Chapter 1 A Close-Up View of You 29
CHAPTER 1 REVIEW
AND
ASSESSMENT
17. Draw Conclusions. Develop a collage of
pictures illustrating the factors that make your
life path unique. Include both hereditary and
environmental factors. Cite evidence from the text
to support your choice of pictures.
18. Make Inferences. Imagine your future and diagram
on a time line what you hope will occur. Include the
major events and relationships you want in your life.
Cite evidence from the text that indicates how two
of these events relate to developmental tasks of the
teen years. Describe two major decisions you must
make to achieve your time-line goals.
19. Classify Findings. Evaluate your present
environment for factors that stimulate or hinder your
personal identity, self-esteem, and ability to develop
healthy relationships. Consider all areas of your
environment, including family influences. Organize
your findings in a graph or chart, separating the
factors into positive, negative, or neutral influences
on your development. Cite evidence from the text
to support your evaluations. Choice: Analyze how
the family influences all family members, including
those with special needs.
CORE SKILLS
20. Speaking, Listening, Writing. Interview someone
who has experienced a hereditary disease. Include
questions related to attitudes about the disease,
how the disease affects other family members, and
fears about the disease affecting future generations.
Consider how the disease impacts a person’s ability
to live alone or hold a job. Write a paper describing
the impacts of the disease on the individual and
his or her family. Choice: Identify community
resources available to help people with hereditary
diseases. Group option: Work with a partner.
21. Reading, Writing. Read two news articles from
your local newspaper and identify how that
information affects you directly or indirectly. Write
a paragraph explaining your findings. Reference
the source of your news article. Then respond
to one article by writing a “Letter to the Editor,”
expressing your views on that topic. Choice:
Share with the class how your views could impact
others in the community.
22. Writing. Write an essay, poem, or song describing
the life of a typical young person growing up in your
community. Include a description of environmental
factors that will influence the person’s growth
and development. Analyze and explore the
adjustments and responsibilities they will face as
independent adults. Cite and reference evidence
from the text to support your description.
23. Research, Writing. Draw a family tree that
includes you, your parents, grandparents, and
great-grandparents. Identify the physical traits
you possess that can be traced to members
included in your family tree. Determine the
average life span in your family. In a paragraph,
explain how you determined the number.
24. Research, Writing. Identify a change that a
typical teen might expect to experience in the
next year and investigate what he or she would
need to know about this change. Identify two
or more sources of this information, including
at least one Internet site. Gather information
and identify what skills could help a teen adjust
to this change. Use the information to prepare
a multimedia presentation and present your
findings to the class. Reference your sources of
information in your presentation.
25. Research, Writing. Search the Internet to explore
how technology has expanded the research on
human genes and disease traits. Possible search
terms include human genome, genetic disorder,
and biotechnology research. Prepare a one-page
report on one aspect of such technology, citing
evidence from at least two sources.
26. Writing, Speaking. Develop a questionnaire you
can use to survey others’ feelings related to future
life changes. Survey three classmates, three
adults your parents’ age, and three retired adults.
Categorize their responses into changes that are
feared and changes that are anticipated. Using a
digital device, develop a chart or graph showing
each age group and the number of changes
feared or anticipated.
CAREER READINESS
27. Investigating Career Requirements.
Investigate a career related to genetic counseling
as well as two other counseling fields, such
as school counseling and career counseling.
Compare and contrast the information you find
by answering these questions: What is different
about the job responsibilities and required
expertise? How much time, effort, and experience
does it take to become proficient? What personal
traits are ideal? Find information on counseling
careers by searching the websites of the National
Society of Genetic Counselors and the American
Counseling Association. Which career area best
fits with your career goals? Summarize your
findings in a two-page report.
Copyright Goodheart-Willcox Co., Inc.
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Chapter 1 A Close-Up View of You 29
CHAPTER 1 REVIEW
AND
ASSESSMENT
17. Draw Conclusions. Develop a collage of
pictures illustrating the factors that make your
life path unique. Include both hereditary and
environmental factors. Cite evidence from the text
to support your choice of pictures.
18. Make Inferences. Imagine your future and diagram
on a time line what you hope will occur. Include the
major events and relationships you want in your life.
Cite evidence from the text that indicates how two
of these events relate to developmental tasks of the
teen years. Describe two major decisions you must
make to achieve your time-line goals.
19. Classify Findings. Evaluate your present
environment for factors that stimulate or hinder your
personal identity, self-esteem, and ability to develop
healthy relationships. Consider all areas of your
environment, including family influences. Organize
your findings in a graph or chart, separating the
factors into positive, negative, or neutral influences
on your development. Cite evidence from the text
to support your evaluations. Choice: Analyze how
the family influences all family members, including
those with special needs.
CORE SKILLS
20. Speaking, Listening, Writing. Interview someone
who has experienced a hereditary disease. Include
questions related to attitudes about the disease,
how the disease affects other family members, and
fears about the disease affecting future generations.
Consider how the disease impacts a person’s ability
to live alone or hold a job. Write a paper describing
the impacts of the disease on the individual and
his or her family. Choice: Identify community
resources available to help people with hereditary
diseases. Group option: Work with a partner.
21. Reading, Writing. Read two news articles from
your local newspaper and identify how that
information affects you directly or indirectly. Write
a paragraph explaining your findings. Reference
the source of your news article. Then respond
to one article by writing a “Letter to the Editor,”
expressing your views on that topic. Choice:
Share with the class how your views could impact
others in the community.
22. Writing. Write an essay, poem, or song describing
the life of a typical young person growing up in your
community. Include a description of environmental
factors that will influence the person’s growth
and development. Analyze and explore the
adjustments and responsibilities they will face as
independent adults. Cite and reference evidence
from the text to support your description.
23. Research, Writing. Draw a family tree that
includes you, your parents, grandparents, and
great-grandparents. Identify the physical traits
you possess that can be traced to members
included in your family tree. Determine the
average life span in your family. In a paragraph,
explain how you determined the number.
24. Research, Writing. Identify a change that a
typical teen might expect to experience in the
next year and investigate what he or she would
need to know about this change. Identify two
or more sources of this information, including
at least one Internet site. Gather information
and identify what skills could help a teen adjust
to this change. Use the information to prepare
a multimedia presentation and present your
findings to the class. Reference your sources of
information in your presentation.
25. Research, Writing. Search the Internet to explore
how technology has expanded the research on
human genes and disease traits. Possible search
terms include human genome, genetic disorder,
and biotechnology research. Prepare a one-page
report on one aspect of such technology, citing
evidence from at least two sources.
26. Writing, Speaking. Develop a questionnaire you
can use to survey others’ feelings related to future
life changes. Survey three classmates, three
adults your parents’ age, and three retired adults.
Categorize their responses into changes that are
feared and changes that are anticipated. Using a
digital device, develop a chart or graph showing
each age group and the number of changes
feared or anticipated.
CAREER READINESS
27. Investigating Career Requirements.
Investigate a career related to genetic counseling
as well as two other counseling fields, such
as school counseling and career counseling.
Compare and contrast the information you find
by answering these questions: What is different
about the job responsibilities and required
expertise? How much time, effort, and experience
does it take to become proficient? What personal
traits are ideal? Find information on counseling
careers by searching the websites of the National
Society of Genetic Counselors and the American
Counseling Association. Which career area best
fits with your career goals? Summarize your
findings in a two-page report.
Copyright Goodheart-Willcox Co., Inc.

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