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# 2.3: Activities and Answer Keys

Difficulty Level: At Grade Created by: CK-12

## Activity 1-1: You Must Have Been a Beautiful Baby

### PLAN

Summary In this activity students bring in pictures of themselves between the ages of 2-5. The pictures are displayed with numbers, not names, and students guess which picture goes with which classmate.

Objectives

Students:

\begin{align*}\checkmark\end{align*} identify physical characteristics that remain the same and those that change over time.

\begin{align*}\checkmark\end{align*} use powers of observation and critical thinking skills to find similarities and differences that will allow them to make accurate identifications.

Student Materials

• 1 picture (age 2-5) provided by each student
• Activity Report

Teacher Materials

• Poster or bulletin board space for posting pictures
• Activity Report Answer Key prepared as students turn in pictures
• 1 picture of teacher as a child (Optional)

If you want to have this Activity ready for the first day of the unit, assign students the task of bringing in their pictures the week before.

If you are going to mount the pictures on a poster, prepare the poster for mounting.

Interdisciplinary Connections

This activity has Language Arts, Advisory, and Social Science connections, although any teacher can use it. It can be extended to include:

Art Have students draw a current self-portrait. Then ask them to sketch what they think they will look like in 10 years, or 30 years. Discuss the changes.

Language Arts Students could bring in and arrange pictures of themselves at one-year intervals. They could then write a pictorial history of their growth and maturation, focusing on physical changes such as height, weight, hair color or texture, shape of face, etc.

Math Have students find out approximately how much they weighed at one year of age and again at two years of age. Ask them to calculate how much they would weigh now if they continued to grow at the same rate that they did when they were very young. This could be a challenge activity.

Social Studies Look at baby pictures of children ages 2-5 who live in other countries. Are there physical characteristics that do not change from culture to culture? Are there characteristics that seem to be dominant in a particular culture, such as hair color? Do physical characteristics or cultural characteristics such as clothing or hairstyles vary more?

Estimated Time

Day 1 Take 5-10 minutes to explain the activity to the class.

Day 2-3 Allow students 2-3 days to bring in a picture from home.

Day 4 Set aside 15 minutes to set up picture board and distribute Activity Report.

Day 5-6 Allow students 1-2 days to study the pictures and submit their guesses.

Day 7 Spend 20 minutes comparing guesses, justifying observations, and revealing the correct answers.

Prerequisites and Background Information

No special knowledge required

Students love it if you bring in your own picture. You might even convince your principal or other faculty members to contribute.

### IMPLEMENT

Introduce Activity 1-1 by explaining that even though we undergo enormous changes in our life, some characteristics remain identifiable. You might want to start by showing them your own baby picture.

Please note-Some students may not have access to any baby pictures. An alternative to bringing in pictures would be to have them write a brief paragraph description to post in lieu of a picture.

Steps 1-2 As you collect the pictures, make sure that the students' names are written or taped on the back of the picture. Give each picture a number. To make an answer key, use one of the student Activity Reports and record the name of each student next to the number you have given his or her picture. Post the pictures on a bulletin board or poster prepared ahead of time and write the assigned number under the picture.

Steps 3-5 Before students make their guesses, talk about characteristics that might help them to identify individuals. Characteristics might include hair color, eye color, shape of chin, shape of ears, etc. Talk about things that will not help, such as clothing and hairstyles. When students have made their guesses, have them explain their reasoning before sharing the correct answers. Remind them to keep their comments appropriate.

Conclude Activity 1-1 by discussing which general characteristics they believe will change the most over the next few years and which ones will remain the same.

### ASSESS

Use the discussion portion of this assignment to assess if students can

\begin{align*}\checkmark\end{align*} explain that certain physical characteristics change as an individual ages, while others do not.

\begin{align*}\checkmark\end{align*} identify those characteristics that change as an individual ages and those that do not change.

## Activity 1-1: You Must Have Been a Beautiful Baby – Activity Report Answer Key

• Sample answers to these questions will be provided upon request. Please send an email to teachers-requests@ck12.org to request sample answers.

For this activity you were asked to bring in a picture of yourself between the ages of 2-5. Your teacher has posted the pictures and numbered them, but hidden the names. Your job is to study the pictures and try to identify which classmate belongs to each picture. On the sheet below, put the name of the person next to the number of the picture that you think matches. As you study the pictures, think about characteristics that might help you in your identification, such as hair color, eye color, or shape of face. Try not to be distracted by things like clothing or hairstyle.

After you have checked your answers, list those characteristics that proved most useful in making correct guesses. Why do you think that some people were more recognizable than others were? In general, which characteristics changed the most over time? Which characteristics changed the least?

Prove It! Students examine the statements (1) “I am a billion seconds old.” and (2) “I am a trillion minutes old.” They convince the class that the statements are either true or false.

Describing Puberty Students write three words that describe puberty and adolescence and pass them in. Teacher posts them on the chalkboard or bulletin board for a class discussion.

## Activity 1-2: Examining Differences

### PLAN

Summary This activity is designed to address the issue of shyness that some students may feel when looking at pictures of the human body by talking openly about why we feel shy, and why it is important to be able to discuss the human body. The activity also asks students to examine pictures of people at various stages of adolescent development to note the differences and to explain that these differences are normal.

Objectives

Students:

\begin{align*}\checkmark\end{align*} become more comfortable discussing the human body in an appropriate way.

\begin{align*}\checkmark\end{align*} note the wide range of differences between individuals at various stages of adolescent development.

\begin{align*}\checkmark\end{align*} understand that these differences are normal.

Student Materials

• Activity Report
• Resource-1 copy per group (suggested group size is 3-5) OR teacher-created transparency

Teacher Materials

• Resource
• Teacher-made transparency of picture labeled Body Differences (Optional)

Read the directions to the students and decide how you are most comfortable addressing this topic with your particular group of students.

If you choose, make a transparency of the Resource, which illustrates examples of body differences.

If you intend to give the students their own copies of the Resource, prepare one per student.

Estimated Time 30 minutes

Interdisciplinary Connections

This Activity has Guidance and Advisory connections. It can be extended to include:

Art/Music Examine the use of the human form in art. How have attitudes toward nudity changed in different parts of the world over time, as reflected in art? For example: Ancient Greek and Roman sculptors focused on what they considered the perfect human body.

Social Studies Students who are interested might research different cultural views of nudity and when it is or isn't considered appropriate. What shapes these views? Investigate how attitudes toward the human body have helped or hindered medical research at various times in history.

Prerequisites and Background Information

Teacher: Look ahead to the chart and timetable on adolescent development found on p. 00 if you are unsure about the range of normal development.

If this class is new to you, you might need to try a few “trust-building” exercises first.

### IMPLEMENT

Introduce Activity 1-2 by explaining that in this activity you will be dealing with an issue that sometimes makes people uncomfortable. Discuss with your class the reasons that people may feel shy or awkward when looking at pictures of the human body. Explain to them why it is appropriate in this situation. Set up ground rules for discussion if they do not already exist in your class, such as no put-downs and the right to pass if the topic is too uncomfortable.

Steps 1-2 Divide the class into groups. Suggested group size is 3-5. Distribute the Activity Report and review the questions BEFORE using the transparency or handing out the Resource. Ask students to focus on finding serious answers to the questions they are asked on their Activity Reports.

Step 3 Show the transparency and/or distribute the Resource. Allow groups time to formulate and record their observations. Circulate among the class as they work, keeping them focused and maintaining appropriate demeanor.

Step 4 Come back together as a whole class to compare findings. Ask one group to report, then ask the other groups to add any other observations they may have had.

Conclude Activity 1-2 with a discussion about how wide the range of normal is in adolescent development.

### ASSESS

Use the Activity Report responses and class discussions to assess the students' understanding that there is a very wide range of normal for body shapes and physical changes during puberty.

## Activity 1-2: Examining Differences – Activity Report Answer Key

• Sample answers to these questions will be provided upon request. Please send an email to teachers-requests@ck12.org to request sample answers.

Choose someone within your group to be the recorder. With your group, study the picture labeled Body Differences during Puberty. Discuss the questions, then record your observations. Remember to keep your discussions serious and respectful.

All the girls pictured are 13 years old. All the boys pictured are 14 years old. This is because girls generally enter puberty earlier than boys do, and we are comparing changes at puberty, not changes at a certain age. All pictures represent adolescents who are considered normal for their age. As you examine the pictures, remember that you are looking for differences that are the result of changes during puberty, not differences such as eye color, texture of hair, or skin color.

1. Describe the differences that you notice between the girls.
2. Describe the differences that you notice between the boys.
3. Compare the general body shapes of Boy 1 and Girl 1. Why do you think they are so much alike?
4. Compare the general body shapes of Boy 3 and Girl 3. Why do you think they are now so different?
5. If all of these adolescents are considered “normal” for their age, then what can you say about change during puberty? Does change happen all at once? Does change happen to everyone in the same order, at the same age, or in the same way?

What Do You Think?

Why do you think the legal age for marriage is 18 years old (in most states), although sexual maturity is often reached several years earlier? What are the advantages and disadvantages of early marriages?

A suggested response will be provided upon request. Please send an email to teachers-requests@ck12.org.

Give some examples of life cycles of other animals. How are they the same or different from the human life cycle?

What Do You Think?

American society does not have formal “rites of passage” (events that mark new stages of development), but some “development markers” may serve similar functions. What are some “rites of passage” or “development markers” you think of for adolescents in this country?

What kind of baby were you (fussy, sweet, active, sleepy, etc.)? What kind of behavior did you exhibit as a child? What physical characteristics distinguish you? What personality characteristics distinguish you? Think about these elements of yourself as they apply to you today: What is the you-in-you that remains constant throughout the changes in your life?

• Sample answers to these questions will be provided upon request. Please send an email to teachers-requests@ck12.org to request sample answers.
1. What is the difference between growth and development?
2. What is the difference between puberty and adolescence?
3. What is the difference between developmental and chronological age?
4. What is normal development?
5. What are some common feelings about experiencing puberty?

## Activity 1-1 Report: You Must Have Been a Beautiful Baby (Student Reproducible)

For this activity you were asked to bring in a picture of yourself between the ages of 2-5. Your teacher has posted the pictures and numbered them, but hidden the names. Your job is to study the pictures and try to identify which classmate belongs to each picture. On the sheet below, put the name of the person next to the number of the picture that you think matches. As you study the pictures, think about characteristics that might help you in your identification such as hair color, eye color, or shape of face. Try not to be distracted by things like clothing or hairstyle.

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After you have checked your answers, list those characteristics that proved most useful in making correct guesses. Why do you think that some people are more recognizable than others? In general, which characteristics changed the most over time? The least?

## Activity 1-2 Report: Examining Differences (Student Reproducible)

Choose someone within your group to be the recorder. With your group, study the picture labeled Body Differences during Puberty. Discuss the questions, then record your observations. Remember to keep your discussions serious and respectful.

All the girls pictured are 13 years old. All the boys pictured are 14 years old. This is because girls generally enter puberty earlier than boys do, and we are comparing changes at puberty, not changes at a certain age. All pictures represent adolescents who are considered normal for their age. As you examine the pictures, remember that you are looking for differences that are the result of changes during puberty, not differences such as eye color, texture of hair, or skin color.

1. Describe the differences that you notice between the girls.

2. Describe the differences that you notice between the boys.

3. Compare the general body shapes of Boy 1 and Girl 1. Why do you think they are so much alike?

4. Compare the general body shapes of Boy 3 and Girl 3. Why do you think they are now so different?

5. If all of these adolescents are considered normal for their age, then what can you say about change during puberty? Does change happen all at once? Does change happen to everyone in the same order, at the same age, or in the same way?

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