This study aims to develop a portable experimental kit containing selected learning objects related to hydrostatics, accompanied by a teaching sequence designed for basic education, particularly for the second year of upper secondary school, within the Physics curriculum. The teaching sequence and portable experimental kits are intended to support teachers in situations where adequate facilities and equipment are unavailable in public schools. The teaching sequence presented herein is pedagogically grounded in David Ausubel’s theory of meaningful learning and based on the ISLE method (Investigative Science Learning Environment). The teacher and author of this study will implement this educational product at Escola Estadual Tabelião Júlio Maria, located in the city of Touros, Rio Grande do Norte, Brazil, a state public school. The implementation will take place with students in the second year of regular upper secondary education, during the afternoon shift, involving forty (40) students. The activity will consist of ten in-person sessions at the school, each lasting fifty minutes, including pre- and post-tests, as well as experimental activities using portable kits: Siphon (Communicating Vessels), Pythagorean Cup, Cartesian Diver, and Hydraulic Lift. Students will receive guidance during the pre- and post-tests, as well as instructions regarding the proposed experimental activities for Physics classes. These activities will be based on technological applications, allowing the content to be contextualized within the students’ everyday lives. It is expected that this work, as a whole, will meet the expectations of basic education teachers, particularly those who teach Physics at the upper secondary level, by contributing to the incorporation of experimental activities into the educational context through portable teaching kits. The proposal seeks to facilitate the implementation of experimental practices in different school environments, without requiring sophisticated physical facilities or dedicated laboratories.