While it is clear that metals are involved in some of the most crucial biological processes, the knowledge of the existence of metals in biology and humans is low among the general public. Additionally, lack of knowledge around biological metals among the public can lead to misinformation, especially concerning vaccines and health products. This rationale is supported by recent misinformation regarding the presence of metals in the COVID-19 vaccine which was misunderstood to make humans magnetic. We believe educating students at high school and undergraduate level on the role of metals in biology and biocatalysis will help alleviate misinformation in public, and at the same time, engage students in science, technology, engineering, and mathematics (STEM) and build interest in sciencerelated careers. Educating the public about the relevance of metals in biology is also necessary because deficiency or excess of various metal ions can lead to diseases, such as anemia (iron deficiency), osteoporosis (calcium deficiency), and hyperkalemia (potassium excess). Although there is significant research interest in the topic of metals in biology, incorporation of scientific content on this topic in secondary-level education curriculum is still lacking. To overcome this gap in knowledge and education, here, we present a series of experiments and demonstrations that can be easily incorporated in high school and undergraduate curricula to increase the awareness of students about metals in biology. The experiments described in this work utilize inexpensive and accessible reagents, and easy-to-follow protocols that can be implemented in a high school/undergraduate setting. Our results from running these experiments/demonstrations in virtual and in-person formats reveal that only 9-30% of students are aware of the presence of metals in humans. These statistics can be changed to 48-100% by incorporating proposed experiments and content in the curriculum.