The introduction of nanotechnology in early classroom pedagogy is becoming a high priority in education. However, the concepts of nanotechnology can be difficult to conceptualize due to the esoteric nature of the subject. Inquiry-based nanotechnology modules are one way to help visualize nanomaterials to deliver the concepts of nanotechnology. We present the implementation and effectiveness of a newly developed module tying existing light and energy curriculum in middle school to nanoparticles, introducing the concept of a photocatalyst and energy. The module is part of a five year teacher professional development program in the Alabama Black Belt through a Math Science Partnership award from NSF (0832129) to increase students’ interests at the middle school level for pursuing continued math and science education and creative research activities in the future. Students impacted by the program are from low income rural communities where it is critical in preparing the next generation scientists and engineers for our nation’s future energy challenges.