This monograph aims to propose an interdisciplinary didactic sequence for the teaching of intermolecular forces and soils. For that, a lesson plan was produced using the Constructive Alignment. Constructive Alignment is a way of aligning the teacher's goals with the methodologies to be used by him, that is, that the teaching and assessment methodologies are aligned. To achieve the objectives,
the ecological ink workshop of Amazonian soils, “Tons da terra”, was used as one of the main resources to contribute to the improvement of teaching / learning, when the programmatic content on the forces of molecular interactions, taught, was approached. in Chemistry classes. This didactic sequence proposal was carried out in 4 classes divided into the contents on chemical, physical and biological weathering of minerals and rocks until the formation of soils (theoretical and practical classes of manipulation of minerals and soil-forming rocks), another theoretical lesson on intermolecular forces and the last practical class with the workshop for the production of soil paint and painting on canvas and other
objects, whose objectives are aligned with the intended results for learning. For the analysis of the data, two questionnaires were made, one before classes and the other after classes and the workshop, with questions about previous knowledge about the topics covered. With the analyzes carried out through the questionnaires, it was noted that a positive change, where the majority (58.75%)
evolved from simple actions such as "identifying" to more complex actions such as "relating", that is, there was a noticeable evolution in the knowledge of the students after the application and execution of the proposed lesson plan. With this proposal, students significantly improved their performance in the contents of soils and intermolecular forces. It is expected that the methodology presented
to work on these contents is relevant to improve the teaching / learning of intermolecular forces, being a versatile methodology that can be adapted to other contents and reapplied by other interested teachers.
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