Many biological surfaces are known for their micro- and nanoscale structures, which combined with their hierarchical properties lead to superhydrophobic surfaces. The lotus leaf is the most studied leaf surface that exhibits superhydrophobicity. The knowledge gained by examining its leaf properties helps scientists design superhydrophobic surfaces that benefit humanity on a daily basis. Therefore, there is a necessity to update school science curricula by integrating nanotechnology-related concepts that are both relevant and meaningful to students. This work suggests a proposal for the introduction of superhydrophobicity in secondary education through the development of a teaching learning sequence. Through the MER methodology, the scientific content is analyzed and transformed into a content structure for instruction, defining the learning
objectives of each unit through the 5E Instructional Model and considering the difficulties and misconceptions that students may have. The implementation of the educational reconstruction will be presented considering all the parameters involved in the learning process.