Climate change education is essential for fostering awareness and proactive engagement among younger generations, particularly in regions most severely affected, such as East Nusa Tenggara (NTT), Indonesia. Despite experiencing evident climate-related impacts, including unpredictable weather patterns, frequent extreme storms, and prolonged droughts, many children in NTT possess limited knowledge about climate change. Furthermore, they often perceive it as an issue disconnected from their immediate concerns, resulting in passive attitudes toward environmental challenges. This study examines the development of a compelling narrative for a climate change educational game, “Generaksi!”. The primary objective is to design narrative elements that enhance engagement and motivation, ensuring the content resonates with local children. Employing a qualitative methodology, the research utilizes observation and visual diaries to capture insights into children's knowledge, attitudes, and behaviors concerning climate change. The findings are systematically structured using the Bicycle Model Framework, which categorizes the narrative into seven key components: wheels (knowledge), frame (identity), pedals and chains (actions), saddle (motivation), brakes (barriers), lamp (hope), and handlebar (goals). This study highlights the significance of structured narrative frameworks in the design of educational games, demonstrating the potential of the Bicycle Model to enhance climate change education.