Causes of STIs

Grade 3 · Physical Education

Semester 2 | Period 5 | Week 26

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Subject: Physical Education

Semester: 2

Period: 5

Week: 26

School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 3
Date: Week 26
Lesson Duration: 45 minutes
Week & Period: Week 26, Period 5
Topic: Causes of STIs
Sub-topic: Common Causes and Effects on the Body
Learning Objectives
By the end of the lesson, students should be able to:
Identify common causes of STIs
Explain how STIs affect health and the body

Previous Knowledge
Students already know the meaning of STIs

Instructional Materials
Charts showing bacteria and simple body diagrams

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher asks: “Can you think of how people get sick from infections?” Learners share ideas.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher Input (Expanded & Detailed):

  1. Introduction & Explanation:
  • Teacher explains that STIs are caused by germs, including bacteria and viruses, which can enter the body during unsafe sexual contact.
  • Provide simple examples of bacterial STIs:
    • Gonorrhea – can affect the reproductive system.
    • Chlamydia – can cause pain and weakness if untreated.
  • Explain in age-appropriate terms how germs attack the body:
    • “Germs can make parts of your body hurt or not work well. They can make you feel tired or weak.”
  • Discuss effects of STIs on health:
    • Can make people weak or sick.
    • Cause pain or discomfort in certain body parts.
    • Affect overall health, sometimes leading to long-term problems if untreated.
  1. Demonstration & Examples:
  • Use charts showing the human body with affected areas highlighted (reproductive system, urinary system).
  • Teacher points to each part and explains in simple terms how STIs may affect it.
  • Repeat examples of STIs and their effects, reinforcing memory with choral repetition.
  1. Practical Activity:
  • Students observe charts and point to the body parts affected by STIs.
  • Repeat examples of STIs after the teacher.
  • Discuss in pairs or small groups:
    • “Which parts of the body are most affected?”
    • “How does being sick from STIs make someone feel?”
  • Reflection prompts:
    • “Why is it important to know what causes STIs?”
    • “How do STIs affect our health?”

Learners’ Activities (Expanded & Detailed):

  • Look at charts of the human body and identify parts affected by STIs.
  • Repeat examples of bacterial STIs (gonorrhea, chlamydia) aloud.
  • Discuss effects of STIs on body and health in pairs or small groups.
  • Share observations about why germs and unsafe behavior can make people sick.

 

Assessment Checks (Expanded):

  • Observation: Teacher monitors participation and accuracy during chart activity and discussions.
  • Oral Questions:
    • “Name one STI caused by bacteria.”
    • “How do STIs affect the body?”
    • “Can STIs make someone feel weak?”
  • Practical Assessment: Learners correctly point to body parts affected and explain effects in simple terms.

 

Notes (Expanded & Detailed):

  • Emphasize that STIs are mainly spread through unsafe sexual behavior.
  • Reinforce that they can make the body weak and sick if not treated.
  • Encourage learners to understand the importance of prevention and healthy choices.
  • Use visual aids and repetition to help learners remember both causes and effects.
  • Foster an environment of respect, sensitivity, and factual understanding.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: STIs come from germs and can affect the body badly.
Evaluation Method (Expanded):
Exit slip/quiz: Write one cause of STIs and one effect on the body.
Assignment (Expanded): Draw a simple chart showing how STIs affect health.
Follow-up Activity: Share what you learned with a family member.
Differentiation / Inclusive Strategies
Teacher simplifies content using visual aids and allows oral responses for learners who struggle with writing.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low