AISubs
In 2020, a programing class will be held at an elementary school!
In all subjects, such as Japanese, Mathematics, Science, and Society,
a class that incorporates elements of programing will be held!
In the first place, programing is an order book!
What does it mean to incorporate programming into Japanese and Mathematics?
It's a little hard to imagine, isn't it?
So, in the program, everyone will take on the challenge of an original class
that incorporates the elements of programing one step ahead!
For example, in science, you can do experiments to measure the brightness of light using a computer,
and in mathematics, you can use programing thinking to make it easier to learn how to solve fractions!
If you watch this program, you can learn more fun by using programming
in the classes at school that were difficult!
So, everyone, are you ready?
Mezase! Programing Star!
This time, Mezase! Programing Star is a special edition for the end of the year!
Finally, from next year, as programing becomes more and more popular in elementary schools,
we will hold a class that incorporates the elements of programming into Japanese and Mathematics.
So, in the program, we have been studying the original class of the program
that incorporates programming into each subject since October.
In Japanese, you can learn sign language and sign language using Scratch,
and in Mathematics, you can learn fractions using ProChart without using a computer.
In Mathematics, you can learn the properties of light using a small computer called Microbit.
So, this time, we will review the lessons we have learned so far.
First, let's review the lessons we learned in the 3rd grade of elementary school.
This is the basics of fractions. Fractions are made up of what, who, and what to do.
What is the subject, and what to do is the subject.
Until now, there were many lessons where you just had to read the sentences and find out which was the subject, which was the subject, and which was the subject.
For example, when the sky is dyed red, the subject is the sky, the subject is red, and the subject is dyed.
In this way, in the test, we had them choose words that fit the subject.
However, if you use programming, you will be able to understand the subject and the subject better.
Because, in order to make a sentence with programming, you have to input the subject and the subject correctly, or it will become a wrong Japanese.
If you actually try programming,
you will be able to understand the subject and the subject better.
However, if you don't input the subject and the subject correctly,
you will read the text incorrectly.
That's why you have to understand the subject and the subject properly and program it.
To combine the subject, subject, and subject by using Scratch,
first, select the list from the variable and name it subject.
In the same way, select the list from the variable and make a list of subject and subject.
Once you have a list, input the words that fit the subject.
The point is to input the words that fit the subject.
Once you have input the subject, input the subject and the subject.
In the same way as the subject, input the words that fit the subject and the subject.
This is the list of the subject, subject, and subject that Shinji-kun's team and the Ecolab team came up with.
Both teams are able to program the subject correctly,
and both teams are able to program the subject and the subject correctly.
Now, let's play a game.
We will make a sentence randomly by using a random number to protect the subject, subject, and subject from 1 to 3.
To make a sentence using a random number, select when the flag is pushed from the event.
Next, select two apples and two bananas from the column and connect them to form a single block.
To combine the subject, the subject, and the verb into a random number,
select the first of the subject from the variable,
and change the second part of the subject to the subject,
and change the third part of the subject to the subject.
Next, select the number of rows from 1 to 10 and change the number of 10 to 3.
Next, duplicate the number of rows by right- clicking and put it in the first hole.
Once you've made it this far, put it in the blocks of apples and bananas you made earlier,
and put them in order of guardian, protection, and spell.
To make a sentence, select Make a variable from Variable and name it.
Next, select Make a variable from Variable to 0.
Let's put the block we made earlier in the 0 part.
To make it speak, select Add Expansion Function under the Palette and click Onseigosei.
Next, select Konnichiwa and Shaberu from Onseigosei, and put the sentence from the variable to Konnichiwa.
Next, Shinji's team.
Nanaka makes passion fruit.
Nanaka actually makes passion fruit, doesn't she?
Yes, she does.
It's really delicious.
I received it as a gift, but I left the seeds.
Really?
From there?
It's amazing.
I did it once when I was in elementary school.
It's a random sentence, but it's true.
If you use programming like this, you can read correct sentences by correctly inputting guardian and spell.
That's why you can understand and learn guardian and spell better.
Next, I learned the national language of employment that I learned in the third grade of elementary school.
I learned it by unplugged without using a computer.
Let's review it again.
Unplugged means learning programming thinking without using a computer.
Programming thinking is a way of thinking to give orders to the computer.
These six processes are necessary.
When you decide what you want the computer to do,
you think about how to combine symbols to realize it.
At that time, the three types of programming are important.
First, sequential processing.
It is basic to instruct the computer in order from above.
Next, repeating.
If you repeat the programming many times,
you can process efficiently without lining up the same blocks.
And then, condition separation.
If it is 〇〇, you have to create a different sequence.
You write the programming based on these three types of symbols and actually move the computer.
However, if it doesn't work well, you find the cause, correct it, and move the computer again.
By learning these six processes,
you can think logically,
clarify the procedure to achieve the goal,
and gain the power to organize knowledge and information.
And I learned how to work according to this way of thinking.
Next, the word.
The word for job hunting is a word that explains the subject and the subject language in detail.
For example, the sky is dyed red.
The subject of this sentence is the sky.
The subject language is dyed.
And the word for job hunting is dyed red.
This is explaining what color the sky is dyed.
In the previous job hunting classes,
there were many problems in which you had to choose and answer the sentences
that you felt were needed, and there were also many jobs where you only had to choose from among the number of sentences.
But just by choosing a word, you don't know why you have to learn a job title, right?
So, if you use programming to study, you can understand the importance of a job title.
In addition, if you learn a job title, you can enrich the expression of conversations and essays.
This time, we're going to study with Unplugged, which doesn't use a computer.
Even if you don't have a computer, you can program your job title.
So, here's a question.
Shinji walks fast. Let's think about the same job title as fast.
Let's think about the same job title as fast.
Sensei, what about this?
This is good, isn't it?
What kind of walking is this?
I want you to do it.
It's similar.
It's a similar word.
Yes, I think it's enough to convey.
As Yori-chan just answered,
if you think about a job title that has the same meaning as fast, you can increase the expression of words.
After this, we will review the evacuation training using the Pro Chart.
This program is brought to you by Prosta, a programing learning system.
Next, we learned the social evacuation training, which is learned in the 3rd grade of elementary school, using the flowchart.
Let's review it again.
What does it mean to learn the evacuation training with the flowchart?
Actually, there is a sheet here, so I would like to explain with this.
For example, if an earthquake occurs,
it is important to protect your head and body, so that you do not get hurt when something falls,
such as diving under the desk or putting 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, write a flowchart and an arrow, and then go out of the classroom.
After a little calm?
Yes, after a little calm.
The flowchart is a diagram that shows the design of the program and the flow of the work.
You can learn the flow of evacuation by processing in order from the top how to evacuate when an earthquake occurs.
So, let's make the evacuation procedure when an earthquake occurs in the classroom a flowchart.
Yes.
First of all, let's start with the Eco-Lab team.
The Eco-Lab team uses 11 sheets on the blackboard to think about the order of evacuation.
Can you line up in the right order, such as not approaching, going to the school,
and not pressing, not writing, and not returning, which you have heard in evacuation training?
Once again, an earthquake occurs.
Which one?
Wearing a large-sized towel or diving under the desk
Team IKOLAB is struggling from the beginning
If an earthquake occurs, will they wear a large- sized towel or dive under the desk?
I'm not sure
Do you know?
I don't know
I remember that they were diving under the desk
Really?
She is that kind of person
Then, like this?
Really?
I'm sorry if I'm wrong
Here is the flowchart of evacuation training made by Team IKOLAB
Is it correct?
Let's explain
The question is whether to wear a large-sized towel or dive under the desk
In order to make it more efficient,
it is better to wear a large-sized towel first and then dive under the desk
Why?
If an earthquake occurs, you have to keep diving under the desk
If an earthquake occurs, you have to wear a large- sized towel first and then dive under the desk
You have to wait for the shaking to stop, and while it's shaking, you have to dive under the desk
I think this order is good for the algorithm
As the teacher explained, the flowchart of evacuation training has a conditional division
This is, if the shaking continues, go under the desk
If the shaking stops, go out of the classroom
The evacuation conditions are divided
So, this is the order of evacuation training that the teacher corrected
From the earthquake to going under the desk, we will do temporary processing
And when you wait for the shaking to stop, the conditions are divided
If the shaking stops, go out of the classroom
And during the evacuation, do not press, do not write, do not speak, do not return, do not approach
Repeat these 5 conditions and evacuate to the school
If you learn evacuation training using the flowchart like this
You can think and evacuate according to the situation of the disaster
After this, we will review how to solve the fraction chart using the flowchart
Next, we learned the fraction of the number of fractions learned in the third grade of elementary school
Let's review it again
Then, I would like to explain the fraction chart with a flowchart
First, start the fraction chart
It is called to put the number here
First, when you start the fraction chart, you will be able to put the number
Then, how did you put this number?
I thought about how many 2s are in 4
For example, 9 ÷ 3 is in my head
I'm imagining how many 3s are in 9
There are 3, so you put 3 here
Next, multiply the number you put and the number you put
You will get 9 here
Multiply this
Then, subtract from the number you put
This is called subtraction
Then, 0
The remainder is 0, so this is the end
Here is the flowchart of 4 ÷ 2
First, there are 2 in 4, so you put 2
Then, multiply 2 and 2
Next, subtract 4 from 4
The remainder is 0, so the answer is 2
428 ÷ 4
If you use a flowchart to solve this calculation, what will happen?
Let's do it
First of all
428
Add up the numbers
Divide by 4
The important thing at this time is
If you look at the whole, you won't know
I don't think there is
How many 4s are included in 4
4 × 1 is 4, so it's probably 1
So you can build 1 here
Next, 4 × 1
4 × 1
4 × 1 is 4
Next, subtract 4 from 4
0
Let's look at the next 10
I'll put this down here
However, I put 2 down this time
How about
How many 4s are in 2
It's not included
It doesn't stand
The value doesn't stand, but if you divide the conditions and it doesn't stand
I expressed it as 0
In this case, it's 0, so I'll put it in the next digit
8
I'll put 8 down here
If you do this, how many 4s are there in 28?
I can think of
Hana-san, who seems to be the most confident
4 × 1 is 4 × 2 is 8
4 × 5 is 20
4 × 6 is 27
27
It's confusing
4 × 7 is 28
It's 7
There are 7 4s in 28
7 stands here
4 × 7 is 28
Subtract 28 from 28
It became 0
The flow chart is like that
The formula for the division is like this
When you use the flow chart to solve the division,
if you can't put the numbers on the diagram,
you use the conditional division.
This is a conditional division that says,
if you can put the numbers on the diagram, you multiply it,
and if you can't put the numbers on the diagram,
you subtract the next number.
In this way, if you use the flow chart to learn the division,
you understand the procedure of solving it,
and you can solve it with any complicated division.
After this, let's review the properties of science and technology.
Next, I learned the properties of science and technology, which I learned in the fourth grade of elementary school,
using Microbit.
Microbit is a small computer developed for education,
and if you program it on a small computer,
you can measure the brightness and temperature of light,
and it has been used in elementary school classes since 2020.
I'd like to use this to pick up the brightness from the sensor.
First, this input.
When button A is pressed.
Click this.
Where is button A?
This is the part of Microbit.
It's like how it reacts when you press this.
Microbit can measure the brightness from 255 to 0.
This time, let's do the programming and measure the brightness of the light.
When this button A is pressed, it's like when you press a flag.
What we're going to do now is measure the brightness of the room.
I'd like to use this micro bit to measure how much this is.
First, display the number in the basic program.
Then, enter the number.
There is a button called brightness here.
Enter the number in the number display.
Then, pour the program into this.
It's easy to pour it in.
For example, since the name of the table is not set,
I'll put the name of the room and save it.
Then, the back is lit up.
Let's do it.
Once you've done the programming, measure the difference in brightness in the classroom.
Let's press it in this state.
I'll press it.
60.01
If you turn on the light, what will the brightness be?
Please turn on the light.
It's dazzling.
Thank you.
How many have you turned on the light?
637
By using programming like this, you can learn the difference between bright and dark times more clearly by numericalizing the brightness of light.
This is the end of the class of 2019.
The class that started programming in elementary school will start next year, so we will also power up and study.
See you next year!
This program was brought to you by FROSTA, a programming learning system.