Clue 1: Orient yourself
Where does air enter the damaged straw?
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
Where does air enter the damaged straw?
Why it matters: Cleft care connects diagnosis, feeding, speech, hearing, and family support. A weak classification can send a team toward the wrong problem or make an important need easy to miss. Today you practice the professional reasoning behind that work: An open palate limits suction, so feeding support replaces suction with flow control and positioning.
On your WebXam
Linking the open palate to failed suction and choosing a feeding intervention
For life
Having a gene is not the same as using it.
Principle: Having it is not using it
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 straw with a side hole cannot hold suction
A straw works when your mouth lowers the pressure inside a sealed tube. A hole lets outside air enter, so the pressure difference cannot lift the drink as well.
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
What happens to pressure inside it?
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
How could you move liquid without relying on suction?
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.
- 1Where does air enter the damaged straw?
- 2What happens to pressure inside it?
- 3How could you move liquid without relying on suction?
Tier 1 check
Finish with the everyday model
Use the everyday picture to answer today's question in plain words: Where does air enter the damaged straw?
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: A complete route is needed to build suction.
Rule 2: A leak reduces suction even when effort increases.
Rule 3: Assisted flow can replace the missing pressure step.
Where the analogy stops: Infant feeding uses coordinated sucking, swallowing, and breathing. The straw models only the pressure problem.
Carry the previous idea forward
Testing is most useful when the history and exam create a question the test can answer.
Today's technical takeaway
An open palate limits suction, so feeding support replaces suction with flow control and positioning.
Now map the same rules onto biology
Replace missing suction with controlled assistance
Side hole
Open connection between mouth and nose
Lost suction
Difficulty creating intraoral negative pressure
Squeeze the container
Assisted-delivery bottle provides controlled milk flow
The goal is safe, efficient feeding and steady growth, not forcing the infant to create suction the anatomy cannot support.
Mateo's case file: evidence supplied in this lesson
D06-E1
Mateo tires during feeding and cannot maintain suction on a standard bottle.
Why it matters: The open palate is interfering with pressure generation.
D06-E2
Breathing is calm and oxygen level remains normal during the observed feed.
Why it matters: The immediate problem is feeding mechanics rather than respiratory failure.
D06-E3
With an assisted-delivery bottle, upright position, and pauses, intake improves.
Why it matters: The modified plan addresses the mechanism.
Make the clinical decision
You are the feeding specialist before discharge.
Mateo must show a safe plan that his family can repeat at home.
AUse an assisted-delivery bottle, upright position, paced squeezes, and weight follow-up
BUse a standard bottle and feed faster
CStop oral feeding without first assessing safety
Choose the discharge plan and connect each part to the evidence and pressure model.
Evidence required
D06-E1 + D06-E2 + D06-E3 Claim ceiling
You may recommend the observed safe strategy. You may not assume every infant with a cleft has the same feeding ability.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: Disease lesson 6: Keeping Mateo Fed and Growing
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 a structured, head-to-toe protocol (measurements plus a deliberate look at face, eyes, ears, , heart, limbs, skin, growth, and family history), not a glance.
- scans the genome for copy-number variants (deleted or duplicated DNA) and can catch invisible causes like the 22q11.2 deletion.
Today's new idea is only
Feeding is a solvable problem: a squeezable bottle and replace the suction an open cannot make.
Goal: Students will explain why an open prevents normal sucking and choose feeding interventions (specialized bottle, positioning) that let Mateo grow.
Know by the end
- To suck, a baby seals the lips and drops the jaw and tongue to make a closed, sealed space; the is the ceiling of that space.
- An open connects mouth to nose, so the baby cannot build (the vacuum) and a lip breaks the lip seal, so milk is not pulled in efficiently and some refluxes out the nose.
- When intake stays below what a baby burns, the baby keeps losing weight, a state called .
- Most infants feed successfully with a plus , with no surgery required.
1
Why the suck fails
Model start: Sucking needs a sealed mouth to build a vacuum; an open and lip break that seal.
- A baby feeds by building , the suction inside a sealed mouth; Mateo's open means he cannot generate the ______ (vacuum).
- His lip breaks the lip ______ (seal), so milk is not pulled in efficiently and some refluxes out the nose.
2
The danger and the fix
- When intake stays below what a baby burns, the baby keeps losing weight, a state called ______.
- A caregiver gently ______ (squeezes) a to deliver milk in time with the baby's attempts.
3
Positioning
- holds the baby more ______ (vertical) so gravity carries milk down the throat, not back up into the nose.
- Specialized bottles and positioning are first-line and are usually enough; no surgery is required today.
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: Feeding is a solvable problem: a squeezable bottle and replace the suction an open cannot make.
Words to unlock first
intraoral negative pressuresuckfailure to thrivecompressible (assisted-delivery) bottleupright positioning
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 · Disease domain · Human Body Systems (HBS), feeding anatomy and the digestive entry
WebXam domain
Molecular and Genetic Technology
Evidence to produce
Write a 3-line feeding plan a parent could follow tonight: (1) which bottle/nipple type and why, tied to the missing vacuum; (2) how to position him during feeds and why; (3) one sign of failure to thrive the parents should report.
Lab / skill
Clinical backbone (cleft team) · Clinical backbone (cleft team)
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: Write a 3-line feeding plan a parent could follow tonight: (1) which bottle/nipple type and why, tied to the missing vacuum; (2) how to position him during feeds and why; (3) one sign of failure to thrive the parents should report.
| 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 "Write a 3-line feeding plan a parent could follow tonight: (1) which bottle/nipple type and why, tied to the missing vacuum; (2) how to position him during feeds and why; (3) one sign of failure to thrive the parents should report.".
- 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 answered today's question: Mateo can be fed with the right bottle and position. But most is not all. A few babies struggle not just to eat but to breathe, especially when the jaw is small and the tongue falls back. When is a cleft an actual airway emergency?