The teaching and learning process in chemistry is still considered a challenge for many teachers who live with the difficulties faced by students, since the content of this subject is characterized by the high degree of complexity and the difficulties of understanding it. For these reasons, it is essential the search for didactic resources that enable the better understanding of the contents of this discipline. In this sense, this work aimed to develop a didactic sequence on the reaction rate development content, from different didactic strategies such as videos, experimental activities, textbook, news journalists and simulators. The proposal provided a space for dialogue that addresses issues about food, environment, fuel chemistry and catalysis. In addition to encompassing expository strategies, an educational game was also developed as a tool to aid the process of teaching and learning in chemistry. To analyze the proposal, qualitative analysis elements were used and data were collected through recordings (audio and video) made in the classroom, field diary and forms. For their analysis and treatment, triangulation was performed to cover the maximum range in describing, explaining and understanding the focus of the study. The application was carried out in two classes of the second grade of high school, starting with the sequence of classes of four blocks, two classes in each block, making a total of eight classes. At the end the didactic game was applied that allows the student to acquire knowledge through alternative methods to the traditional teaching models, incorporating playful characteristics of the games to the concepts and contents. With the results obtained in this work, it was possible to identify the previous knowledge of the students and, thus, use strategies, tools and educational objects allied to the themes used in the didactic sequence, which allowed the motivation both in the game and in the classes for the discussion of the students. Four themes. The interaction between student-students and student-teacher, provided by the game was intense, as well as in the problem situations created in class. The playfulness stood out, especially in the game, which presented a lot of fun and pleasure. In a general analysis the work allowed the participating students to establish and relate the concepts of the rate of reaction development content, through the problems and questions about the themes involved, being the didactic sequence and the game the main educational products of the work.