Mode of Transmission of STIs

Grade 7 · Religious and Moral Education

Semester 2 | Period 5 | Week 27

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Subject: Religious and Moral Education

Semester: 2

Period: 5

Week: 27

School Name:
Teacher’s Name:
Subject: Religious and Moral Education
Grade Level: Grade 7
Date:
Week 27
Lesson Duration: 45 minutes
Week & Period: Week 27, Period 5
Topic: Mode of Transmission of STIs
Sub-topic: How sexually transmitted infections are transmitted
Learning Objectives
By the end of the lesson, students should be able to:

  1. Explain the different modes of transmission of STIs.
  2. Identify risk behaviors that increase chances of infection.
  3. Highlight vulnerable groups who are more at risk of contracting STIs.

Previous Knowledge
Students already know:
• Common sexually transmitted infections in Liberia.
• Symptoms and health risks of STIs.
Instructional Materials
• Textbook: Religious and Moral Education textbooks for Grade 7
• Teaching aids: Chart showing modes of transmission, marker, 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:
• “How do you think people get infected with HIV/AIDS?”
• “Can a mother pass an infection to her baby?”
The teacher will record responses on the board.
Teacher’s Role: Guide brainstorming and correct misconceptions.
Learner’s Role:
• Share their ideas on how infections spread.
• Participate actively in the warm-up discussion.

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

Teacher’s Role (Expanded):

  • Explain the main modes of transmission of STIs:
    • Sexual contact: Unprotected vaginal, anal, or oral sex with an infected person.
    • Mother-to-child transmission: Infection passed during pregnancy, childbirth, or breastfeeding.
    • Blood transfusion: Receiving contaminated blood or blood products.
    • Sharing needles or sharp objects: Using contaminated syringes, razors, or other instruments.
  • Highlight risk behaviors that increase STI transmission: multiple sexual partners, unprotected sex, substance abuse with shared needles, and poor access to health information or services.
  • Discuss vulnerable groups: adolescents, sex workers, intravenous drug users, and individuals with limited knowledge about STIs.
  • Use diagrams, flowcharts, and local examples (e.g., unsafe injections, teen sexual activity) to illustrate transmission pathways.
  • Emphasize that awareness and behavior change are critical to prevent transmission.

Learners’ Activities (Expanded):

  • Take detailed notes on modes of transmission and risky behaviors.
  • Participate in role-play scenarios demonstrating safe versus unsafe practices.
  • Ask and answer questions about how STIs spread and why some groups are more vulnerable.
  • Work in pairs or small groups to identify vulnerable populations and discuss why they are at higher risk.
  • Draw simple diagrams in their notebooks showing how STIs can be transmitted.

Assessment Checks (Expanded):

  • Mention at least two modes of STI transmission.
  • Identify risky behaviors that increase infection chances.
  • Explain why certain groups are more vulnerable to STIs.
  • Teacher may use oral questioning, written short answers, or group presentations to assess understanding.

Notes (Expanded & Detailed):

  • Modes of Transmission: STIs can spread via sexual contact, mother-to-child, infected blood, or shared needles/sharp instruments.
  • Risky Behaviors: Unprotected sex, multiple partners, needle sharing, and neglect of personal hygiene or health guidance.
  • Vulnerable Groups: Young people, people with poor sexual health knowledge, sex workers, and substance users.
  • Key Message: Knowledge of transmission methods helps individuals make safe choices, protect themselves and others, and reduce the spread of STIs.

Practical Extension Activities:

  • Group Activity: Students create a poster showing STI transmission pathways and preventive measures.
  • Discussion: “How can adolescents reduce their risk of contracting STIs in Liberia?”
  • Homework: Write a short essay on why some people are more exposed to STIs and how to protect themselves.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• Teacher asks students to recall:
– The four major ways STIs can be transmitted.
– At least two risky behaviors.
– One group vulnerable to infection.
Evaluation Method (Expanded):
• Exit slip/quiz: Students answer briefly:

State two ways STIs are transmitted.

Mention one risky behavior that increases infection.

Name one vulnerable group in Liberia.
• Teacher collects and reviews answers, then gives oral feedback.
Assignment (Expanded):
• Write a short paragraph explaining why adolescents are considered a vulnerable group to STIs.
Follow-up Activity:
• Students will draw a diagram showing the four modes of transmission.
Differentiation / Inclusive Strategies
• Struggling Learners: Provide simple handouts with labeled pictures.
• Advanced Learners: Research stories or case studies of STI spread in Liberia and share with class.
• Students with Disabilities: Teacher provides verbal explanations and ensures accessible learning materials.
Teacher’s Reflection (After Class)
• What worked well? ______________________________________________________
• What needs improvement? _________________________________________________
• Students’ engagement level: □ High □ Medium □ Low
• Next steps: Prepare students for the next lesson on Prevention of STIs.