The children from environmental activities, fundamentally in a descriptive qualitative methodology using mostly pencil and paper instruments with the purpose of improving the motivational state of the students regarding the care of the environment; concluding that motivation is the main element in the teaching-learning process; Among the main findings we find extrinsic motivation as a determining factor in the achievement of intrinsic motivation, in the same way, the role of the teacher as a facilitator in the motivating process stands out and we perceive that an assertively motivated student achieves deep learning in actions that not only They are reduced to reading, writing and copying, but rather to activities that involve group work, debate, experimentation, research, among others.