Clue 1: Orient yourself
Which seeds sit closest to the missing soil?
Use the labels and the picture's left-to-right, near-to-far, or before-and-after order. Name only what you can point to.
The question
Why can an opening in the gum change which teeth grow and where?
Why it matters: Structure affects feeding, breathing, hearing, speech, teeth, and surgical planning. Care teams need to connect the exact structure to the function a child is using every day. Today you practice the professional reasoning behind that work: An alveolar cleft interrupts bone where teeth develop, so tooth position, shape, number, and eruption must be followed over time.
On your WebXam
Predicting the most-affected tooth from where the cleft line crosses the dental arch
For life
To find the cause, change one thing and watch what changes.
Principle: Same look, different cause
Five principles we return to
Having it is not using it
Same instructions, different switches
Same look, different cause
Change one thing and watch
Boss or doorman?
Decides the result or only allows it
Held down, not gone
Remove the brake and it returns
Many roads, one ending
One result can begin many ways
Try the everyday version first
A missing section of garden bed changes where plants can root and emerge
Plants need connected soil for roots, water, and new growth. A gap in the bed changes where roots can cross and where shoots can emerge.
Do not jump to the biology yet. Treat the picture as a small system. Track its parts, follow one change at a time, and keep more than one explanation open until the picture supplies a way to separate them.
Clue 2: Trace one change
How could the gap change position as well as number?
Follow one object, stage, or path. Point to the first place where the situation changes instead of jumping to the ending.
Clue 3: Keep the cause open
Why must the gardener wait to see how growth unfolds?
List more than one explanation that still fits. Name the extra observation that would help you separate those possibilities.
Now inspect the illustration
Work from the visible evidence. A useful answer names the part of the picture that supports it and leaves unknown causes open.
- 1Which seeds sit closest to the missing soil?
- 2How could the gap change position as well as number?
- 3Why must the gardener wait to see how growth unfolds?
Tier 1 check
Finish with the everyday model
Use the everyday picture to answer today's question in plain words: Why can an opening in the gum change which teeth grow and where?
You can complete today's required check without opening the technical details below.
Ready for the real names? Optional tier 2
Technical rules and limits
Rule 1: Locate teeth relative to the cleft.
Rule 2: Track development and eruption over time.
Rule 3: Do not predict one tooth outcome from cleft width alone.
Where the analogy stops: Teeth form through specialized developmental tissues and are not plants in soil.
Carry the previous idea forward
Cleft-palate muscle anatomy can impair Eustachian tube opening, so hearing needs repeated surveillance even after a normal newborn screen.
Today's technical takeaway
An alveolar cleft interrupts bone where teeth develop, so tooth position, shape, number, and eruption must be followed over time.
Now map the same rules onto biology
Map teeth beside Mateo's alveolar cleft
Bed gap
Alveolar bone cleft
Nearest seed
Maxillary lateral incisor
Later emergence
Permanent canine eruption
Educational illustration, not a clinical photograph, scan, or surgical plan. Use the labeled evidence cards and claim ceiling.
Mateo's case file: evidence supplied in this lesson
ANA13-E1
Mateo's cleft crosses the left alveolar ridge between anterior tooth regions.
Why it matters: Bone continuity is absent where teeth need support.
ANA13-E2
The supplied dental image shows an absent or malformed lateral incisor beside the cleft.
Why it matters: Teeth next to the cleft commonly show number, shape, or position differences.
ANA13-E3
The permanent canine is developing above the cleft region.
Why it matters: Its stage will help time future orthodontic and graft planning.
Make the clinical decision
You are the pediatric dentist at Mateo's school-age team visit.
A parent asks whether the missing lateral incisor means the canine will definitely fail to erupt.
AExplain the observed tooth finding and continue imaging-based eruption planning.
BGuarantee canine failure from one missing tooth.
CIgnore the alveolar cleft until adulthood.
Choose the counseling statement and cite the dental map plus its uncertainty.
Evidence required
ANA13-E1 + ANA13-E2 Claim ceiling
You may describe supplied tooth development. You may not predict an individual eruption outcome without serial clinical imaging.Go deeper Optional tier 3
Everything required for today is above. Open these only if you want the explainer, source trail, or download files.
The everyday model and Tier 1 check are the complete required path for this lesson.
Use these checks to keep your place. They are not turned in through the portal.
Check off as you finish
- Worked through the everyday picture and answered its three questions.
- Completed the Tier 1 check in plain words.
Turn in: Anatomical lesson 13: The Cleft Runs Through the Teeth
Go to Schoology to turn this in.
Submit one PDF. Put your first and last name in the document header. Name the file: FirstName LastName - Assignment Title - YYYY-MM-DD.pdf.
Open Schoology PDF upload helpIf you cannot get in, see Mr. Mendoza. Do not skip the work.
Optional legacy technical materials Open only if you want the original notes, vocabulary, artifact, and CER work
Before this page, you should know
- The is ventilated only through the Eustachian tube, which is pulled open by the tensor veli palatini during swallowing.
- In a , the muscles are abnormal, so the tube fails to open and fluid collects ().
If not, review
Today's new idea is only
The sits exactly at the , so it is the most affected tooth, and the wider the cleft, the more teeth go missing.
Goal: Explain why a through the disrupts the developing , why the maxillary is the most affected tooth, and how cleft extent predicts .
Know by the end
- The upper front teeth sit in the in order: central incisor, , canine; the line runs right where the lateral incisor should form.
- Missing teeth () occurred in about 50 percent of one population overall, and the rate rose with cleft extent.
- was 34.5 percent in of lip/, 51.6 percent in CLP, and 70.1 percent in CLP.
- The can also cause the opposite, a supernumerary (extra) tooth, found in about 33 percent, plus small malformed teeth.
1
Where the cleft sits
Model start: The upper front teeth run central incisor, , canine; the line falls right where the lateral incisor should form.
- The tooth-bearing bony ridge of the upper jaw is the ____, and the full set of teeth is the .
- The single most-often-missing tooth at the is the maxillary ____ incisor.
2
Extent predicts loss
- Missing teeth is called ____, found in about 50 percent of one population overall.
- The rate ____ (rose / fell) with extent: 34.5 percent lip/, 51.6 percent CLP, 70.1 percent CLP.
3
The opposite problem
- A can also cause an extra tooth, called a ____ tooth, found in about 33 percent, plus small malformed teeth.
Everything you need for today is on this page. These links are optional.
What to read
Read the short plain-language explanation written for this lesson. Plain-language explainer for this lesson
Why this source matters
This explanation gives you the background for today's idea without making you decode a research paper: The sits exactly at the , so it is the most affected tooth, and the wider the cleft, the more teeth go missing.
Words to unlock first
alveolusalveolar cleftdentitionhypodontialateral incisor
Reading moves
- Skim the title and abstract first to get the gist.
- Circle the one sentence that states the main claim.
- Box the evidence the authors give for that claim.
- Mark one sentence that confuses you, and move on.
Stop point
Stop after the final 'Use it now' section. The research citations are available separately for advanced readers.
Your output
Write one claim-evidence sentence: state the main idea, then name the example or evidence that supports it.
Where this fits
Tested on (Ohio WebXam)
Genetics of Disease · 072130
PLTW lesson
MI · Anatomical domain · Skeletal system and dentition; structure and function
WebXam domain
Molecular and Genetic Technology
Evidence to produce
Chart Mateo at age 6 as his adult teeth begin to come in. In three short sentences a parent could read, write: which single tooth you will watch most closely and on which side, whether you would also check for an extra or misshapen tooth at the cleft, and one reason it matters now (a tooth needs bone to grow into).
Lab / skill
Human Body Systems (HBS)
Everything required for today's decision is already in the case file and plain-language explainer. The links below are original papers and database records for teachers and advanced readers, not assigned student reading.
How this is graded (rubric)
For: Chart Mateo at age 6 as his adult teeth begin to come in. In three short sentences a parent could read, write: which single tooth you will watch most closely and on which side, whether you would also check for an extra or misshapen tooth at the cleft, and one reason it matters now (a tooth needs bone to grow into).
| Criterion | Proficient | Developing | Beginning |
|---|---|---|---|
| Complete | Every required part of the artifact is present and filled in. | Most parts are present, but one is missing or left blank. | Several parts are missing. |
| Accurate | The science and data are correct and match the evidence. | Mostly correct, with a small factual slip. | Key science or data is wrong. |
| Scientific reasoning (CER) | States a claim, backs it with specific evidence, and explains the reasoning. | Has a claim and evidence, but the reasoning is thin or missing. | Gives an answer with no evidence or reasoning. |
| Professional communication | Clear, organized, and labeled the way a clinician or scientist would write it. | Readable but disorganized or missing labels. | Hard to follow. |
| Submitted | Turned in through the route named under Submit here and confirmed. | Turned in, but in the wrong place or unconfirmed. | Not turned in. |
How the model answer scores against this rubric
- CompleteProficient: Nothing is left blank: the model fills every part of "Chart Mateo at age 6 as his adult teeth begin to come in. In three short sentences a parent could read, write: which single tooth you will watch most closely and on which side, whether you would also check for an extra or misshapen tooth at the cleft, and one reason it matters now (a tooth needs bone to grow into).".
- AccurateProficient: Every number and claim matches the case evidence.
- Scientific reasoning (CER)Proficient: It names a claim, cites the specific evidence, and explains the reasoning, not just the answer.
- Professional communicationProficient: It is organized and labeled like a real chart note.
- SubmittedProficient: It would be attached to your class form or handed in, and confirmed.
What's next: We found that the leaves a gap in the bone of the gum ridge and disturbs the teeth there. But a tooth needs bone to erupt into, and Mateo's bone has a gap. How do we fill that bony gap so a tooth has a home and the gum arch is continuous again? We chase that next time.