The Cleft Runs Through the Teeth
Anatomical domain · Lesson 13 of 20 · Human Body Systems (HBS)
Today's goal: Explain why a cleft through the alveolus disrupts the developing dentition, why the maxillary lateral incisor is the most affected tooth, and how cleft extent predicts hypodontia.
What a finished product looks like
This is a model of the work you should turn in. Use it to check your own: match the structure and the level of detail, do not copy it. Your wording should be your own.
Tooth to watch: the maxillary lateral incisor on the left (Mateo's cleft side), because the cleft line runs exactly where that tooth forms and it is the single most-often-missing tooth in cleft patients (missing about 23 percent of the time).
Also check: I will look at the cleft site for an extra (supernumerary) tooth or a small misshapen tooth, since a cleft can cause an extra or malformed tooth as well as a missing one.
Why it matters now: whether a tooth is missing, extra, or misshapen, the cleft has also left a gap in the bone there, and a tooth needs bone to erupt into, so this sets up the plan to rebuild that bone before his canine comes in.
How this was built, step by step
The finished product above did not appear all at once. Here is the path from the question to the turned-in work, so you can follow the same steps.
- 1Start from today's question: When a cuts through the gum ridge, which teeth go missing or grow wrong, and can we predict it from how big the cleft is?
- 2Work the Model and the Explore questions to reason it out before writing anything.
- 3Pull the specific evidence the product needs from the reading and any database you used.
- 4Write it up in the required format: 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 , and one reason it matters now (a tooth needs bone to grow into).
- 5Check it against the rubric, then submit.
| 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 the right way (Schoology for routine work) and confirmed. | Turned in, but in the wrong place or unconfirmed. | Not turned in. |
- 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 turned in on Schoology and confirmed.
WebXam problem for today's skill
One exam-style question that uses exactly what you practiced today. Try it before you reveal the answer, then read why each choice is right or wrong.
Tap an answer to see the full explanation. Nothing is recorded or graded.