Class: Junior Secondary School 1 (JSS 1)
Term: 2nd Term
Week: 6
Age: 12 years
Duration: 45 minutes
Subject: Basic Science And Technology
Curriculum Theme: Basic Science
Previous Lesson: Meaning, Differences, Transmission, Risk Behaviours and Prevention of HIV/AIDS
Topic: HIV/AIDS (Part 2)
Subject Matter: Counselling and Testing, Care and Support, Myths and Facts about HIV/AIDS

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:
(a) Describe what counselling and testing services for HIV/AIDS involve.
(b) List important aspects of care and support for persons living with HIV/AIDS.
(c) Identify common myths and facts about HIV/AIDS.
Affective Domain:
(a) Demonstrate a respectful and compassionate attitude towards persons living with HIV/AIDS.
(b) Accept the need for accurate information to dispel myths about HIV/AIDS.
Psychomotor Domain:
(a) Role‑play a simple scenario of counselling for HIV testing (pre‑test and post‑test).
(b) Create a poster in groups showing facts and myths about HIV/AIDS.
Social Domain:
(a) Work cooperatively in a group discussion to identify community support systems for HIV/AIDS care.
(b) Advocate within their peer group for encouraging testing and support rather than stigma.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
Lagos State Unified Scheme of Work for Junior Secondary Schools
U. Nwaozuru et al. (2019) “Preferences for HIV testing services among young people in Nigeria” (https://bmchealthservres.biomedcentral.com/articles/10.1186/s12913-019-4847-x) (BioMed Central)
Relevant Textbooks

Instructional Materials

The teacher will teach this lesson with the aid of:

Large flip‑chart or white‑board for listing myths and facts
Posters or printed handouts on HIV counselling, care and support
Scenario cards for role‑play (pre‑test counselling, post‑test counselling)
Markers, coloured paper for group poster work
Video clip (2‑3 minutes) showing a peer‑friendly HIV testing/ counselling centre (optional)
Flash‑cards with common myths and facts about HIV/AIDS

Rationale for the Lesson

This lesson empowers pupils with knowledge of counselling and testing, care and support and dispels myths about HIV/AIDS, enabling them to make informed choices and promote supportive behaviour.

Prerequisite/Previous Knowledge

Pupils have previously learnt the meaning and transmission routes of HIV/AIDS and can identify some risk behaviours; they are ready now to explore how testing, counselling, support and myths/facts operate.

Lesson Content/Board Summary

HIV/AIDS

Counselling and Testing

Counselling and testing are key services that allow individuals to know their HIV status, receive guidance and access care. Testing must be accompanied by counselling before and after to help people make informed decisions.
The following are the main elements of counselling and testing for HIV/AIDS:

Pre‑test counselling – explaining what the test is for, what the result may mean, consent.
HIV test – a confidential process using approved rapid tests or other validated methods.
Post‑test counselling – delivering result, providing support, referral to care if positive.
Voluntary nature – individuals must choose freely without pressure.
Confidentiality – information is private and disclosed only with consent.
Linkage to care – if positive, person is connected to treatment and support services.

Care and Support

Care and support entail physical, emotional and social assistance given to people living with HIV/AIDS to maintain health, dignity and quality of life.
These include:

Medical care – access to antiretroviral treatment, monitoring of health.
Psychosocial support – counselling, support groups, dealing with stigma and emotional stress.
Nutritional support – proper diet and guidance to maintain immunity and health.
Community and family support – inclusive environment, helping with daily needs, acceptance.
Preventive support – ensuring persons living with HIV protect others and receive education.
Legal and human rights support – protecting rights of persons living with HIV, anti‑discrimination.

Myths and Facts about HIV/AIDS

Many misconceptions about HIV/AIDS exist which prevent effective prevention and support; it is vital to know accurate facts.
Examples include:

Myth: HIV can be transmitted by casual contact (handshake, sharing utensils). Fact: HIV is not transmitted by such means.
Myth: Only certain “bad” people get HIV. Fact: Anyone can get HIV regardless of status, race or background.
Myth: If someone looks healthy they cannot have HIV. Fact: A person may look healthy yet carry HIV and transmit it.
Myth: There is no treatment for HIV so testing is pointless. Fact: Treatment is available, early testing improves outcomes.
Myth: Abstaining from testing means you’re safe. Fact: Without knowing status, you or others may be at risk.
Myth: Once positive you cannot live a normal life. Fact: With care, many live long and productive lives.

Teaching Methods/Instructional Techniques:

Discussion, Lecture, Role‑Play, Visual Aids, Group Work, Question and Answer

Instructional Procedures

To deliver this lesson, the teacher will adopt the following steps:

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: Teacher asks pupils to recall what was learned in the previous lesson about HIV/AIDS transmission and risk behaviours; shows a brief scenario (story) of a young person deciding whether to test.
Pupils’ Activity: Pupils respond by recalling previous points, engage with the scenario.
Learning Point: Pupils are oriented and motivated to learn about counselling/testing, care and support, and myths/facts.

Step 2: Presentation of Counselling and Testing

Time: 10 minutes
Teaching Skill: Explanation
Teacher’s Activity: Teacher explains what HIV counselling and testing involves, using the board summary; refers to real‑life data from Nigeria on testing uptake.
Pupils’ Activity: Pupils listen, ask clarifying questions, take short notes.
Learning Point: Pupils understand the key elements and importance of counselling and testing.

Step 3: Presentation of Care and Support

Time: 10 minutes
Teaching Skill: Lecture + Visual Aids
Teacher’s Activity: Teacher presents what care and support means for people living with HIV/AIDS; uses posters/handouts and lists the major support types.
Pupils’ Activity: Pupils view material, discuss in pairs one way they think support could be offered in their school/community.
Learning Point: Pupils appreciate the multi‑dimensional nature of support for persons living with HIV.

Step 4: Myths and Facts Activity

Time: 8 minutes
Teaching Skill: Discussion + Group Work
Teacher’s Activity: Teacher divides pupils into small groups, gives each group flash‑cards with myths and facts about HIV/AIDS; instructs them to discuss and decide which are myths and which are facts. Teacher then guides discussion and corrects misconceptions.
Pupils’ Activity: Pupils work in groups to sort the cards, then present one myth and corresponding fact.
Learning Point: Pupils correct misconceptions and gain accurate information on HIV/AIDS.

Step 5: Note‑Taking

Time: 5 minutes
Teaching Skill: Explanation
Teacher’s Activity: Teacher dictates or writes the board summary (as above) for pupils to copy into their notebooks.
Pupils’Activity: Pupils write down the board summary neatly in their exercise books.
Learning Point: Pupils record the key content for future reference.

Step 6: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

What are the three main elements of counselling and testing for HIV/AIDS?
Name two kinds of support provided to persons living with HIV/AIDS.
Give one common myth about HIV/AIDS and the correct fact.
Why is confidentiality important in HIV testing?
Pupils’ Activity: Pupils answer orally or write responses briefly.
Learning Point: Pupils demonstrate their understanding of the objectives.

Step 7: Conclusion

Time: 2 minutes
Teaching Skill: Reinforcement
Teacher’s Activity: Teacher summarises the lesson by highlighting the key three subject matters, encourages pupils to share accurate information at home and among friends, and emphasises the value of respectful support towards persons living with HIV/AIDS.
Pupils’ Activity: Pupils listen and ask any clarifying question.
Learning Point: Pupils leave with reinforced understanding and intention to act responsibly.

Home Task: Record two correct examples of HIV/AIDS (Part 2) from the lesson or home environment and explain each in your own words.

Lesson Keywords

Counselling – guidance given before and after a test to help make informed choices
Testing – process of checking whether a person has HIV or not
Support – assistance given (medical, emotional, social) to persons living with HIV/AIDS
Stigma – negative attitude or discrimination against a person with HIV/AIDS
Myth – a widely held but false belief
Fact – a true or accurate piece of information

Differentiation

Provide slower learners with pre‑printed definition sheets and allow them to work in pairs; challenge advanced learners with designing an outreach mini‑campaign poster on HIV testing and support.

Note for teachers using this lesson plan

Ensure a safe and respectful classroom environment when discussing HIV/AIDS; emphasise confidentiality and sensitivity; supervise role‑plays to maintain appropriateness; use local examples and encourage pupils to feel empowered to support peers.