Ch09.indd



Charting Physical ChangesActivity AName Chapter 9Date Period Chapter9Adolescence:Ages 11 through 19During the teen years, adolescents go through tremendous physical changes in height, weight, mus- cle development, and the reproductive organs. Define the following terms related to physical growth and development. Then, use the information from the text to complete the table by listing physical development changes that females, males, and both sexes experience.Puberty: Pituitary gland: Hormones: Growth spurts: Asynchrony: Physical Development ChangesFemalesMalesBoth SexesTheories and YouActivity BName Chapter 9Date Period Complete the following table by describing each of the major developmental theories related to ado- lescence. In the last column, list an example of how the theory relates to your life. Then, answer the questions that follow.Theorist and TheoryStageDescriptionExamplePiaget’s cognitive theoryFormal operationsKohlberg’s theory of moral developmentConventional moralityErikson’s psychosocial theoryIdentity versus identity confusionAs someone who is in the adolescence stage, how do you feel about the developmental theories as they relate to you? Complete an analysis of each major developmental theory. List any aspects you agree with and any criticisms you may have for each theory. Do you agree or disagree with Piaget’s classification of cognitive development in adolescence? Why? Do you agree or disagree with Kohlberg’s classification of moral development in adolescence? Why? Do you agree or disagree with Erikson’s classification of socio-emotional development in adolescence? Why? Understanding Figurative LanguageActivity CName Chapter 9Date Period Adolescents are able to think abstractly and understand figurative language, the use of common words and phrases to carry a new meaning. Metaphors and idioms are examples of figurative language. Define metaphors and idioms and find examples of each using books, magazines, or online sources. Record the source for each example found. You may also create your own examples. MetaphorsDefinition: Example: Source: Example: Source: Example: Source: Example: Source: IdiomsDefinition: Example: Source: Example: Source: Example: Source: Example: Source: The Decision-Making ProcessActivity DName Chapter 9Date Period Adolescents have significantly developed their cognitive skills since middle childhood. They are able to make decisions for themselves and act accordingly. Select one issue that needs to be resolved in your life. Use the decision-making process outlined below to help form a decision to resolve the issue. Issues may be concerns or goals relating to any area. Which decision needs to be made? What are all the possible alternatives? Evaluate each alternative. What are the pros and cons of each? Select an alternative. Which one seems best? Why? Act on your decision. What adjustments need to be made, if any? Evaluate the effectiveness of your decision. Was this the best choice? Why or why not? Personal Identity Coat of ArmorActivity EName Chapter 9Date Period Create a coat of armor that answers the questions “Who am I?” and “What roles do I play?” In the shield below, add images or draw visuals that express your self-identity. Relationship AnalysisActivity FName Chapter 9Date Period Social relationships grow and develop throughout the lifespan. For example, the relationship with your parents is different now compared to middle childhood. The dynamic will likely change again when you are in your 20s, 30s, 40s, etc. Complete the following table by listing a summary of each relationship in various life stages. Note how family influences have changed and how you would like them to be in the future. In the two empty rows, write the names of other people who are impor- tant in your life, such as other family members, friends, or neighbors and analyze your relationships with them. RelationshipMiddle ChildhoodNowFutureParent(s)Sibling(s)Best FriendGuidance Through Communication TechniquesActivity GName Chapter 9Date Period Read the following scenarios that involve relationships with family and friends. Write possible responses to each scenario using I-, you- and we-messages. Then, identify which messages seem most helpful. Sam is 17 years old. Although he used to have a close relationship with his mother, recently the relationship has become more distant. When Sam is not spending time with friends outside of the house, he is alone in his room. Sam’s mom is becoming concerned, since she does not see him as much as when he was in middle childhood. She is concerned Sam may be associating with the “wrong” group of friends. What are possible responses Sam could use to respond to this situation?I-message: You-message: We-message: Which message seems most helpful for both Sam and his mom? Why? Nick’s best friend, Alexis, dislikes a girl in their class, Elisabeth. Nick, however, likes Elisabeth and has successfully worked with her to complete several group projects for class. Alexis is starting to bully Elisabeth by sending her negative messages online. What are possible responses Nick could say to Alexis?I-message: You-message: We-message: Which message seems most helpful for Nick, Alexis, and Elisabeth? Why? Extracurricular Activities InterviewActivity HName Chapter 9Date Period Extracurricular activities can help students develop skills for current and future experiences, such as higher education and job success. Practice communication skills by asking two students the follow- ing questions about extracurricular activities. Interview 1Interviewee name: What are some of the extracurricular activities in which you participate? What do you like about these activities? dislike? Do these activities require teamwork? How? Give an example of a time when you had an idea that improved a group or situation. Give an example of a situation when you showed leadership. Overall, how do the extracurricular activities affect you? Interview 2Interviewee name: What are some of the extracurricular activities in which you participate? What do you like about these activities? dislike? Do these activities require teamwork? How? Give an example of a time when you had an idea that improved a group or situation. Give an example of a situation when you showed leadership. Overall, how do the extracurricular activities affect you? Teens in the MediaActivity IName Chapter 9Date Period Select one television show, movie, or web series produced for an adolescent audience. While watch- ing the program, analyze the content by answering the following questions. Name of show, web series, or movie: Year of production: Time period: Approximately how old are the adolescents in the production? Summarize the program. Do the characters appear to be of a healthy weight for their body build? Do the appearances of the teens seem realistic? Why or why not? Are family relationships addressed in this production? What are the relationships with family members like? How do relationships with family members impact the characters? Are issues such as substance abuse, eating disorders, or peer pressure addressed? If so, how are these issues handled? Are there romantic relationships involved in the production? Do relationships appear to be healthy or unhealthy? Why? Are adolescents portrayed realistically in this production? Why or why not? Overall, what type of message do you think the program sends to viewers? Why? Matching TermsActivity JName Chapter 9Date Period Match the following terms and identifying phrases. 1. Body growth that occurs at different rates. 2. Piaget’s fourth stage of cognitive development inwhich adolescents think in more abstract terms. 3. Thinking pattern related to cognitive function thatoften occurs during adolescence when they distort and inflate the opinion of themselves and their own importance. 4. Small organ at the base of the brain that releaseshormones that regulate growth and reproduction. 5. Self-induced method of expelling food from thesystem by means such as vomiting or using laxatives. 6. Eating disorder that involves the relentless pursuit ofthinness through starvation. 7. Adolescents’ belief that everyone is watching them. 8. Consuming a large volume of food in a short amountof time. 9. Period of development marked by growth spurts andsexual maturation. 10. Misuse of drugs to a toxic, dangerous level. 11. Calories gained through foods consumed equalcalories burned through everyday movements and physical activities. 12. Incapable of being defeated, conquered, or havinganything bad happen to oneself. 13. Part of the brain that regulates emotions and impulsecontrol. 14. Erikson’s stage when adolescents experiment withdifferent roles and integrate opinions of others to formulate a sense of self. 15. Part of the brain responsible for emotional reactionssuch as anger. 16. Harassment of others through a digital medium;includes cruel and hurtful messages. 17. Choosing not to engage in sexual activity. 18. Figure of speech used to connect two seeminglyunlike objects or ideas that have something in common. 19. Figure of speech used as an expression that hascultural meaning, but does not necessarily make sense. 20. Influence a group of people has on an individual inthe same age group. 21. An eating disorder that uses a bingeing and purgingpattern. 22. Eating disorder that involves eating large amountsof food without taking any actions to reduce theabstinenceamygdalaanorexia nervosaasynchronybinge-eating disorderbingeingbulimia nervosacyberbullyingeatingdisorderenergy balanceformaloperationsidentity versus identity confusionidiomimaginary audienceinvinciblemetaphorspeer pressurepersonal fablepituitary glandprefrontal cortexpubertypurgingsubstance abusevoice cracking ................
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