Knowing that science learning does not just happen in a classroom, I have always looked for ways to explore innovative topics in science. In my freshman year in high school, I became interested in thermoelectricity and was intrigued by how it could be used as a power source for small electronics. I discovered that carbon nanotubes had become a material of interest in thermoelectricity research due to their unique electrical and mechanical properties. This sparked my interest in nanoscience and nanotechnology. To pursue this field of science further, I applied to work in two research labs as a lab assistant and as a research intern during the summer of my sophomore year. One of the labs studied gold nanoparticles and their potential applications in the medical field specifically focusing on antibody immobilization techniques with the use of gold nanoparticles as binding sites of antibodies. The other lab also focused its research on nanoparticles but not on their usefulness. Instead, the lab investigated the ecotoxicity of engineered nanomaterials as they enter different ecosystems. Having this opportunity to work in two research labs allowed me to see the pros and cons of nanotechnology as well as its emergence as “the next big thing” in different areas of its application. Excited to share my passion about the study of nanoparticles, I started FAWN with the hope to get primary school students to explore this growing field of science through fun, engaging activities and at the same time bring awareness to the negative impacts that nanoparticles can have on humans and the environment.