Environmental conservation is one of the topics addressed in basic education and involves questions about the environment and the living beings that inhabit it. In the formal classes of the discipline of Biology, the curricular contents proposed in textbooks rarely highlight the species of the Amazon fauna. The questions that guided this research corroborate the knowledge of the animals of the Amazon and the aquatic environments of our region. The objective of this research was to apply the
didactic sequence in the teaching of biology in the study of aquatic and semiaquatic fauna of a non-formal space, contributing to the learning process and evaluation of the educational product related to the master’s research. Emphasizing the species of the Amazon region, a non-formal space, the botanical garden Museu da Amazônia (MUSA). The participants were 30 students from a class of the 3rd grade of high school in a public school in the city of Manaus, Amazonas. The methodological
approach used was the qualitative approach in which the data were obtained with the
application of questionnaires for data collection. The adopted method was the action research allied to the resource of the didactic sequence applied in six moments. In the first moment, the orientation goes up the planning of teaching and application of the previous questionnaire to the students. In the second moment occurred the application of lectures and theoretical dialogues with the presentation of the content of Zoology focused on Amazonian animals. In the third moment the orientation given
to the students was about how the visit to the Musa would happen. In the fourth moment took place the field class in the Botanical Garden Museum of the Amazon with the realization of recognition, observation, collection of images and data of aquatic and semiaquatic species native to this space. In the fifth moment there was the participation of the students in the pedagogical workshop with the ludic activities carried out by the teacher. In the sixth moment, the closure of the data collection was
finalized. The results showed that the students did not know some Amazonian animals and that after the implementation of the Didactic Sequence, in the pedagogical workshop, improved the scientific knowledge of the Amazon biota, valued teamwork, developed socialization, were motivated to awaken environmental awareness and conservation of the environment. The detailing of the didactic
sequence in this research aims to serve as a support to Biology teachers in the study of Zoology.
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