METHODOLOGY FOR

TEACHING ENGLISH TO
CHILDREN

APPLICATION OF LEARNING STYLES

Photosynthesis

MEMBERS
Mary Carmen Arrobo Córdova
Karen Andrea Caicedo Tapia
Kimberly Geovanna Proaño Muñoz
Genesis Juviry Rodriguez Chaguay
Jeanina Elizabeth Yanqui Oña
 Learn by  Graphic organizers.
 VISUAL  Picture aids.
seeing
 Power points.

 Read – alouds.
AUDITORY
Learns by
 Discussions.
hearing
Learning  Repeat to a friends.

Styles  READING /
Learns by  Books texts.
reading &  Dictionaries.
WRITING  Note – taking.
writting

 Incorporate body
Learn by movement.
KINESTHETIC
doing  Tachle - touch feel
hands-on.

Taken from https://learningstyles2014.weebly.com/learning-styles.html

GENESIS JUVIRY RODRIGUEZ CHAGUAY
The class will begin with the projection of a video related to
photosynthesis, which will lead to questions, exposing all their acquired
knowledge, and then there will be the projection of a wide image of a
leaf and the plant, which will indicate by arrows the elements that enter
and leave, questions will be asked in the classroom as:

What elements present in the air enter and leave the leaf of a
plant? https://
c8.alamy.com/compes/w70079/clase-de-biologia-flat-ilustra
cion-vectorial-macho-joven-profesor-explicando-raiz-w7007
9.jpg

The class will be developed explaining that all living beings need a
source of energy to live, the same that is present in food, being
plants the only living beings capable of making their own food
and produce oxygen during and through (photosynthesis), while
living beings feed on plants or other organisms.
After I dictate and explain the characteristics of photosynthesis, I
will give them a diagram to paste in their notebook.

JEANINA ELIZABETH YANQUI OÑA

 DIDACTIC MATERIAL
 We will use a plant from the TINI project or
otherwise the teacher will provide the plant.

https://i.pinimg.com/736x/0b/e9/40/0be940d9
ca204848fe2082e5236c9d5e--ideas-para-casa-p
atio.jpg

 A model with foamix where students can

place the names in each process of
photosynthesis and another model where
they will locate the elements involved in
photosynthesis.

https://
i.pinimg.com/originals/9a/2f/5b/9a2f5bd9
0c39a5b9fb4a9bde7a5799b6.jpg

MARY CARMEN ARROBO CÓRDOVA

 I propose to do an experiment where students will be
able to observe the process of photosynthesis.
To do this, we will use:
 Two transparent glasses with lids.
 A plant containing roots.
 Water.
 Bicarbonate
1. We will have to introduce the plants in the glasses
and pour water over them.
2. Add two tablespoons of baking soda, cover the
glasses and shake them.
https://i.ytimg.com/vi/gf1GKoYLkaU/hqdefault.jpg

3. Place in the sunlight for an hour to discover how the

glass begins to fill with oxygen bubbles that the plant
releases at the moment of photosynthesis.
Students who
+ Students who
didn’t understand. Classroom experiment.
understood.
 Reinforce what was learned in the theoretical class.
 A practical class in its entirety.
 Learning based on experience.
Theoretical class

CSIC: La fotosíntesis y respiración de las plantas.

 Positively acquire the information.

 Classes with students with different ways of
learning to fully understand the topic.
KIMBERLY GEOVANNA PROAÑO MUÑOZ
Photosynthesis is composed of two groups of such reactions. The
first group deals with light-dependent reactions. The main
objective is based on the design of an experiment that allows the
quantification of this process. Its target methodology is an
adaptation of the reaction and its use as a reducing agent. Our
laboratory project includes 1) Isolation of chloroplasts, 2)
Observation of chloroplasts and 3) Effect of some variables in the
activity to be performed and as a target photosynthetic. The
activity was applied and carried out according to the analysis and
its results it could be observed that the students consider the
activity necessary for its realization in class based on the theory
and the motivation produced, it stimulates learning and
cooperativism both in group and individual. The whole subject
indicates the convenience of continuing to apply this activity.

KAREN ANDREA CAICEDO TAPIA

Biblography

• Francisco Cuniglio, Biología y Ciencias de la Tierra, página 153, Santillana Polimodal, Bs.As, Arg.
• José Manuel Casas Úbeda, La enciclopedia del estudiante tomo 14, página 105,106 y 107, 1ª edición,
Santillana, Bs.As, Arg.
• Mónica H.Capuno, Ciencias Naturales 7, Puertos de Palos, Bs.As, Arg. • Google Imágenes.
•https://www.google.com/search?q=fotosintesis
%20conclusion&tbm=isch&hl=es&tbs=rimg:CRmhTxk2B0DIYThClJJtlfEi8AEAsgIMCgIIABAAOgQIABA
A&client=ms-android-xiaomi-
rev2&prmd=ivbn&sa=X&ved=0CBIQuIIBahcKEwiQ8aOavLD4AhUAAAAAHQAAAAAQDA&biw=360&b
ih=592#imgrc=HESyAtUN5V6fFM
Thank you