Historical scientific controversies have great potential to address aspects of the nature of science in context. This paper describes a design case about a novel lesson plan based on the scientific controversy between Karl von Frisch and Carl von Hess on the sight of bees (how they see). This lesson plan allows concepts related to experimentation, as well as other epistemic and non-epistemic aspects of the nature of science to be addressed. In this design case, two cycles of implementation of the lesson plan were carried out, with three groups of preservice teachers in the first one and four groups in the second one. This paper contains a description of the design process of the lesson plan and its current status, as well as reflections on its strengths and weaknesses based on the experience gained in practice.