Sexually Transmitted Infections (STIs)

Grade 3 · General Science

Semester 2 | Period 4 | Week 22

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Subject: General Science

Semester: 2

Period: 4

Week: 22

School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 3
Date: Week 22
Lesson Duration: 45 minutes
Week & Period: Week 22, Period 4
Topic: Sexually Transmitted Infections (STIs)
Sub-topic: Understanding STIs, Symptoms, and Prevention

Learning Objectives
By the end of the lesson, students should be able to:
 define sexually transmitted infections (STIs).
 identify common STIs (Syphilis, Gonorrhea, HIV, Hepatitis B, Trichomoniasis).
 describe common symptoms of STIs.
 explain how STIs are transmitted and ways to avoid them.

Previous Knowledge
Students already know:
Some diseases are passed from one person to another. Health and safety practices help prevent illness.

Instructional Materials
Charts showing common STIs, pictures of symptoms, diagrams of transmission routes, worksheets.

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Ask learners to name diseases they have heard about and discuss how they think diseases are spread.

B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes

Learners’ Activities (Expanded):

  • Learners identify common STIs from charts, pictures, or age-appropriate diagrams and discuss their symptoms, such as:
    • Syphilis – sores or rashes
    • Gonorrhea – discharge or pain during urination
    • HIV – general weakness or flu-like symptoms
    • Hepatitis B – yellowing of eyes or skin
    • Trichomoniasis (Itchy fish) – itching or unusual discharge
  • Students describe ways STIs are transmitted, including:
    • Direct sexual contact
    • Contact with infected blood
    • Exchange of bodily fluids
  • Learners brainstorm ways to avoid STIs, such as:
    • Seeking guidance from parents, teachers, or health professionals
    • Avoiding unsafe sexual practices
    • Maintaining personal hygiene and cleanliness
    • Practicing abstinence or safe behaviors suitable for their age
  • Optional activity: learners create a “STI Prevention Chart” showing common STIs, symptoms, and prevention methods.
  • Discussion: learners share real-life situations (age-appropriate) and role-play decision-making strategies for avoiding risky situations.

Assessment Checks (Expanded):

  • Ask learners to name two common STIs and one symptom for each.
  • Ask learners to explain one way STIs can be prevented, such as maintaining personal hygiene or seeking guidance.
  • Observe participation during discussions, chart creation, and role-plays to ensure learners understand transmission, symptoms, and prevention.

Notes (Expanded & Detailed):

  • STIs (Sexually Transmitted Infections) are infections passed from one person to another through sexual contact.
  • Common STIs: Syphilis, Gonorrhea, HIV, Hepatitis B, Trichomoniasis (Itchy fish)
  • Symptoms: sores, itching, discharge, flu-like symptoms, yellowing of skin or eyes
  • Transmission: direct contact, infected blood, bodily fluids
  • Prevention:
    • Abstinence from sexual contact at a young age
    • Safe practices and avoiding unsafe situations
    • Seeking guidance from trusted adults and healthcare providers
    • Maintaining good personal hygiene
  • Teaching STIs helps learners make informed choices about health, even at a young age, by understanding risks and prevention.
  • Encourage learners to discuss health questions with parents or teachers in a safe and supportive environment.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes

Summary:
Recap what STIs are, common types, symptoms, and prevention strategies. Emphasize the importance of making safe and healthy choices.

Evaluation Method (Expanded)
Exit slip/quiz: Learners define STIs and name one example with a symptom.
Teacher will collect slips and provide oral feedback.

Assignment (Expanded)
Write a short paragraph explaining one STI and how it can be prevented.

Follow-up Activity
Create a classroom poster showing common STIs, symptoms, and prevention tips.

Differentiation / Inclusive Strategies
Provide labeled charts and visual aids. Pair learners for discussion and role-play activities. Offer simplified explanations for learners needing support with comprehension.

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low