<font 9pt/arial;;#FF8C00;;#ffffff> Programming primer </font> :
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| Novija izmjena | Starija izmjena | ||
| en:igrokaz [2016/03/03 11:09] – created sbabic | en:igrokaz [2016/03/03 16:54] (trenutno) – sbabic | ||
|---|---|---|---|
| Redak 3: | Redak 3: | ||
| ====== Programming primer ====== | ====== Programming primer ====== | ||
| - | <font 16px/ | + | <font 16px/ |
| - | <font 14px/lucida grande;; | + | <font 14px/lucida grande;; |
| - | **<font 10pt/lucida grande;; | + | **<font 10pt/lucida grande;; |
| ===== Scenario „My computer“ ===== | ===== Scenario „My computer“ ===== | ||
| - | < | + | < |
| + | Comment for the teacher: | ||
| - In this moment a lot of programming concepts has been all ready introduced. For better understanding how a computer works a play on stage could be helpful. | - In this moment a lot of programming concepts has been all ready introduced. For better understanding how a computer works a play on stage could be helpful. | ||
| The children play different roles of computer components, and one child plays the user. | The children play different roles of computer components, and one child plays the user. | ||
| - The goal of this play is a better adoption of all acquired knowledge, and this play could be executed on a school performance for other students and parents. | - The goal of this play is a better adoption of all acquired knowledge, and this play could be executed on a school performance for other students and parents. | ||
| - This performance can be combined together with an exposition of drawings from the first two periods. | - This performance can be combined together with an exposition of drawings from the first two periods. | ||
| - | |||
| </ | </ | ||
| - | < | + | < |
| - | (Play in one act) | + | <font 16px/times new roman, |
| - | In this play are used 4 stage props: | + | <font 16px/times new roman, |
| - | * MEMA (picture 1.): This is a chest of drawers made of 9 shoe boxes. The drawers can be opened and closed, and ball like tennis balls can be stored in them. Every drawer is colored with a different color, and it is necessary that three drawers are colored in blue, red and green (other can be of any other color), | + | * <font 16px/times new roman, |
| - | | + | * < |
| - | * < | + | * < |
| - | * < | + | * < |
| {{: | {{: | ||
| - | Picture 1. Mema made of shoe boxes | + | <font 16px/times new roman, |
| + | |||
| + | <font 16px/times new roman, | ||
| - | <font 16px/ | + | {{: |
| - | [[{{: | + | <font 14px/times new roman, |
| - | Picture 2. Programs for four arithmetic operation | + | <font 14px/times new roman, |
| - | The roles may play boys or girls. There are four roles: User, INPUT, OUTPUT and PROCESSING. | + | <font 14px/times new roman,times, |
| - | INPUT, OUTPUT and PROCESSING have on their breasts large labels with their roles. | + | <font 14px/times new roman,times, |
| - | With this equipment the play may start: | + | <font 16px/ |
| - | Ros: | + | - <font 16px/ |
| + | - <font 16px/ | ||
| + | - <font 16px/ | ||
| + | - <font 16px/ | ||
| - | - User | + | <font 14px/ |
| - | - Processing | + | |
| - | - Input | + | |
| - | - Output | + | |
| - | On the stage are Mema, a basket with balls and posters. Input, Output and Processing slumber. | + | <font 14px/ |
| - | **On the stage enter User** | + | **USER: ** |
| - | < | + | < |
| + | My computer, as you'll see | ||
| is obedient to me. | is obedient to me. | ||
| I tell it what I want, | I tell it what I want, | ||
| Redak 63: | Redak 66: | ||
| The program crunches data | The program crunches data | ||
| and gives me the output. | and gives me the output. | ||
| - | |||
| </ | </ | ||
| **INPUT, | **INPUT, | ||
| - | < | + | < |
| + | We will be patient | ||
| Your wish is our command | Your wish is our command | ||
| Just let us know | Just let us know | ||
| what do you demand. | what do you demand. | ||
| - | |||
| </ | </ | ||
| **OUTPUT:** | **OUTPUT:** | ||
| - | < | + | < |
| + | So, what do you want? | ||
| </ | </ | ||
| - | **User:** | + | **USER:** |
| - | + | ||
| - | < | + | |
| + | < | ||
| + | What can you do? | ||
| </ | </ | ||
| **OUTPUT:** | **OUTPUT:** | ||
| - | < | + | < |
| - | + | Here's a list of programs that are for you ready. | |
| - | </ | + | Some are bought, some are leased |
| - | + | ||
| - | **OUTPUT: | + | |
| - | + | ||
| - | < | + | |
| and one was written by your daddy. | and one was written by your daddy. | ||
| And there is also a tiny one | And there is also a tiny one | ||
| - | but looks like it is all well done, | + | but looks like it is all well done. |
| </ | </ | ||
| **USER (to audience): | **USER (to audience): | ||
| - | < | + | < |
| + | I am proud to say | ||
| I wrote it yesterday! | I wrote it yesterday! | ||
| - | |||
| </ | </ | ||
| **INPUT, OUTPUT, and PROCESSING: | **INPUT, OUTPUT, and PROCESSING: | ||
| - | < | + | < |
| + | We will be patient | ||
| Your wish is our command | Your wish is our command | ||
| Just let us know | Just let us know | ||
| what do you demand. | what do you demand. | ||
| - | |||
| </ | </ | ||
| **USER:** | **USER:** | ||
| - | < | + | < |
| + | I want my program. | ||
| </ | </ | ||
| **INPUT:** | **INPUT:** | ||
| - | < | + | < |
| + | I do not know | ||
| What he (she) wants! | What he (she) wants! | ||
| - | |||
| </ | </ | ||
| **PROCESSING: | **PROCESSING: | ||
| - | < | + | < |
| + | And for me this is mission impossible! | ||
| </ | </ | ||
| **OUTPUT:** | **OUTPUT:** | ||
| - | < | + | < |
| + | Request denied. | ||
| Please give a clearer request. | Please give a clearer request. | ||
| + | </ | ||
| + | **INPUT, OUTPUT, and PROCESSING: | ||
| + | |||
| + | < | ||
| + | We are a machine, | ||
| + | we are not that smart, | ||
| + | you need to tell us clearly | ||
| + | back from the start. | ||
| + | We will be patient | ||
| + | Your wish is our command | ||
| + | Just let us know | ||
| + | what do you demand. | ||
| </ | </ | ||
| - | **Korisnik:** | + | **USER:** |
| - | < | + | < |
| + | My computer, I'm afraid. | ||
| + | is not as smart as mom or dad, | ||
| + | I made the program it's plain to see, | ||
| + | but it can't even recognize me! | ||
| + | Oh well... Start the program „Addition“! | ||
| </ | </ | ||
| - | **Ulaz**: | + | |
| - | < | + | **INPUT:** |
| + | < | ||
| + | He (she) wants „Addition“! | ||
| </ | </ | ||
| **INPUT, OUTPUT, and PROCESSING: | **INPUT, OUTPUT, and PROCESSING: | ||
| - | < | + | (Look among the programs and choose Addition. They hang the program on the wall.) |
| - | we are not that smart, | + | |
| - | you need to tell us clearly | + | < |
| - | back from the start. | + | |
| We will be patient | We will be patient | ||
| Your wish is our command | Your wish is our command | ||
| - | Just let us know | + | Just tell us two numbers, |
| - | what do you demand. | + | for the sum that you demand. |
| </ | </ | ||
| **USER:** | **USER:** | ||
| - | < | + | < |
| + | Two and three. | ||
| </ | </ | ||
| - | **INPUT ** (While talking puts the balls in the drawers of Mema): | + | **INPUT ** (While talking puts the balls in the drawers of Mema): |
| - | < | + | < |
| + | Two in the blue, | ||
| Three in the red, | Three in the red, | ||
| The program tells me so, | The program tells me so, | ||
| and there they go. | and there they go. | ||
| - | |||
| </ | </ | ||
| **PROCESSING: | **PROCESSING: | ||
| - | < | + | < |
| + | I am the brain of this machine, | ||
| and now it is my turn. | and now it is my turn. | ||
| I spin the wheels behind the scene | I spin the wheels behind the scene | ||
| Redak 196: | Redak 212: | ||
| I'm done, over to you (points at output). | I'm done, over to you (points at output). | ||
| - | |||
| </ | </ | ||
| **OUTPUT:** | **OUTPUT:** | ||
| - | < | + | < |
| + | You would not know the sum | ||
| If it was not for me, | If it was not for me, | ||
| The sum is locked in the machine | The sum is locked in the machine | ||
| You need me to set it free. | You need me to set it free. | ||
| - | |||
| </ | </ | ||
| - | (Looks in the green drawer, writes a big number 5 on a piece of paper, shows it to the audience, and say out loud:) Five! | + | <font 14px/times new roman, |
| **INPUT, OUTPUT, and PROCESSING: | **INPUT, OUTPUT, and PROCESSING: | ||
| - | < | + | < |
| + | This is done. | ||
| Now once again | Now once again | ||
| We will be patient | We will be patient | ||
| Redak 218: | Redak 234: | ||
| Just let us know | Just let us know | ||
| what do you demand. | what do you demand. | ||
| - | |||
| </ | </ | ||
| - | (A voice behind the stage calls the user by name.) | + | <font 14px/times new roman, |
| **USER:** | **USER:** | ||
| - | < | + | < |
| + | Timmy is calling me | ||
| He wants me to play | He wants me to play | ||
| I will write the next program | I will write the next program | ||
| Redak 232: | Redak 248: | ||
| (Shuts down the computer.) | (Shuts down the computer.) | ||
| - | You are kind and you don't mind | + | You are kind and you don't mind. |
| </ | </ | ||
| - | (Isključi ga i otrči.) | + | <font 14px/times new roman, |
| - | **KRAJ** | + | <font 14px/times new roman, |
| - | //Napomena:// | + | <font 14px/inherit;; |
| - | Uvježbavanje i priprema igrokaza može još na jedan način osvježiti i osuvremeniti nastavu slobodnih aktivnosti, | + | Rehearsing of the play is very useful. There is a possibility |
| - | * Mogućnosti su neiscrpne, a one pružaju poticaj **timskom radu** | + | * Possibilities are boundless, and they all encourage teem work and creativity of children. |
| - | ===== Napredniji rad s MEMOM ===== | + | ===== More advanced use of MEMA ===== |
| - | 21. i 22. školski sat predviđen je za napredniji rad, klikom na poveznicu [[: | + | Clicking the link MORE ADVANCED USE OF MEMA you can go to the next lesson. |
