The Pascal's principle provides the foundation for understanding the transmission of large forces in different applications of everyday life using a fluid. Its employability in the design and construction of prototypes for pedagogical uses is not usually adapted in theoretical lectures on the subject of fluid statics and for that reason, we have chosen this topic for an intervention in the 11th grade of high school of Institución Educativa Kennedy in Medellin city. The approaching of concepts through collaborative and dynamic pedagogical practices, such as the construction of everyday objects, the observation of its actions and its mathematical model is used in this work. Motivation is sought, calling the student's attention through the observation of an everyday phenomenon and translating it into a prototype; in addition to collaborative work and the presence of the teacher as a simply companion, leaving the student to act freely and decisively. The intervention was developed based on a classroom project, which is proposed by Trujillo (Trujillo, 2015). The strategy aims to create knowledge through the pertinent relationship between the content taught and the student's prior knowledge and shows evidence of a positive change in the way of facing academic challenges. The intervention was carried out in a group of 28 students of the grade 11.1 during the third quarter of 2017, with a weekly duration of three hours. The results show that the construction of prototypes, together with an adequate introduction of concepts, facilitates meaningful learning by students.