Objectives (5 - 7 minutes)

1. Understanding the concept of a pedigree chart:

   • Define what a pedigree chart is.
   • Identify the elements that make up a pedigree chart.
   • Describe the importance of a pedigree chart in genetics.

2. Interpreting pedigree charts:

   • Interpret the presence or absence of genetic characteristics in a pedigree chart.
   • Identify the inheritance patterns present in a pedigree chart.
   • Predict the probability of an individual presenting a genetic characteristic based on a pedigree chart.

3. Practice in building pedigree charts:

   • Build a pedigree chart from information about the genetic characteristics of a family.
   • Apply the acquired knowledge in solving problems involving pedigree charts.

Secondary Objectives:

• Encouraging critical thinking:

  • Encourage students to question and analyze the information presented in a pedigree chart.
  • Develop problem-solving skills through the interpretation and construction of pedigree charts.

• Developing communication and teamwork:

  • Promote discussion in the classroom and collaboration among students in solving exercises and problems using pedigree charts.

Introduction (10 - 15 minutes)

1. Review of Previous Content (2 - 3 minutes):

   • The teacher should start the lesson by briefly reviewing the basic concepts of genetics, such as the definition of gene, allele, phenotype, and genotype.
   • It is also important to review the different types of genetic inheritance, such as complete dominance, codominance, recessiveness, and gene linkage.
   • Next, the teacher can propose a brief question and answer game to verify if students can remember these concepts.

2. Contextualization of the Subject (3 - 5 minutes):

   • The teacher should then explain the importance of studying pedigree charts, highlighting that they are valuable tools for understanding genetic inheritance in families and populations.
   • Examples of how pedigree charts are used in different fields can be mentioned, such as in medicine for the study of genetic diseases, in criminology for paternity analysis, and in history for the investigation of genetic lineages.

3. Problem Situations (3 - 4 minutes):

   • The teacher can then propose two problem situations to spark students' interest.
   • The first situation may involve analyzing a pedigree chart of a family with a genetic disease and asking students if they can identify the inheritance pattern and predict the probability of other family members also developing the disease.
   • The second situation may involve building a pedigree chart from information about the genetic characteristics of a family and asking students if they can identify the inheritance patterns present.

4. Topic Presentation (2 - 3 minutes):

   • Finally, the teacher should introduce the topic of the pedigree chart, explaining that it is a graphical representation of genetic inheritance in a family, showing how a genetic characteristic is transmitted from one generation to the next.
   • It can also be mentioned that the pedigree chart is composed of different symbols representing individuals and genetic characteristics, and its interpretation requires an understanding of different inheritance patterns.
   • To illustrate the concept, the teacher can show an example of a pedigree chart and explain each of its elements.

Development (20 - 25 minutes)

1. Pedigree Chart Construction Activity (10 - 12 minutes):

   • The teacher should divide the class into groups of 3 to 4 students and provide each group with a set of information about the genetic characteristics of a family.
   • The information should include the type of characteristic (e.g., eye color, hair type, blood group), the genotypes of family members, and the presence or absence of the characteristic in each individual.
   • The goal of the activity is for students to build a pedigree chart from this information, using the appropriate symbols to represent each family member and the genetic characteristic in question.
   • The teacher should circulate around the room, providing guidance and clarifying doubts.
   • After completing the activity, each group should present their pedigree chart to the class, explaining how they arrived at their construction and which inheritance patterns they identified.

2. Pedigree Chart Interpretation Activity (10 - 12 minutes):

   • Next, the teacher should present the class with some ready-made pedigree charts and challenge them to interpret them.
   • The pedigree charts should include different types of inheritance patterns (dominant, recessive, codominant) and different scenarios (presence of one or both affected parents, consanguinity).
   • The teacher can start by explaining the first pedigree chart and then ask students to interpret the following ones.
   • Students should be encouraged to discuss their interpretations in their groups before presenting them to the class.
   • The teacher should provide feedback and correct any interpretation errors.
   • This activity can be repeated with different pedigree charts, gradually increasing the complexity.

3. Probability Prediction Activity (5 - 7 minutes):

   • Finally, the teacher can propose a probability prediction activity.
   • The teacher should present a pedigree chart showing the presence of a genetic characteristic in a family and ask students what the probability is of a new family member also presenting this characteristic.
   • Students should use the knowledge acquired to justify their answers.
   • The teacher should provide feedback and explain the correct answer, if necessary.

These activities are designed to promote understanding and application of pedigree chart concepts, as well as to develop students' teamwork, communication, critical thinking, and problem-solving skills.

Feedback (10 - 12 minutes)

1. Group Discussion (5 - 6 minutes):

   • The teacher should start a group discussion with all students. Each group should share their solutions or conclusions from the pedigree chart construction and interpretation activities.
   • During the discussion, the teacher should encourage students to explain the reasoning behind their constructions or interpretations, and to question and debate the ideas presented by other groups.
   • The teacher should act as a facilitator, helping to guide the discussion, clarify concepts, correct errors, and reinforce correct ideas.
   • This group discussion is a valuable opportunity for students to learn from each other, develop their argumentation and critical thinking skills, and consolidate their knowledge of pedigree charts.

2. Connection to Theory (2 - 3 minutes):

   • After the discussion, the teacher should summarize the main ideas discussed, connecting the practical activities carried out by students with the theory presented at the beginning of the lesson.
   • The teacher can highlight how interpreting a pedigree chart involves identifying inheritance patterns, understanding concepts such as dominance and recessiveness, and applying probabilities.
   • This step is important for students to realize the relevance and applicability of theoretical concepts, and to consolidate their learning.

3. Individual Reflection (2 - 3 minutes):

   • Finally, the teacher should suggest that students engage in individual reflection on what they learned during the lesson.
   • The teacher can ask questions like: