In scientific practices, students are frequently asked to conduct investigations to produce data that will serve as the basis for evidence that meets the goals of an investigation. But however, assisting in the formulation and implementation of students' investigations is often a difficult task for many teachers because authentic investigations include using multiple variables and further providing of evidence to support explanations or solutions. The purpose of this study was to gain a better understanding of the potential of a nanotechnology activity on encouraging the formulation and implementation of students' investigations. The "Can Nanotechnology Keep Us Dry in the Rain?" activity was developed as part of an in-service teacher training designed to assist science teachers in implementing inquiry-based science practices in their own classrooms. To discuss the potential of the activity, the author has provided the detailed analysis from the classroom visits of four case teachers in three governmental schools. The qualitative data was collected through video recordings, feedback of teacher trainers, and pre- and post-interviews. The results of this research provide supporting evidence that the nanoscale changes could be a powerful tool for four case teachers to provoke students for deeper inquiry. The present research, therefore, contributes to a growing body of evidence suggesting the direct demonstration of conducting hands-on experiments to formulate and implement the investigations of nanoscale phenomena. [This study was presented at the International Conference on Education in Mathematics, Science, and Technology (ICEMST 2022), March 24-27, 2022, Antalya, Turkey.]