Nanotechnology is an emergent technology that holds much promise and excitement. The ability to control and manipulate matter at the most basic level--atoms and molecules--offers possibilities that transcend traditional science discipline boundaries. This interdisciplinary nature of nanotechnology provides many avenues for teachers to connect the field to their courses. The science community is interested in nanotechnology primarily because the scale of the work opens new and largely unexplored terrain. To understand the reason for the excitement and promise related to nanotechnology, students must be able to conceptualize the nanoscale. Although there is not a rigid boundary of the range of sizes encompassed by the nanoscale, a common definition is that it is from 1 nm to 100 nm. The concept of how scale affects systems and organisms is central to many science disciplines, and it serves as one of only four unifying themes that Project 2061 has identified as important for all students. However, students and adults have difficulty conceptualizing nanoscale. Relative scale is easier to grasp than absolute scale, and the dominant reference benchmark for relative scale is one's own size. One strategy for enhancing students' understanding of nanoscale is to shift students' existing understandings of relative scale by helping them conceptually transport their strongest scale benchmark--themselves--into the nanoscale world. This article describes a set of activities to scaffold high school students' nanoscale conceptions and to help them appreciate the scale at which nanotechnology operates, both in a relative and an absolute sense. (Contains 5 figures.)