The present work arose from the need to approach the contents of Fluid Mechanics in the 1st year of High School, using teaching-learning methods that are contrary to the memorization of contents without meanings. The methodologies applied in Campos Brasil State College, within the project of the Institutional Program of Initiatives for Teaching - PIBID, followed the planning of the didactic sequence, in order to obtain meaningful learning on the part of the students. The development of this work happens from the interest of using a study object known to students, so some parameters and contextualizations are presented using the lake of the city of Araguaína. The place is known, close to the school district and contributed to this initial approximation of the students to the contents and became relevant in this process. The contents of Fluid Mechanics are described according to their concepts, equations and applications. Assimilations take place through concepts and prior knowledge, which is the starting point for the application of these theories. In the course of the didactic sequences we will find methods that function as organizers of knowledge, fundamental for the application of assimilation activities and evaluative activities. These are the cases of conceptual maps, the initial problematization, the development of "pedagogical moments". For the planning of the pedagogical moments, also were made conceptual map and lesson plans, which work in a more summarized way, describing the steps of each meeting. These plans can be used by teachers who are motivated by cognitive theories of learning.
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