Lesson plan of Genetics: Mendel's 1st Law

Objectives (5-7 minutes)

1. Understand Mendel's First Law: The teacher must make sure that students understand Mendel's First Law, which states that for each characteristic there are two hereditary factors (genes) that separate when gametes are formed. Mendel discovered that one factor can be dominant over the other, but the recessive factor does not disappear, it just remains hidden.

2. Identify hereditary factors: Students should be able to identify hereditary factors (genes) in a problem situation, determining which are dominant and which are recessive.

3. Perform probability calculations: Students should be able to perform probability calculations to predict the chances of certain characteristics manifesting themselves in a descendant, given information about the parents' genes.

   Secondary objectives:

   • Apply the concept of the First Law of Mendel in real contexts: Students must be able to apply the concept of the First Law of Mendel in real-world situations, such as cattle breeding or agriculture.

   • Develop critical thinking skills: Through the study of genetics and the performance of probability calculations, students will develop critical thinking skills, such as the analysis and interpretation of data.

Introduction (10-15 minutes)

1. Review of previous concepts: The teacher should begin the class by reviewing the basic concepts of heredity and genetics that were previously learned. This may include the definition of gene, chromosomes, alleles, and how they combine to determine the characteristics of an organism. The teacher can use simple and easy-to-understand examples to reinforce these concepts.

2. Problem situation 1: After the review, the teacher can present a problem situation to arouse the students' interest. For example, suppose a couple has blue and brown eyes, respectively. They are expecting a baby and want to know what the probability is that their child will have blue or brown eyes. The teacher may ask students to think about how to solve this problem initially, without using any specific knowledge.

3. Problem situation 2: Another problem situation can be presented, this time related to agriculture. For example, imagine that a farmer has two varieties of a plant: one with red flowers and the other with white flowers. He wants to cross these plants to obtain a new variety with pink flowers. The teacher can ask the students to think about how the farmer could do this and what the probability would be of obtaining the desired variety.

4. Contextualization of the importance of the subject: After presenting these problem situations, the teacher should explain how genetics and, more specifically, Mendel's First Law are used in practice, both in animal breeding and in agriculture. This helps to show students the relevance of the subject and why they should be concerned with understanding these concepts.

5. Presentation of the topic: Finally, the teacher should introduce the topic of the class - Mendel's First Law. He can briefly explain who Mendel was, why his discoveries were so important, and what the students can expect to learn during the class. The teacher can use supporting images or videos to make the Introduction more visual and engaging.

With these steps, the Introduction will be complete and students will be ready to delve into the study of Mendel's First Law.

Development (20-25 minutes)

1. Practical Activity - Mendel's Round (10-12 minutes): The teacher should divide the class into groups of 5 students. Each group will receive a set of cards, each representing a specific gene (for example, one card may represent the gene for blue eyes, while another may represent the gene for brown eyes). The cards should be clearly marked as dominant or recessive.

   The objective of the game is for the students to "create" a new "creature" (using a blank sheet of paper) by combining the genes of both parents (the cards). The students should then predict the appearance of this "creature" (for example, if the parents have blue and brown eyes, what is the probability that the "creature" will have blue or brown eyes). The teacher should circulate around the room, guiding the students and clarifying any doubts.

   At the end of the activity, each group should have a "creature" with a predicted appearance. The teacher can then ask each group to share their predictions and explain how they arrived at them, encouraging discussion and exchange of ideas among the students.

2. Research Activity - Mendel in the Real World (5-7 minutes): After the practical activity, students should be guided to research real examples of how Mendel's First Law is applied in real life. They could research cattle breeding, agriculture, selection of traits in pets, etc.

   Students should be encouraged to bring interesting and relevant examples to the classroom. They can share these examples with the class in the next lesson or in a presentation session.

3. Group Discussion - Reflection and Questions (5-6 minutes): To conclude the Development stage, the teacher should promote a group discussion. Each group will have 3 minutes to reflect on what they have learned and identify any questions they may still have.

   After the reflection, each group should share their main conclusions and questions with the class. The teacher should clarify these doubts and reinforce the concepts learned, if necessary.

With these activities, students will have the opportunity to apply Mendel's First Law to real-world situations, developing their critical thinking and problem-solving skills. In addition, they will also have the chance to reflect on what they have learned and clarify any doubts they may have.

Feedback (8-10 minutes)

1. Group Discussion - Review of Activities (3-4 minutes): The teacher should gather all the students for a group discussion. Each group will have 2 minutes to share their conclusions from the activities "Mendel's Round" and "Mendel in the Real World". During the presentations, the teacher should encourage the students to explain how they applied Mendel's First Law to arrive at their predictions in the practical activity and how the real examples they researched relate to the concept of Mendel's First Law.

2. Connection with Theory (2-3 minutes): After the presentations, the teacher should make the connection between the activities and the theory of Mendel's First Law. He can highlight how the groups correctly applied the concept of dominance and recessiveness in the practical activity and how the real examples demonstrate the practical application of Mendel's First Law. This helps to reinforce the concepts and show students how the theory applies in practice.

3. Individual Reflection (2-3 minutes): To conclude the class, the teacher should ask the students for an individual reflection on what they have learned. He can ask questions like:

   1. What was the most important concept you learned today?
   2. What questions still haven't been answered?
   3. How can you apply what you learned today in everyday situations?

   Students should be encouraged to write down their answers in a notebook. The teacher can ask some students to share their reflections with the class if they are comfortable doing so.

   Through this reflection, students will have the opportunity to consolidate what they have learned, identify any gaps in their understanding, and think about how they can apply what they have learned in their daily lives. In addition, the teacher can also use students' responses to evaluate the effectiveness of the class and plan future teaching activities.

4. End of Class (1 minute): The teacher should thank the students for their participation and effort during the class. He may reinforce the importance of the subject and encourage students to continue studying and practicing the concepts of Mendel's First Law at home. The teacher may also preview what will be covered in the next class, if relevant.

With these Feedback steps, students will have the opportunity to reflect on what they have learned, connect theory with practice, and think about the application of the knowledge acquired. In addition, the teacher will also be able to evaluate the effectiveness of the class and plan future teaching activities based on the students' responses.

Conclusion (5-7 minutes)

1. Summary of Key Points (2-3 minutes): The teacher should begin the Conclusion by summarizing the main points discussed during the class. This may include the definition of Mendel's First Law, the idea of dominance and recessiveness, and how these concepts are applied to predict the probability of traits in a descendant. The teacher should make sure that the students understand these fundamental concepts before proceeding.

2. Connection between Theory, Practice and Applications (1-2 minutes): After the summary, the teacher should reinforce how the class connected theory, practice and applications. He can highlight how the "Mendel's Round" activity allowed students to apply Mendel's First Law in practice, while the "Mendel in the Real World" research activity showed how these concepts are used in real-world situations, such as cattle breeding and agriculture.

3. Suggestion of Extra Materials (1 minute): The teacher should then suggest extra materials for students who wish to further their understanding of the subject. This may include books, articles, online videos, genetics websites, among others. The teacher should ensure that the suggested materials are easily accessible and appropriate for the students' level of understanding.

4. Relevance of the Subject to Daily Life (1 minute): Finally, the teacher should briefly explain the importance of the subject to everyday life. He can mention how genetics and Mendel's First Law are used in various fields, such as medicine (for example, to understand and predict genetic diseases), agriculture (to improve the productivity and resistance of plants), and even in our daily lives (for example, to understand why some characteristics are more common in certain populations). This helps to show students the relevance and applicability of what they have learned.

5. End of Class (1 minute): The teacher should end the class by thanking the students for their participation and effort. He can encourage them to continue studying and practicing the concepts of Mendel's First Law and ensure that any remaining doubts will be clarified in the next class. The teacher should also preview what will be covered in the next class, if relevant.

With these Conclusion steps, students will have the opportunity to review and consolidate what they have learned, connect theory with practice and applications, and understand the relevance of the subject to daily life. In addition, they will have a list of resources to continue learning and exploring the topic on their own.