Clue 1: Orient yourself
What are the main parts, stages, or choices in this model?
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 does cleft care take a team and many years instead of one operation?
Why it matters: Cleft care can involve surgery, hearing, speech, dental care, genetics, nutrition, and family support across many years. A shared timeline keeps one need from being treated while another is missed.
On your WebXam
You can match care needs to health professionals and place major care steps in order.
For life
One result can have many causes; the outcome alone never tells you which.
Principle: Many roads, one ending
Try the everyday version first
Many roads, one ending
A train schedule connects many stops, crews, and transfer times. One train cannot serve every stop at once, so the full trip works only when the right crews arrive in the right order.
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 changes while the other parts stay the same?
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
What check would separate two explanations that still fit the picture?
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.
- 1What are the main parts, stages, or choices in this model?
- 2What changes while the other parts stay the same?
- 3What check would separate two explanations that still fit the picture?
Tier 1 check
Finish with the everyday model
Match three travel needs to three stops or crews and place them in a sensible order over time.
Answer in plain words. You can finish this required check without opening either optional section below.
Ready for the real names? Optional tier 2
Craniofacial Research Track
Session 20The Whole Patient, FebruaryLens: Biomedical Innovations
The cleft team and the surgical timeline
Discovery question
Why does care take a team and many years instead of one operation?
Many roads, one ending. Feeding, hearing, speech, teeth, growth, and surgery connect to one child, but each need follows its own timeline.
Before this page, you should know
- Suction needs a sealed mouth; an open lets air leak between the mouth and nose, so a baby cannot build the pressure to feed normally.
- Specialized bottles and feeding positions let a baby with a get enough milk safely.
If not, review
Today's new idea is only
Many roads, one ending. Feeding, hearing, speech, teeth, growth, and surgery connect to one child, but each need follows its own timeline.
Goal: Match each care need with the team member who handles it and place the major steps in order from infancy through the teen years.
Know by the end
- A care team is multidisciplinary: a surgeon, ENT, audiologist, , orthodontist, geneticist, and each contribute.
- The surgical timeline is staged: the lip is repaired in infancy, the next, with later steps such as bone grafting and orthodontics as the child grows.
- The schedule is set by development and growth, so a child returns to the team over many years, not once.
- These specialties are real health careers students can explore, including through the HOSA clinic.
- Coordinating care across many people is itself a skill, and the and team coordinator make it work for the family.
1
Who is on the team
Model start: The audiologist checks Mateo's hearing, and the ENT cares for his ears, nose, and throat, including the ear tubes that help the drain.
- Match each team member to one job: surgeon, ENT, audiologist, , orthodontist, geneticist, .
- Circle the two members most connected to the hearing thread from Session 18.
2
The order of repairs
Model start: The lip is usually repaired in the first months of life, and the is repaired next, often before the child is one to two years old.
- Place these in order along a timeline: lip repair, repair, later steps such as bone graft and orthodontics.
- Explain why the schedule follows the child's growth rather than fixing everything at once.
3
From team to careers
Model start: I would ask the how she decides when a child is ready for new sounds, and how she partners with the surgeon.
- Pick one team role and write two questions you would ask that professional at the HOSA clinic.
- Name one skill (besides medicine) that the team needs to work well together.
MedlinePlus
Open the tool Plain-language explanations of a gene or condition, written for patients and families.
When you use this: Use this when a research paper is too dense, or when you need to explain a finding to Mateo's family in everyday words.
What the screen looks like
Step by step
- 1Open medlineplus.gov/genetics and search the gene or condition (IRF6).
- 2Read the summary written in everyday words.
- 3Note the conditions the gene is linked to at the bottom of the page.
Capture these fields
- Topic: IRF6 gene
- Plain-language summary: IRF6 helps the tissues of the face join correctly before birth.
- Linked conditions: Van der Woude syndrome; nonsyndromic cleft
How to read it: Start here when a research paper is too dense. MedlinePlus gives you the gist in everyday words so you can go back to the harder source knowing what it is about.
Lost? About MedlinePlus GeneticsLevel 1, Guided
Use the sentence starters, a word bank from the vocabulary, a labeled diagram, and the exact source link.
Level 2, Collaborative
Complete a partly blank model or table and explain it.
Level 3, Independent
Make a claim from a new example or an unfamiliar entry in the same database.
Team roles
- Manager: keeps the group moving
- Recorder: writes the shared model or table
- Evidence checker: verifies each claim against the source
- Reporter: explains the group's reasoning
Process reflection
- What evidence changed your thinking today?
- What did your group disagree about, and how did you resolve it?
- What question is still unresolved?
By the end of this session, submit ONE of: a labeled diagram with a 2-sentence explanation; a claim, evidence, reasoning paragraph; a completed data table from a real database; or a one-question exit ticket using today's vocabulary.
Meets standard if your explanation correctly connects structure, timing, gene or protein function, or evidence source to Mateo's case: Match each care need with the team member who handles it and place the major steps in order from infancy through the teen years.
How this is graded (rubric)
For: Match each care need with the team member who handles it and place the major steps in order from infancy through the teen years.
| 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 "Match each care need with the team member who handles it and place the major steps in order from infancy through the teen years.".
- 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.
Go deeper Optional tier 3
Everything required is above. Open this section only if you want the research reading and source trail.
Student reading
The idea in plain English
Why does care take a team and many years instead of one operation?
A train schedule connects many stops, crews, and transfer times. One train cannot serve every stop at once, so the full trip works only when the right crews arrive in the right order.
Many roads, one ending. Feeding, hearing, speech, teeth, growth, and surgery connect to one child, but each need follows its own timeline.
- A care team is multidisciplinary: a surgeon, ENT, audiologist, , orthodontist, geneticist, and each contribute.
- The surgical timeline is staged: the lip is repaired in infancy, the next, with later steps such as bone grafting and orthodontics as the child grows.
- The schedule is set by development and growth, so a child returns to the team over many years, not once.
- These specialties are real health careers students can explore, including through the HOSA clinic.
- Coordinating care across many people is itself a skill, and the and team coordinator make it work for the family.
This lesson reading is written from the vetted sources in the advanced citation trail below.
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 reading for this session
Why this source matters
This explanation gives you the background for today's idea without making you decode a research paper: Many roads, one ending. Feeding, hearing, speech, teeth, growth, and surgery connect to one child, but each need follows its own timeline.
Words to unlock first
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.
These records and papers document the science. They are not assigned student reading. Use the plain-language lesson reading above unless your teacher asks you to inspect an original source.