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Subject: Physical Education
Semester: 2
Period: 4
Week: 19
School Name:
Teacher’s Name:
Subject: Physical education
Grade Level: Grade 3
Date: Week 19
Lesson Duration: 45 minutes
Week & Period: Week 19, Period 4
Topic: Introduction to HIV and AIDS
Sub-topic: Definition, causes, and effects
Learning Objectives
By the end of the lesson, students should be able to:
State the meaning of the acronym HIV and AIDS
Identify ways in which HIV is spread
Identify ways in which HIV is not spread
Previous Knowledge
Students already know:
Basic concepts of health and personal hygiene
Instructional Materials
Charts, posters, markers, flashcards
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Brainstorming session: Ask learners what they know about diseases that affect the immune system and discuss briefly
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher Input (Expanded & Detailed):
- Introduction & Definition:
- Teacher introduces HIV and AIDS:
- HIV (Human Immunodeficiency Virus) is a virus that attacks the body’s immune system.
- AIDS (Acquired Immunodeficiency Syndrome) is the condition that develops when HIV weakens the immune system.
- Explain that HIV does not cure on its own and affects the body’s ability to fight diseases.
- Causes and Effects of HIV:
- Causes / Modes of Transmission:
- Blood transfusion with infected blood.
- Unprotected sexual contact with an infected person.
- Mother-to-child transmission during pregnancy, birth, or breastfeeding.
- Effects of HIV on the Body:
- Weakens the immune system.
- Increased susceptibility to infections and illness.
- Can lead to AIDS if untreated.
- Effects on the Family:
- Emotional stress and worry.
- Financial burden due to medical costs.
- Social stigma and discrimination.
- Common Misconceptions / How HIV is NOT Spread:
- Emphasize that HIV cannot be spread by:
- Sharing utensils or food.
- Hugging, shaking hands, or casual contact.
- Using the same toilet or towels.
- Demonstration & Visual Aids:
- Use charts and diagrams to illustrate modes of transmission and non-transmission.
- Conduct role-play scenarios:
- Safe behaviors (handshakes, sharing meals).
- Risky behaviors (blood contact, unprotected sex).
- Teacher highlights differences between myths and facts.
- Practical Activity:
- Provide learners with cards or pictures showing various behaviors.
- Learners classify them into “Safe” and “Risky” categories in small groups.
- Discuss the reasoning behind each classification to reinforce understanding.
Learners’ Activities (Expanded & Detailed):
- Participate in class discussion about HIV and AIDS.
- Take part in role-play activities to demonstrate safe vs risky behaviors.
- Use charts and picture cards to identify safe and unsafe behaviors.
- Share observations and reflect on personal responsibility to prevent transmission.
Assessment Checks (Expanded):
- Observation: Teacher monitors:
- Participation in role-play and discussion.
- Accuracy in classifying behaviors as safe or risky.
- Oral Questions:
- “Name one way HIV can be transmitted.”
- “Can HIV spread by shaking hands? Why or why not?”
- “How can families be affected when a member has HIV?”
- Practical Assessment: Learners correctly classify scenarios or behaviors and explain their reasoning.
Notes (Expanded & Detailed):
- Emphasize sensitivity, respect, and factual information to reduce stigma.
- Correct misconceptions clearly, providing examples of what is safe and unsafe.
- Encourage learners to ask questions and discuss concerns in a safe environment.
- Reinforce the message that HIV can be prevented by practicing safe behaviors and being informed.
- Teacher should model empathy and non-judgmental attitudes, highlighting care for affected individuals.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Reiterate definition, causes, effects, and prevention of HIV/AIDS
Evaluation Method (Expanded)
Exit slip/quiz: Learners write one way HIV is spread and one way it is not spread
Teacher will collect slips and provide oral feedback
Assignment (Expanded):
Draw a poster illustrating ways to prevent HIV infection
Follow-up Activity:
Class discussion on the importance of supporting people living with HIV/AIDS
Differentiation / Inclusive Strategies
Provide simplified explanations or visuals for learners who need them
Pair learners for role-play to encourage peer support
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low