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.

Kano.me Street Artist Coding Project 19-20 S1

:kaNO..

Born and raised on the streets of New York City, kaNO discovered art at a very early age. The graffiti on the walls and the cartoons on the TV, set the tone for a creative childhood.

In true city kid fashion, kaNO graduated from the High School of Art & Design and went on to obtain a BFA in Animation at the School of Visual Arts in 1999. From the silver screen to galleries and even on to toy shelves across the world, kaNO's style is distinctly recognizable as his own. As his creative pursuits expand so does his ever growing list of clients and exhibitions.

In 2010, kaNO moved out to Los Angeles with his family, where he freelances as a character designer for such studios as Warner Bros, Cartoon Network, and Hasbro. When he's not making cartoons you can find him working on paintings, commissions and designing product for his brand 'kaNO kid' at his art studio in Burbank, CA.

Today you will be continuing your coding challenges by working on levels of digital art.  Follow the directions at the website below.  When you have finished, use the Snipping Tool on your computer to take a digital image of your creations and email them to me.  You need to upload the image to my dropbox link as well.  Have Fun - Good Luck!

https://world.kano.me/challenges

Dropbox Link

Frozen Coding Project (Code.Org) 19-20 S1

Let's use code to join Anna and Elsa as they explore the magic and beauty of ice. You will create snowflakes and patterns as you ice-skate and make a winter wonderland that you can then share with your friends!

Code.Org Frozen Tutorial (Hour of Code Version)

Step 1: Sign in to your Code.Org account using your Google Sign In

Step 2:  Click the link above to start the Frozen Tutorial

Step 3:  Complete each level as you progress through the program.

Step 4:  When you have completed the program, at the end of your final level, click the SHARE button and copy the link to your project.  



Step5: Open Gmail and send the link to Mr. S (hscribner@ccs.us) for credit.  You also need to click the SEND TO PHONE LINK and send a copy of the final level to your parents.

Frozen Performance Objective	Beginning (10)	Developing (15)	Accomplished (20)	Exemplary (25)
Programming	Poor We programed 1 design	Fair We programmed 2-3 designs and movements	Good We programmed 4-6 designs and movements	Excellent We programmed more than 6 designs and movements from the original start point
Geometric Forms	Poor Character makes no change from basic form.	Fair Character makes 1 additional form	Good Character makes 2-3 different forms.	Excellent Character makes 4+ different forms.
Creativity	Poor We copied the base in appearance.	Fair We made some changes in the appearance.	Good Everything is different from the base.	Excellent We created a whole new project appearance.
Teamwork	Poor No cooperation. Every student finished the project alone.	Fair We cooperated in class but we finished the project individually.	Good I helped another student create their project / or helped with at least one level.	Excellent I helped 2-3 other students with final projects / or multiple levels.  Email Proof Reqd.

Email Proof would be a 2-3 sentence statement describing who you helped, specific levels/skills you helped with, and what the outcome was.  Corroboration will be required by the students who work together.

Differentiation:

For beginning programmers, we suggest working in pairs or very small
groups (three to four students each) and ask each group to work together to
complete the tutorial using pair programming.



Students may struggle
with the mathematics in the tutorial (it requires a basic understanding of angle
measurement). Consider the
supplementary lesson plan, “The Drawing Machine” to introduce the basics before
you working on the tutorial for Frozen.



For more experienced students, we find that working independently on tutorials works well. Sometimes it helps to allow students to choose their own tutorial. If students aren’t
interested in Frozen, they can get a similar experience with other Hour of Code modules.



Lesson Plans:Code with Anna and Elsa

Answer SheetOPTIONAL: The Drawing Machine

Extension Activities:

Beyond an Hour of Code
Computer Science Fundamentals: Course 2

STANDARDS ALIGNMENT 

• Common Core English Language Arts Standards 


• Common Core Math Standards 


• CSTA K-12 Computer Science Standards 


• ISTE Standards for Students

Computer Science Education Week Prep 2019 (Next Week)!

Computer science drives job growth and innovation throughout our economy and society. Computing occupations are the number 1 source of all new wages in the U.S. and make up over half of all projected new jobs in STEM fields, making Computer Science one of the most in-demand college degrees. And computing is used all around us and in virtually every field. It’s foundational knowledge that all students need. But computer science is marginalized throughout education. Only 35% of U.S. high schools teach any computer science courses and only 8% of STEM graduates study it. We need to improve access for all students, including groups who have traditionally been underrepresented.

CODE.ORG ACCELERATED COURSE

Today you will begin work on the CS Fundamentals Accelerated Course (20-hour course) online as an Independent Learning Activity to improve your understanding of basic computer science concepts.

Step 1: Go to Code.org

Step 2: Sign-Up with Google Account

Step 3: Go to code.org/join

Step 4:  Enter Code "BGNGRT"

Step 5:  Begin working on the lessons at your own pace.  



If you have questions, ask.  You may work together to complete sections, but try each lesson/section on your own first before asking for help.

Computer science in Pennsylvania: 

Pennsylvania currently has 20,555 open computing jobs (3.7 times the average demand rate in Pennsylvania).

The average salary for a computing occupation in PA is $87,822, which is significantly higher than the average salary in the state ($48,760).

The existing open jobs alone represent a $1,805,174,632 opportunity in terms of annual salaries.

Pennsylvania had only 2,969 computer science graduates in 2015; only 20% were female.

Only 3,058 exams were taken in AP Computer Science by high school students in Pennsylvania in 2017 (1,952 took AP CS A and 1,106 took AP CSP).

Only 22% were female (18% for AP CS A and 28% for AP CSP); only 146 exams were taken by Hispanic or Latino students (91 took AP CS A and 55 took AP CSP); only 84 exams were taken by Black students (48 took AP CS A and 36 took AP CSP); only 2 exams were taken by American Indian or Alaska Native students (1 took AP CS A and 1 took AP CSP); no exams were taken by Native Hawaiian or Pacific Islander students.

Only 206 schools in PA (26% of PA schools with AP programs) offered an AP Computer Science course in 2016-2017 (23% offered AP CS A and 11% offered AP CSP), which is 37 more than the previous year.

There are fewer AP exams taken in computer science than in any other STEM subject area.

Universities in Pennsylvania did not graduate a single new teacher prepared to teach computer science in 2016.

What can you do to improve K-12 CS education? 

1. Call on your school to expand computer science offerings at every grade level.

2. Ask your local school district to allow computer science courses to satisfy a core math or science requirement.

3. Visit www.code.org/educate/3rdparty to find out about courses and curriculum from a variety of third parties, including Code.org.

4. Visit www.code.org/promote/PA to learn more about supporting computer science in your state.

5. Sign the petition at www.change.org/computerscience to join 100,000 Americans asking Congress to support computer science.

According to a representative survey from Google/Gallup, school administrators in PA support expanding computer science education opportunities: 71% of principals surveyed think CS is just as or more important than required core classes. And one of their biggest barriers to offering computer science is the lack of funds for hiring and training teachers.

TODAY'S FUN ACTIVITY:  Code Your Own DANCE PARTY!

https://code.org/dance

Follow the directions, at the link provided, to begin coding your very own Dance Party!

Step 1:  Sign Into Your Code.Org Account (Using your CCS.US Account)

Step 2:  Go To code.org/join and enter the code below:

ZLGKQC

Code.Org Dance Party Rubric

Performance Objective	Beginning (10)	Developing (15)	Accomplished (20)	Exemplary (25)
Programming	Poor We programed 1 change from the base.	Fair We programmed 2 changes from the base.	Good We programmed some changes from the base.	Excellent We introduced a lot of changes from the base, in dancers, background, music, and movements.
Timing	Poor Dancers do not move with music.	Fair Dancers do one movement with the music.	Good All the dancers move with the music.	Excellent The choreography changes with the music all the time.
Creativity	Poor We copied the base in appearance.	Fair We made some changes to the appearance.	Good Everything is different from the base.	Excellent We created a whole new dance in appearance.
Teamwork	Poor No cooperation. Every student finished the project alone.	Fair We cooperated in class but we finished the project individually.	Good We tried to work together.	Excellent We cooperated and shared our ideas and effort to have a great time creating and programming.

When you finish the tutorial, use the instructions given in class to print your Certificate of Completion.  MAKE SURE YOU COPY THE LINK TO YOUR PROJECT AND EMAIL IT TO MR. SCRIBNER (hscribner@cvcs.us) FOR CREDIT!  You should also use the buttons provided to send your personalized Dance Party to your parents (email or text).  For additional learning, please try to complete the KEEP ON DANCING tutorial on your own!  Have Fun, and Good Luck!  - Mr. S

MORE ACTIVITIES (Searchable) FOR YOUR FAMILY AND FRIENDS AT:

https://hourofcode.com/us/learn



If you cannot access Code.Org, TRY THIS:

https://world.kano.me/coding-challenges/training

STANDARDS ALIGNMENT

CSTA K-12 Computer Science Standards (2011)

CD - Computers & Communication Devices

CI - Community, Global, and Ethical Impacts

CPP - Computing Practice & Programming

ISTE Standards for Students

1 - Creativity and Innovation

4 - Critical Thinking, Problem Solving, and Decision Making

6 - Technology Operations and Concepts

Common Core English Language Arts Standards

L - Language

RI - Reading Informational

SL - Speaking & Listening

Common Core Math Standards

MP - Math Practices

OA - Operations And Algebraic Thinking

Lesson Overview

In this lesson, learners of all ages get an introductory experience with coding and computer science in a safe, supportive environment. This lesson has been designed for learners of all ages but does require reading. This activity requires sound as the tool was built to respond to music.

Purpose

This lesson introduces the core CS concepts of coding and event programming (using blocks).

Agenda

• Getting Started (5 minutes)


• Setting the Stage


• Activity (30-45 minutes)


• Music Filtering


• General Support


• Level by Level

Vocabulary

• code - (v) to write code, or to write instructions for a computer.


• Event - An action that causes something to happen.


• Program - An algorithm that has been coded into something that can be run by a machine.

Music Filtering

This tutorial features songs from popular artists. To get a preview of the song list in this tutorial, check out this Spotify Playlist. We are using radio-safe versions of all songs and for students under 13, we limit the music to this filtered list Spotify Playlist (all ages). If you would like to use the filtered list with older students, you can share this link with your classroom.

General Information / Support

• Collaborate with Neighbors: Encourage students to check in with a neighbor when they're getting stuck. Since this tutorial includes videos and students may be wearing headphones it can get easy to "go into a bubble". Help break those barriers by actively pairing students if they seem like they need help. Depending on the age and ability of your students, you might consider formally breaking your class into pairs to complete the tutorial using pair programming.


• Read the Instructions: The instructions usually provide helpful tips on how to complete the level. Before completing a level for a student ensure they've actually looked closely at the target image and read all the text there.


• Stuck? Look for hints: Each level includes a hint with further details about how to pass the level. If students are trying to pass puzzles as quickly as possible, they might find they just need to wait a certain amount of time for all of the code to play out before moving on. Many levels contain a second hint with suggestions of ways to get even more creative by extending the task.


• Move On and Come Back: Sometimes students will benefit more from coming back to a tricky level. All levels are independent of one another, though they do rely to some degree on previously introduced concepts.


• Take your time and experiment. Even though the first couple levels tell students exactly what they need to do to pass, they should also feel free to try out their own ideas.

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