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# Online Safety - from Practices to Science
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**Tuesday – July 3 and July 17, 2018**
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## 9-9:10 am: Icebreaker – Personal Device Unlocking
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### Objective:
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SWBAT identify the importance of online safety and the vulnerable situation that occurs with a lack of online safety
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### Activity:
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1. Ask students to remove their phones and unlock them.
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2. Ask students to hand their unlocked phones to the person next to them.(We expect resistance from the students and then a discussion of why this would be troublesome ensues. Students should identify that their personal information would be in someone else’s hands. The GenCyber COWPOKES team explains that, yes, this is true and also true when we aren’t careful with our information online. When we share too much online, it is like handing a stanger our unlocked phone.)
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## 9:10-10:15 am: Safe Online Space Storyboards – “Cybersecurity Why it Matters”
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Modified: 2018 Teach Cyber. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
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Cybersecurity: Why It Matters A Discussion Regarding Online Safety
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TOPIC: ONLINE SAFETY AND SECURITY, FOUNDATIONAL PRINCIPLES OF CYBERSECURITY GRADES: 6-8, 9-12
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LESSON DURATION: 45 MINUTES
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SOFT SKILLS: COMMUNICATION, CREATIVE THINKING
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### Introduction:
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Often times while discussing cybersecurity, one might be hit with the comment, “Who cares, I have nothing of value anyway…” This discussion-based lesson explains cyber in a common sense analogy that anyone who ever wanted something of value can understand.
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### Learning Outcomes:
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* SWBAT describe the basic cybersecurity principles through the use of a common analogy.
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* SWBAT develop concrete examples of safe online behavior practices through the use of an analogy.
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* SWBAT develop a storyboard (comic) of safe online behavior practices that teens can understand.
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### Materials:
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* Teacher notes for the discussion
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* Presentation for visual impact
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* Storyboard materials (paper and template)
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### Activities:
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1. This lesson is designed to be first discussion based. (The teacher has access to all materials and questions on the teacher note sheet.)
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2. Students should be asked to share ideas, opinions, and experiences throughout the course of the discussion.
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3. Present a short visual presentation (ppt)
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4. The majority of the timeframe is spent allowing the teachers and students to create the comic storyboard. These are displayed after they are finished (on the wall or whiteboard).
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### Enrichment/Follow-up:
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Teacher asks students to summarize or state ways in which they can be more aware of their online behaviors. What areas should they practice more safety? Could these ideas be turned into other comics?
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## 10:15-11:15 am: Pin Guesser - Think Like an Adversary
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### Objective:
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SWBAT identify the importance of online safety and the vulnerable situation that occurs with a lack of online safety
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### Activity:
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1 . On Paper
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* Do (whole room): Guess the number between 1 and 1000 in 6 guesses with hints of “higher”/“lower” after each guess.
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* Ask: How close did you get? How did you do it?
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2. Online: Try a few online guesses of a pin.
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3. Discuss
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1. Discuss why not to use a birthday year as a pin.
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2. Discuss the importance of changing passwords and pins.
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3. Discuss the importance of protecting your identify and
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information.
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## 11:15-12:00 pm: Social Media (‘Find Out About Me’ game) & Wall Art
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### Objective:
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SWBAT identify the importance of online safety and the vulnerable situation that occurs with a lack of online safety
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### Activity:
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1. On Paper – Answer the game questions (What is your favorite: color, animal, car color, car make, car model, song, band, best friend, etc…)
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2. Discussion – What is the benefit of sharing these things online?
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What is the danger of sharing these things online? Should we consider the dangers things when answering “fun games” online? Why?
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3. Graffiti Wall – Draw a picture on the graffiti wall to remind peers about the importance of online safety.
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## 12:00-1:00 pm: Lunch with Optional Activities
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### Activity:
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1. Caesar Cipher (create one!)
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2. Guess the # of candy in the jar
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3. (Discussion of lunch activities occurs on Friday)
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## 1:00-2:00 pm: Part 1 - “How Safe is that “Free” Public Wi-Fi?”
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### Objectives:
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* TWBAT define cryptography & explain importance of encoding in public spaces.
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* SWBAT define cryptography and explain encoding.
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Both teachers and students in separate spaces:
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Icebreaker Phone game: Pass a message from the front to the back of a straight line.
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Compare original message to ending message.
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Ask: What happened to the message? Why?
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Explain: Cryptography and passing secure messages
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### TEACHERS –
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Do the activities and then analyze the lesson plan to teach to the GenCyber students during the next session.
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Tutorial (ppt) on encoding and securing DNA
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Discussion on encoding and cryptography
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Modified: 2018 Teach Cyber. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
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TOPIC: ONLINE SAFETY AND SECURITY
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GRADES: 6-8, 9-12
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LESSON DURATION: 45-60 MINUTES
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SOFT SKILLS: COMMUNICATION, COLLABORATION, PROBLEM SOLVING
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#### Introduction:
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* An important aspect of cybersecurity is personal safety and education on the ways in which we operate daily. This lesson helps students understand the basic dangers of public Wi-Fi and teaches them how to discriminate between unsafe and safer Wi-Fi options.
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#### Learning Outcome:
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* SWBAT present the basic safety issues of public Wi-Fi.
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* SWBAT determine the safety of different Wi-Fi settings through a small group exercise.
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#### Materials:
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* Explanation sheet with basic information: https://drive.google.com/open?id=1gpCk1jXCWgBDLIUIZceoRknIo4mjGUTVQ4J31xf5igo
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* Scenarios for group work/analysis
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https://docs.google.com/document/d/15HKIxRvQnxoVlKrmIIhMxsW6ViYX6O2E-l2PYi6LmbQ/edit
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* FTC OnGuardOnline: Video for review of information (Public Wi-Fi networks)
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https://www.consumer.ftc.gov/features/feature-0038-onguardonline
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#### Activities:
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1. Explain: students will learn about safety on Wi-Fi.
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2. Ask for basic definition of Wi-Fi. Wi-Fi is a popular wireless network that uses radio waves to allow access to wireless high-speed Internet.
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3. Ask to provide examples of areas in which Wi-Fi is available. (home, school,
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Starbucks, hotel, airport, stores, church, etc.).
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4. Next, ask if anyone has ever considered the safety of connecting to public Wi- Fi... allow students to respond and explain.
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5. Hand out the tip sheet. Read through the background information as a class. Allow anyone to ask questions and/or explain different ideas that come to mind.
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6. Once students have the basic content knowledge, place them with a partner or in small group.
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7. Hand each group the Analysis worksheet.
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8. Discuss the Analysis worksheet.
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9. Wrap up with questions and a recap the summary of Wi-Fi safety. The video from the FTC OnGuardOnline website could be used to review information. The video (entitled Public Wi-Fi Networks) is available at: https://www.consumer.ftc.gov/features/feature-0038-onguardonline
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### STUDENTS
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After phone game, solve Cryptorunes (secret messages) and discuss encryption (individually or with a group). Discuss encoding and cryptography and ask students to give their own created definitions of each term. Final Individual Activity: Students use pre-programmed Microbit sniffers to “collect open microbit beacon signals” on their way to the next session on public wifi.
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## 2:00-3:00 pm: Part 2- “How Safe is that “Free” Public Wi-Fi?”
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Teachers teach the GenCyber students the lesson that they just tried and tweaked.
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## 3:00-4:00 pm: Open Lab
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Finding Micobit Beacons / What are the Weaknesses of a Microbit Controlled Lock?
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Learning Outcomes: SWBAT identify the ease of detecting static, open network sources, while programming a simple microcontroller sniffer that is capable of finding both static and dynamic beacons.
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Activities:
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1. Students compare how many beacons they were able to locate on their earlier search
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2. Students compare and contrast microbit beacons to wifi hotspots (with help of teachers)
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3. Students and Teachers build their own “beacon finders” using scaffolded code samples in Javascript Blocks (online microbit editor).
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4. Students & Teachers experiment with a microbit controlled lock that uses unencrypted commands
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Extension: Take control of a robot from your microbit
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This activity builds on the controlled lock experiment and beacons to hijack Bluetooth signals of a robot to take over its movements.
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## 4:00 Students leave
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Mike and Andrea check assist
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## 4:00-5:00 pm: Review for Teachers
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