NOVA Labs - CyberSecurity Lab (CSED Week 2019) 19-20 S1

Whenever we go online—to shop, chat with our friends, or do anything else—we put ourselves at risk of cybercrime. Computer viruses can corrupt our files, hackers can steal our data, and criminals can trick us into revealing sensitive information. But luckily there are simple steps we can take to protect our digital lives.

NOVA LABS - CYBER LAB

Take cybersecurity into your own hands. In this Lab, you’ll defend a company that is the target of increasingly sophisticated cyber attacks. Your task is to strengthen your cyber defenses and thwart the attackers by completing a series of cybersecurity challenges. You’ll crack passwords, craft code, and defeat malicious hackers.

The Cybersecurity Lab is a game designed to teach people how to keep their digital lives safe, spot cyber scams, learn the basics of coding, and defend against cyber attacks. Players assume the role of the chief technology officer of a start-up social network company that is the target of increasingly sophisticated cyber attacks. In the game, players must complete challenges to strengthen their cyber defenses and thwart their attackers. The Lab also features stories of real-world cyber attacks, a glossary of cyber terms, and short animated videos that explain the need for cybersecurity, privacy versus security, cryptography (cyber codes), and what exactly hackers are.

There are four major gameplay components of the Lab:

• Coding Challenge: An introduction to very basic coding skills. Players program a robot to navigate a maze, using drag-and-drop commands. 
• Password-Cracking Challenge: A series of “password duels” teach players the basics of how attackers might try to crack their passwords and how they can make better, more secure passwords.
• Social Engineering Challenge: Players are presented with two apparently similar emails or websites. They must first identify the differences between them and then decide which one is a scam attempting to steal their information or money. This challenge also includes a number of audio recordings and transcripts of phone calls; players have to decide if they should trust the caller or not. 
• Network Attacks: As their companies grow, players must buy defenses to defend themselves against a series of cyber attacks. The better that players do in the three challenges, the more resources they’ll have to buy defenses.

Note: The Coding Challenge uses a Blockly interface that requires no prior knowledge of coding. Blockly uses a visual representation of code as blocks rather than a scripted programming language.

TAKE THE ONLINE QUIZZES NOW!

Time Allotment

75 minutes

Grade Level

6–12 grade

Standards Alignment Guide

The Cybersecurity Lab reinforces scientific and engineering practices and crosscutting concepts found in the Next Generation Science Standards. To see how the Cybersecurity Lab can be used to meet course objectives, download our standards alignment document below:

 Cybersecurity Lab Standards Alignment Guide (113.0 KB)

Glossary of Cybersecurity Terms

The Cybersecurity Lab contains terms that may be unfamiliar to educators and students. In the game, these terms are highlighted with definitions that appear as mouse-overs. Below is a document with all of these terms:

 NOVA Labs Cybersecurity Glossary (86.3 KB)

Content Objectives

• Students will be able to explain computer science terminology related to coding, password protection, social engineering, and network security
• Students will be able to describe how encryption works to protect privacy
• Students will be able to describe recent network security breaches and how companies defend against them
• Students will be able to explain why the term “hacker” is extremely flexible and the variety of roles that hackers play
• Students will be able to analyze reports of unfolding security breaches and apply their understanding of security networks to them

Process Objectives

• Students will be able to navigate a robot through a maze using Blockly code in the Coding Challenge
• Students will use analytical reading skills to distinguish among phishing attempts, fraudulent websites, and phone scammers in the Social Engineering Challenge
• Students will use logical reasoning to create strong passwords in the Password-Cracking Challenge

Materials

• The Cybersecurity Lab is accessible on web and mobile browsers that support HTML5, including Chrome, Firefox, Safari, and Internet Explorer (version 9.0 and higher)

Multimedia Resources

The Cybersecurity Lab includes four short animated videos that cover a variety of cybersecurity and computer science topics:

Cybersecurity 101

The Internet is fundamentally insecure. However, there are simple things you can do to protect yourself and your information. This video also provides an introduction to the activities in the Cybersecurity Lab.

Cyber Codes

Do you trust the security of your email, text messages, and browser history? Learn how trustworthy online communication actually is and how encryption can protect your privacy. Sometimes.

The Secret Life of Hackers

Hackers may not be who we think they are. In fact, you might be a hacker and not even know it. Learn the true meaning of hacking and some of the many reasons hackers hack.

A Cyber Privacy Parable

Follow the trials and tribulations of Tim as a seemingly innocent piece of information threatens to ruin his life when it falls into the wrong hands.

Robots to the Rescue Engineering Challenge 19-20 S1

ROBOTS TO THE RESCUE ACTIVATION LINK (Click Here)

Independent Digital Exploration

Grades 6-8 | 20-25 minutes

Earth Science

Engineering

STEM

WHEN YOU HAVE COMPLETED ALL OF THE REQUIREMENTS:  Call me over to confirm your completion then print your Certificate and bring the blank document to me for completion.  This should be scanned and added to your CEW Folder for reference!

Through a guided interactive experience, students will examine how robotic technologies help respond to natural hazards by aiding in a rescue and reconnaissance mission.

Using this Digital Exploration, students will act as scientists and engineers who have been tasked with evaluating technologies that can help humans during a natural disaster. 

They will first be introduced to conditions and patterns of geologic forces that lead to natural disasters. Students will then be challenged to use block coding to program a rescue robot to aid in a rescue and reconnaissance mission. Finally, students will examine how natural hazards affect humans and societies and explore the diverse range of careers in meteorology and disaster relief. 

TIME REQUIRED 25–30 minutes 

TOPICS • Natural Hazards • Geology • Earths Materials and Systems • Plate Tectonics and Large-Scale Systems • Robotics • Role of Society in the Development and Use of Technology • Careers in Science, Technology, Engineering and Mathematics 

OVERVIEW 

This Digital Exploration has four main sections: 

INTRODUCTION How do natural hazards affect humans and societies? Students will be introduced to different kinds of natural hazards and sort them into three categories: interior processes, surface processes and severe weather events. 

INVESTIGATE Students will explore different geological and atmospheric patterns that cause natural hazards. ACT Students will apply ways different robotic technologies are used to aid in rescue and reconnaissance missions. Students will then be challenged to use block coding to program their robot to a natural disaster site. 

ANALYZE To summarize, students will discover how people in STEM-related careers study and reduce the impacts of natural hazards. 

PROCEDURE This exploration is designed to be flexible to meet the needs of many different learning environments 

ONE-TO-ONE ENVIRONMENT Students using the exploration for independent, self-paced learning can simply move through the exploration at their own pace. 

WORKING IN PAIRS OR AT CENTERS Students can take turns answering the questions throughout the exploration or work together to answer the questions. As students may have different reading levels, you will want to guide them to provide each group member with an opportunity to read and comprehend the information before moving on. 

MIDDLE SCHOOL STANDARDS:

Science and Engineering Practice Disciplinary Core Idea Crosscutting Concept Analyzing and Interpreting Data Analyze and interpret data to determine similarities and differences in findings. Patterns Graphs, charts, and images can be used to identify patterns in data. 

NATIONAL STANDARDS Next Generation Science Standards 

ESS3.B: Natural Hazards Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events. 

ISTE STANDARDS FOR STUDENTS Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. 3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. 

Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. 5d: Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

Source:  https://www.tgreduexplore.org/curriculum

Be Internet Awesome 19-20 S1

DO NOW:  Review "THE INTERNET CODE OF AWESOME" page  When you have finished, open your Google Sites Student Portfolio and go to your Journal Page.  Create a NEW journal entry and write a paragraph (3-4 Sentences) to answer the following question(s):

Be Internet Awesome / Fundamentals - 20 November 2019

Please list the five (5) Internet Fundamentals in your journal post.  Please explain why these fundamentals are important, and a few sentences about why you should keep yourself safe while online.

Make sure you use the "R.A.C.E.S." method when you answer the questions above in your journal.  (R - Repeat the question, A- Answer the question, C - Cite Evidence supporting your answer, E - Explain Evidence or show Examples, S - Summarize your thoughts or conclusions.)

Instructor:  If possible, please show the following video in class after students have had sufficient time to complete the DO NOW (Students may also watch the video independently with headphones prior to continuing the lesson):

https://beinternetawesome.withgoogle.com/en_us/# (Click WATCH VIDEO)

To make the most of the Internet, kids need to be prepared to make smart decisions. Be Internet Awesome teaches kids the fundamentals of digital citizenship and safety so they can explore the online world with confidence.

Students should now go to INTERLAND (Click Here) and complete "the digital adventure that puts key lessons of digital safety into hands-on practice".  Make sure you click on the SETTINGS Icon in the lower right corner and TURN OFF HD Mode so it runs a little faster.  Complete as many items in Interland as possible during class.  Print the BE INTERNET AWESOME Pledge and take it home.  Review it with your parents, and bring it in signed for credit.

When you have completed all four games you are ready to take the "Be Internet Awesome Pledge."  Please take some time over the next few days to download and print the pledge (see below).  This must be signed by you and a parent and returned for credit.  Make sure you show this site to your family so they can understand some of the ways to be safe online as well.   Good Luck!

BE INTERNET AWESOME PLEDGE

ACADEMIC/LEARNING OBJECTIVE 

Today students will be spending their time learning about online safety using the Be Internet Awesome curriculum online.  They should enter the room and review the primary website to complete the DO NOW Journal Response.  They should then vew the video on the site, and proceed to complete the INTERLAND online game.  They can proceed at their own pace through the material, and when complete they should plan to print the BE INTERNET AWESOME PLEDGE sheet and take it home.  Students should return the sheet signed by themselves and a parent for credit.

STUDENTS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING! 

Students will work individually on the assigned projects. Students can discuss each part of the curriculum in groups, with partners, or on their own.  Students can be paired up to facilitate differentiation, and use any accommodation or computer-based application to have the online content read to them if they require it.

Standards Covered In This Class

PA 3.7.7 & 11 Section C / ISTE 2018

CSTA Tied With Common Core ELA/Math rev. 2019

PA CEW 2018 Standards

Lego Design/Build Reverse Engineering Project 19-20 S1

Students will be given a chance to create using legos during class.  Each student will have access to the "classroom pile" of legos.  Students will create something using only 50 legos.  Creations will be photographed.  Students will write a story about their creation to describe what their inspiration was, and what their project is/does.  There are no criteria for judging.

Students will then "recreate" their project in the MecaBric.com Workshop.  By reverse-engineering this project, they will understand what it takes to look at a physical object and try to discover what parts were used to create it.  hey then have the ability to change the design online and try to find the parts in the inventory to "upgrade" their project.  Students should photograph each step of this learning process and create a Google Slide presentation showing all design steps, and include some conclusion for what their final object does/is.  Review of the Engineering design steps will help students match up the current lesson with prior knowledge, and each students should be able to present their project (informally) to the group.

Standards Analysis 19-20

Pennsylvania Career Education and Work (CEW) Standards

Self-Evaluation & Reflection Surveys

Students will be reviewing all class rules, syllabus, and requirements with their parent/guardian. During the next few days, students will take a battery of self-paced surveys designed to help them understand how they learn best, how they are motivated to complete work, and about some of the skills that make them unique and successful both in an out of the classroom. The following standards apply:

PA 13.1.8A Career Awareness and Preparation

Relate careers to individual interest, abilities, and aptitudes.

13.1.8G Create an individualized career plan including, but not limited to Assessments, Career Goals, individual interests and abilities, and Training/Education requirements.

General Computer-Based / Project Based Classroom Standards Met:

PA Common Core 8.5.6-8G: Integrate visual information (e.G. charts, graphs, maps, video, etc.) with other information in print or digital format.

ISTE 3.3A: Students plan and employ effective research strategies to locate information, and other resources, for intellectual and other pursuits.

ISTE 3.3D: Students build knowledge by actively exploring real world issues and problems, developingideas, and pursuing answers and solutions.

CSTA Collaboration 1: Apply productivity/multimedia tools, and peripherals, to a group collaboration and supportlearning throughout the curriculum.

CSTA CPP1: Use advanced tools to create digital artifacts.

CSTA 2017 / NGSS 2016 / ISTE 2017

PDESAS.Org / Common Core Ties

Code.Org CS Discoveries Curriculum

Introduction to Problem Solving (Unit 1)

EAE / MS-ETS 1.1

SWBAT Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution.

Independent Projects - Capstone Lesson

To begin with today, I would like you to go to TryEngineering.Org and play the "What Type Of Engineer Are You? Game" (Click Here).  This is a fun way for you to identify some types of careers, or education pathways and skills for specific engineering career-paths.

GMAIL RESPONSE:
To:  hscribner@ccs.us
Subject: TryEngineering Response
Body of Email:  2-3 sentences explaining your findings, after completing the "game".  Please include the reason you think this exercise is accurate or not.  Explain what about the choices that were interesting for you?

You may spend time today reviewing this site, playing the games, and familiarizing yourself with these resources.

We will be discussing the Project / Research Topic decision making process today.  You will have a better idea of how to choose a topic, and what Engineering is all about!  Please watch the following video first:

https://www.youtube.com/watch?v=bipTWWHya8A

Here is the link to the presentation from today's class to help you decide what research / Project topics to choose as we move forward:

https://docs.google.com/presentation/d/1UdINHgCwChLoqy7geoazBOKbq58Ste3CHAdNRzDgzf4/edit?usp=sharing

When we are done with the presentation, you will begin your research process to complete the PROJECT FORM listed to the right (Critical Links Section).

Here is a fantastic resource for Middle School level RESEARCH:  http://www.galepages.com/pl4170
See Me For Password Information!

You will need to get your projects approved prior to beginning them.  Next week we will be learning about websites, HTML and CSS.  You will be learning to code your own personal websites.  Eventually you will create websites about your projects and topics!

This is the FINAL PROJECT(S) for this class.  You should begin working on it as soon as you decide on a topic/problem/objective. You will use the EAE Project Proposal form (also a link located in the menu to the right) to outline a project to start the last unit for this class.  All project forms must be completed, printed, and approved prior to actually starting the project.  You should be using the Problem-Solving Steps.

You may focus on any topic or subject you wish.  It can be Engineering or Architectural in nature.  You may not even complete the project, but you will need to show how you followed the proper steps, located on the 2nd page of the Proposal Form, to Summarize your project.  You must list your teammates, resources, and outline the stages you propose to complete the project.

All of your effort after the proposal will be to complete as much of the project as you can.  You will need to be able to present your project (informally) to the class using a Google Slides presentation.  This presentation can include the items from the Project Proposal Form, but can also include a video, website, or other visual aides.

Your Independent Projects can be about any subject.  Please use the following link to help you narrow down your focus:

https://www.pinterest.com/utwep/stem-activities-middle-school/

Finally,  you will need to make sure that you make a model, drawing, diagram, or some other physical example of the work you are doing.  Make sure that this step is approved prior to starting it.  You will be able to use any resources from the Tech Lab, and ask if you have additional questions or concerns.

Good Luck!

Mr. S

What's So Cool About Manufacturing Video Contest - Preparation

The annual What’s So Cool About Manufacturing? video contests excite students to explore cool manufacturing careers and produce profiles of companies throughout Pennsylvania. The teams of students and teacher coaches receive camera equipment and professional guidance as they learn to script, record, and edit their video stories.



The 2020 What’s So Cool About Manufacturing? contest for Chester and Delaware counties is produced by the Manufacturing Alliance of Chester and Delaware Counties in Exton, PA.

Students will familiarize themselves with all equipment, research the company we are visiting, discuss different audio/video needs, and complete a "mock" visit in the technology lab to simulate a visit to the manufacturer.

Pre-Production is all about planning! There are many things to consider during the preparation stage of your project.

Steps:

Early Preparation - What is the vision?  What content will be included, and who will appear in the video?  Production Team assignments and division of labor.

Equipment Check & Familiarization:  GoPro digital cameras, DSLR camera, Microphones / Audio / Voice Recorder, Batteries, Digital Memory Cards, Safety, Tripods and other gear.

 Research:
• Learn about the people and the settings you are going to visit before you arrive at the location.
• Determine rules and conditions and dress appropriately.

Scheduling
• In order to begin the scheduling process for your shoot, you will need a contact person at the location. Make it a goal to establish a positive rapport and be considerate of their time.

 Interview Questions
• Remember that good interviews start with good questions!
• Yourinterviewquestionsshouldalwaysrelatetoyour central message.

Shot List:
  Wide Shot / Medium Shot / Close-Up

Practice
• Remember that doing anything well is a process.  Challenges may arise and plans may change last minute, so successful producers always have a Plan A and a solid Plan B.

• Your team should practice shooting interviews and B-Roll before going to your location.

• Editing your practice material will help your shooting skills - the best camera people are editors first.

• See the Practice Activity in the Appendices.

• Rememberyourprojectgoals.

• Stay positive!

Code.Org EXPRESS Course (Independent Learning) 19-20 S1

Code.Org Express Course Introduction:

Excerpt taken directly from https://code.org/educate/curriculum/express-course

Computer Science Fundamentals Express is a 30+ hour course designed for 9-18 year old students (with an option for pre-readers). It can be taught once a week in a tech class or an after school club, integrated as a unit in a longer technology class, or used as an intro unit in a computer science class. 

Students learn to create computer programs that will help them learn to collaborate with others, develop problem-solving skills, and persist through difficult tasks. They will study programming concepts, computational thinking, digital citizenship, and develop interactive games or stories they can share.

The course teaches the foundational concepts of programming using drag and drop blocks rather than a programming language such as JavaScript or Python. Blocks are an easier way to get started and many top Universities today begin their classes with block based programming.

The Express Course combines the concepts taught in our elementary school courses in an accelerated fashion designed for older students.

 Step 1:  Sign into your Code.Org Account (See Instructions Below For Information):

• SIGN INTO YOUR GOOGLE GMAIL ACCOUNT
• GO TO CODE.ORG AND CLICK "SIGN IN WITH GOOGLE+"
• GO TO CODE.ORG/JOIN AND USE CLASS CODE ON BOARD 

Step 2:  Go To Your "Code Studio" and click on EXPRESS COURSE

Step 3:  Begin working on the online levels.  Please use your time to review the UNPLUGGED Levels, but move on to the online material in class.  The Express Course should be completed by the end of the marking period, either in class or as homework.  Please use your time at home to show your family what you are working on.  Your homework assignment is to "TEACH" someone in your family to code!

Good Luck, and Have Fun!

-Mr. S

ACADEMIC/LEARNING OBJECTIVE

Scholars will learn basic computer programming using Code.Org online. Scholars will understand the basic vocabulary used in programming. Scholars will also be able to explain why it is important for everyone to learn to code and how it can provide equity in our society. 

STUDENTS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING! 

Scholars will sign up for accounts on Code. Org and begin working through the program online. Scholars will complete their Introduction to Programming by emailing a link to the R2-D2 Star Wars Game they made to the instructor for credit. Scholars will then click on the EXPRESS COURSE and begin working on the Stages found there. These stages will review topics and ideas from the Star Wars levels, and allow Scholars to begin to learn about loops, if-then statements, and how math and algorithms are incorporated into programming. 

THANK YOU FOR YOUR ATTENTION AND POSITIVE ATTITUDE TODAY!

Standards Covered In This Class 

PA 3.7.7 & 11 Section C / ISTE 2011

CSTA Tied With Common Core ELA/Math rev. 2011 

Introduction to Computer Programming (Code.Org)