AISubs v3.5
In 2020, is programming class a must for elementary school students?!
Programming elements are included in all subjects of language, math, science, and society!
In the first place, programming is an order book!
It's hard to imagine what it's like for a class that includes programming in language or math, right?!
So, in this show, everyone will take on the challenge of an original class that includes programming elements in advance!
For example, in science class, we'll use a computer to measure the brightness of light!
In math class, we'll use programming thinking to make it easier for us to solve division equations!
If you watch this show, you can have more fun learning difficult school lessons by using programming!
Well then, is everyone ready?!
Aim for programming star!
This year's Aim for Programming Star! is the end of the year compilation edition special!
Finally, from next year, as programming becomes a must for elementary school students,
we'll have a class that includes programming elements in national language and math!
Therefore, in the show, we've been studying a program original class that includes programming elements in each subject since October!
In national language, we've been using "scratch" to learn sign and numbers,
and in math, we've been studying division equations using "pro chart" instead of using a computer!
Furthermore, in science, we've learned the nature of light with a small computer called "micro bit".
So, we're going to review all the classes we've studied so far!
First of all, let's review the study of national languages such as Chinese and Japanese that we studied in the 3rd grade of elementary school.
It's the basics of sentences.
Basically, sentences consist of "what" and "who" hitting parts, "what to do" and "what", "what to do", "what", "there is" or "is there", and so on.
This "what" is the main language and "what to do" is� the practiced languages.
Until now, there were many classes where you had to read a sentence, find out which is the main language, which is the secondary language, and which is the technical language.
For example, if "sora" is dyed red, "sora" is its main language, "sora" is its secondary language, and "jutsu" is its technical language.
In this way, in tests, students were allowed to choose words suitable for the main language.
However, if you use programming, you will be able to understand the main language and technical language better.
This is because, in order to create a sentence with programming, you have to input the main language and technical language correctly, or it will become a wrong Japanese.
When you actually program it...
"sora" is dyed red...
...the computer reads it for you!
But, if you don't input the main language and technical language correctly...
"sora" is dyed red...
...it will read the sentence incorrectly!
You have to properly understand sign language and sign language and do programming!
To combine sign language and sign language and sign language using Scratch,
select "create a list" from the variable and name it "sign language"!
Similarly, select "create a list" from the variable and make a list of sign language and sign language!
Once you have a list, type in words that fit the sign language!
The key point is to type in words that fit the sign language!
Once you have entered the sign language, type in "sign language" and "sign language"!
Similarly, think of words that fit sign language and sign language and type them in!
Here are "sign language" and "sign language" that Shinji-kun and the Ecolab team have thought of!
Both teams are able to do programming by properly understanding words like "sign language" has a person's name and "sign language" has movements!
Now, it's time for the game!
Using the "sign language" and "sign language" that we have just made, we will use "scratch" and create sentences randomly!
To use "scratch" and create sentences, select "when the flag is pushed" from the event!
Next, select "apple" and "banana" from the list and connect them to form one block!
To combine "guard" and "protection" and "jutsu" into a series of numbers, select three "guard" numbers from the variable and "protection" the second "guard" number and "jutsu" the third "guard" number!
Next, select "guard" from "guard" and "jutsu" from one to ten and change ten to three!
Copy "jutsu" with right click and combine it into the first "guard"!
Once you get this far, combine the blocks of "apple" and "banana" you made earlier into "guard", "protection" and "jutsu" in order!
In order to create a sentence, select "create a variable" from "variable" and give it a name!
Next, select "make variable" from "variable" into "zero"!
Combine the blocks of "apple" and "banana" you made earlier into "zero"!
In order to make it speak, select "add expansion function" under "palette" and click "sound synthesis"!
Next, select "speak with hello" from "sound synthesis" you added earlier and combine the blocks of "hello" into "variable"!
Well then, Shinji-kun's team, thank you for your cooperation!
Nanaka makes passion fruit.
Wow!
But in reality, Nanaka-chan is making passion fruit, right?
There are people who make it.
Isn't it amazing?
It's really delicious.
I ate it as a souvenir, but I left the seeds.
What?! From there?!
Wow!
I did freedom research once in elementary school.
Wow!
It's a random sentence, but it's the truth.
Wow!
If you use programming like this, if you type in the correct subject and verb, it will read it in the correct sentence.
That's why you can understand and learn more about subject and verb.
Next, I learned the national job title I learned in the third grade of elementary school with "unplugged", without using a computer.
Let's review it one more time!
Learning programming thinking without using a computer is called "unplugged"!
Programming thinking is a way of thinking to give orders to a computer, and it requires these six processes!
Once you've decided what you want the computer to do for you, you need to think about how you're going to combine the symbols in order to make that happen!
At that point, the three types of programming thinking are important!
First, sequence processing!
For a computer, it's basic to support it from above in order!
Next is repetition!
If you repeat programming many times, you can process efficiently without lining up the same blocks!
And then, condition splitting!
If everything is fine, you can create a different sequence of orders!
Using these three types of thinking, you can write programming and actually make the computer work!
However, if it doesn't work well, you can find the cause, fix it, and make the computer work again!
By learning these six processes, you'll be able to think logically, make clear procedures for achieving your goals, and organize knowledge and information!
And with this way of thinking, I learned the term "job hunting"!
"Job hunting" is a term used to explain words such as word order and syntax in detail!
For example, "the sky is dyed red"
"the sky" is the subject of this sentence!
the art is dyed
and "the job hunting" is "dyed red"!
This is an explanation of what "the sky is dyed red" is!
In the previous job hunting lessons, there were many questions that required you to choose and answer a job hunting sentence from a sentence!
But if you just choose a word, you don't know why you have to learn a job hunting sentence, do you?
If you learn programming there, you can understand how important a job hunting sentence is!
Besides, if you learn a job hunting sentence, you can enrich your expressions like conversations and essays!
This time, we're not going to use a computer, we're going to study with UNPLUGGED!
Even if you don't have a computer, you can program a job hunting sentence!
Here's a question!
Shinji walks fast. Let's think of a job hunting sentence similar to "fast"!
Is "fast" good for lyrics?
Sensei, what about this one?
I think it's good for "suta suta"
What does it actually mean?
I want you to do it!
Suta
It's similar!
Suta suta
"Suta suta" "alku"
I think you got it!
Thank you!
As Yori-chan just said,
if you think of a job hunting sentence with the same meaning as "fast", you can increase your expressions!
After this, we'll review the evacuation training using PROCHART!
This program is brought to you by PROST of Programming Learning System.
Next, we used a flowchart to learn social evacuation training for 3rd grade elementary school students.
Let's review it again.
Teacher, what do you mean by learning evacuation training with a flowchart?
Actually, there is a sheet here, so I would like to explain it with this.
For example, first of all, if an earthquake occurs,
protect your head and body, so that you don't get injured when something falls down,
or you can go under the desk and put on a bandage.
It has been done for a long time.
So, for example, it is dangerous to go out of the classroom suddenly.
After that, you draw a flowchart and an arrow, and then you go out of the classroom.
If I calm down a little?
Yes, if you calm down.
A flowchart is a diagram that shows the design of a program and the flow of work in an easy-to- understand manner.
You can learn the flow of evacuation by proceeding in order from the top in order of how you evacuate when an earthquake occurs.
Now, let's use this flowchart as an evacuation procedure when an earthquake occurs in a classroom.
First of all, let's start with the EcoLab team.
Yes.
The EcoLab team will be asked to think about the order of evacuation using the eleven sheets pasted on the blackboard.
Can you line up "don't approach" or "go up to the ground", as well as "don't press", "don't hang" and "don't go back" that you have heard of in evacuation training in the right order?
Once again, well, first of all, an earthquake occurred.
Which one?
Which one, which one, which one?
Wearing a wide-sized shoes or sinking under a desk?
Team E-collab is struggling from the beginning.
When an earthquake occurs, first of all, do you wear wide-sized shoes or sink under a desk?
Oh, I'm lost.
Do you know?
Yes, I know.
But in my memory, I feel like I was sinking under the desk right away.
Is it true?
That's the kind of person she is.
No, no, no.
So, like this, like this?
Yes, like that.
Really?
I'm sorry if I'm wrong.
This is a floaty chart created by Team E-Collab for evacuation training.
Is it really the correct answer?
So, I'm going to explain it right away.
Is it better to dive first or wear it first, which we were wondering about the most.
In order to make it efficient, it is better to wear it first and then dive.
Why is that?
If it is shaking here, it means we should wait for it.
If it is shaking, it means we should keep diving in this desk.
If it stops shaking, it means we should leave the classroom.
In order, we wear it first and then dive in.
We wait for it to stop shaking.
While it is shaking, we loop it.
In order, I think this order is good for algorithms.
As the teacher explained, after taking a bath during evacuation training, conditionality occurs.
Conditionality occurs after taking a bath during evacuation training.
If the shaking continues, you go under the desk. If the shaking stops, you leave the classroom. As you can see, the evacuation conditions are divided.
So, here is the order of evacuation training that the teacher corrected.
From an earthquake to going under the desk, we do temporary processing.
And when we wait for the shaking to stop, conditions are divided.
If the shaking stops, you go out of the classroom under these conditions.
And during evacuation training, you repeat 5 conditions of "don't push", "don't hang", "don't talk", "don't go back" and "don't get close" and evacuate to the school.
In this way, if you learn evacuation training using a flowchart, you can evacuate according to the disaster situation.
After this, we will review how to solve division charts using a flowchart.
Next, we learned how to solve division charts using a flowchart.
Let's review it again!
Now, I would like to explain division charts using a flowchart.
First of all, we start with division charts.
Putting a number here is called "putting up".
When you start with division charts, you put up a number like this.
How we put up this number is by thinking about how many "two" are in "four".
For example, "nine" divided by "three" is in my head, and I imagine how many "three" are in "nine".
Since "three" is in "nine", we put up "three" like this.
Next, we multiply this number and this number and put "nine" here.
We call this "multiplying".
Then, we subtract "nine" from this number and this number above.
This is called "subtracting".
Subtracting.
And "zero", so now "too much" is "zero".
Here is the flowchart multiplying "four" and "two".
First of all, we subtract "two" and "two" from "four" like this.
The answer is "two" because too much is "zero".
Bye bye.
Now, let's calculate 428÷4 using a flowchart.
Please tell us what will happen, Sensei.
I'd like to do it right away.
First of all,
we add up 428 and divide it by 4.
At this time, it is important to think that there is nothing here because you can't see the whole thing when you look at it.
Among "four", we don't know how many "four" are included.
"four" and "one" are "one", right?
Yes, "one".
So, we multiply "one" here.
Next, "four" multiplied "one".
We multiply "four" and "one" here.
So, "four" and "one" are "four".
Then, we subtract "four" from "four" and we get "zero".
Next, let's look at "ten".
We subtract "ten" from "four".
By the way, we subtracted "two" from "four".
How many "four" are there in "two" ?
No "four" is included in "two".
Yes, "zero" is expressed as "zero" when "zero" does not stand for "zero".
Since "zero" is not included in "ten", let's look at "eight".
Yes, "eight".
We subtract "eight" from "eight".
Now we can think about how many "four" are there in "twenty-eight".
Then, Ms. Hana, you seem to be confident.
"Four"...
Yes, you are confident about the number "four".
"Four" is "twenty". "Zero" is "twenty-seven".
"Two-seven" !
Yes, "four-seven" !
Why do you want me to do it quickly ?
"Four-seven", "two-eight" and "seven".
There are "four" and "seven" among "four" and "twenty-eight".
These "seven" stand for "seven".
Yes, so "seven" finally stood up here.
Then, four times seven, four times seven, which is twenty-eight.
Twenty-eight.
Then, by subtracting from twenty-eight to twenty- eight, it becomes zero.
Zero.
Now it's divided up.
Yes.
The flowchart is like that, and the order of division is like this.
If you can't put up numbers in the flowchart, you can use conditional division.
If you can put up numbers in the flowchart, you can multiply.
If you can't put up numbers in the flowchart, you can put down the next number.
This is conditional division.
In this way, if you use the flowchart and learn the flowchart, you will understand how to solve it.
You can solve any complicated divisors.
After this, let's review the properties of light in science.
Next, we learned the properties of light in science in the fourth grade of elementary school using a micro bit.
A micro bit is a small computer developed for education.
By programming with a micro bit computer, you can measure the brightness of light and temperature, and it has been used in elementary school classes since 2020.
I would like to pick up the brightness from the sensor using this.
First of all, this input.
When button "a" is pressed, click this.
This "button a" is located in this part of the micro bit.
It's like "what will you do when you press this?"
A micro bit can measure brightness from 255 to 0.
Let's do the programming and measure the brightness of the light.
When you press this button "a", it's like when you press a flag.
What we're going to do now is to use this micro bit to measure the brightness of the room.
First of all, we're going to display a number.
Then we're going to type "brightness" here.
We're going to type "brightness" like this.
Then we're going to put the program here.
It's easy to put it in.
For example, we have "table name and setting" at the bottom right.
Since we're using "light" this time, we're going to name it "light nature" and save it.
Then you can see that it's blinking at the back.
Let's try it.
Once you've done the programming, you can measure the brightness of the classroom.
Let's press it like this.
What's the number?
I'm going to press it.
Okay.
0.
Now, if you turn on the light, what's the brightness like?
Please turn on the light.
It's so bright!
Thank you.
Now, what's the brightness like when you turn on the light?
37!
In this way, if you use programming like this, you can learn the difference between bright and dark times more clearly by numericalizing the brightness of the light.
This is the end of the class for 2019!
The class that took up programming in elementary school will finally start next year, so we will also power up and study!
Please look forward to next year!
This program was provided by PROSTA of the Programming Learning System.