Task-level Phenomena: In this lesson, the specific phenomenon is the coat color of Labrador Retrievers as

an example of epistasis in this task.

Synopsis of high-quality task:

Students are tasked by a breeder of Labrador Retriever puppies to identify which color Labrador Retriever
she should cross with her black lab with genotype BbEe, in order to have the highest percentage outcome
of yellow Labrador Retriever puppies with brown noses. Students present their recommendations to the
breeder.

This lesson should come after students have a strong understanding of dihybrid crosses and 16 box
Punnett Squares. Students will apply their understanding of dihybrid crosses to the interaction of genes
and the masking of one gene by another. This task will be limited to the understanding of dominant and
recessive alleles.

The goal is to introduce epistasis and how one gene can interact to “turn on” or “turn off” another gene.
Following this task, would be a larger lesson of gene regulation and expression, including instruction on
polygenic traits, incomplete dominance, and codominance. 

Anticipated student time spent on task: Two 50-minute class periods

Type of Task: 
___ 1. Investigation/experimentation/design challenge
___ 2. Data representation, analysis, and interpretation
_X_ 3. Explanation 

Student task structure(s):  Individual and partner work

STE Standards and Science and Engineering Practices:

Standard:
HS-LS3-3. Apply concepts of probability to represent possible genotype and phenotype combinations in
offspring caused by different types of Mendelian inheritance patterns.
Clarification Statements: 
 Representations can include Punnett squares, diagrams, pedigree charts, and simulations.
Inheritance patterns include dominant-recessive, codominance, incomplete dominance, and sex-
linked.

Science and Engineering Practice:

 Constructing explanations

Prior Knowledge: 
Previous Standard from Strand Map:
8.MS-LS3-3. Communicate through writing and in diagrams that chromosomes contain many distinct
genes and that each gene holds the instructions for the production of specific proteins, which in turn
affects the traits of an individual. 

HS-LS1-1. Construct a model of transcription and translation to explain the roles of DNA and RNA that code
for proteins that regulate and carry out essential functions of life.
Clarification Statements: 
 Proteins that regulate and carry out essential functions of life include enzymes (which speed up
chemical reactions), structural proteins (which provide structure and enable movement), and
hormones and receptors (which send and receive signals). 
 The model should show the double-stranded structure of DNA, including genes as part of DNA’s
transcribed strand, with complementary bases on the non-transcribed strand.

8.MS.LS1-5. Construct an argument based on evidence for how environmental and genetic factors
influence the growth of organisms.
Clarification Statements: 
 Examples of environmental conditions could include availability of food, light, space, and water.
 Examples of genetic factors could include the genes responsible for size differences in different
breeds of dogs, such as Great Danes and Chihuahuas. 
 Examples of environmental factors could include drought decreasing plant growth, fertilizer
increasing plant growth, and fish growing larger in large ponds than they do in small ponds.
 Examples of both genetic and environmental factors could include different varieties of plants
growing at different rates in different conditions.

Connections to the real-world:

 Understanding genetics and inheritance in breeding animals.
 Connection to human traits which interact with one another to suppress or “turn off” a gene
causing (i.e. red hair).

Mastery Goals:
Learning Objective(s): 
 Evaluate genetic information to predict ideal phenotypic outcomes.
 Describe the effects of epistasis.

Performance Objective: 
 Create a report for a potential breeder who has tasked them with determining the ideal genetic
make-up of dogs for mating.

Language Objective:
 Describe in writing the effects of epistasis on phenotypic outcomes.

Teacher instructions
Instructional Tips/Strategies/Suggestions:

Day 1:
Observations (15 min)
 Show students pictures of different colored Labrador retrievers. Ask them to independently write
down their observations and questions (question 1). Students share their observations and

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 questions in small groups.
 Present the Labrador Retriever (question 2) from the worksheet. Students answer the question and
share their reasoning.
 Record observations/questions/predictions on the board.

Gathering Data: (20 min)

 In small groups, students work on the cattle problem (question 3) and share their reasoning. Tip:
Be sure to remind students of the 9:3:3:1 ratio of phenotypes.
 On the board, use the following example to explain epistasis. Tip: have students record the
definition for epistasis into their notes, as well as copying down the following chart.
             Epistasis: when one gene locus masks or modifies the phenotype of a second gene locus
             B = Black, b = Chocolate                         E = Express Color, e - Block Color Expression
             Dihybrid Cross - BbEe x BbEe                Black - 9; Choco - 3; Yellow - 4 

BE Be bE be

BE BBEE - Black BBEe - Black BbEE - Black BbEe - Black

B BBEe - Black BBee - Yellow BbEe - Black Bbee - Yellow

e

bE BbEE - Black BbEe - Black bbEE - Choco bbEe - Choco

be BbEe - Black Bbee - Yellow bbEe - Choco bbee - Yellow

 Play the following video after you have explained the Punnett Square above:
https://www.youtube.com/watch?v=M5IveTJRYyI
 Ask the class what color noses will the yellow labs in the Punnett Square above have and why?
o Look for answers such as:
 BBee - Yellow - black nose
 Bbee - Yellow - black nose
 Bbee - Yellow - black nose
 bbee - Yellow - brown nose
 They were supposed to have black fur, so they will have a black nose.
 They were supposed to have chocolate fur, so they will have a brown nose.
 The fur color is masked by the gene (ee), but not the nose color.

Partner Work: (15 min)

 Refer back to the original pictures and the students’ questions.
 Handout the breeder task to the class. Review the task at the top of the assignment page. Tell
students that their final assignment is to write a report for the breeder.
 Ask for clarifying questions and then set partners to work. Tip: Ensure students are trying all
possible combinations of crosses to be sure they select the highest percentage outcome.

Day 2:
Partner Work: (35 min)

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  Students rejoin their groups from last class and work on finalizing the Breeder Report. 
 Students share their reports with the whole class after the 35 minutes of work time.

Share out: (15 min)

 Each group should share their Breeder Report with the class. Reading the “Recommendation” and
the “Rationale” to the class. Encourage students to ask questions of each other.
 Students then turn in the Breeder Report. Reports can be assessed using the rubric. Tip: Edit the
rubric based on your grading policy and whether this is a formative or summative assignment.

Instructional Materials/Resources/Tools: 
 Student worksheet
 Student directions for completing the task
 Scoring Rubric 

Task Source: 
Miko, I. (2008) Epistasis: Gene interaction and phenotype effects. Nature Education 1(1):197
https://www.nature.com/scitable/topicpage/epistasis-gene-interaction-and-phenotype-effects-460 

Massachusetts Comprehensive Assessment System, MCAS Question Search

http://www.doe.mass.edu/mcas/search/ 
 2018 February Biology, Biology - High School Question 24: Multiple-Choice
 2018 Spring Release, Biology - High School Question 19: Multiple-Choice

YouTube: https://www.youtube.com/watch?v=M5IveTJRYyI
Epistasis in Inheritance in Labrador Retriever Coat Color - Jahn Walter

Accessibility and Supports: 

 Provide a word wall for words such as epistasis and the dihybrid.

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Lesson 1:            
Student Name: _______________________________          Period: ________

1. Write down observations and questions you have about the pictures of the Labrador Retrievers.

2. Complete the question below (circle your answer): 

Reasoning: How did you come to your conclusion?

3. Complete the dihybrid cross problem below: 

In cattle, the allele for no horns (P) is dominant to the allele for horns (p). The allele for cloven
hooves (C) is dominant to the allele for mule feet (c). Cattle that are heterozygous for these traits
are crossed (PpCc x PpCc). What is the probability that an offspring will have the same phenotype
as the parents?

Answer: ___________________

Note: This worksheet changed after field testing.

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Student Name: _______________________________          Period: ________
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 Breeder Report
Challenge: You are asked by a breeder of Labrador Retriever puppies to identify which color Labrador
Retriever she should cross with her black lab with genotype BbEe, in order to have the highest
percentage outcome of yellow Labrador Retriever puppies with brown noses. Your job is to explain to
the breeder the genetic implications of a yellow Labrador Retriever, including information on epistasis
in a formal report to the breeder. 

Assignment: Use the workspace below to test various combinations of genetic crosses in order to
identify the highest percentage outcome for yellow dogs with brown noses. Use the back side of this
paper to write your Recommendation and Rationale for the breeder. You and your partner will share
out your Recommendation and Rationale with the whole class. Be sure to take a look at the rubric on
the back.

What is the breeder’s black dog’s genotype? ______________  

What genotype is she trying to achieve? _______________

Workspace (attach additional work on separate paper if needed):

Turn over →

Recommendation:
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___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_____________________________________________

Rationale (why that particular genotype, why not others?):

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
________________________________________________________________________________

Rubric (to be completed by teacher):

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 4 3 2 1

Content Skillfully supports Accurately develops Uses some facts and Uses too few,
information with parts of the topic with details but there may inappropriate, or
substantial and relevant information not be enough, or irrelevant facts and
relevant evidence  from sources  some are irrelevant  details  

Constructing Is unique and Is well crafted and Is mostly well crafted Not well crafted and
cohesive with a very convincing and convincing several elements do
Explanations convincing argument not fit together

Presentation Speaks clearly, Speaks clearly and Speaks clearly most of Mumbles or speaks
loudly, and formally loud enough for the the time and loud too quickly or slowly
Skills audience to hear enough to hear

Sample Student Work:

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