Botany is a sub-area of biology that loses space in the classroom every day, with a lag in the teaching / learning process by students. Moreover, this deficiency may be related to the teaching methodology that is almost entirely focused on conceptual content, its complex terminologies, the curricula used in teaching the subject, lack of resources and the routine in Basic Education with purely theoretical classes, making themselves tiresome and taking away the possibility of cooperation and interaction between teacher and students. Given the above, the development of didactic game aims to contribute as a tool in the process of teaching botany. Accordingly, questionnaires containing mixed open and closed questions were prepared to obtain information from teachers regarding didactics, students' previous knowledge of Botany, resources used in the classroom and about playful games. To assist this approach, an analysis of the curriculum matrix of the integrated technical courses in chemistry and mechanics was performed, identifying in this document that the discipline of Biology is only in the first and second years of the courses. Students reported that the most used resources in biology classes are data show, practical classes, textbook and whiteboard, items that are used in most science and biology classes, thus leaving other activities alternatives aside. With the information of the diagnosis, a planning was elaborated with the following steps: selection of the contents of Botany, bibliographic survey, construction of the game Stay Smart! Kingdom Plantae, game validation, intervention (game application) and process-oriented written assessment. The game Get Smart! Kingdom Plantae is a board with 160 hanger cards, true / false, direct questions (with hints) and multiple choice (with three alternatives). With the game accompanies an infographic with the guidelines of the construction and elaboration of the didactic game, stimulating other professionals of any teaching area to elaborate and make their own games according to their reality. The game was accepted by both undergraduates and students, and proved to be an important didactic resource, as it can assist teachers in the contents of Botany, in an interactive, pleasant way, contributing to the teaching / learning process.
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