In this paper, we present data related to how a Portuguese teacher developed the module "A big problem for Magellan: Food preservation." Students were asked to plan an investigation in order to identify which were the best food preservation methods in the XV and XVI centuries of Portuguese overseas navigation, and then establish a parallel between those methods and current ones. Students were involved in discussing the relationship between science and social issues, and about the impact that science evolution has on daily life practices. The teacher had professional experience and a Master's degree in science education and considered that PARSEL and the specific module constituted a good approach to achieve his goals concerning science education. Students were attending a twelfth-grade biology class and wished to pursue university studies in science. We carried out participant observations, interviews with the teacher and four of his students, and we also administered a questionnaire to the students. Both teacher and students found the module popular and relevant for their lives. Despite positive assessment, some less positive issues, such as, time management and module extension, and the difficulty of making a connection between science and social issues were also identified.