This work consists in the elaboration, application and evaluation of a sequence of chemistry classes for high school on Biomolecules (Proteins, Lipids and Carbohydrates) through the Rotation by Station method, which consists of an active methodology located in the hybrid teaching zone, where there are different activities in stations simultaneously, each one addressing a different theme, but related to the others, so that they are interdependent, thus not having a mandatory sequence to be carried out. Through this, we intend to answer the following research question: What are the strengths and limitations that hybrid teaching and the Station Rotation Method propose for the learning of Biomolecules: Carbohydrates, Lipids and Proteins for students of the Chemistry of Education discipline Medium? The research developed was qualitative, placing the researcher as the subject promoting the action to solve a problem. The methodology consisted in the application of a sequence of 07 classes and the data were obtained through 02 questionnaires and videos produced by the students. Based on the assumptions of Bardin's Content Analysis, from the data collected it was possible to infer that there was an evolution of knowledge, when comparing the initial and final questionnaires. This implies that the didactic intervention, to a certain extent, contributed to the students' expansion and approach to scientifically accepted ideas. In addition, we also highlight that the didactic sequence developed motivation in the students, since at each stage the participants sought to overcome the difficulties of the current pandemic situation. Additionally, the research contributed to the elaboration of an educational product of the didactic manual type with the objective of facilitating the teaching-learning process, even more, in a period when new technologies are customary, both inside and outside school.