The education of the 21st century has changed due to the use of methodologies that, together with digital technologies, contributes to the teaching improvement. Blended Learning is a trend where teaching is presented online and face-to-face, integrating the ICDT’s to obtain a better participation of the students in classes. In this work, we show how to develop a sequence of classes focused on the teaching of oxygenated organic functional groups, using the model previously discussed, combined with the strategies of flipped learning, peer instruction and digital tools. The study was carried out in a class of the 3rd Grade of a State Public High School in the city of Mataraca-PB. The participative observation was used as a qualitative research methodology to examine and analyze the behavior and performance, resulting from students' engagement and impressions with the presented strategy, in order to understand the results deeply. The Google Classroom digital tool was used to make students develop previous studies of learned content through self-recorded VideoClasses, hosted on YouTube^TMand of several classroom activities, collaborating through learning in groups. In the face-to-face moment the activities were crosswords, questionnaires with application exercises and molecules constructor, besides the use of the Plickers application to guide the peer instruction and Socrative to review the seen contents in class. As a result of these activities, student discussions became more independent of the teacher, and they shared by themselves their own learning methods of the studied content and contributed collectively for building their own knowledge. Through online classes and classroom exercises, with the help of the ICDT’s, the students were able to report positively the Blended Learning model with flipped learning and peer instruction, showing that it is a strategy that allied to teaching, allow students to create spaces for interaction and understanding of the addressed contents in a more independent and active way, being motivated to enrich the face-to-face moments with exchanges of knowledge and experiences , so teaching barriers can be broken to answer the needs of a connected generation.The generated educational product is made for high school teachers in as an instruction manual that assists them in the development of this teaching model.