Introduction to STIs

Grade 3 · Physical Education

Semester 2 | Period 5 | Week 25

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Subject: Physical Education

Semester: 2

Period: 5

Week: 25

School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 3
Date: Week 25
Lesson Duration: 45 minutes
Week & Period: Week 25, Period 5
Topic: Introduction to STIs
Sub-topic: Definition and Meaning of STIs
Learning Objectives
By the end of the lesson, students should be able to:
State the meaning of the acronym STIs
Define sexually transmitted infections in age-appropriate language

Previous Knowledge
Students already know about HIV and AIDS from previous lessons

Instructional Materials
Charts with STI acronym, simple flashcards, pictures showing healthy vs. unhealthy habits

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
The teacher asks students if they know what “STIs” means and writes the acronym on the board. Learners brainstorm possible meanings before the teacher explains.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher Input (Expanded & Detailed):

  1. Introduction & Explanation:
  • Teacher introduces Sexually Transmitted Infections (STIs) as sicknesses that can spread from one person to another during unsafe sexual contact.
  • Explain in age-appropriate language:
    • “Some germs can move from one person to another if we do not protect our bodies.”
    • “STIs are different from colds or flu because they spread in special ways.”
  • Teacher states the meaning of the acronym STIs:
    • S – Sexually
    • T – Transmitted
    • I – Infections
  • Use visual aids and flashcards for each letter, showing images or symbols representing the words.
  • Repeat the acronym chorally with the whole class to reinforce memory.
  1. Demonstration & Examples:
  • Teacher uses flashcards and scenarios:
    • Flashcard S shows a heart symbol to represent “Sexually.”
    • Flashcard T shows arrows to represent “Transmitted.”
    • Flashcard I shows a simple germ illustration to represent “Infections.”
  • Teacher gives simple examples:
    • “If someone does not protect their body, certain germs can travel from one person to another.”
  • Clarify that STIs are not spread through casual contact like hugging, shaking hands, or sharing food.
  1. Practical Activity:
  • Learners repeat the acronym aloud together.
  • Match flashcards with letters S, T, and I.
  • Students explain the meaning in their own words in pairs.
  • Reflection prompts:
    • “What does each letter in STI stand for?”
    • “Can you tell me what an STI is in simple words?”

 

Learners’ Activities (Expanded & Detailed):

  • Repeat the meaning of STIs aloud as a class.
  • Participate in flashcard matching activity (letter to word association).
  • Explain in simple language what STIs are in pairs or small groups.
  • Share examples of why knowing about STIs is important for safety and health.

 

Assessment Checks (Expanded):

  • Observation: Teacher monitors participation in flashcard activities and group discussions.
  • Oral Questions:
    • “Can you spell out STI?”
    • “What does STI mean?”
    • “How are STIs different from other sicknesses?”
  • Practical Assessment: Learners match flashcards correctly and explain the acronym in their own words.

 

Notes (Expanded & Detailed):

  • Emphasize that STIs are infections that spread in special ways, unlike common illnesses.
  • Reinforce understanding of the acronym STI through repetition and visual aids.
  • Highlight that knowing about STIs helps learners stay safe and make healthy choices.
  • Encourage learners to ask questions and discuss concerns in a respectful, factual manner.
  • Teacher should foster an environment of openness, non-judgment, and clarity.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: The teacher reinforces the meaning of STIs and explains that they are preventable.
Evaluation Method (Expanded):
Exit slip/quiz: Write down what STI means.
Teacher will collect slips and provide oral feedback.
Assignment (Expanded): Write the meaning of STI in your notebook.
Follow-up Activity: Practice spelling out STI with a friend.
Differentiation / Inclusive Strategies
Teacher uses simple definitions, repetition, and visuals for better understanding. Learners with slower grasp are given peer support.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low