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A 1971 memo by Papert and Solomon introduced twenty things to do with a computer which became the foundation for constructionism. In this paper, we propose bringing constructionist activities into making with living materials. Significant developments in tools and methods have turned biology into a design science: it is now possible to make things with biology—or biodesign— rather than just observing processes and behaviours. Our list of twenty things to make with biology includes examples from making colours, toys, games, insulin, batteries, sensors and more. In the discussion, we review how making with biology addresses key affordances of constructionist learning: “tinkerability,” the ability to experiment; “perceptibility,” the immediacy of feedback on learning process; “expressivity,” the personal customization of products; and “usability,” the ability to use learning designs in everyday contexts. We conclude with an overview of accessible and affordable tools available to K-12 education. 

Biology as design is transforming how we live, work, and learn. K-12 science education must catch up 

While many digital or physical tools and construction kits have been developed for young makers, far fewer developments have focused on making with living materials, at DNA and cellular scales. In this paper, we review the affordances of various hands-on simulation tools and wet labs for K-12-aged biomakers to be used in school, home and science centers. We discuss how making with biology requires broadened conceptualizations of perceptibility, tinkerability, expressivity, and usability---features commonly considered in the research and design of digital and physical maker media. We conclude with a discussion of affordances and challenges we see in the current generation of tools and labs for supporting making with biology and in which ways these can be expanded to support learning, collaboration, and creativity that are valued in maker education.