges do we take forward?

This experience demonstrates that topics usually taught in higher grades can be introduced earlier, as long as the group's characteristics are considered. Teachers must be aware of the challenges of introducing new content that students haven't previously encountered and design lessons tailored to their age, prior knowledge, and including engaging and visual dynamics to foster motivation and learning. Moving forward, we aim to develop age-appropriate immune system curricula that can be adopted by elementary schools across Mexico. The challenge is creating materials that maintain scientific accuracy while remaining accessible and engaging for young learners.

Description of the activity

A class on the immune system was conducted on Friday, September 19th, 2025, at Benita Galeana Elementary School in Valle de Chalco. The session, designed for third-grade students aged seven to eight, engaged a group of thirty children in an introduction to the functions and importance of the immune system.

The class followed a constructivist approach. First, facilitators verified whether students knew anything about the immune system. Their response indicated they were unfamiliar with the topic. Therefore, the subject was introduced as the heroes of the immune system: 'the cells of the innate and adaptive system.' Each cell was presented as a hero or heroine living in our body, each with special functions, using slides prepared for the class.

*Note: The slides for the immune system class can be downloaded here in case anyone else wants to implement this activity. You will also need bond paper, crayons and print out the characters in sticker paper.

Before presenting the cells, triggering questions were asked so children could connect prior experiences with new information, making the topic easier and more practical to learn. The questions posed included:

• Who has ever been sick?
• How do you feel when you have the flu?
• Who has ever scraped themselves?
• What happens in our body when we scrape ourselves and get a wound?

All these questions helped give more meaning to what each defender cell does in the human body.

The cells presented as heroes were: macrophage, neutrophil, and NK cell as part of the innate system; and T and B lymphocytes as part of the adaptive system. Viruses and bacteria were considered villains, since they are pathogens.

After this first presentation phase, the second phase followed. Two students traced the human body silhouette on bond paper and placed it on the board with the teacher's help. Then, each student was assigned a sticker representing either a macrophage, neutrophil, or any other cell introduced in phase one.

Teams were then formed, each consisting of different immune cells and pathogens. Each team came forward to explain their cell's features, its defense role, or how it would attack the virus or bacteria included in their group. This was presented through a graphic demonstration by sticking their stickers on the bond paper along with the virus or bacteria.

Results

During the class dynamics, students showed enthusiastic attitudes when participating in the triggering questions, demonstrating how knowledge emerged from what they already knew and was linked to new concepts. Each student contributed to building their own knowledge as well as the collective one, particularly in the first stage of the class. In the second stage, students showed enthusiasm in role-playing how their cell would act against a virus or bacteria. Some characteristics not mentioned by one group were later completed by others during their participation, thus reinforcing the integration of prior and new knowledge. This experience demonstrates that topics usually taught in higher grades can be introduced earlier, as long as the group's characteristics are considered and lessons are designed with engaging, visual dynamics appropriate to their age and prior knowledge.