This author enters the main functions of the practical lessons cites: to awake to keep the interest of the pupils; to involve the students in scientific inquiries; to develop the capacity to decide problems; to understand basic concepts; to develop abilities (PRIGOL: GIANNOTTI apud KRASILCHILK, 2008, P. 3). The development of new abilities, the capacity to decide problems, to search for scientific initiation is abilities that we educators desire for our pupils, but agrees that it is not so easy how much we imagine, must have love, devotion optimism to show to the professional futures the way to be covered. Intellectual development of the pupils the search of bigger acquisition of knowledge in the lessons of Sciences and Biology has been one of the biggest challenges for the educators, therefore if it knows that for this, the analysis of diverse factors is necessary that has been argued since the beginning of this article, mainly also depends on the availability, will, interest and disposal of educating. In this context, one searched to characterize a style of work through which the pupils of sciences can be assumen of contents, procedures and scientific attitudes. This process is the scientific action in itself, as possibility of learning and estimuladora of individual search when scientific and technological knowing (VASCONCELOS et al., 2002, p.1). The use of practical lessons is basic, therefore the same ones have contributed sufficiently with the intellectual development of the pupils who through the method of the visualization and the concretion of the content, assimilate the substance successfully. The professor when preparing practical lessons will be perfecting new forms of education, looking for to insert educating in the learning, becoming the content accessible, understandable and interesting. To search new methods means to have education techniques, and from the moment where the professor constructs innumerable forms to transmit and to interact with the pupil, this will get better performances.