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The prompts are similar in style and content to prompts students have already seen. We are a national non-profit providing services and support for women and marginalized groups interested in a cybersecurity career. Digital commerce, business, government operations, and even social networks all rely on our ability to keep information from falling into the wrong hands. But, as mentioned in the video, a large percentage of cybersecurity vulnerabilities are human-related, such as choosing bad passwords, (unintentionally) installing viruses, or giving personal information away. What jobs are they interested in, what are their favorite tech gadgets or apps, and how do they think they are built? Give students about 5 minutes to get into the tool and crack a few messages. Resist the urge to give students a tool or device to aid in cracking this message -- that's coming in the next part of the lesson! Students are not creating any kind of computational artifact. After re-capping the first activity make sure students understand the following before proceeding: What if instead of shifting the whole alphabet, we mapped every letter of the alphabet to a random different letter of the alphabet? Ask the students questions and leave time for Q&A. In this lesson, students are introduced to the need for encryption and simple techniques for breaking (or cracking) secret messages. How did you get interested in computer science? As part of wrap up the major points we want to draw out are: Here are a couple of thought-provoking prompts you can use to bring closure to the lesson and as an avenue to draw out the points above. Review Activity Guide and Rubric: At the beginning of the project, emphasize the importance of reviewing the one-pager template and rubric. s is for "simple" - a simplified version of http that runs faster on modern computers, s is for "standard" - to distinguish the original http from non-standard versions like. But what it does is bit of a mystery! Cybercrime Definition: The definition of a cybercrime event as "any instance where digitally stored data falls into the hands of someone not originally intended to have access to it" is used to help align this task to the Explore PT. Well, probably within the last hour, if you’ve sent an email or logged onto a website. REMINDER: Discovery-based introduction of tools in a nutshell: This widget, like all others, are meant as a learning tool. cybersecurity. Presenting and cracking a caesar cipher should go pretty fast. Review of Terminology -- you can use this opportunity to review new vocabulary introduced in the activity and respond to questions students may have encountered during the activity. Check out the mappings to the framework at the bottom of this lesson plan. Then you'll research a particular cybercrime and quickly prepare a one-pager about it. 1. Review terminology about cybersecurity and crime that is relevant for the AP CS Principles Exam and 2. Today cybercrime causes huge problems for society. The video touches on a number of topics that students might choose to research later: Distribute: Give students copies of Rapid Research - Cybercrime - Activity Guide There is a page in Code studio which recaps terminology (encryption, decryption, crack, cipher, Caesar ciper) and poses the next problem. Practice research and writing skills that will help students on the Explore PT. Students learn about various types of cybercrimes and the cybersecurity measures that can help prevent them. Since students were researching something of their own choosing, they might be eager to show what they found out. Choosing Your Cybercrime Event: It is recommended that you place a time limit on this process (e.g. Sharing/Submission: You may want to collect students’ one-pagers, have them share in small groups, or with the whole class. 6.3 - Cybersecurity is an important concern for the Internet and the systems built on it. These statements can be used as the basis for question on the AP CSP Exam. 20 minutes). These cyberattacks are usually aimed at accessing, changing, or destroying sensitive information; extorting money from users; or interrupting normal business processes.. You cannot break it so you are encouraged to let students play and investigate to figure out how the tools work. Students will get their feet wet with understanding the considerations that must go into making strong encryption in the face of powerful computational tools that can be used to crack it. Home. We've annotated them with brief explanations that should come out during discussion. What information is being presented to you? In this video, hear how our excellence in code-making and code … Do the students have any questions for you. So click on things, poke around. Simple substitution ciphers give insight into encryption algorithms, but as we've seen fall way short when a potential adversary is aided with computational tools...our understanding must become more sophisticated. Browse. For 50 years and counting, ISACA ® has been helping information systems governance, control, risk, security, audit/assurance and business and cybersecurity professionals, and enterprises succeed. This is called a random substitution cipher. The fact that this schedule is significantly shorter reflects several differences in this Practice PT. Several lessons in their Computer Science Principles course are extremely … Code.org Code.org has several courses designed to teach coding and a wider understanding of computer science. The most important aspect of this lesson is to understand how and why encryption plays a role in all of our lives every day on the Internet, and that making good encryption is not trivial. Understand why using longer passwords makes them harder to guess. Implementing effective cybersecurity … Students are not describing the beneficial or harmful effects of an innovation / event. Aided with the tool, cracking an alphabetic shift is trivial. Can you put a number on it? However, when aided with computational tools, a random substitution cipher can be cracked by a novice in a matter of minutes. Goal: let students explore for 5-10 minutes to see if they can discover what the tool is showing them and allowing them to do. You should move on to cracking random substitution relatively quickly. Students should not leave class after the first day without a topic in mind and ideally with some resources identified. (It should look like the screen shown below), Figure out what is going on in this new version of the tool. Typically these include emails about system updates asking you send your username and password, social security number or other things. What if the message were longer BUT you had a computational tool to help you?! Create your free account now! Typically a thief trying to trick you into sending them sensitive information. Make sure you reinforce this definition as students choose their topics. The new version of the widget you'll see is a more sophisticated version of the encryption tool that shows you lots of different stuff. Any encryption cipher is an algorithm for transforming plaintext into ciphertext. In this lesson, students are introduced to the need for encryption and simple techniques for breaking (or cracking) secret messages. Below is the list of cybersecurity terms that students were introduced to throughout this lesson. 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