t\h"~'fo stlldy one's phvg!cat ,.,1r. .

e/1 8 ,
~" .. . .
• Rt.~~·di ng ui phya1r Al pnrt'l moter~ hlto hc1glit, wo1llh l, hi P 8 ize1 chodl s 1i lU "
s.iz.~. et~
• Re\'Ol'tth~ of t\gO (lf tT10 t\1\rchc (girls) ,
• R~o1-tl,nil ngQ of growtJ, of fudn l hAit' in hoys.
• .\gt"' Clf chnngt' clvok~ in hoys.
.
• "Rt.'C'Onting of colout of hnir nnd eves.
•
• &,e ymu· dcvulopnwnt wit-h 1'Cforcn<.1 0 to the stnndnrd avcra~e .pnrnm e~~ ·
11ethod/Pt'<K.'t'd u re:
l. Take n mens\u·i1,g tr,1w 1-uul take the body mefl~u,~cmen t or ettch otheJ'
of your group:
(i) Round rhe~t/b,1st. (highe-St point) , keeping one finger between body
and lnpe.
(ii) R(ll.ll\d hip (ke('ping one fingor between tnJ)O nnd body).
(iii) ~ tens ure tho smRlle~t pnrt of wnistl inc (ns above ).
(iv)Round nock measurement and tho base of the neck monsurement. holding the
tnpe firmly over the upper neck and base.
(v) Across bnck meai--uren,ent botwoon the lnteral ends of shoul der blades.
(m) 10·12 cm below wnist is fullest part of back. Make a table as given below
and
nc\te down all measu remen ts:

2. Narne of the studen t................... .............. Age...................... ..

Gender...................... Weight ......................... .
Heigh t........ ............... Round neck .......... ....... .
Rom1d chest/bust... ......................... Across back .................... ..........
R.otu1d ,vaist........................... Round hip ................................... .
Age of voice change in boys ............................ .
Boys- Emergence of facial hair (age) ............................. .
Girls- Age of menar che ............................. ..
Colour of eyes .................... .......... ..
Colour of hair............................... .

The data of all the stude nts of your class should be collected and compiled. Study
the range
of measu remen ts like weight, height. Note down separately for boys and girls.
 i- Age.• Height (<:_rn) J
i I a vrnrt,
i

l 1~1~t'; l'H -= -~ '17 ()

---1----160,0
- - .......,_
J n:l.O
--
r1() ~ COfR - ___ &2.6.
---- -- 166.0
---
171.0
LG 1e_ar11_ -- --58.0
-- - --,..--- -----1
17 yeurs 62.7 175.0
18 years 177 .0
65~ _ _..__.
&urce: Nutr~nal ({(''lu1rcmc•nt tmd RDA for lndian.B ICMR 1990
Tnble for Girls
Age \Veigbt (kg) Height (cm)
13 years 44.0 150.0
14 years 48.0 155.0
15 years 51.5 161.0
16 yea.rs 53.0 162.0
17 years 54.0 163.0
18 years 54.4 164.0
Source: Nutritional Requirement and RDA for Indians ICMR 1990
Make a table of your findings/(ohservations)
(a) Note down the range of age of menarche for girls in your class...................,.......
to.................years.
(b) Note down the emergence of facial hair in boys from ..............to ..: ............. years.
(c) Note down the age of change of voice in boys from ................. to ...................years.
(d) Note down the weight of boys ranges from .............to................ kg.
Height of boys ranges from ............. to.....................cm.
(e) Weight of the girls ranges from .............. t:o................... kg.
(/) Height of girls ranges from ................... to...................cm.
Conclusion
l. Compare your physical parameters with the table given by ICMR and ch-aw the
inference about your physical developmen t.

2. Compare your physical developmen t in reference to the -developme ntal range of

your peers in the class and write down your inference.

........... .. .. ....... ... ... ............ .... ... ....... ............ .. .... ... . ...... .. ........ ... ......... ... .... .......... ........... .. ................
Students can discuss the reasons for the difference in physical developmen t of adolescents
with teacher 1ike heredity, environmen t, diet, climate, etc.
Aim: To understand oneself with reference to developmental norms. . ,
Developmental norms are defined as standards by which the progress of_a child s
development can be measured. For ex.ample, the average age at which a child walks,
learns to talk or reaches puberty are the standards to judge the child's progress. .
Adolescen_~ mat~e .physically by this age and their puberty is completed. The~
mental capa!=1tles, thinking power are quite developed. They become alert about then-
physical attributes.
Developmental norms:
1. To accept one's physical attributes and good health.
2. To know one's own strengths and weaknesses.
3. To get approval from friends.
4. To reason and recognise reality from fiction.
5. To adjust with opposite sex friends.
6. To make very close friend circle.
7. To establish good relation with friends.
8. To learn good skills necessary to have good social circle.
9. Learns to express his feelings in positive and negative ways and also learn to find
solutions in the times of conflict.
10. Able to understand hypothesis and can do abstract thinking.
11. Decide their goals clearly.
12. Learn good and civilised language and can learn more than one language.
13. They can discuss many •issues.
14. They form their own thought process and thinking.
15. Learn new skills.
Method: Answer the following questions in 'Yes' or 'No'.
1. Is your weight according to the standard chart? Yes No
2. Is your BMI normal? Yes No
3. Is your height according to the standard chart? Yes No
4. Do you feel energetic whole day? Yes No
5. Do your muscular strength sufficient? Yes No
•---• - •••---- • •- •r••-• •••••• •••••-•••••••••• •• •- •• •••••••••••••••••••••• • •••• - • • •• •-
••• •••-
----------
 I O ni.l you ft.•tl \t•ll tr\ ~ p.1rt,c1p~ite lll ;j dt. bate und gwe t Y1i..•-s Ne,
I t"1:4lS.fln.lll~~ _ _ _ _ - ---+-- - - -
:-i. \l~;~~l.hh.> t;. t;;e d('<.·1:,rnn,;; md\?pend~n t ly yourself'? Yc-s ~ -;;-
r- 8 · ~re ~;u-:lble-t~ ;,.~ -who is right-und"'vho 1s wrong rn the Ye; ; No -l
l ti me of ronilict'?
n:-~Cun you e xptt?S$ your vie-ws m the class in the p resence of I Yes No
,__ I Les ch er wilhout hes itation?. _-~--- ------ -+-- - ~ - -~ !
10. c~myou ded<le about you r fu t ure -confident:lr'? I Y~s No
11. A.re you a ble to k eep yollr fri ends hip for a long time'? Y es No I
I
12. Are you able to cont1·ol your emotions'? , Yes No
13. Do you express your views without hesitation b~fore your I Yes. No
I
frie nds and family?
l
Do you us ually have very good relations with opposite sex
14.
friends?
Yes No '
15. Are you ready to support your friends to any extent? Yes No
16. Do you always obey the rules laid by parents and teachers? Yes No
17. Are you confident to offer suggestion s to yop.r friends and Yes No
family members during certain situations?
18. Do they usually agree to your suggestions ? Yes No
19. Do you use 'slangs'? Yes No
20. Do you exert control over your language when angry? Yes No
21. Are you able to visualise the result ofyour actions beforehand? Yes No
22. Do you have a clear idea of your strengths? Yes No
23. Do you recognise your weaknesses ? Yes No
Conclusion: You can try to understand on the basis of your honest answers how much you
are close to achieving your developmental tasks. Write a report and teacher can help you
to evaluate. Also try t.o improve where the need is. Teachers can suggest their students the
simple ways as to how they can achieve their developmental tasks.
Aim: To underst and onself in referenc e to their peer group (male and Cemale).
'fl:roughout the life and especially during adolescence, many people in~iuding peers
st
exert influence on adolescents. The adolescent understands oneself, one s rengths,
weakn~ by their own experiences and how their parents and other people, ~ pond ~d
make them understand about their personali ty. During this period, their c:apa~ty tot~
rationally grows, become more capable of comparing, contrasting, differing vanous pmnts
of views. As a result, friends' or peers' values and beliefs may influence the adolescents
sometimes even more than parents. They form their identity, somewhere they want
similar qualities in themselves as their friends have. Peer group identity refers to their
personality characteristics, deviant behaviour, sexual behaviour and preferences.
Peers are supposed to contribute in the mental, emotional, psychological, health and
well being of adolescents. Peers also act as role models for each other. They also check each
other not to cross boundaries by ridiculing, sarcasm and cautioning. Adolescents who have
weak family relations succumb to peer pressure.
Procedure
T-0 understand oneself and peers let us do this exercise--By answering honestly to the
questionnaire.
l. Do you feel you are similar to your peer group in physical developmentlparameters?

2. Are you comfortable in performing motor activities as precisely as your peers do?

3. Academically, do you feel you are at the same level with your peers?

4. While choosing subjects, did you consider the choice of your peers or group? I
f
'
.
5. Have you felt mostly that your thoughts are similar to the thoughts of your friends?

6. ~~~ou get inflthinku~nced by the lifestyle ofyour peers and try to adopt it?.........-........... ~.....
~useyo u .
(i) they will not accept you
(it) they will make fun of you
(i,it) to gain respect in their eyes
 ,., 1:1,.
1'\' U !l t tVn t' 0 f l.. --~ l-
VV\Jt\ ~
·'rriovi1.••c
. ., , .J
{l0
wm hktl to rendlst!-e?................. . ......... ••••·•~••• .... ,
j \ ... • t' ? .......
(l) l:;yourc hoK~s.11111 lartothPtho1re of grou p .··· ............................ ..... ...................... .
If not. sta lP tht:> dtfferencc ························•""········· ··..··••... ... ········· ....... .......... .
( ti)
/" J£.rt.pn he the &imilar1tv between the language you and your peers use')
~- '-- nn you o~-~ · •

9. ;;;;.~~~.: ~;~;~,: ~~;~·; ~·~~:~. ~;-~-~--~;·;;;;;;;:,~~~-~~ ~;.;:~;.....................................

lO. Have you noticed the way of handling critical situation is similar by you and your
peers?

11. ln certain matters. when you don't agree or disapprove, do you feel peer
pressure ................ ')

What you do: (i) succumb to it

(ii) make excuse
(iii) firmly say 'no' .
. . ............. ...... . . . . ......... . ......... . .... ,, . . . . ... . ........ . . . ................. . ,, ........ ... . ............... . . ....... . ............................................................ ...
?
12. Do they respect your u_ecis1on.
,l • •
.. ................................................................................... ..
13. Are you comfortable with the members ofother sex equally? ..........................................
14. Do you get appreciation and encouragement from your peers when you perform
well in ............................................................................... ·-········.. ·····~·······......................
(t) Sports activities
(ii) Cultural activities
(iii) Social activities
.......... ,................................................................................................... .......... ........... ........ ·#•· ........... ............................ .
15. Have you ever diseussed your personal family issues with your peers?.........................
(i) Are they facing same issues?
(ii) Do they give suggestions to resolve1
.................. . . . . ............... .................................................................................... . ... .... . . .......................................................................................
16. While discussing your future plans, do you feel others are facing the same dilemma
and confusion? ......................................................... ,........
17. Do you feel competitive/ rivalry feeling with your•group?
......................... , . . .............................................................................................. ........ . ..................... ........................... ................................................... .
18. In times of need, do you extend help to other sex peers also?
..................................................................................... ............... ........................... .......................................... . ...................................
19. (i) Does your peer group seek your advice or suggestions when doing some task?
 ·ve weig htage to thei r advice while mak ing decisions?
yotl gJ ........ ........
') __po -............. .............. ............... ... ····· ............................................ .
(i' ............... k stic as
enth usia
..... •·· . g or doin g a grou p tas , do you feel as ener getic and
;~1e 111;::o?...................................................................................................................
·.P .0vl' pee 1your pers onal ity is enha nced by your interaction with your peers?
> fee ....... ..............
JJO rot.J .....................................' ........ .................................................
.......
.................................... ...................... ..................... .......................
nl ••••••
..,,....
'P •
... . . ? ••• •••••••••
ion, the stud ents can
[fsD, bOW •··:~ ent s each . Afte r obse rvin g the above info rmat
5 .
· .d011ps ~f : the pres ence of thei r teac her.
~ i,· - ussioll
' dfldisC be on the lines :
~ ·on cBJ'.l
·._AlS-'1· d peer group.
~; 1oU 8J1 .ltieS . n nd diffe renc es.
\J/ • ~;lef
•
•

posi tive and nega tive, on pers onal ity.

~6

·:i S1IJJJ>
(ii, of peer s
,;;I) JWle . }ign men t with peer group?
" you in a
(iv) Pfl . te opin ion of the teac her.
e ultllJla
&-1fk th
 Practlc (c)...

Aim; To asse ss your gene ral heal th statu s.

Method/Procedure:
Tu &~s s gene-ml healt h statu s one needs
l. Weig ht meru:.""llrement
2. Ht>ight of the perso n
3. Br\ll (Bod y ~1ass lnde.x)
4. Roun d hip and roun d wais t ratio
B~U.: To calcu late mo, divide weig ht in kg by Heig ht in metr es
and the num ber again
shou ld be dhrided by heigh t in metr es. Status of BMI can be
seen from the table given
below.

Bl\fl = (wei ghtin k:ilo gram s)

(height in metr es)2
For an adul t with height of 180 cm and weight of 75 kg. Our first
step needs to be to convert
the heig ht into metres. As there are 100 cm in a metre, we divid
e our figure by 100.
This gives us 1.8 m.
B!\fi = 75 + {1.8 x 1.8)
B~U = 75 + 3.24
This gives us a HMI figure of 23.15. Or the perso n has norm
al weight statu s.
Table
BMI BMI Cate gory
Below· 18.5 Und erwe ight ----
18.5 -24.9 Normal
25.0-29.9 Over weig ht
30.0 & abov e Obes e

Waist to hip ratio

It is impo rtant to asse ss the general heal th statu s. Round hip measurem
ent is take n from
1
the widest point and waist meas urem ent is take n from the smal
lest point.
 nao cep tah le ran ge ofh lp to . ·
ble no d u wa ist
. .
rat io are giv en below in table.
0 tJ) ._ . •ce pta ble
~~r ~c u ft.a~eeptable
E~cellent Good
Average High Extreme
o.s5- o. 9o 0.90 - 0.95 0.95 - 1.00
>l. 00
,~,ie 0.7 5-0 .80 0.8 0-0 .85 0,8 5-0 .90 > 0.90
~le
;ft ~ sep Or t:_
. .
~~= of roUowmg ob se ~~ ~~ :-~ ~p are with the standa
rd tables given)
ll tt,e(i) Afj3 ....... •.... " ...... .
,I . Weight
(JJJ ..... ..... ..... ..... .
(iiij }Ieigbt .. .. .. ...... .. ..... .. .
itJ) aMI .
( }lip and waist ra~ o .................... .
(v) essment of the hea lth sta tus can be made. A
e,eneral ass f tea che r abo ut corrective measures for thegeneral discussion can be held
sence o benefit of those stu den ts who
Ult}le P~ ce .
~Writgui d "''"· you r inf ere nce .
e o......
 Aim; To n1easu1·e your body size, enlist ing it and using it to buy your
garm ents
with refer ence to sizing chart.
Garm ent Sizin g
We all know the value of perfect fit and we know that we look really great
in perfect
fit dress. To get the right fit of the garme nt, we should he aware of our exact
size and
measuremen ts.
Meth od/Pr ocedu re: ·
A. Findi ng your perfe ct fit
Bust: Meas ure under your arms at the fullest part of your bust. Keep tape level l
across
your shoul der blade s.
Wais t: Meas ure aroun d your natur al waistline, keepi ng the tape comfortably
loose.
II
Hips: Stand with your feet togeth er and measu re aroun d the fulles t part of
your hips.
B. Ident ifying differ ent fits in garm ents
1. Body Hugg ing Fit: The silhou ette runs true to size and clings to the
booy from the
bust to the lower hem. These dresse s are made of lycra and polye ster blend
to give
them extra elastic ity to hug the figure smoothly. (

2. Regu lar Fit: The silhou ette is-fitted on the ~ust throu gh the upper waist~
flares out from the upper waist. This fit is unive rsally flatter ing becau se it
It gently
m.imics
I
an hour glass, even if the person weari ng it has a differ ent body type togeth
3. Loose Fit: The silhou ette is semi- fitted and falls partic ularly straig ht
er.
on the body.
I
Since neithe r it is too fitted, nor too loose, it is apt to be catego rised as a smart
casual.
4. Tent: This silhou ette runs very loose on the body giving ample amou
nt of breath ing
space. It is a comfortable, fuss-free and extremely body-friendly.
C. Choose .t he right size garm ent for a perfe ct fit
Adol escen t Girl's Body Sizin g Chart
..
Extra Smal l Medium Large I
Xtra Xtra Xtra ,'.i
Small(XS) (S) (M) (L) ' Lar_
ge,(XL) : Large (XXL)
Bust 30'1-32·· 32"- 34" . 34"- 36" 36"-3 8° 38 -40"
11
40''- 42"
Waist 23"-2 '5'1 25"-2 7.. 27"-2·9'" I 29"- 31" 3!4'-33" 33'"-35" I
Hip 32"- 34" 34·"- 36'' I 36~'- 3S41 38"-4 0'' I 40"-42" 42"- 4411
 Adolescent Boy's Body Sizing Chart
£ttt'B Small Medium Large Xtra Xtra Xtra
crttiill~) (S) (M) (L) Large (XL) Large (XXL)
;:p,: ,, 36'' 36"- 39" 39"- 41 1
'
41 - 43"" 43"- 46~
11 461!- 49''
33
~cSi " 7,,_ - 30•· 30"- 33" 33"- 36'' 36"- 38" as~- 42" 42"- 45q
iJtsiSt·
;;J , garment is based on the waist size. On the baBis of above measurement
'" f lower th s . Of . h
..;'It o 5iJY find out · e ize garment, they should prefer to buy. While buym. g, t ey
7 ~ et1 elect the type of fit that will suit their body type.
/1.,d alsO s 'd
.hDiP ts can make a chart of measurements by measuring different parts and. shoul
~- ~1den ts Thi "d . . .
v""- bu"iog garmen ·
·i for J
s gw e also proves t.o be helpful m online shopping.
1
,JeTt1 }tea table of measurements of 5 friends and relate to the garments they
p.,... d bUY•
,e,r aill
I II Ill IV V
L----
Bust
i---:--
WaISt
~
Hip
.__--

Write YOur observation about the suitability of measurement chart while buying
readyroade garments.
 rd one days activities relatni1 to time use and work
Je(ID . . . ..
;JP' ~ waDY 8 ~~ues m ~ day. Some activities like bathing. eeiing. S:~mg are
ft fC 011t by us daily ~ g with cur ~-relate d activities.. But-.. all these am ta tf!'
" " ~ _ .1 «it.bin the available time 24 ~
~~t.t"',I

~~ent sh~?~ ~ed ta:

~. List the actl'\"ltleS usually done~ day.
• Categorize them related to work. rest and leisure admties.
• ,,rork includes daily personal care~ eating. sleeping. going w school, doing
~work, etc..
Rest includes. relaxin& medibitm& going for a 1 ' ~ change in ~ f l ~-
for enunpl~ when )l>U are tired m. studying (mental octivityi you can help Jim
mother in kitchen (pbysital adivity) for some time~
Leisure includes outdoor pla~~ watching TV,. reading magazine. npm,tting 'lime
with family members.. etc..
• Affange your activities according to priorities. for example.. actniities Matad in
&'tUdJ and school should be gi,1e11 priority.
• Pick-up one acti,~ty and state time for that. Yoo can estimate ~ time spend m
doing specific activity by doing it 2~ times.
• Specify which of these can be carried out a.t specifk ~ like going to st::honl at.
specific time~
• Allot time for various activities. Some activities are fu...~ time like~~ ,ascb.ot.t
mmpleting assignment~ preparing tiffin. ek~, and others ™~
Record yoor one day>s activities from 6 a.m. onward..., Write down -.wk ~lit,y)
one side and time consumed on Other si-de.

Time
I
t
1 fl

r,;
t·

' 1
 m- 405 I ! ltl$ U$12!i. SL Xi Cl I pµ, -..; .. a $4~ 5 4A , o s ;so •
'' I
l§ ·11111111

Ahn: P,"'ovnr1• t\ tim~ r•ltH\ for ono1!1f\lf.

StuduntB >!hould hi1 utilcerl t.o roru ll tlrnl, t.imo l1-1 n limif Pcl f'nitrco mul Lf1 uut Lho huat
ru~\.1lt~, it mi11tt ho nulnnµud woll. You 11n1A1, 1·011Hfio t,ho f'uc·I lhrtt durln~ ~ dny, t,horu nre
n h,rf(o numbor nf uctiviUos which nued your tlma. If you mnnn,tu yuur Limu, only lhon
you Nm finish )'0\1r nil ln~kti. 'Pime IM ho~t. nurn11god hy rnnkinRnod 11Hit1U II Th"nll Plan
XI Rt uden~.
tif n clnHM
Mnlw n ti mo plnn if upnrt, ti-om cHl'rying 01.ll, t·out,irw nol,lvitioA, you hltvo to attentl
your fl'iond'a l,irthclny pHrl1y,
Mc-thod:
l n tho chnptrr Owo hnvo rliNcuat:1od t.ho limo plon of a cfoaa XT student. You prepm·e your
thne plnn by wri1ini.{ down estiinnt,od timo for ncWvity on one side and activity w be done
on tho othor sirlo ,nth~ following tnblo. Aa you nro going to nttend the bht h,hty party of
ymn friend . you hove to bring soma chnnuos in the plnn. But bo Rure that important Wm'ks
m·o not lot't:. 'rime to be spend OJ\ JeiRm·o nctivit.ies nnd rosL cnn bo Hpond as nttcmtling
hirthdny purt~,.
'l"hno Pinn
Actlvlty

____________________________ ___.
I