The purpose of this paper is to evaluate the results of the implementation of an interdisciplinary didactic proposal (chemistry, biology and physical education), which focuses on the concept of human breathing and was designed to promote the competence of inquiry innatural sciences. We worked with 38 7th grade students in a school in the municipality of Soacha (Colombia) and with three teachers who implemented the didactic design. This study was developed through Design-Based Research (IBD). Field diaries, semi-structured interviews and the evaluation questionnaire of the Saber 7 2021 tests were used as information collection instruments. Initial analyses focused on performance in the inquiry competition and implementation of the integrative methodology designed. Subsequently, the emerging category "student motivation" was included in the analysis. The results of the applied Saber 7 test showed that the students improved their performance after the integrative activity. Regarding motivation, greater interest of students was identified to participate in these articulating projects. In the analysis of the implementation of the design, the participating teachers expressed the need to articulate the different disciplines in pedagogical projects and pointed out the institutional limitations for their application.