# Assessment 03.2: Unit 3 Test, Growing Up, Getting Along **Unit:** Unit 3, Growing Up, Getting Along (Human Development and Relationships) **Given in:** Lesson 3.19 (the last 20 minutes) **Points:** 50. Topic assessments category. **Covers:** Topic 3.1 Growing Across the Lifespan (items 1 to 4), Topic 3.2 Self-Concept, Peers, and Stress (items 5 to 8), Topic 3.3 Communication, Conflict, Relationships (items 9 to 13), Topic 3.4 Families and Caring for Others (items 14 to 20) * * * # Unit 3 Test (student version) Name: ______________________ Date: __________ Period: ______ Directions: Answer every item. Write in the space under each one. Item 19 is a scenario; item 20 is a short written response of three to five sentences. If you are not sure, write what you think and why. You have 20 minutes. No item asks about your own family or your own friends; use the examples from class. ## Part 1: Growing Across the Lifespan **1.** (2 points) Put these stages of life in order from youngest to oldest by numbering them 1 to 5. ____ adolescent ____ infant ____ older adult ____ school-age child ____ toddler **2.** (2 points) Human development has four aspects. Match each example to its aspect. Write the letter. Aspects: A) physical B) emotional C) social D) intellectual ____ A four year old learns to take turns in a game ____ A baby learns to sit up without help ____ A seven year old learns to read ____ A three year old learns to say "I am mad" instead of hitting **3.** (2 points) A baby watches you hide a toy under a blanket and then pulls the blanket off to find it. What is this ability called, and about what age does it appear? Name: ______________________ About age: ______________________ **4.** (2 points) Give one example of something about a person that comes from heredity and one that comes from environment. Heredity: ______________________ Environment: ______________________ ## Part 2: Self-Concept, Peers, and Stress **5.** (2 points) What is self-concept? Write a one-sentence definition, then give one thing that can change it. Definition: ________________________________________________ One thing that changes it: ______________________ **6.** (2 points) Peer pressure can be positive or negative. Give one example of each. Positive: ________________________________________________ Negative: ________________________________________________ **7.** (3 points) Name two common causes of stress for people your age and one healthy way to manage stress that you tested in class. Cause 1: ______________________ Cause 2: ______________________ One healthy way to manage it: ______________________ **8.** (2 points) A friend keeps pushing you to do something you have said no to. Write one refusal line you could say that is clear and not mean. ________________________________________________ ## Part 3: Communication, Conflict, Relationships **9.** (2 points) What are the four moves of active listening? List all four. 1. ______________ 2. ______________ 3. ______________ 4. ______________ **10.** (3 points) Rewrite this you-statement as an I-message with all four parts (I feel ... when ... because ... I need ...). "You never let me talk in our group. You just take over." I feel ________________ when ________________________________ because ________________________________, and I need ________________________________. **11.** (3 points) List the five steps for managing a conflict, in order. 1. ______________ 2. ______________ 3. ______________ 4. ______________ 5. ______________ **12.** (3 points) Sort these six behaviors. Write H for a sign of a healthy relationship and U for a sign of an unhealthy one. ____ They listen when you say no. ____ They want your passwords. ____ They have other friends and so do you. ____ They make jokes about you in front of others, and the jokes only go one way. ____ They tell you the truth even when it is awkward. ____ They get upset when you spend time with your family. **13.** (2 points) A conflict has reached rung 5 on the escalation ladder: something physical, a threat, or something that scares you. What should a student do, and name one adult in this building they could tell (a title, not a name of a friend). What to do: ______________________ One adult: ______________________ ## Part 4: Families and Caring for Others **14.** (3 points) Match each scenario to the family structure it shows. Write the letter. Some letters may not be used. Structures: A) nuclear B) single parent C) blended D) extended E) adoptive F) grandparents raising grandchildren ____ Mia lives with her mom, her stepdad, her brother, and her stepdad's two kids. ____ Jonah lives with his grandmother, who is his legal guardian, since he was two. ____ Priya lives with her mom, her dad, her aunt, and her grandfather, all in one apartment. **15.** (2 points) Every family, no matter its shape, does four jobs for its members. Name all four. 1. ______________ 2. ______________ 3. ______________ 4. ______________ **16.** (2 points) On a chores chart, what is the difference between "equal" and "fair"? Give one example of a job assignment that is fair but not equal. Difference: ________________________________________________ Example: ________________________________________________ **17.** (3 points) A parent or caregiver has eight jobs. Name five of them. Then circle the ones a 13 year old babysitter does for a few hours. 1. ____________ 2. ____________ 3. ____________ 4. ____________ 5. ____________ **18.** (3 points) Match each community support to what it does. Write the letter. Supports: A) 211 B) WIC C) the pediatrician D) the public library ____ Free books, story time, and computers for a family ____ Food help for pregnant people, babies, and children under 5 in families that qualify ____ One phone number for finding any kind of local help ____ Checkups, shots, and the "is this normal" call **19.** (5 points) Scenario. You are babysitting a 6 month old baby for two hours. The parent shows you the crib. It has a soft blanket, a pillow, and a stuffed bear in it. The parent says the baby "sleeps better on her tummy." Later, the baby cries for twenty minutes and will not stop. a) What is wrong with the crib, and what do you do about it before the baby goes down? (2 points) ________________________________________________________________ b) What do you do about "sleeps better on her tummy"? (1 point) ________________________________________________________________ c) The baby will not stop crying. What do you do, and what do you never do? (2 points) ________________________________________________________________ **20.** (4 points) Short written response. Three to five sentences. Some people say one kind of family is "the normal one" and the others are not as good. Using the four jobs every family does and at least two family structures from the scenarios in class, explain why no one family structure is better than another. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ * * * # Teacher key Points per item are in the table. Standard lines are cited in the crosswalk format. Partial credit is noted where it applies. Items 1 to 8 check Topics 3.1 and 3.2; the exact terms should match what Lessons 3.1 to 3.9 used. [Sal: read those lessons' vocabulary lists against this key before you give the test and adjust any wording that differs.] | Item | Answer | Points | Standard lines checked | |---|---|---|---| | 1 | infant 1, toddler 2, school-age child 3, adolescent 4, older adult 5. 2 points for all five in order; 1 point for three or four in the right place. | 2 | NYS HDR 1. a) | | 2 | Takes turns: C (social). Sits up: A (physical). Learns to read: D (intellectual). Says "I am mad": B (emotional). Half a point each. | 2 | NYS HDR 1. b); National FCS 12.1.1 | | 3 | Object permanence. About 8 months (accept 6 to 12 months, or "around the end of the first year"). 1 point each. | 2 | NYS HDR 1. b) | | 4 | Heredity: eye color, hair color, height range, a family health trait, blood type. Environment: language spoken at home, food eaten, school, friends, a skill learned, where a person lives. 1 point each; the example must be clearly one or the other. | 2 | NYS HDR 1. b); National FCS 12.2.1 | | 5 | Self-concept: the picture you have of yourself, or what you believe about who you are (accept "how you see yourself"). One thing that changes it: what family or friends say, success or failure at something, media, a new skill, a move, growing up. 1 point each. | 2 | NYS HDR 2. a), c) | | 6 | Positive: a friend who gets you to try out for a team, study, join a club, stop a rumor. Negative: a friend who pushes you to skip, cheat, exclude someone, post something mean. 1 point each. | 2 | NYS HDR 3. a), c) | | 7 | Causes (any two): tests and grades, friends and drama, family changes, too much to do, not enough sleep, sports pressure, social media. Management (any one tested in class in Lesson 3.8): deep breathing, a walk or exercise, breaking a task into steps, talking to someone, sleep, a break from the phone, a stress plan. 1 point each. | 3 | NYS HDR 3. e); CTE HSW 6. a), d) | | 8 | Any clear, plain no with no insult: "No, I am not doing that." "No thanks, I am good." "I said no. I will see you after." 1 point for a clear no, 1 point for not mean (no insult, no maybe). | 2 | NYS HDR 3. c); CTE CIR 5. e) | | 9 | Eyes, body, restate, ask (accept "look at them," "turn toward them and nod," "say it back / so you are saying," "ask a question"). Half a point each. | 2 | CTE CIR 2. c); National FCS 13.3.3 | | 10 | Any I-message with a real feeling word (left out, frustrated, unheard, small), a "when" that describes what happened without "you always," a "because" that says why it matters (my ideas do not get in; it feels like my part does not count), and a specific need (a turn to speak before we decide; a chance to say my idea first). 1 point for a feeling word (not "I feel like you"), 1 point for when and because, 1 point for a specific need. | 3 | NYS HDR 4. c); National FCS 13.3.2 | | 11 | Cool down, I-message, listen, find the shared want, agree on one step. 3 points for all five in order; 2 points for all five in any order; 1 point for three or four. | 3 | NYS HDR 4. c); CTE CIR 6. c); National FCS 13.4.4 | | 12 | Listen when you say no: H. Want your passwords: U. Other friends: H. One-way jokes: U. Tell the truth: H. Upset about family time: U. Half a point each. | 3 | NYS HDR 4. a), b); National FCS 13.1.4 | | 13 | What to do: tell a trusted adult (do not handle it alone; get away if you need to). One adult: the counselor, a teacher, the dean, the nurse, the principal, the social worker, a parent or guardian (a friend is not an adult). 1 point each. | 2 | NYS HDR 4. b); CTE HSW 5. e); National FCS 13.1.5 | | 14 | Mia: C (blended). Jonah: F (grandparents raising grandchildren; accept "guardian" written in). Priya: D (extended). 1 point each. | 3 | NYS HDR 5. c); National FCS 6.1.1 | | 15 | Care, teach, provide, belong (accept close wording: keep safe and fed, teach rules and language, give a home and money, make you feel you are theirs). Half a point each. | 2 | NYS HDR 5. a), b); National FCS 6.1.1 | | 16 | Equal is the same amount for everyone; fair is the right amount for each person based on age, time, and ability. Example: the 14 year old with practice four nights gets fewer weeknight jobs and more weekend jobs; the 5 year old puts toys away instead of doing dishes; the parent who works nights does not get the morning jobs. 1 point for the difference, 1 point for a fair-not-equal example with the reason. | 2 | NYS HDR 5. e); CDOS 3a Managing Resources | | 17 | Any five of: safety, food, health, love, teaching, limits, money, time. Half a point each for five (2.5 points). Circled: a babysitter does safety, food, love, limits, time (not money or health decisions; teaching is accepted either way). Half a point for a reasonable circle set. | 3 | NYS HDR 6. b); CTE CCO 1. a); National FCS 15.1.2 | | 18 | Free books: D (library). Food help: B (WIC). One phone number: A (211). Checkups and shots: C (pediatrician). 1 point each for the first three, and the fourth is required for full credit (3 points for all four, 2 for three, 1 for two). | 3 | NYS HDR 5. f); National FCS 15.3.1 | | 19 | a) The crib is not a safe sleep space: the blanket, the pillow, and the bear come out; the baby sleeps on a firm flat mattress with nothing else in the crib. 1 point for naming the problem, 1 point for emptying the crib. b) Babies sleep on their backs, every time; say so to the parent kindly and put the baby down on her back (accept "back to sleep"). 1 point. c) Put the baby down safely on her back in the empty crib, step out for two minutes and breathe, check her, then call the parent; never shake a baby. 1 point for the what-to-do, 1 point for "never shake." | 5 | NYS HDR 1. c); CTE HSW 3. c), e); NYS FACS Std 2 PI A; National FCS 15.2.1, 15.2.4 | | 20 | Full credit (4): names the four jobs (or at least three of them) and uses two structures from class (nuclear, single parent, blended, extended, adoptive, foster, grandparents raising, guardian) as examples showing each one doing the jobs; states the claim plainly (a family is defined by what it does, not who is in it; no structure is better). 3 points: claim and two structures, but the jobs are named loosely or only two. 2 points: the claim with one structure or no jobs. 1 point: a claim with no example. Three to five sentences; do not take points for length or spelling if the content is there. A student who uses their own family as one of the examples is not marked down; the example still has to show the jobs. | 4 | NYS HDR 5. a), b), c); National FCS 6.1.1, 6.2.1 | **Total: 50 points.** Scoring notes: - Item 19 is the safety scenario. A student who writes "shake" anywhere in c) as something to do earns 0 on c) and gets a conversation, not just a mark. - Item 20 is Sal's High tiered objective for Types of Families ("defend the idea that no one family structure is better than another using examples") as a test item. - Items 1 to 8 assume the terms in Lessons 3.1 to 3.9 (stages, four aspects, object permanence, heredity and environment, self-concept, peer pressure, stress causes and the toolkit, refusal lines). [Sal: if those lessons used different labels for the stages or the aspects, change the key, not the students' answers.] - A retake is one retake after a review, best score counts, per the grading plan. The retake uses the same items with items 14, 18, and 19 reordered. - Extended time: the test continues at the start of Lesson 4.1 or in a resource period. The test may be read aloud, and item 20 may be answered orally and scribed.