Integrated Review of Sexually Transmitted Infections (STIs)

Grade 7 · Religious and Moral Education

Semester 2 | Period 5 | Week 29

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Subject: Religious and Moral Education

Semester: 2

Period: 5

Week: 29

School Name:
Teacher’s Name:
Subject: Religious and Moral Education
Grade Level: Grade 7
Date:
Week 29
Lesson Duration: 45 minutes
Week & Period: Week 29, Period 5
Topic: Integrated Review of Sexually Transmitted Infections (STIs)
Sub-topic: Consolidation of all previous sub-topics
Learning Objectives
By the end of the lesson, students should be able to:

  1. Review and explain the definition of STIs.
  2. Identify and discuss common types of STIs in Liberia.
  3. Recall and explain modes of transmission and preventive measures.
  4. Demonstrate understanding through role-play, discussions, and group presentations.
  5. Prepare effectively for upcoming assessment.

Previous Knowledge
Students already know:
• What STIs are and their importance.
• Types of STIs, their symptoms, and prevalence in Liberia.
• Modes of transmission and preventive measures.
Instructional Materials
• Textbook: Religious and Moral Education textbooks for Grade 7
• Teaching aids: Flashcards with STI terms, chart summarizing types, transmission, and prevention
• Students’ notebooks and writing materials
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: Teacher will ask quick review questions:
• “Who can define what an STI is?”
• “Name one STI and how it can be prevented.”
Teacher records responses on the board to recall key points from past lessons.
Teacher’s Role: Facilitate recall session, guide corrections.
Learner’s Role:
• Answer review questions.
• Share what they remember from previous lessons.

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

Teacher’s Role (Expanded):

  • Organize students into four groups and assign each a topic:
    • Group 1: Definition and importance of understanding STIs.
    • Group 2: Types of STIs in Liberia (HIV/AIDS, Gonorrhea, Syphilis, Chlamydia, HPV).
    • Group 3: Modes of transmission (sexual contact, mother-to-child, blood transfusion, sharing needles).
    • Group 4: Prevention measures (abstinence, fidelity, condoms, family guidance, religion, education).
  • Give groups 5–7 minutes to discuss and prepare a short role-play, chart, or oral presentation.
  • Facilitate class presentations, ensuring clarity and correcting misconceptions.
  • Encourage linking concepts: how types, transmission, and prevention are interconnected.
  • Emphasize real-life examples from Liberia to make lessons relatable.

Learners’ Activities (Expanded):

  • Collaborate in groups to research and prepare their assigned topic.
  • Engage in role-plays or demonstrations showing how STIs spread and can be prevented.
  • Present findings to the class, using charts, diagrams, or dramatizations.
  • Take notes on other groups’ presentations for later reference.
  • Reflect individually on how personal choices, family guidance, education, and religion contribute to STI prevention.

Assessment Checks (Expanded):

  • Correctly define STIs.
  • Recall at least three types of STIs common in Liberia.
  • Demonstrate understanding of modes of transmission through role-plays or oral explanations.
  • Explain at least two prevention measures and how supportive systems (family, school, religion) help.
  • Teacher evaluates participation, accuracy of content, and clarity of presentation.

Notes (Expanded & Detailed):

  • STIs Overview: Consolidates all previous lessons into an integrated understanding.
  • Key Points:
    • Meaning of STIs and their social, moral, and health implications.
    • Types of STIs relevant to Liberia and their symptoms.
    • Main transmission pathways: sexual contact, mother-to-child, blood transfusion, shared needles.
    • Prevention measures: abstinence, fidelity, condoms, education, family, and religious support.
  • Learning Outcomes: Students can explain STIs holistically, understand causes and effects, and recognize prevention strategies.
  • Skills Developed: Teamwork, public speaking, presentation, critical thinking, and problem-solving.

Practical Extension Activities:

  • Poster Creation: Students design a “STI Awareness Poster” showing types, transmission, and prevention.
  • Class Quiz: Teacher asks questions covering definitions, types, transmission, and prevention.
  • Homework: Write a short essay: “How can young people in Liberia protect themselves from STIs?”


C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• Teacher asks:
– What is an STI?
– Mention two types of STIs.
– How are STIs transmitted?
– Give two preventive measures.

Evaluation Method (Expanded):
• Exit slip/quiz: Students write brief answers to:

Define STI.

List two types of STIs common in Liberia.

State one mode of transmission.

State one prevention method.
• Teacher reviews answers and provides oral feedback.

Assignment (Expanded):
• Write a one-page summary in your notebook explaining: “Why it is important for young people to know about STIs.”

Follow-up Activity:
• Students prepare by reviewing all STI lessons for the upcoming assessment.

Differentiation / Inclusive Strategies
• Struggling Learners: Provide simplified revision handout with definitions and key points.
• Advanced Learners: Lead their group discussions and create extra examples of prevention campaigns.
• Students with Disabilities: Participate verbally in group work or provide written contributions.

Teacher’s Reflection (After Class)
• What worked well? ______________________________________________________
• What needs improvement? _________________________________________________
• Students’ engagement level: □ High □ Medium □ Low
• Next steps: Prepare assessment questions for Week 30 to test learners’ mastery of STIs.