2 year annual planning of elementary school

We selected in this post suggestions for Annual planning for 2 years of elementary school.

The act of planning accompanies man since the beginnings of human evolution. All people plan their actions from the simplest to the most complex, in an attempt to transform and improve their lives or those of those around them.

See too:

• child education annual planning
• 1 year annual planning
• Weekly Planning Templates

But it is not only in personal life that people plan their actions, planning affects various sectors of social life. If the act of planning is so important, why do some people still resist accepting this fact, especially in the school context?

O class plan is an essential element for the planning diary of activities that will be developed by the teacher in the classroom. class during the year. It is the responsibility of the education professional, who will outline the learning objectives and how they will be achieved.

It was with this in mind that we selected these suggestions for 2 year annual planning, check out:

2 year annual planning of Portuguese

General objectives

• Provide opportunities for the student to be the subject of their learning and that, at the end of the year, they may be able to read, interpret and write with autonomy.
• Valuing group work, being capable of critical and cooperative action for the collective construction of knowledge.
• Lead the child to the knowledge of language and writing, in its various possibilities and situations, preparing them for everyday school life.
• Using language as a vehicle for communication.
• Develop the ability to express emotional experiences.

Specific objectives

• Develop the correct practice of reading exercising mastery of the rules, obeying the intonation.
• Interpret orally and in writing the different types of text presented.
• Become familiar with reading and writing by handling books, magazines and other text carriers and experiencing different situations in which its use is necessary.
• Recognize, read and write the alphabet in its different forms.
• Associate the syllable with the number of sounds in the word.
• Correctly use the spelling rules and punctuation marks presented.
• Differentiate proper and common nouns, recognizing their gender, number and degree.
• Use adjectives in sentences qualifying nouns.

1st quarter

• Alphabet
• Alphabetical order
• vowel encounters
• Syllables (separation)
• Acute Accent
• Circumflex accent
• til
• spelling: single syllables
• Reading different texts.
• Oral and written interpretation.
• Textual production: sentences.

2nd bimester

• Proper and common nouns
• consonant encounters
• noun gender
• spelling: complex syllables
• Textual production: letter, invitation, ticket.
• Individual and group reading.
• oral and written interpretation

3rd bimester

• Punctuation ·? !
• Adjectives (qualities)
• Synonyms
• Antonyms
• Spelling: digraphs (nh-lh-ch-qu-gu)
• Textual production: Small texts.
• Interpretive reading.

4th bimester

• noun degree
• noun number
• verb (action)
• Spelling: complex syllables, s sound, z sound, etc.
• Textual production: Cards
• Interpretive reading.

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2 year annual planning history

1st quarter

• Our story
• The Brazilian people
• First Inhabitants of Brazil
• Arrival of the Portuguese in Brazil
• Commemorative dates

2nd bimester

• The school - School community
• Blacks and slavery
• Commemorative dates

3rd bimester

• Municipality - urban area and rural area
• Independence of Brazil
• Commemorative dates

4th bimester

• Proclamation of the Republic
• Commemorative dates

Objectives of teaching history:

• Understand the evolution of historical facts in your country as the result of a long process of transformation.
• Evaluate the actions of man in society and the consequences in different environments.
• Distinguish your municipality, noting similarities and differences between the various parts that make it up.
• Know and respect the way of life of different social groups, in different times and spaces, in their cultural, economic, political and social manifestations, recognizing similarities and differences between they.

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2 year annual planning of geography

1st quarter

• Who I am?
• The family
• The House
• Types of housing

2nd bimester

• The school
• people who work at school
• professions

3rd bimester

• Guidance
• Cardinal points
• Traffic

4th bimester

• Means of transport
• Media

Objectives of teaching geography

• Recognize some social, economic and cultural changes in the daily lives of families, schools and localities.
• Understand the evolution of the geographic facts of your neighborhood, your municipality, your state and your country as the result of a long process of transformation.
• Knowing the social environment in which he lives, enabling him to discover the existence of different realities.
• Establish some relationships between the environment and the ways of life that are established there, valuing their importance for the preservation of species and for the quality of human life.

Also check: Planning and reception in adapting Early Childhood Education

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2 year annual planning in WORD

Check out a model of 2 year annual planning, for download in WORD:

• Download in WORD.

Annual 2 year planning of geography to print

Annual 2 year planning of Mathematics to print

Annual Plan 2 Year of History to Print

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Annual 2-year Science Planning to Print

2 year annual planning of Portuguese language to print

2 year annual plan in PDF

To make it easier for you, we will make available for download the complete booklet with 32 pages of 2 year annual planning, prepared by CEVIVA, in PDF.

• Download in PDF

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2 year annual science planning

Goals:

• Identify personal characteristics: recognize the shape and general organization of the body;
• Identify the organs that establish relationships between the body and the environment;
• Recognize that a varied diet is important for health;
• Recognize the vegetables used in our food;
• Recognize good hygiene habits;
• Identify the differences between a natural and artificial landscape;
• Identify differences between living and non-living beings;
• Identify the vegetables and the conditions necessary for their development;
• Identify the different species of animals;
• Recognize the diversity of animals and ways and places of life

Contents:

• Body parts.
• Basic notion of some internal organs.
• Individual physical characteristics.
• People have different physical characteristics and personal preferences.
• Characteristics can be personal or social.
• The five senses.
• The sense of sight.
• The participation of the brain in image formation.
• Visually impaired people.
• The sense of touch.
• The sense of hearing.
• Ear care.
• LIBRAS – Brazilian sign language.
• The sense of smell.
• The importance of smell in everyday life.
• The sense of taste.
• The formation of flavors.
• Notions of health.
• Accidents prevention.
• Health: a right for everyone.
• Importance of food.
• Healthy food.
• Balanced diet.
• Importance of sleep for health.
• Play as physical activities.
• The importance of leisure.
• Body hygiene: importance of bathing and hand washing.
• Microorganisms.
• Lice.
• Brushing teeth step by step
• Formation of caries.
• Living beings.
• Life cycle.
• Development of living beings.
• Notions of fungi, bacteria, protozoa and viruses.
• the microscope
• Aquatic and terrestrial environments.
• Natural and human-modified environments.
• Classification of living beings.
• Animals and environments where they live.
• Poisonous and venomous animals.
• Wild and domestic animals.
• Plant diversity.
• Elements necessary for plant life.
• Parts of plants: root, stem, leaf, flower, fruit and seed.
• Plants and the environments where they live.
• Use of vegetables in food and in the manufacture of objects.
• Endangered plants.
• Machines used to perform different tasks.
• Historical aspects of machines present in everyday life.
• Operation of some machines.
• Some animals also use tools.
• The functioning of the machines requires energy.
• Simple machines: ramps, levers and pulleys.

Procedures:

• Observations and experiences;
• Touching fruits and surfaces and saying what you felt;
• Saying the taste of food with your face and nose covered;
• Speak the sounds produced by objects that are in a bag;
• informational texts;
• Recite poetry that talks about the nutritional value of food;
• Labels and packaging wall;
• Assemble a menu;
• Listening to stories about body cleanliness;
• Make small banners about hygiene;
• Field work and school trip;
• Design the main natural resources;
• Engravings of natural and artificial landscapes;
• Mural: living beings and beings without life;
• Stories related to the birth of living beings;
• Bring pictures or portraits of people at different stages of life (baby, child, youth, adult and elderly). Organization of a panel on the life cycle of a human being;
• Cultivation of a vegetable garden;
• Make fruit juice;
• Experiment with beans;
• Observation and reporting;
• Recognize the uses of plants;
• Lists with plants from a garden;
• Presentation of posters and pictures;
• Visits to a garden;
• Trip to the zoo;
• Modeling of animals with play dough;
• Animal prints for observation and perception of differences between them regarding the number of paws and body coverage
• Collective and individual texts about what was observed;
• Animal album;
• Hear stories about animals;
• Experiment with the globe and a flashlight, darkening the room;
• Handle the globe, observing the characteristics of the earth;
• Dramatization;
• Research on waste treatment.

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2 year annual planning of English

Goals:

• Introduce the English language as another form of communication;
• Recognize the English language as a communicative skill characteristic of other peoples.
• Realize the importance of learning the English language for the appreciation of customs and values ​​of other cultures and for the acceptance of differences between people from different places.
• Develop communication skills that involve the English language.
• Contribute to the improvement of skills and competences involving the English language.
• Initiate the student in learning the written form of the English language, presenting elementary grammatical notions.
• Lay a foundation for further study of English language learning.

Contents:

• Pronouns
• Verbs
• pronoun verbs
• Possessive pronouns5.
• Simple present (affirmative and negative)
• Numbers
• Colors

Procedure:

• Listen to the recording to extract specific information;
• Use visual resources;
• Memorize linguistic elements using songs;
• Decrypt messages;
• Through another language, make students aware of the importance of communication; dog;
• Produce plates with the names in English of some objects in the room;
• List English alphabet with students;
• Research about different types of sports;
• Show movies that talk about animals. If possible in English with subtitles.
• Assemble an album with various animals, with information in English Identify several pictures of room prints, and name objects that appear in English;
• Distribute cards to students and ask them to write the new vocabulary with a capital letter.
• Develop grocery shopping list in Portuguese and then change it to English;
• Collectively prepare a healthy menu for each referral; to in English. Students must register in the notebook.
• Working the new vocabulary registering the places in the city through artistic work.
• Name several places in the city;
• Organize a class party, divide into groups and set tasks:
• Invitations - using the English language - invitations
• List of songs - songs
• Guest list – guests
• Menu - menu
• Putting together an album.

Resource:

• Textbook.
• Cd Player.
• Magazines, newspapers.
• Whiteboard, brush, eraser.
• DVD movies.
• Expository class.
• Informal conversation.
• Pictures,
• Glue, scissors, ruler.

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2 year annual planning of Arts and Music

Goals:

• Recognize and compose using the four artistic languages ​​based on musical manifestations;
• Recognize and use shape, line, color, portrait and everyday scenes and visual compositions;
• Recognize using intensity, pitch, timbre, vocal music, instrumental music and music in musical compositions.
• Recognize and use the character, theatrical action, improvisation and mime in theatrical compositions.
• Recognize and use the body, jumping and spinning in dance compositions;
• Recognize and discuss the social representations of professions.

Contents:

• Portrait/Visual Composition: Line. formal, cool and warm colors and everyday scenes
• Dance
• Experimentation in movement considering changes in rhythm;
• Choreography;
• Experimenting with spinning and jumping dance steps;
• Basic Ballet Positions
• stretching and flexibility
• Dance professionals
• Song
• Experimentation and making of musical instruments
• Music professionals; Appreciation and reflection on music;
• Song
• Experimentation and making of musical instruments
• Music professionals / Appreciation and reflection on music
• vocal music
• Musical concepts/intensity/timbre/melody/score/musical notes;
• Animal sounds;
• theater
• Character and costumes/theater with deductions/role-playing, mimes.

Procedures:

• Observation of works;
• Reinterpretations of works;
• Making of sculptures;
• Directed conversation about colors used by the artist to represent the work;
• Stimulate students' imagination and creativity;
• Explore voice and its differences: intonation, timbre...
• Manual work using scraps, modeling.

Resources:

• Textbook;
• White and colored sheet;
• Glue, colored glue, toothpick, cotton, modeling clay. Scissors and magazine;
• Gouache paint, brush, colored pencils, crayons;
• Sketchbook and canvases.

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2 year annual planning Geography and History

Goals:

• Identify historical documents and information sources, discerning some of their functions;
• Perceive changes and permanencies over time;
• Compare historical events;
• Recognize facts of your life in time and space feeling part of your family;
• Recognize in the local landscape the different manifestations of nature, its appropriation and transformation by human action;
• Employ notions of place and landscapes, as well as moving in space, defining direction, position and location;
• Read and interpret images, photos and maps;
• Understand the meaning of traffic signs and recognize the various types of transport;
• Demonstrate attitudes of respect and appreciation on civic dates

Story Content:

• The childhood stage.
• Children's rights.
• Differences between people.
• Respect the differences.
• Inclusion and accessibility.
• Personal documents.
• The documents tell the story.
• Regional customs in Brazil.
• Indigenous children.
• Children around the world.
• Children in the past.
• The pranks of the past.
• The right to play.
• Indigenous games.
• Our first group: the family.
• The different familiar compositions.
• Family relationships.
• The rules of family life.
• The role of each family member.
• The distribution of tasks in indigenous families.
• Families of the past.
• Family memories.
• School papers.
• The importance of school.
• The various types of schools.
• The duty to attend school.
• The right to education.
• The rules of coexistence at school.
• The schools of the past.

Geography Content:

• Differences and similarities between people.
• Respect for diversity.
• Organization of the body scheme.
• Orientation linked to topological (inside, outside, near, far, around, between) and projective (top, bottom, front, back, left, right) notions.
• Scales, buying orders of magnitude.
• Different points of view (front, vertical and oblique view).
• The body and landmarks.
• Coexistence.
• Different coexistence groups.
• Rules for good coexistence.
• Orientation linked to laterality, a sense of reference in relation to oneself and in relation to others.
• Housing: shelter and protection.
• Natural elements and dwellings.
• Types of housing.
• Viewpoints: front, vertical and oblique views.
• Direct to housing.
• Cartographic plan.
• Model.
• Houses in indigenous villages.
• Different materials used in housing construction
• Different professionals working in housing construction.
• Different paths.
• The streets and their differences.
• Right to mobility and accessibility.
• Changes on the way.
• What is landscape?

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2 year annual planning of Mathematics

Goals:

• Recognize the need to count on a daily basis;
• Recognize the existence of symbols and names to represent quantities;
• Recognize ordinal numbers;
• Represent predecessor and successor;
• Differentiate the even numbers from the odd ones;
• Associate the idea of ​​tens to any grouping of ten elements;
• Associate the idea of ​​a dozen, half a dozen;
• Associate addition with the idea of ​​joining and subtraction with the idea of ​​separating;
• Acquire the idea of ​​multiplication and division;
• Sort geometric shapes;
• Acquire notions of time;
• Recognize and use measurable quantities;
• Take measurements with standardized units;
• Identify the value of banknotes and coins.

Contents:

• Time measurements: days of the week and months of the year.
• Shapes of flat geometric figures: square, rectangle, triangle and circle.
• Identification of numbers 1 to 10.
• The number zero and its representation.
• Comparison between quantities.
• Numerical sequences and geometric sequences.
• Notions of research.
• Analysis of tables and graphs.
• Time measurements: days, weeks and months.
• Identification of numbers greater than 10.
• Non-standard length measurements.
• Use of the ruler graduated in centimeters.
• Geometric solids and flat representation of their parts.
• Addition associated with the idea of ​​joining.
• Representation of addition.
• Addition with three numbers.
• Formation of numerical sequences.
• Ascending order and descending order of numbers.
• Identification of geometric solids: cube, parallelepiped, pyramid, cylinder, cone and sphere.
• Faces, vertices and edges of the cube and the parallelepiped and the flatness of their surfaces.
• Notions of object views: from above, from the side, from the front.
• Representation of flat parts of non-planar geometric figures generating squares, rectangles, triangles and circles.
• Notion of subtraction associated with the ideas of taking, completing and comparing.
• Subtraction representation.
• Addition and subtraction using the number line.
• Addition with sum up to 99.
• Addition through decomposition.
• Usual addition algorithm.
• Addition with reservation.
• Subtraction with remainder up to 99.
• Usual subtraction algorithm.
• Notions of multiplication.
• Multiplication representation.
• Multiplication by 2 and the notion of doubling.
• Multiplication by 3 and the notion of triple.
• Multiplication by 4 and by 5.
• Notion of division associated with the ideas of distributing equally and of measure.
• Division representation.
• Division by 2 and by 3.
• The idea of ​​half.
• Division by 4 and by 5.

Procedures:

• Interdisciplinary and contextualized work;
• Games;
• posters;
• jokes;
• Trails;
• Tables;
• Figures;
• Manipulative material.

See also: Annual planning

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2 year annual planning of Portuguese

Goals:

• Encourage a taste for storytelling;
• Favor oral language in all content to be studied during the school year;
• Establish a taste for listening to and declaiming poetry;
• Establish coherence and cohesion relationships in a text;
• Beginning middle and end;
• Know the history of your name;
• Know the history and function of writing differentiating different types of letters;
• Knowing grammar as a helper resource for knowledge and expansion of oral and written language;
• Read and interpret various text carriers using the alphabetical and orthographic basis;
• Produce and reproduce short texts.

Contents:

• Oral language;
• Spelling: alphabet, syllables and words with r or RR, s or SS, l or u, s or z, ça, ço, çu and CE and ci, m before p and b, x or ch, and words with h;
• Grammatical aspects in context: vowel and consonant alphabetical order, upper and lower case letters, vowel encounter, encounter consonantal, digraphs, classification of words regarding the number of syllables, accentuation, proper and common names, classification of nouns (gender, number and degree), adjective, antonym and synonym, use of punctuation (period, question and exclamation point), pronouns and verbs;
• Reading and interpretation of various texts and carriers (Poem, Comic strip, Comic strip: song, Narrative, Fable, Recipe, Parody, Letter, Biographical Narrative and Self-portrait);
• Production and reproduction of various texts.

Procedures:

• Dramatizations, pantomimes, mini-libraries, stories, poetry, parlendas, songs;
• Contextual and interdisciplinary work, listings, labeling, reading games, dictations, word searches, crosswords, letters enigmatic, text reassembly, photos, stories, interviews, mini-library, puzzle, reading corner, parlendas, songs, poetry.

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Annual 2-year Science Planning to Print

2 year annual planning of Geo-History to print

See too: Weekly Planning Template to print