Clue 1: Orient yourself
Can two items share one feature but differ on another?
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
Can two items share one feature but differ on another?
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: Clefts vary along several independent axes, so one familiar example cannot stand for the whole spectrum.
On your WebXam
Using the three cleft axes to compare and classify cases
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 library sorts books by more than one shelf label
Libraries can sort a book by subject, author, format, and location. One label answers one question, while several labels give a more precise description.
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
Which feature could be hidden from a quick look?
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 would one shelf label be insufficient?
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.
- 1Can two items share one feature but differ on another?
- 2Which feature could be hidden from a quick look?
- 3Why would one shelf label be insufficient?
Tier 1 check
Finish with the everyday model
Use the everyday picture to answer today's question in plain words: Can two items share one feature but differ on another?
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: Separate laterality from completeness.
Rule 2: Separate visible surface from hidden muscle and bone.
Rule 3: Use multiple axes before comparing cases.
Where the analogy stops: Cleft categories are clinical descriptors, not rigid boxes for a person's experience.
Carry the previous idea forward
A useful cleft label records side, completeness, and anatomical extent without replacing the examination.
Today's technical takeaway
Clefts vary along several independent axes, so one familiar example cannot stand for the whole spectrum.
Now map the same rules onto biology
Place four case cards on the cleft spectrum
Shelf side
Unilateral or bilateral
Full series
Complete or incomplete
Hidden edition
Submucous versus overt
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
ANA05-E1
One case card shows a cleft on both sides of the lip and alveolus.
Why it matters: It is bilateral regardless of whether the palate is complete.
ANA05-E2
Another stops before reaching the nostril floor.
Why it matters: It is an incomplete lip cleft.
ANA05-E3
A third has intact oral mucosa but a notched hard palate and separated soft-palate muscles.
Why it matters: A submucous cleft can be hidden under intact mucosa.
Make the clinical decision
You are triaging four newborn case cards.
A teammate wants to call every cleft that is less visible incomplete.
AClassify each card on separate side, extent, and surface axes.
BUse visible size as the only axis.
CCall all intact-mucosa palates normal.
Choose the classification method and demonstrate it on two cards.
Evidence required
ANA05-E1 + ANA05-E2 Claim ceiling
You may describe the supplied anatomy. You may not infer function from appearance alone.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 5: One Cleft, Many Shapes, The Cleft Spectrum
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
- An international survey of 197 providers found 18 systems in use, with ICD-10 (35.5%), LAHSHAL (34.0%), Veau (32.5%), and the striped-Y (22.8%) most common.
- Veau sorts clefts into four groups by which structures are clefted, divided at the , and acts as a rough severity proxy.
Today's new idea is only
Any can be placed on three axes: or , complete or incomplete, overt or submucous.
Goal: Distinguish clefts along three axes ( vs , complete vs incomplete, overt vs submucous) and place Mateo within that spectrum.
Know by the end
- A involves one side; a cleft involves both, leaving a central segment standing forward and a short .
- A runs through the full structure; an incomplete lip spares a bridge of skin called a .
- A hides under intact mucosa, with a triad of bifid uvula, translucent zone, and a hard- notch.
- Because the levator sling still fails, a submucous can cause the same speech problems as an open one; surgery succeeded in 82.1% of one submucous series.
1
Side and extent
Model start: A surgeon places any by answering three yes-or-no questions: side, extent, and visibility.
- Side: ____ (one side) versus (both sides, with a central segment standing forward).
- Extent: a runs the full structure; an incomplete lip spares a bridge of skin called a ____ band.
2
Visibility
- A ____ hides under intact mucosa; its triad is a bifid uvula, a translucent zone, and a hard-palate notch.
- It still disrupts the muscle, so it can cause the same ____ problems as an open .
3
Placing Mateo
- Mateo is (left only), ____ (reaches the nostril and runs the whole ), and overt (open).
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: Any can be placed on three axes: or , complete or incomplete, overt or submucous.
Words to unlock first
unilateralbilateralcomplete cleftincomplete cleftSimonart's band
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 · Comparative anatomy of a defect; structure-function variation
WebXam domain
Molecular and Genetic Technology
Evidence to produce
Triage the four newborns. Build a table with columns "unilateral/bilateral," "complete/incomplete," and "overt/submucous," and fill a row for each baby (A, B, C, D). Then write one sentence on which baby is easiest to overlook and what you would tell a newborn nursery to check. Circle Mateo's row and state his three-axis description in one phrase.
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.
- Claim: Mateo's place in the spectrum is , complete, and ____ (overt/open).
- Evidence: Name one other form from today and one feature that distinguishes it from Mateo's.
- Reasoning: Explain why a submucous , even though the looks closed, still counts as a real cleft that needs care.
How this is graded (rubric)
For: Triage the four newborns. Build a table with columns "unilateral/bilateral," "complete/incomplete," and "overt/submucous," and fill a row for each baby (A, B, C, D). Then write one sentence on which baby is easiest to overlook and what you would tell a newborn nursery to check. Circle Mateo's row and state his three-axis description in one phrase.
| 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 "Triage the four newborns. Build a table with columns "unilateral/bilateral," "complete/incomplete," and "overt/submucous," and fill a row for each baby (A, B, C, D). Then write one sentence on which baby is easiest to overlook and what you would tell a newborn nursery to check. Circle Mateo's row and state his three-axis description in one phrase.".
- 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 have pinned Mateo to the spectrum: , complete, overt. But describing his does not solve his most urgent problem. His open cleft connects his mouth and nose, and his parents are most afraid he cannot eat. Why can't Mateo feed normally, and what helps now? We chase that next time.