Introduction to Sexually Transmitted Infections (STIs)

Grade 7 · Religious and Moral Education

Semester 2 | Period 5 | Week 25

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Subject: Religious and Moral Education

Semester: 2

Period: 5

Week: 25

School Name:
Teacher’s Name:
Subject: Religious and Moral Education
Grade Level: Grade 7
Date:
Week 25
Lesson Duration: 45 minutes
Week & Period: Week 25, Period 5
Topic: Introduction to Sexually Transmitted Infections (STIs)
Sub-topic: What are sexually transmitted infections
Learning Objectives
By the end of the lesson, students should be able to:

  1. Define sexually transmitted infections (STIs).
  2. Explain the general concept of STIs.
  3. State the importance of understanding STIs for healthy living.

Previous Knowledge
Students already know:
• That some diseases can be spread from one person to another.
• That personal hygiene is important for good health.
Instructional Materials
• Textbook: Religious and Moral Education textbooks for Grade 7
• Teaching aids: Chart showing examples of infections, marker, and board
• Students' notebooks and writing materials

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• “What do you understand by the term infection?”
• “Can you name some diseases that can spread from one person to another?”
The teacher will record their responses on the board.
Teacher’s Role: Guide a short brainstorming session and correct misconceptions.
Learner’s Role:
• Share their existing ideas about infections and diseases.
• Respond verbally and participate in warm-up discussion.

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

Teacher’s Role (Expanded):

  • Explain the meaning of Sexually Transmitted Infections (STIs) as infections that are mainly passed from one person to another through sexual contact, but can also be transmitted via blood, shared needles, or from mother to child.
  • Provide examples of common STIs in Liberia:
    • Gonorrhea – bacterial infection causing discharge and pain during urination.
    • Syphilis – bacterial infection that progresses in stages and can damage organs if untreated.
    • HIV/AIDS – viral infection attacking the immune system.
    • Chlamydia, HPV, Genital Herpes – brief mention of other prevalent STIs.
  • Explain that STIs are not only health issues but also moral and social concerns, affecting families, communities, and social relationships.
  • Highlight the importance of understanding STIs: to make responsible choices, maintain good health, prevent spread, and reduce stigma.
  • Use a simple chart or diagram showing how STIs are transmitted and who can be affected, emphasizing prevention.
  • Provide real-life contextual examples: young people in Liberia affected by STIs due to risky behavior or lack of knowledge.

Learners’ Activities (Expanded):

  • Listen attentively and take detailed notes in their notebooks.
  • Copy definitions, examples, and diagrams.
  • Ask and answer questions throughout the lesson to clarify understanding.
  • Participate in a class discussion: Why is understanding STIs important for young people in Liberia and globally?
  • Share examples from their community or from media reports about how STIs impact health and society.

Assessment Checks (Expanded):

  • Define STI in their own words.
  • Name at least two examples of STIs.
  • Explain why it is important to learn about STIs.
  • Oral questioning and short written answers to check comprehension.

Notes (Expanded & Detailed):

  • Definition: STIs are infections passed from one person to another, mostly through sexual contact.
  • Examples: Gonorrhea, Syphilis, HIV/AIDS, Chlamydia, HPV, Genital Herpes.
  • Significance:
    • STIs can cause long-term health problems if untreated.
    • Knowledge of STIs promotes responsible behavior, safe sexual practices, and informed decision-making.
    • Preventing STIs protects individuals, families, and communities.
  • Transmission Diagram: Teacher draws arrows showing infection pathways (sexual contact, mother-to-child, blood, needles).
  • Contextual Note: Understanding STIs helps reduce infection rates, stigma, and promotes public health initiatives.

Practical Extension Activities:

  • Group activity: Create a poster showing examples of STIs and their effects.
  • Class discussion: “What are some behaviors that increase the risk of STIs?”
  • Homework: Students write a paragraph on how knowledge of STIs can help young people make safer choices.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• The teacher will ask the students to recall:
– The definition of STIs
– Two examples of STIs
– One reason why it is important to understand STIs
Evaluation Method (Expanded):
• Exit slip/quiz: Students will write short answers to:

Define STIs.

Give one example of STI.

State one reason why understanding STIs is important.
• Teacher will collect and quickly review for understanding.
• Provide oral feedback before class ends.
Assignment (Expanded):
• Write three sentences in your notebook explaining why young people should learn about STIs.
Follow-up Activity:
• Students will interview an elder or health worker about common ways people can protect themselves from infections and report back to class.
Differentiation / Inclusive Strategies
• Struggling Learners: Provide simplified definitions and use local examples of diseases.
• Advanced Learners: Ask them to explain in detail how STIs spread and the consequences of ignoring them.
• Students with Disabilities: Provide visual aids and simple oral explanations to aid understanding.
Teacher’s Reflection (After Class)
• What worked well? ______________________________________________________
• What needs improvement? _________________________________________________
• Students’ engagement level: □ High □ Medium □ Low
• Next steps: Reinforce knowledge of STIs by linking to prevention methods in the next lesson.