Chapter
9
Adolescence:
Ages 11 through 19
Charting Physical Changes
Activity A
Name
Chapter 9
Date
Period
During the teen years, adolescents go through tremendous physical changes in height, weight, muscle 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 Changes
Females
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Males
Both Sexes
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Lifespan Development Workbook
Theories and You
Activity B
Name
Chapter 9
Date
Period
Complete the following table by describing each of the major developmental theories related to adolescence. In the last column, list an example of how the theory relates to your life. Then, answer the
questions that follow.
Theorist and
Theory
Stage
Piaget’s
cognitive
theory
Formal
operations
Kohlberg’s
theory of moral
development
Conventional
morality
Erikson’s
psychosocial
theory
Identity
versus
identity
confusion
Description
Example
As 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.
1. Do you agree or disagree with Piaget’s classification of cognitive development in adolescence?
Why?
2. Do you agree or disagree with Kohlberg’s classification of moral development in adolescence?
Why?
3. Do you agree or disagree with Erikson’s classification of socio-emotional development in
adolescence? Why?
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Chapter 9 Adolescence: Ages 11 through 19
Understanding Figurative Language
Activity C
Name
Chapter 9
Date
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.
Metaphors
Definition:
1. Example:
Source:
2. Example:
Source:
3. Example:
Source:
4. Example:
Source:
Idioms
Definition:
5. Example:
Source:
6. Example:
Source:
7. Example:
Source:
8. Example:
Source:
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Lifespan Development Workbook
The Decision-Making Process
Activity D
Name
Chapter 9
Date
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.
1. Which decision needs to be made?
2. What are all the possible alternatives?
3. Evaluate each alternative. What are the pros and cons of each?
4. Select an alternative. Which one seems best? Why?
5. Act on your decision. What adjustments need to be made, if any?
6. Evaluate the effectiveness of your decision. Was this the best choice? Why or why not?
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Chapter 9 Adolescence: Ages 11 through 19
Personal Identity Coat of Armor
Activity E
Name
Chapter 9
Date
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.
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Lifespan Development Workbook
Relationship Analysis
Activity F
Name
Chapter 9
Date
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 important in your life, such as other family members, friends, or neighbors and analyze your relationships
with them.
Relationship
Middle Childhood
Now
Future
Parent(s)
Sibling(s)
Best Friend
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Chapter 9 Adolescence: Ages 11 through 19
71
Guidance Through Communication Techniques
Activity G
Name
Chapter 9
Date
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.
1. 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?
2. 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?
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Lifespan Development Workbook
Extracurricular Activities Interview
Activity H
Name
Chapter 9
Date
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 following questions about extracurricular activities.
Interview 1
Interviewee name:
1. What are some of the extracurricular activities in which you participate?
2. What do you like about these activities? dislike?
3. Do these activities require teamwork? How?
4. Give an example of a time when you had an idea that improved a group or situation.
5. Give an example of a situation when you showed leadership.
6. Overall, how do the extracurricular activities affect you?
Interview 2
Interviewee name:
1. What are some of the extracurricular activities in which you participate?
2. What do you like about these activities? dislike?
3. Do these activities require teamwork? How?
4. Give an example of a time when you had an idea that improved a group or situation.
5. Give an example of a situation when you showed leadership.
6. Overall, how do the extracurricular activities affect you?
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Chapter 9 Adolescence: Ages 11 through 19
73
Teens in the Media
Activity I
Name
Chapter 9
Date
Period
Select one television show, movie, or web series produced for an adolescent audience. While watching the program, analyze the content by answering the following questions.
Name of show, web series, or movie:
Year of production:
Time period:
1. Approximately how old are the adolescents in the production?
2. Summarize the program.
3. Do the characters appear to be of a healthy weight for their body build?
4. Do the appearances of the teens seem realistic? Why or why not?
5. Are family relationships addressed in this production? What are the relationships with family
members like?
6. How do relationships with family members impact the characters?
7. Are issues such as substance abuse, eating disorders, or peer pressure addressed? If so, how are
these issues handled?
8. Are there romantic relationships involved in the production? Do relationships appear to be
healthy or unhealthy? Why?
9. Are adolescents portrayed realistically in this production? Why or why not?
10. Overall, what type of message do you think the program sends to viewers? Why?
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Lifespan Development Workbook
Matching Terms
Activity J
Name
Chapter 9
Date
Period
Match the following terms and identifying phrases.
1. Body growth that occurs at different rates.
2. Piaget’s fourth stage of cognitive development in
which adolescents think in more abstract terms.
3. Thinking pattern related to cognitive function that
often 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 releases
hormones that regulate growth and reproduction.
5. Self-induced method of expelling food from the
system by means such as vomiting or using laxatives.
6. Eating disorder that involves the relentless pursuit of
thinness through starvation.
7. Adolescents’ belief that everyone is watching them.
8. Consuming a large volume of food in a short amount
of time.
9. Period of development marked by growth spurts and
sexual maturation.
10. Misuse of drugs to a toxic, dangerous level.
11. Calories gained through foods consumed equal
calories burned through everyday movements and
physical activities.
12. Incapable of being defeated, conquered, or having
anything bad happen to oneself.
13. Part of the brain that regulates emotions and impulse
control.
14. Erikson’s stage when adolescents experiment with
different roles and integrate opinions of others to
formulate a sense of self.
15. Part of the brain responsible for emotional reactions
such 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 seemingly
unlike objects or ideas that have something in
common.
19. Figure of speech used as an expression that has
cultural meaning, but does not necessarily make
sense.
20. Influence a group of people has on an individual in
the same age group.
21. An eating disorder that uses a bingeing and purging
pattern.
22. Eating disorder that involves eating large amounts
of food without taking any actions to reduce the
amount of food intake.
A. abstinence
B. amygdala
C. anorexia
nervosa
D. asynchrony
E. binge-eating
disorder
F. bingeing
G. bulimia
nervosa
H. cyberbullying
I. eating
disorder
J. energy
balance
K. formal
operations
L. identity
versus identity
confusion
M. idiom
N. imaginary
audience
O. invincible
P. metaphors
Q. peer pressure
R. personal fable
S. pituitary
gland
T. prefrontal
cortex
U. puberty
V. purging
W. substance
abuse
X. voice cracking
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