Research-based teaching has emerged as an alternative to traditional classes, where the teacher is the only source of knowledge. In this context, the flipped classroom is considered an innovation in the learning process, where the idea is that the student absorbs the content through the virtual environment, and, when arriving at the classroom, he is already aware of the subject to be developed. The inverted classroom creates conditions to have a more active participation of students, implying a change in practice and the development of strategies that guarantee the organization of a more interactive learning and closely linked to students' real situations. This type of change proves to be essential and urgent in the teaching of botany, since even though they enjoy a series of benefits generated by plants, few know the extent of the appropriate resources of these beings. A better understanding by the students of the importance of plants in their daily lives is necessary. However, many students and teachers believe that botany teaching in the traditional ways are unattractive or even discouraging. The objective of this work is to create a methodological guide applying the methodology of the flipped classroom in botany teaching for High School. In this methodology, video lectures were recorded in green spaces in the city, encouraging students to recognize the local flora and identify its basic characteristics. Positive changes are expected in the teaching and learning process and an appreciation of the importance of botany in students' daily lives.
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