This work was developed in a public school elementary in Manaus with 40 students in a class
of sixth year, morning shift. The main objective was to develop the students of these class
modes of care for water intake at their school through a didactic sequence. There were few
outbreaks of diarrhea in high school and commented a lot of unhygienic way of some students
to drink water, so the interest came on the possible cause and the relationship between this
school and the students. They collected data to see if the water would was responsible for the
outbreak of the health problems mentioned or neglect of students. For this, it observed the
behavior of the students the ways to ingest water in schoolyards through unsystematic
analysis. We carried out a microbiological analysis of three school aquifer samples and a
simple questionnaire to ascertain the students prior knowledge. As an intervention to the
problem through education, classes were based on one of the didactic sequences proposed by
Zabala (1998), specifically, three number sequences, and finally an evaluative activity in
which was made the development portfolio. The systematic observation pointed out that many
students drank water incorrectly, because most, shared personal items and approach lips in
water fountain taps. Microbiological analysis confirmed that the school water for
consumption had no pathogenic microorganisms such as coliform bacteria, is there was no
contamination of this type. Until then, the results showed the water are not responsible for
pathological cases among students. The questionnaire showed that students had little
knowledge of the correct and incorrect way as the water intake at school, making it possible to
reflect on the water issue. The developed didactic sequence enabled the interaction of prior
knowledge and the inclusion of new knowledge to enable new student learning about the
topic. It was noticed in the portfolio activities no impairment of students to study the topic or
research regarding any content worked in room. A positive point in the correction of
portfolios was the opinion of the students claim that touching lips on tap for drinking
fountains, share personal use cups or bottles or take trimming water with hands were incorrect
attitudes. The results show that the work led students realize that drinking water requires
hygiene, it is necessary to seek to apply over the correct forms intake to not endanger the
health.
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