Nanoscience and Nanotechnology (NS-T) are of the most rapidly emerging fields. Manipulation of the matter in the nanoscale has resulted in innovative products and concepts in the macroscale. Biomimetics especially, has utilized NS-T to create pioneering products, such as self-cleaning surfaces, super hydrophobic or hydrophilic materials, based on understanding and handling the wettability of surfaces. Wetting Models are used to describe various wetting states of a surface. Wetting models portray the different ways of a surface’s wetting and the way the procedure is actually determined by its micro- and nano- roughness. Although a subject rarely encountered among educational interventions in Biomimetics, it provides fundamental context for comprehending phenomena such as hydro- and oleo- philicity and phobicity, the Lotus Effect, and the Rose Petal Effect. Their introduction is thus considered appropriate to occur in order to establish a solid theoretical background concerning the aforementioned phenomena. In the present study the design of teaching materials about Wetting Models addressed to Secondary Education is being described. To the means of structuring a specific teaching plan based on the instructional model of 5E’s, Educational Reconstruction Model (MER) has been utilized. Decontextualizing scientific content and recontextualizing it taking into account the characteristics and the factors affecting the learning process. As a result six teaching modules have been created. Learning goals, association with the 9 Big Ideas of NS-T of these modules, as well as misconceptions expected to emerge will be presented.