Objectives (5-7 minutes)

1. Understand the concept of Pedigree and its importance in Genetics - Students should be able to define what a pedigree is and understand its relevance in the study of genetics. They should understand that the pedigree is a graphical representation of a lineage, which allows the analysis of the transmission of genetic characteristics from one generation to another.

2. Apply the construction of a Pedigree in problem situations - Students should be able to apply the knowledge acquired to solve problems involving the construction of a pedigree. They should be able to interpret the information given and represent it correctly and clearly in a pedigree.

3. Analyze information in a Pedigree to determine inheritance patterns - Students should be able to analyze the information present in a pedigree and identify the inheritance patterns. They should be able to determine whether a trait is dominant, recessive or codominant, and whether it is sex-linked or autosomal.

   Secondary objectives:

   • Develop critical thinking and problem-solving skills - By solving problems involving the construction and analysis of pedigrees, students will be encouraged to develop critical thinking and problem-solving skills, which are essential not only for the Biology discipline, but also for everyday life.

   • Promote teamwork and effective communication - The proposed activities should be carried out in groups, which will allow students to practice teamwork and effective communication. This is important for the Development of social and emotional skills.

   • Stimulate interest and curiosity in Genetics - Through practical and contextualized activities, students will be encouraged to become more interested in the study of Genetics and to understand its importance for understanding various biological phenomena.

Introduction (10-15 minutes)

1. Review of previous concepts - The teacher should start the lesson by briefly reviewing the genetics concepts already explored previously, such as genes, alleles, chromosomes, dominance and recessiveness. This can be done through direct questions to the students or through a brief summary. This step is crucial to ensure that all students have the necessary foundation to understand the new content.

2. Problem situation - Then, the teacher will present two problem situations that involve the construction and analysis of pedigrees. For example, he could present a case of a family where several people have the same characteristic, and another where the characteristic is present in only a few generations. These situations will serve to arouse the interest of the students and show the practical importance of the content that will be addressed.

3. Contextualization - The teacher should then explain the importance of studying pedigrees, mentioning that they are widely used in various areas, such as medicine, agriculture and law. For example, in medicine, the pedigree can be used to identify the probability of a person having a particular genetic disease based on their family tree. In agriculture, it can be used to predict the probability of certain characteristics appearing in a new generation of plants or animals.

4. Introduction to the topic - To gain the students' attention, the teacher can share some curiosities or interesting facts about pedigrees. For example, he could mention that the first pedigree was created by a monk named Gregor Mendel, considered the father of genetics. Another curiosity is that, despite being a powerful tool, pedigrees have their limitations, since not all characteristics are determined only by genetics, but also by the environment.

5. Introduction to the topic with the Big Bang Theory - Finally, to establish the relevance of the topic, the teacher can make a connection with the Big Bang theory. He could explain that, according to this theory, all the matter in the universe was created at a single moment, and that, therefore, all living beings on Earth share a common ancestor. The idea is to show students that, despite the enormous diversity of life on Earth, we all have something in common in our genes, and that pedigrees help us better understand this connection.

Development (20-25 minutes)

1. Activity 1: Building a Pedigree (10-12 minutes) - Students will be divided into groups of no more than 5 people. Each group will receive a set of cards with information about a fictitious family. Each card will represent an individual in the family and will contain information about their genetic characteristics. The students' challenge will be to construct a pedigree for this family.

   • Step 1: The teacher will distribute the cards and explain that they represent the family. Each card will have information such as gender (represented by different colors), genetic characteristics (for example, eye color: blue, green, brown) and whether the characteristic is dominant or recessive.
   • Step 2: Students, working in their groups, will have to analyze the information on the cards and decide how to build the pedigree. They will have to determine who are the parents, children, grandparents, etc., and how the genetic characteristics are transmitted from one generation to another.
   • Step 3: After constructing the pedigree, each group will present their fictitious family to the class, explaining their choices and how the genetic characteristics were transmitted.

2. Activity 2: Analyzing a Pedigree (10-12 minutes) - Still in their groups, students will receive a second set of cards with a pedigree already built. However, some information has been removed, and the task of the students will be to fill in this missing information.

   • Step 1: The teacher will provide a pedigree already built, but with some information missing. For example, some individuals may not have a genetic characteristic listed, or there may be an arrow pointing to an individual without a clear explanation.
   • Step 2: Students, working in their groups, will have to analyze the pedigree and fill in the missing information. They will have to determine which traits are dominant or recessive, and how they are transmitted from one generation to another.
   • Step 3: After filling in the missing information, each group will present their conclusions to the class, explaining how they arrived at them and what difficulties were encountered.

3. Activity 3: Debate on Ethics and Genetics (5-8 minutes) - To conclude the Development stage, the teacher will propose a brief debate on the ethical implications of the study of genetics and pedigrees. The students, still in their groups, will have to discuss questions such as:

   1. What are the advantages and disadvantages of knowing our "genetic map"?
   2. What would be the implications of being able to "choose" the genetic characteristics of a child?
   3. Should we allow genetic manipulation in humans? Why?

   The objective of this activity is not only to stimulate the critical thinking of the students, but also to promote reflection on the importance of ethics in science and technology.

Return (8-10 minutes)

1. Group Discussion (3-4 minutes) - The teacher should promote a group discussion where each team will share the solutions or conclusions found during the activities. Each group will have a maximum time of 3 minutes to present their findings. During the presentations, the teacher should ensure that all students are paying attention and encourage them to ask questions or make comments.

   • Step 1: Each group will have a maximum time of 3 minutes to present their solutions or conclusions. During the presentations, the teacher should ensure that all students are paying attention and encourage them to ask questions or make comments.
   • Step 2: After all the presentations, the teacher should summarize the main ideas discussed, highlighting the most important points and clarifying any possible doubts.

2. Connection with Theory (2-3 minutes) - After the group discussion, the teacher should make a brief review of the theoretical content, highlighting the main ideas and concepts that were applied during the activities. This will help reinforce the students' learning and clarify any misunderstandings that may have arisen.

   • Step 1: The teacher should briefly review the concepts of pedigree, inheritance patterns and the importance of ethics in genetics.
   • Step 2: The teacher should highlight how these concepts were applied during the activities and how they helped students solve the proposed problems.

3. Final Reflection (2-3 minutes) - Finally, the teacher should propose that the students reflect for a minute on the following questions:

   1. What was the most important concept learned today?
   2. What questions have not yet been answered?

   After a minute, the teacher should ask some volunteers to share their reflections with the class. This step is important so that students can consolidate their learning and identify any areas that they have not yet fully understood.

   • Step 1: The teacher should propose that the students reflect for a minute on the proposed questions.
   • Step 2: The teacher should ask some volunteers to share their reflections with the class.
   • Step 3: The teacher should summarize the main reflections and comment on the questions that have not yet been answered, planning to address them in future classes.

Conclusion (5-7 minutes)

1. Summary and Recapitulation (2-3 minutes) - The teacher should start the Conclusion by summarizing the main points discussed during the lesson. This includes the definition of pedigree, the importance of its construction and analysis, the determination of inheritance patterns, the connection with ethics and genetics, and the practical application of concepts in real-world situations. The teacher may emphasize again the origin of pedigrees, the Big Bang theory and the diversity of life on Earth. This review serves to reinforce the students' learning and to ensure that they have understood the fundamental concepts.

   • Step 1: The teacher should summarize the main points discussed during the class, reinforcing the definition of pedigree, the importance of its construction and analysis, and the determination of inheritance patterns.
   • Step 2: The teacher should recall the origin of pedigrees, the Big Bang theory and the diversity of life on Earth.
   • Step 3: The teacher should emphasize the practical application of concepts in real-world situations and the connection with ethics and genetics.

2. Connection Between Theory, Practice and Applications (1-2 minutes) - The teacher should then explain how the class connected theory, practice and applications. He can emphasize how the practical activities helped illustrate the theoretical concepts and better understand how pedigrees work. The teacher should also reinforce the importance of ethics in genetics and how this applies to the real-world situations discussed during the class.

   • Step 1: The teacher should explain how the class connected theory, practice and applications.
   • Step 2: The teacher should emphasize how the practical activities helped illustrate the theoretical concepts and better understand how pedigrees work.
   • Step 3: The teacher should reinforce the importance of ethics in genetics and how this applies to the real-world situations discussed during the class.

3. Extra Materials (1-2 minutes) - The teacher should then suggest extra materials for students who want to delve deeper into the topic. These materials may include books, articles, videos and websites related to genetics and pedigrees. The teacher may, for example, recommend reading "The Origin of Species" by Charles Darwin, or watching documentaries on the life and evolution. He can also suggest interactive websites that allow students to create and analyze their own pedigrees.

   • Step 1: The teacher should suggest extra materials for students who want to delve deeper into the topic.
   • Step 2: The materials may include books, articles, videos and websites related to genetics and pedigrees.
   • Step 3: The teacher should briefly explain each material and why it is relevant to the topic of the lesson.

4. Relevance of the Topic (1 minute) - Finally, the teacher should reinforce the importance of the topic to students' everyday lives. He can mention, for example, that the study of pedigrees can help predict the probability of a person having a particular genetic disease, which can be helpful for prevention and treatment. In addition, the teacher can emphasize how genetics influences the physical and behavioral characteristics of individuals, and how this can affect our understanding of ourselves and the world around us.

   • Step 1: The teacher should reinforce the importance of the topic to students' everyday lives.
   • Step 2: He should explain how the study of pedigrees can help predict the probability of a person having a particular genetic disease.
   • Step 3: The teacher should emphasize how genetics influences the physical and behavioral characteristics of individuals, and how this can affect our understanding of ourselves and the world around us.