Password+Security

=**Password Security**=

Introduction
With the limitless possibilities available in the digital world it is crucial that we are well educated and informed on the appropriate and ethical use of these new technologies to protect ourselves and others, as well as to make the most of the opportunities they present. From a teaching perspective the opportunities these technologies offer are exciting and ground breaking; however they also allow the students we teach to become exposed to and have access to the entire world from the safety of the classroom or their home. It is the responsibility of the community to educate other technology uses in the ethics that surround technology use; and in the case of students this responsibility falls primarily on their role models teachers and parents. This unit of work is aimed at the prep, 1/2 grades and takes students through the foundation skills and knowledge of stranger danger linked with cyber safety and confidentiality (personal details and passwords)

__**Key word list:**__ Private, personal, confidentiality, safety.

**ARTEFACT**
media type="youtube" key="m5B4YFMImgE?fs=1" height="385" width="480" align="center"

=Unit of Work- Password Security=

**Art Creating and making**
• memorisation of expressive movements and/or actions created in response to stimulus material • exploration of ways that shapes, colours, images and/or sounds can be repeated to communicate an idea or observation • making of visual, sound and/or voice effects to represent ideas in response to stimulus material • identification of features of performing and visual arts works they and others have made
 * •** exploration of effective ways to use arts elements such as colour, sound or shape to communicate imagined ideas

Communication level 2: they practise the skills of being attentive listeners and viewers in pairs, small groups and as a whole class. They are encouraged to use questions to clarify meaning and to extend interaction. They experience, respond to and begin to interpret a variety of aural, written and visual texts, discussing alternative meanings and perspectives when they arise. English 1.25: Speaking and listening • recount and description of familiar personal experiences when participating in discussions • turn-taking during group discussion • application of listening skills to a range of conversations and other spoken texts • appropriate responses to what others say
 * Civics and citizenship level 2:** they identify the range of groups to which they, their family members and their class belong.

• knowledge of appropriate behaviour in different contexts • knowledge of the possible causes of general feeling states such as happiness, sadness, anger, peacefulness, fear and safety • knowledge of the link between choice, behaviour and consequences; for example, choices between generous or selfish, inclusive or excluding behaviour • behaviours that contribute to friendly play, and avoidance of those behaviours that may alienate or lead to conflict
 * Interpersonal Development level 1.25: Building social relationships**

• with teacher guidance, gathering of information and knowledge from a variety of sources • awareness of their personal learning preferences • thoughtful questioning and sharing of ideas • use of questioning to clarify meaning
 * Personal Learning 2.25 : The individual learner**

• use of simple thinking strategies, as modelled by the teacher, to sort information; for example, using a sunshine wheel to brainstorm ideas • understanding that there are many factors involved in thinking through issues
 * Thinking processes 2.25: Reasoning, processing and inquiry**
 * •** collection of information to answer their teachers’ questions

**Lesson One- What is Privacy? Approx 30min**

For students to discuss and brainstorm as a group a definition of privacy, and what needs to be kept private. Then students are expected to create and label a picture of the people it is safe to share private information with and share who they have drawn and why.
 * AIM: **

See above (objectives)
 * OBJECTIVE: **

Paper for all students, pencils or textas from student and a whiteboard and marker
 * MATERIALS: **

Assess students prior knowledge (diagnostic) of what they know and understand about privacy. Note students brainstorming and discussions to compare with discussion at the end of the unit. (look for higher order thinking and more detail)
 * ASSESSMENT: **

Instruct students to gather for a discussion; writing the word privacy on the whiteboard and asking if any students can read it aloud. Ask the students “What do you know about privacy?” (open question) and either allow the students or the teacher themselves writes the suggestions on the whiteboard. Teacher leads the discussion into “Why do we have privacy?”, “What needs to be private?”, “How do we keep things Private?” Once teacher feels students have expressed their knowledge and that they have collaborated sufficiently with the other students to a level the teacher feels is adequate. Students are instructed to draw a picture of the people in their lives that are safe to share private information with. Asking them to think of what they might share with each one.
 * LESSON: **

Select a few or all student to show their illustration to the class and explain who they have drawn, and what would be safe to share with the e.g phone number, home address etc. Allow for other students to question their choices- “Is it necessary the share with this person?”
 * SHARE: **

**Lesson Two. Approx 30 minutes in 3 sessions: Note: i movie automatically saves work in progress- click share menu to save final product** For students to gain fundamental skills in the use of i movie and to create a personal movie for their digital portfolio.
 * AIM **

**OBJECTIVE** See above (objectives)

**ASSESSMENT**
 * Checklist;**
 * Students were able to identify and explain about the people they can safely share information with
 * Successfully took photos and copied them to i movie
 * Follow instructions in editing the time of their clips
 * Successfully recorded their dialogue in i movie

**LESSON:** Ask students to bring their picture form last lesson of the people they can trust to the floor. Explain that they are going to make a short video about the people thay trust.
 * Step One(session one)**:

=
The first thing they must do is draw a potrait of each person on an A4 peice of paper and on a seperate peice of paper write down who they drew and why they can share with them. ( This will be their audio for their clip)======

=
Once in i movie students can click on each individual photo- when clicked on a yellow box will appear around the photo, simultaniously a small blue box will appear in the bottom left hand corner of the photo. The blue box will have a picture of a cog and a arrow pointing down. If students click on this arrow a menu will appear, where they can click on clip adjustments.====== A pop up will appear, the students need to click the curser in the time box and change the number to 15.0. This will make the clip play for 15 seconds. An apply to all option is avaliable to make all the clips the same size, however so they learn the skill encourage students to repeat this step for all of their photos.
 * Step Five:**
 * Step Six:**

Students can now play through their clip by pressing the ‘play’ button in the bottom left hand corner of their photo storyboard display.
====Students need to practice reading their notes about the people they share with. To record their dialogue over their photo clips students need to click on the michrophone button in the center of the screen, and select the first photo with a mouse click. The top right hand corner screen will show a red recording icon, the icon will say “ready ....3,2,1,” then the students start talking into the microphone of the computer. Once finnished talking the students wait for the red highlighed mark to travel over all of their photos. The students should now be able to press the play button again and watch their movie with the audio playing.====
 * Step Seven (Session Three):**

**SHARE:** Students share their i movie they have created

**Lesson Three- Simon Says Share Your Information! Approx 10 min** For students to identify their private information and who and when it can be shared safely.
 * AIM: **

See above (objectives)
 * OBJECTIVE: **

Open space.
 * MATERIALS: **

Observation of student responses, if students appear to be struggling with the concept of what information must be kept private revise lesson one.
 * ASSESSMENT: **

Re-introduce the topic of privacy and ask the students to tell you what must be kept private. “Can you tell people your favourite colour? Your phone number?” etc Tell the students to find a space in the classroom because they are about the play ‘Simon Says’. Teacher mixes privacy questions, with general questions and if the students answer when the question was a privacy question they need to sit down. If the students find the questions too easy the teacher can speed up and add some actions in as well to enhance the students listening skills.
 * LESSON: **

The game can be discussed but share time is not necessary.
 * SHARE: **

**Lesson Four- Password Security. Approx 30 min** For students to identify the importance of keeping their personal log-in password private.
 * AIM: **

See above (objectives)
 * OBJECTIVE: **

Personal log-in passwords for each student, pencils, computers
 * MATERIALS: **

Checklist of class names- each computer lesson check off the students who have not been responsible and have their log-in password card.
 * ASSESSMENT: **

Students watch the password security clip, and discuss the importance of password security; "what happened when Jess shared her password?" "Was it the person she shared with who deleted her work?". Emphasis the fact that even Jess shared with someone that she trusted, her password still become public knowledge. Give each students a business sized card with their log-in and password on it, explain to students they must decorate and laminate (with help from teacher) and keep the card safe in their reader bag. Each computer lesson students must use the card to log-in to their computers- it is now their responsibility to look after their password and to keep it private. People who lose or forget their cards will be checked off on the class checklist. The most responsible students will win a prize at the end of term.
 * LESSON: **

No share time necessary.
 * SHARE: **

**Lesson Five- Fill the Gaps. Approx 20mins** For students to identify information which is safe to share publicly and information which is not.
 * AIM: **

See above (objectives)
 * OBJECTIVE: **

Worksheet 1: icons of information, Worksheet 2: two columns ( safe to share, not safe to share), pencils, scissors and glue
 * MATERIALS: **

Summative assessment- what they have learnt over the unit and if the unit was taught effectively
 * ASSESSMENT: **

Teacher displays a copy of the Fill The Gaps worksheet, and explains that one side of the page is for things that can be shared or made public, the other side is for things that must be kept private.
 * LESSON: **

__**Extra activities**__ Show ‘Password Security’ and ask students what they think. Discuss the sharing of their computer passwords and safety on the computer and the internet. Encourage students to work in pairs to fill out the ‘safe Websites’ worksheet See Appendix *. Students should use the computers to look up their favourite safe sites and write the name and URL on the worksheet to be decorated and placed by the computers to inform other students of fun and safe web sites.

Kids Health: Internet Safety [online] Available:http://kidshealth.org/parent/positive/family/net_safety.html [accessed] 24 August 2010
 * Additional Resources**:

Cyber smart (2009) [online] Available: http://www.cybersmart.gov.au/ [accessed] 24 August 2010

Australian Institute of family studies: Internet safety (2010) [online] Available: http://www.aifs.gov.au/nch/resources/internetsafety.html [accessed] 24 August 2010

Childnet International. (2007). //digizen.org//. Retrieved June 30, 2010, from What makes you such a good Digizen?: http://www.digizen.org/about/ //Department of Education and Early Childhood Development//. (2006, July 21). Retrieved June 30, 2010, from DEECD: http://www.education.vic.gov.au/default.htm M.S.Ribble, G. T. (2004). Digital Citizwnship; Addressing appropriate technology behaviour. //Learning and Leading with Technology//, 7-12. State of Victoria (Department of Education and Early Childhood Development). (2009, July 1). //Department of Education and Early Childhood Development FUSE//. Retrieved June 30, 2010, from FUSE teacher Resources: https://fuse.education.vic.gov.au/pages/teacher.aspx State of Victoria (Department of Education). (25, July 2006). //ePotential ICT Capabilities Resource for Teachers//. Retrieved June 30, 2010, from ePotential: http://epotential.education.vic.gov.au/ Treyvard, R. (2010). //CSK//. Retrieved June 30, 2010, from Cyber Safe Kids: http://www.cybersafekids.com.au/
 * Bibliography**