<p>This article aims to describe the modelling process of a didactic resource for teaching Genetics, known as the Haploid Book, and to discuss the possibilities of sharing and attributing meanings mediated by the model. The stages of process of creating of the mental model, its expression, and the tests conducted with students, teachers, and researchers are outlined. Additionally, model evaluation is conducted through structural mapping. The findings underscore the significance of analogical reasoning in crafting the mental model and in the development of stages of expression, testing, and reconstruction of the model. The structural analysis, grounded in mapping, reveals that the analog model is structurally consistency. It exhibits an appropriate relational focus and a significative degree of systematicity, aligned with the theoretical framework adopted in the study. This demonstrates the model’s scope and limitations for teaching genetics. Furthermore, the article discusses the importance of modelling as a didactic activity to train students in science education. The study contributes to enlarge the discussions regarding genetics education and provides insights into the process of creating models as epistemic artifacts, as well as the analysis of models founded on analogies.</p>