1_1_Information Security_Lesson_plan_1_variant

Long-term plan unit:

10.1A Computer Systems and Information Security

School:

Date:

Teacher name:

Grade:

Number present:

absent:

The topic of the lesson:

Information Protection Methods

Learning objectives(s) that this lesson is contributing to

10.6.2.2 evaluate the necessity of data encryption

Lesson objectives

Know the differences between the concepts of information security, confidentiality, integrity and accessibility

Success criteria

All learners will be able to:

Explain the term encryption, decryption

Evaluate the necessity of data encryption

Language objectives

Subject vocabulary and terminology:

Data security, information privacy, data sustainability, data integrity, security measures, data integrity, information confidentiality, Encryption, decryption

Cryptography - the study of encryption and decryption of messages

Encoding- obfuscating a message

Decoding- figuring out the original message from the encrypted message

Value links

Soft skills

Respect for each other when working in groups

Cross curricular links

English

Previous learning

Graphic types.  Different sources of information.

Plan

Planned lesson stages

Planned activities

Resources

Beginning

0-3

3-10

mins

Organizational moment: 

Question for students:

Can you remember what we discussed in our previous lesson?

The teacher will begin with a brief introduction into encryption and its importance.

Students learn vocabulary

Lesson Vocabulary (you may want to write on board)

• cryptography

• encode

• decode

Start by getting the students to think about what kinds of information might need to be kept hidden. What if all of our passwords were transmitted over the internet without any sort of encryption?

Middle

10-25 min

Theory

-Discussion of how encryption is used in current technology

-Discussion of how encryption works and the various types of encryption

-Discussion of how encryption types vary in strength and security

-Students attempt to break simple encryptions using online software

Teacher explains the idea of encrypting a message (i.e., modifying it to be unrecognizable) before transmitting it to make it harder for someone who intercepts the message to actually read, unless they can figure out how to decode it.

Then, transition into explaining the Caesar Cipher worksheet.  Application 1

25-37min

Divide the class into groups of 3 or 4.

Explain that each group is trying to get together a surprise party without the lucky person finding out. The team will need to make up the details - who will the surprise party be for? Where? What game or activity will you do at the party? What gift will you bring? You may want to encourage students to use answers that are fairly short (e.g., 1-3 words, not entire sentences)

Packet Villain.

The first part of the worksheet is just to practice encoding/decoding when the exact cipher is not specified (but limited to one of 3, to keep it fairly simple). This exercise is called Packet Villain. This small practice should not take very long, but gives practice encoding a known message (the partner’s name).

Surprise Party.

Next, the teams should encode the details of the party. Each person should encode only ONE detail. After the encoding is done, have the teams swap and see if they can figure out the details. Note that this will be harder, because students do not know a) which cipher was used or b) what the answer is.

If a team is really struggling, you might ask the other team to tell which cipher they used.

As teams finish the decoding, share some of the party details with the entire class.

The end of the lesson

37 - 40

At the end of the lesson, learners reflect on their learning:

✓            What has been learned

✓            What remained unclear

✓            What needs more attention

Reflection Thermometer:

                          36,6⁰С  interesting, useful

                          38⁰С is not interesting, hard

                          34⁰С useless, priceless

PPT Slide (8)

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check
ICT links

Differentiation can be expressed in the selection of tasks, in the expected result from a particular student, in providing individual support to the student, in selecting the educational material and resources, taking into account the individual abilities of the students (Theory of Multiple Intelligence by Gardner). Differentiation can be used at any stage of the lesson, taking into account the rational use of time.

Use this section to record the methods that you will use to assess what the students have learned during the lesson.

Health and safety check links.

Used active exercises.

Items applied from the Safety Rules in this lesson.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from

this lesson about the class or individuals that will inform my next lesson?