LESSON 01
TOPIC: Science – Farm Animals – L1
LESSON TYPE: Regular
PRIOR KNOWLEDGE: None.
KEY VOCABULARY: Pet, dog, cat, chicks, pig, cow, duck, one, two, three, four, five, six,
seven, eight, nine, ten, big, small, beautiful, ugly.
MATERIALS
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Worksheet 1 – Science – Farm Animals – L1;
Worksheet 2 and Appendix – Science – Farm Animals – L1;
Appendix 1 – Science – Farm Animals – L1;
Glue;
Scissors;
Colored pencils;
Crayons;
A poster board sheet;
Suggested song:
“Old McDonald Had a Farm” – https://s.systemic.com.br/omhaf ¹
¹
PREPARATION IN ADVANCE
• Copy and cut out the cards in Appendix 1. Paste them on a piece of poster board. Make
two sets of these cards.
• Cut out the appendix from students’ materials.
TEACHER OBJECTIVES
• To reinforce some differences between pets and farm animals.
• To introduce farm animals and their sounds.
STUDENT OUTCOMES
• Recognize differences between pets and farm animals.
• Recognize farm animals and their sounds.
BNCC
• (EI02EO04) Comunicar-se com os colegas e os adultos, buscando compreendê-los e
fazendo-se compreender.
• (EI02EO06) Respeitar regras básicas de convívio social nas interações e brincadeiras.
• (EI03EO03) Ampliar as relações interpessoais, desenvolvendo atitudes de participação e
cooperação.
• (EI02TS03) Utilizar diferentes fontes sonoras disponíveis no ambiente em brincadeiras
cantadas, canções, músicas e melodias.
• (EI03TS02) Expressar-se livremente por meio de desenho, pintura, colagem, dobradura e
escultura, criando produções bidimensionais e tridimensionais.
• (EI03ET05) Classificar objetos e figuras de acordo com suas semelhanças e diferenças.
PROCEDURES
1. Bring in pictures of different kinds of pet animals. Explore the animals’ different
characteristics by eliciting from the students concepts related to quantity, sizes and colors.
Ask students where pets usually live. Show pictures of pets and their homes. Show
pictures of different kinds of farm animals.
[?] “IS THIS A PET?”
[?] “WHERE DOES THIS ANIMAL LIVE? DOES IT LIVE IN A HOUSE?”
[?] “WHY NOT?”
2. Sit in a circle with the students.
[?] “DO YOU HAVE ANY PETS?”
[?] “ARE THEY BIG OR SMALL?”
[?] “ARE THEY BEAUTIFUL OR UGLY?”
[?] “WHAR COLOR ARE THEY?”
3. Ask the students to make their pet’s sound.
4. Play the suggested song and encourage students to sing and dance along. Introduce the
farm animals by reproducing their sounds and ask the students to guess which animal it
is. Use images from the video to help students relate quickly.
5. Game. Invite students to play memory game with the cards from Appendix 1.
6. Hand out Worksheet 1. Have the students draw their favorite farm animals. Then, hand
out Worksheet 2 and ask them to put the puzzle together.
ANSWER KEYS
APPENDIX
LESSON 02
TOPIC: Science – Farm Animals – L2
LESSON TYPE: Regular
PRIOR KNOWLEDGE: Previous lesson.
KEY VOCABULARY: Animals, duck, chick, dog, pig, cat, cow, farm, cut out, glue, color.
MATERIALS
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Appendix 1 – Science – Farm Animals – L2;
A poster board sheet for every 4 students;
Colored pencils;
Glue;
A sheet of paper for each student;
Suggested song:
“Old McDonald Had a Farm” – https://s.systemic.com.br/omhaf ¹
¹
PREPARATION IN ADVANCE
• Divide and cut the poster board into four equal parts. Cut out as many pieces of poster
board as necessary for the class.
• Cut out Appendix 1 from students’ materials.
TEACHER OBJECTIVES
• Review farm animals.
• Guide students through making a farm.
STUDENT OUTCOMES
• Recall farm animals.
• Make a farm.
BNCC
• (EI02EO04) Comunicar-se com os colegas e os adultos, buscando compreendê-los e
fazendo-se compreender.
• (EI02EO06) Respeitar regras básicas de convívio social nas interações e brincadeiras.
• (EI03EO03) Ampliar as relações interpessoais, desenvolvendo atitudes de participação e
cooperação.
• (EI02TS03) Utilizar diferentes fontes sonoras disponíveis no ambiente em brincadeiras
cantadas, canções, músicas e melodias.
• (EI03TS02) Expressar-se livremente por meio de desenho, pintura, colagem, dobradura e
escultura, criando produções bidimensionais e tridimensionais.
PROCEDURES
1. Sit in a circle with the students and ask them if they can remember the names of some of
the farm animals. Provide visual aids as students recall the animal´s names. You can bring
farm animal toys or just use the images presented in the last class.
2. Give each student a blank sheet of paper. Ask the students to draw as many animals as
they are able to remember. While they’re drawing, ask them the names of the animals.
3. Review the names of the animals that students hear in the suggested song and play the
video to sing along with the students. Do not force the students to learn the song by heart.
Let them enjoy listening to it.
4. Hand out the pictures from Appendix 1 and invite the students to color the animals. Cut
out the pictures for them. Ask them to paste the pictures on the piece of poster board, so
they will make their own farms. Help the students to fold the bottom part of the animals
and put the glue on the appropriate space. The students will paste the animals wherever
they like on the poster board.
5. Play the song again and encourage the students to point to the animals as they hear their
names in the song.
APPENDIX
LESSON 03
TOPIC: Science – Farm Animals – L3
LESSON TYPE: Regular
PRIOR KNOWLEDGE: Previous lessons.
KEY VOCABULARY: Duck, chick, dog, pig, cat, cow, horse, sheep, farm animals, cut,
paste, color, roll the dice, eyes, ears, muzzle, horn, tongue.
MATERIALS
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Appendix 1 – Science – Farm Animals – L3;
Appendix 2 – Science – Farm Animals – L3;
Colored pencils;
Crayons;
Brown paper bags;
Glue;
Suggested songs:
“Old McDonald Had a Farm” – https://s.systemic.com.br/omhaf ¹
“The Animals on the Farm” – https://s.systemic.com.br/taotf ²
¹
²
PREPARATION IN ADVANCE
• Copy and cut out the dice from Appendix 1 and paste it on a poster board. Assemble the
die by pasting the appropriate spaces.
• Cut out Appendix 2 from students’ materials.
TEACHER OBJECTIVES
• To review farm animals and their sounds.
• To review the names of the parts of a cow’s face.
• Guide students through the process of making a cow puppet.
STUDENT OUTCOMES
• Recall farm animals and their sounds.
• Recall the names of the parts of a cow’s face.
• Make a cow puppet.
BNCC
• (EI02EO04) Comunicar-se com os colegas e os adultos, buscando compreendê-los e
fazendo-se compreender.
• (EI02EO06) Respeitar regras básicas de convívio social nas interações e brincadeiras.
• (EI03EO03) Ampliar as relações interpessoais, desenvolvendo atitudes de participação e
cooperação.
• (EI03CG01) Criar com o corpo formas diversificadas de expressão de sentimentos,
sensações e emoções, tanto nas situações do cotidiano quanto em brincadeiras, dança,
teatro, música.
• (EI02TS03) Utilizar diferentes fontes sonoras disponíveis no ambiente em brincadeiras
cantadas, canções, músicas e melodias.
• (EI03TS02) Expressar-se livremente por meio de desenho, pintura, colagem, dobradura e
escultura, criando produções bidimensionais e tridimensionais.
PROCEDURES
1. Start the class by playing the suggested song.
2. Ask students to sit in a circle and invite each one to roll the die from Appendix 1. Ask them
to say the name of the animal they got and the sound it makes.
3. Show the students an already completed cow puppet. Elicit from the students what animal
it is and what sound it makes. Have them give it a funny name. Recall the parts of the
cow´s face bringing up elements related to quantity, size and color.
[?] “HOW MANY EYES DOES THE COW HAVE?”
[?] “IS THE COW’S NOSE BIG OR SMALL?”
[?] “WHAT COLORS CAN WE FIND ON A COW’S BODY?”
Elicit and introduce the term “horn” from the students.
[?] “HOW MANY HORNS CAN A COW HAVE?”
4. Hand out Appendix 2. Ask the students to color the pictures and paste them on the brown
paper bag, according to the model they can see on the appendix sheet.
5. Walk around the desks while the students work on their puppets. Offer help if necessary
and ask questions related to student´s compositions.
[?] “WHAT COLOR IS YOUR COW?”
[?] “WHAT NAME WILL YOU GIVE IT?”
6. Play the suggested song and invite students to dance along with their puppets.
APPENDIXES
LESSON 04
TOPIC: Social Studies – Occupations – L1
LESSON TYPE: Regular
PRIOR KNOWLEDGE: Giantina, The Giant Ladybug.
KEY VOCABULARY: Gardener, take care of, to water, work with, flower, garden, tractor,
bucket, pilot, to fly, flight attendant, police, policeman, policewoman, police car, help, people,
protect, firefighter, fire truck, extinguish, put out, fire, up, down, over, below.
MATERIALS
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Worksheet 1 – Social Studies – Occupations – L1;
Worksheet 2, Pages 1, 2 and 3 – Social Studies – Occupations – L1;
Worksheet 3, Pages 1 and 2 – Social Studies – Occupations – L1;
Worksheet 4, Pages 1-4 – Social Studies – Occupations – L1;
Appendix 1, Pages 1 and 2 – Social Studies – Occupations – L1;
Flashcards – Social Studies – Occupations – L1;
Colored pencils;
Crayons;
Blank sheets of paper;
Markers;
Crepe paper;
Glue.
PREPARATION IN ADVANCE
• Get the flashcards.
• Cut out Appendix 1, Pages 1 and 2, from students’ materials.
• Cut out the appendices from students’ materials.
TEACHER OBJECTIVES
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To reread the story asking what they remember from it.
To talk about Mr Lilly’s profession.
To elicit names of profession from the pictures exposed.
To exemplify the profession of the pilot (Language Proactively Explored - LPE).
To exemplify the profession of the firefighter (Language Proactively Explored - LPE).
To simulate the professions through mime.
To introduce the prepositions of place up, down, over and below (Language Proactively
Explored - LPE).
STUDENT OUTCOMES
• Retell the story and contribute with what they remember from it.
• Learn about Mr Lily's profession (gardener).
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Give examples of professions' names from the pictures exposed.
Describe the profession of the pilot.
Describe the profession of the firefighter.
Guess the simulation of professions through miming.
BNCC
• (EI02EO04) Comunicar-se com os colegas e os adultos, buscando compreendê-los e
fazendo-se compreender.
• (EI02EO03) Compartilhar os objetos e os espaços com crianças da mesma faixa etária e
adultos.
• (EI03EO03) Ampliar as relações interpessoais, desenvolvendo atitudes de participação e
cooperação.
• (EI02EO06) Respeitar regras básicas de convívio social nas interações e brincadeiras.
• (EI03EO06) Manifestar interesse e respeito por diferentes culturas e modos de vida.
• (EI03CG02) Demonstrar controle e adequação do uso de seu corpo em brincadeiras e
jogos, escuta e reconto de histórias, atividades artísticas, entre outras possibilidades.
• (EI02CG02) Deslocar seu corpo no espaço, orientando-se por noções como em frente,
atrás, no alto, embaixo, dentro, fora etc., ao se envolver em brincadeiras e atividades de
diferentes naturezas.
• (EI02CG03) Explorar formas de deslocamento no espaço (pular, saltar, dançar),
combinando movimentos e seguindo orientações.
• (EI02CG05) Desenvolver progressivamente as habilidades manuais, adquirindo controle
para desenhar, pintar, rasgar, folhear, entre outros.
• (EI03CG05) Coordenar suas habilidades manuais no atendimento adequado a seus
interesses e necessidades em situações diversas.
• (EI02TS02) Utilizar materiais variados com possibilidades de manipulação (argila, massa
de modelar), explorando cores, texturas, superfícies, planos, formas e volumes ao criar
objetos tridimensionais.
• (EI02EF04) Formular e responder perguntas sobre fatos da história narrada, identificando
cenários, personagens e principais acontecimentos.
• (EI02EF01) Dialogar com crianças e adultos, expressando seus desejos, necessidades,
sentimentos e opiniões.
PROCEDURES
CLASS 1.
1. Sit in a circle with students. Start reminding them of Mr. Lily’s job in the Big Book Giantina,
the Giant Ladybug.
[?] “WHAT DOES MR. LILY DO?”
[?] “WHAT DOES A GARDENER DO?”
[?] “HOW DOES THE GARDENER TAKE CARE OF PLANTS?”
2. Introduce the other flashcards: pilot, policeman, policewoman, and firefighter.
3. Elicit what a pilot does. Ask students showing the flashcard:
[?] “DOES A PILOT DRIVE CARS OR FLY PLANES?”
Then, elicit policeman/policewoman. Ask:
[?] “WHAT DOES A POLICEMAN DO?”
[?] “DOES HE FIGHT WITH PEOPLE OR HELP PEOPLE?”
[?] “ARE THEY GOOD PEOPLE?”
4. Elicit what firefighters do. Ask:
[?] “DO THEY HELP PEOPLE, TOO?”
[?] “DO THEY EXTINGUISH FIRES?”
Make gestures that show “extinguish”.
5. Game. Start playing a mime game with students. Say that you are going to mime what
each professional does, and they should guess who you are miming.
• Watering flowers. (Gardener)
• Spreading your arms open like flying a plane. (Pilot)
• Putting out a fire. (Firefighter)
• Marching. (Policeman)
6. Have students mime what the professionals do and have their friends figure out what they
are miming.
7. Hand out Worksheet 1. Have a conversation with students about professions they admire.
Have them draw a profession they admire on the Worksheet.
8. Hand out Worksheet 2, pages 1-3, and the appendices. Have students assemble the
puzzles in each Worksheet.
CLASS 2.
1. Practice prepositions. Define a professional for each student. Each child can choose a
previously assembled puzzle and hold it.
2. Explain that when you call out “firefighters, up!”, students who are firefighters should hold
up the puzzle of a firefighter. When you say “firefighters, down”, they should put their
pictures down. Students can also stand up when you call out “up” and sit down when you
call out “down”. Then, practice with all the other pictures.
3. Hand out Worksheet 3, pages 1 and 2. Collect some grass with the students and have
them paste it on the indicated spot on the Worksheet. Work on the concept of BELOW,
understanding with students that the grass is below the farmer and the tractor. On page 2,
have students paste on the Worksheet the airplane they made and used in the previous
step.
4. Hand out Worksheet 4, pages 1-4. Have students complete the image in each Worksheet
while working with them on the concepts of OVER and BELOW in each image.
5. Hand out Appendix 1, Pages 1 and 2. Have students assemble the policeman’s hat. This
will be for both boys and girls. Have children color the hats first.
ANSWER KEYS
APPENDIXES
LESSON 05
TOPIC: Social Studies – Occupations – L2
LESSON TYPE: Regular, arts and crafts
PRIOR KNOWLEDGE: Previous lesson.
KEY VOCABULARY: Doctor, nurse, cook, chef, astronaut, dentist, teacher, engineer,
athlete, youtuber, thermometer, stethoscope, flashlight, astronaut’s helmet, engineer’s
helmet, dentist’s chair, cellphone, football, hat, apron.
MATERIALS
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Worksheet 1, Pages 1, 2 and 3 – Social Studies – Occupations – L2;
Presentation – Social Studies – Occupations – L2;
Colored pencils;
Play dough;
A data projector;
Recycled materials;
Suggested song:
“Jobs song” – https://s.systemic.com.br/jobs ¹
¹
PREPARATION IN ADVANCE
• Send a note to parents asking students to bring to class toys of different occupations and
tools if possible: doctor doll, a stethoscope toy, etc. They may also bring toys of
superheroes or princesses.
• Also request a picture that shows students’ parents wearing their professional uniforms or
somewhere at work in case they do not wear a uniform to work. These pictures will be
used in the first class.
• Provide assorted recycled materials, such as paper, plastic, fabrics, buttons, packages,
etc.
• Download a Presentation from www.systemic.com.br.
TEACHER OBJECTIVES
• To remind students of the topic professions.
• To introduce the names of a few occupations: doctor, nurse, cook, chef, astronaut,
dentist, teacher, engineer, athlete, youtuber.
• To extend the subject including the profession of the students’ parents.
• To question students about their future occupation.
• To identify some work tools and what they are for (Language Proactively Explored - LPE).
• To propose the production of the tools with playdough.
• To guide students to make a drawing that represents their future profession and the tools
they need.
• To start a project about professions in which students produce the occupations’ tools with
recycled material.
STUDENT OUTCOMES
• Remember the topic professions and tell the others what they remember about it.
• Learn the names of a few occupations: doctor, nurse, cook, chef, astronaut, dentist,
teacher, engineer, athlete, youtuber.
• Talk about their parent's profession.
• Give examples and possibilities about their future occupation.
• Identify some work tools and what they are for.
• Produce the tools with playdough.
• Make a drawing that represents their future profession and the tools they need.
• Be part of a project about professions in which students produce the occupations tools
with recycled material.
BNCC
• (EI02EO04) Comunicar-se com os colegas e os adultos, buscando compreendê-los e
fazendo-se compreender.
• (EI02EO03) Compartilhar os objetos e os espaços com crianças da mesma faixa etária e
adultos.
• (EI03EO03) Ampliar as relações interpessoais, desenvolvendo atitudes de participação e
cooperação.
• (EI02EO06) Respeitar regras básicas de convívio social nas interações e brincadeiras.
• (EI03CG02) Demonstrar controle e adequação do uso de seu corpo em brincadeiras e
jogos, escuta e reconto de histórias, atividades artísticas, entre outras possibilidades.
• (EI02CG03) Explorar formas de deslocamento no espaço (pular, saltar, dançar),
combinando movimentos e seguindo orientações.
• (EI02CG05) Desenvolver progressivamente as habilidades manuais, adquirindo controle
para desenhar, pintar, rasgar, folhear, entre outros.
• (EI03CG05) Coordenar suas habilidades manuais no atendimento adequado a seus
interesses e necessidades em situações diversas.
• (EI02TS02) Utilizar materiais variados com possibilidades de manipulação (argila, massa
de modelar), explorando cores, texturas, superfícies, planos, formas e volumes ao criar
objetos tridimensionais.
• (EI03TS02) Expressar-se livremente por meio de desenho, pintura, colagem, dobradura e
escultura, criando produções bidimensionais e tridimensionais.
• (EI02EF04) Formular e responder perguntas sobre fatos da história narrada, identificando
cenários, personagens e principais acontecimentos.
• (EI02EF01) Dialogar com crianças e adultos, expressando seus desejos, necessidades,
sentimentos e opiniões.
• (EI03EF01) Expressar ideias, desejos e sentimentos sobre suas vivências, por meio da
linguagem oral e escrita (escrita espontânea), de fotos, desenhos e outras formas de
expressão.
• (EI02ET01) Explorar e descrever semelhanças e diferenças entre as características e
propriedades dos objetos (textura, massa, tamanho).
• (EI02ET05) Classificar objetos, considerando determinado atributo (tamanho, peso, cor,
forma etc.).
• (EI03ET05) Classificar objetos e figuras de acordo com suas semelhanças e diferenças.
PROCEDURES
CLASS 1.
1. Sit in a circle with students. Show them the pictures of their parents at work or wearing
their professional uniforms. Ask students to show everyone the toy they brought to class.
Develop a conversation.
[?] “WHAT DOES YOUR FATHER/MOTHER DO?”
[?] “WHAT DO THEY WORK WITH?”
[?] “DO THEY LIKE THEIR JOBS?”
[?] “DO THEY HELP OTHER PEOPLE IN THEIR JOBS? HOW?”
Explore the picture as much as possible.
[?] “WHAT WOULD YOU LIKE TO BE?”
[?] “WHAT DOES YOUR TOY DO?”
[?] “IS IT A SUPERHERO, AN ASTRONAUT, A DOCTOR?”
2. Project the Presentation. Using the pictures or the realia, introduce some instruments or
tools people use to work: thermometer, stethoscope, flashlight, helmet, dentist’s chair, a
phone, football, chef’s hat, chef’s apron, etc. Display all the instruments around you or on
a table and let the students discover what they are for. Then, ask them as many questions
as possible:
[?] “WHO WORKS WITH THIS? WHAT IS IT FOR?”
[?] “DO YOU LIKE TO COOK?”
[?] “DO YOU WEAR THIS WHEN YOU COOK/WHEN YOU HELP YOUR MOTHER TO
COOK?”
[?] “WHAT DOES THE DOCTOR DO WHEN YOU SEE HIM/HER?”
[?] “DO THEY TAKE YOUR TEMPERATURE? DO THEY ASK YOU TO OPEN YOUR
MOUTH? HOW DO THEY DO THAT?”
Turn the flashlight on and say:
– Open your mouth so I can also check if you’re ok!
– Let me take your temperature.
– Is that what the doctor does?
3. Allow the students to take each other’s temperatures or check each other’s mouths with
the flashlight. Follow each one and have the other students watch closely. Develop a
conversation and ask lots of questions about all the pictures, toys, realia you may have
with you.
4. Hand out Worksheet 1. Explore the image with the students, Elicit what kind of place the
image shows and which professional works in that space. Elicit the names of the objects
on the image. Have them circle the tools used by a doctor. Discuss the objects names
while correcting the activity.
5. Hand out Worksheet 1, Pages 2 and 3. Have students listen to your instructions and color
the pictures accordingly.
– Color the oven mitts and the ladle blue.
– Color the pans and the frying pan green.
– Color the cutting board and the knife yellow.
– Color the strainer and the spoon red.
– Color the fire hose and the fire extinguisher chair pink.
– Color the axe and the flashlight orange.
CLASS 2.
1. Play the suggested song again and review the jobs and their related tools.
2. Hand out some play dough. Ask students to make a tool they would like to work with in the
future. Display the instruments and toys so everyone can see. They may also build a
character. When they finish, ask them to explain what they have done and why.
3. Sketchpad. Have students draw the professional they want to be in the future or the tools
they would like to work with.
4. Have students build a tool they would like to work with using the recycled materials. They
may work in pairs or small groups. Assist students and ask them questions as they create
their projects. When they finish their work, display all the pieces and encourage them to
make a presentation. You may record a video of them working on their projects and making
their presentations and send it to their parents.
Note: check the school’s policy on making recordings of students.
ANSWER KEYS