Aim of the current research was to contribute to the understanding of the generative topic known as “effects of cannabis sativa in the nervous system”. The problem orientated approach was the context of 35 school students of the ninth grade 904 from the secondary school La Gaitana IED. The I-A-methodology was implemented in order to accomplish the study’s goals. The methodology consisted of six self-reflections loops. Loop I or characterization, inquired about the educational context. Loop II was named Introduction to the conceptual framework of the EpC, in this loop students learned about the didactic approach of teaching for understanding. Loop III was Identification and use of relevant context, in this loop the students understood and reaffirmed the reasons why it was appropriate to conduct a research on the effects of Cannabis sativa in the nervous system. Loop IV contained the role of context in the sequence of teaching and learning, here the student’s conceptions about the effects of cannabis use were characterized. A question was chosen, which operated as the context for the study and a strategy to resolve the mentioned question was determined. Loop V dealt with context and selection of generative topics. The needed knowledge in order to resolve the raised context’s issue, were chosen in this loop. And finally Loop VI The context and the assessment of learning, where the understanding level acquired by students through the project was tested out. Data were analyzed using both qualitative and quantitative techniques allowing to consolidate the teaching unit "Beyond Cannabis: A problem in Context" as one of the most important results. This unit provides guidelines, activities, laboratory practices and strategies that can be used by other teachers in communities with similar characteristics to the simple of the current study to address the use of psychoactive substances from biology class.