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Subject: Physical Education
Semester: 2
Period: 5
Week: 27
School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 3
Date: Week 27
Lesson Duration: 45 minutes
Week & Period: Week 27, Period 5
Topic: Treatment and Preventive Methods of STIs
Sub-topic: Medical Care and Prevention
Learning Objectives
By the end of the lesson, students should be able to:
Explain that STIs can be treated with proper medical care
State that abstinence is the best method to prevent STIs
Identify other preventive measures
Previous Knowledge
Students already know what causes STIs
Instructional Materials
Charts showing a hospital, doctor, and safe behaviors
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher asks: “When we are sick, where do we go for help?” Learners answer: hospital/doctor.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher Input (Expanded & Detailed):
- Introduction & Explanation:
- Teacher explains that STIs caused by bacteria can be treated with antibiotics under medical supervision.
- Stress the importance of visiting a doctor or health clinic for proper diagnosis and treatment.
- Introduce preventive methods for STIs in simple, age-appropriate terms:
- Abstinence: Not having sexual contact is the safest way to avoid STIs.
- Safe practices: Avoid sharing sharp objects (like razors or needles).
- Hygiene: Keep the body clean, wash hands regularly, and care for personal items.
- Safe choices: Making decisions that protect your health and the health of others.
- Demonstration & Examples:
- Teacher models a role-play scenario:
- A student pretends to visit a doctor for check-up and treatment.
- Discuss the steps a doctor might take to help someone with an STI.
- Use props like pretend doctor kits or posters of clinics for visual aid.
- Show examples of safe behaviors: keeping personal items separate, using clean materials, and saying “no” to unsafe situations.
- Practical Activity:
- Learners role-play visiting a doctor or nurse for treatment of STIs.
- Practice demonstrating safe behaviors in everyday life:
- Keeping personal items clean.
- Avoiding risky behaviors.
- Reflection prompts:
- “What is the best way to prevent STIs?”
- “Why is it important to go to a doctor for treatment?”
Learners’ Activities (Expanded & Detailed):
- Participate in role-play simulating visiting a doctor for STI treatment.
- Discuss and demonstrate safe practices: hygiene, personal items, and making healthy choices.
- Repeat key prevention messages aloud: “Abstinence is best!”
- Share reflections in pairs or small groups on how to keep themselves safe.
Assessment Checks (Expanded):
- Observation: Teacher monitors participation in role-play and demonstration of safe practices.
- Oral Questions:
- “What is the best method of prevention?”
- “Where should someone go for treatment of an STI?”
- “Name one safe practice to avoid STIs.”
- Practical Assessment: Learners correctly role-play seeking treatment and explain preventive behaviors.
Notes (Expanded & Detailed):
- Emphasize that medical care is essential for treating bacterial STIs.
- Reinforce that STIs are preventable with abstinence, hygiene, and safe choices.
- Use role-play and visual aids to make learning practical and memorable.
- Encourage learners to ask questions respectfully and understand prevention is about self-care and health protection.
- Promote a classroom environment of sensitivity, confidentiality, and respect.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: STIs can be treated and prevented. Abstinence is safest.
Evaluation Method (Expanded):
Exit slip/quiz: Write one method of preventing STIs.
Assignment (Expanded): Write one way to prevent STIs at home.
Follow-up Activity: Share one preventive method with a peer.
Differentiation / Inclusive Strategies
Role-play helps all learners engage, especially those who learn by doing.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low