# Adolescence/Adolescents' Health

## CONTENTS OF CURRICULUM UNIT 91.05.07

- Narrative
- The Physiological Development Of The Adolescent
- The Psychological Development Of The Adolescent
- Lesson Plan I: The Male Reproductive System
- Lesson Plan II: The Female Reproduction System
- Lesson Plan III: Sexual Maturation Of The Male Adolescent
- Lesson Plan IV: Sexual Maturation Of The Female Adolescent
- Lesson Plan V: Piaget’s Theory Of Cognitive Development
- Lesson Plan VI: Kohlberg’s Theory Of Moral Reasoning
- Lesson Plan VII: Career Exploration
- Lesson Plan IX: Value Education
- Appendix I: The Male Reproductive System
- Appendix B: The Internal and External Female Reproduction System
- Teacher’s Annotated Bibliography
- Student’s Annotated Bibliography

### Unit Guide

## The Physiological and Psychological Development of the Adolescent

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## LESSON PLAN V: PIAGET’S THEORY OF COGNITIVE DEVELOPMENT

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Objectives
The student will:
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1. Define the words theory, and cognition. 2. Become aware of the fact that they develop intellectually. 3. Perform two versions of Piaget’s experiments to see if they are cognitive thinkers, or do they act on the formal operational level.

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Procedure
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1. Explain to the student what theories are, and how Piaget studied the intellectual development of children. 2. Explain to the student that children between the ages of seven and eleven operate on the concrete level, and list some of the characteristics of concrete thinkers. (See Piaget’s theory within the curriculum) 3. Explain to the students that as they reach the ages of eleven to fifteen, they should gradually start thinking on the formal operational level. List some of the characteristics of students operating from this level. (see Piaget’s theory) 4. Tell the students that they will perform two of Piaget’s exercises that he performed on children during his studies. Let them know that they should try to solve the problem in a systematic manner. PROBLEM ONE:Have students use a combination of colors to make the color green. PROCEDURE FOR PROBLEM ONE:

A. Have the students work in groups of four. B. Instruct the students to place 5 ml of water in a container. C. Instruct the student to place three drops of different colored food coloring into each container. D. Have the student to use an eyedropper to mix different combinations of the colors until they make the color green. E. They should place the drops on wax paper. 5. After the student completes the above exercise, ask them the following questions: (1) What combination of colors did they use to make green? (2) List the steps of the experiment. 6. Let the students know that they just used formal operational strategies by experimenting to solve a problem. 7. Give the students the following directions for the next problem. PROBLEM TWO: Number Combination (Procedure as follows)

A. Give each group consisting of two students, four cards. B. Have them write the number one on a card, then the number two on another card, then three on the next card, then the number four on the last card. C. Instruct the student to write as many combinations with the four cards keeping the one in the thousandth place.There are only six different combinations (1234, 1243, 1324, 1342, 1432, and 1423). D. Allow the students only three minutes to complete the task. 8. Ask the students how many combinations did the end up with? 9. If the child came up with the six correct numbers, they have just completed a formal operational task. 10. If the class could not solve the problem, explain how to systematically came up with it.

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Evaluation
Have the student write as many combinations as they can keeping the four in the thousandth place.
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