Bionics by definition combines science and technology, with nature acting as a model for technical applications. Bionics is expected to lead to a better understanding of the Nature of Science (NOS). We applied a hands-on inquiry-based module about bionics with sixth graders during a public bionics exhibition in a zoological garden that allowed students to act as researchers, i.e., to understand the problem-solving process and to search for methods to overcome problems. The practice of science and engineering was at the center of this intervention; for example, students were asked to provide explanations and design solutions in the bionics field (NGSS, 2017). From this complex field we showed examples using living animals in the zoo. Our students learned bionics topics directly on the living animal by transferring them later to bionics topics. The streamlined shape of the dolphin snout, the communication system of dolphins, and other examples, each with its technical and bionics application, were examined. Bionics can serve as a complement to other biology topics. An increase in cognitive knowledge was observed both immediately after intervention and after a complete school year. Male participants showed more interest in technology than females.