Even chemistry majors do not learn about this concept in any of their classes, except maybe in some advanced inorganic or chemical biology classes. The experiments, demonstrations, and discussions described in this work help students learn about this concept easily in 1-2 hours timeframe, as well as raise awareness about life sciences in high school education. Experiments described above not only teach students about metals, proteins, enzymes, catalysts, cofactors, and acid/base chemistry but also include two of the best parts of chemistry: color change and fizz. The instructors have conducted these "Metals in Biology" sessions for three summers (2019-2021). The 2019-20 experiments were standalone, and only Experiment 1 and 2 were conducted/demonstrated. In contrast, the 2021 session was iterative with Experiment 1 and 2 demonstrated on Day 1 and Experiment 3 and 4 performed on Day 2. The sessions in 2019 gave better results when comparing pre-and post-surveys, suggesting that hands-on experiments and in-person discussions are more effective in disseminating these concepts. Regardless, we noted that the experiments/demonstrations can be easily performed in both in-person (as we did in 2019) and virtual (as we did in 2020-21) formats. In future endeavors, it would be interesting to probe for long-term retention of the knowledge gained in a larger sample size to assess if incorporating this type of curriculum will enhance students' understanding of the role of metals in biological processes.