12th Grade Career Development II Dr.

Ford
Erin Allen EDUC 5311
12th Grade Career Development II
Lesson Cycle

Lesson Title/Topic: Dangers of Identity Theft

Concept: Recognizing methods of identity theft & proactive/reactive measures for better security

Standards/Rationale: 127.14 (c)(6)(A)

(6) The student recognizes the dangers of identity theft. The student is expected to:

(A) identify various methods criminals use to obtain information

Learning Target: Assessment:

Given a graphic organizer, TSW define and Completed graphic organizer.
identify a minimum of 4 methods criminals
may use to obtain identify information and
a minimum of 4 preventative approaches (1
for each method listed) with 75% accuracy.

Materials: Graphic organizer, PowerPoint presentation, Internet access, post-it notes, pens/markers, timer,
library catalog database

Lesson Cycle: (Direct Instruction)

The teacher will: The student will:

Focus/Mental Set:

Write objective on the board as a hint to todays Read todays objective while classroom
career development lesson. Have a student read listens to student and teachers instruction
aloud to the class todays objective. following. Receive blank post-its and begin
the ID game (instructions under The
ID Game (5 minutes max.) teacher will column).

1) Pass out a blank post-it note and have

the students write a celebritys name of
their choice on the post-it. It is
important to advise students that no one
can see the name they have chosen.
2) Have students pass the note to the
person to their left and stick the post-it
to their forehead without looking.
3) Have students ask each other yes or no
questions about the name (aka their
identity) in an attempt to identify the
celebritys name on their forehead. Set a
timer for 3.5 minutes. For any student
12th Grade Career Development II
Erin Allen
that guesses the identity on their
forehead, the student is asked to stand at
the front of the class.
Once the timer buzzes, those that are still trying
to figure out which celebrity is on their
forehead will engage by answering the
teachers question and mediate a conversation
(or attempt to) with classmates following their
reply.
Dr. Ford
EDUC 5311
When this game ends, the students will feel
relatively similar feelings of frustration and
uncertainty of those that may have a been a
victim of identity theft and the ongoing
efforts that may go into getting your
personal identification back.

Question: How did it make you feel not
being able to figure out who you were?
Possible answers: frustrated, unsure of their
person, etc.
Possible question: How did this game relate to
identity theft?
Students will return to their seats. Have
students take out notes from previous
lesson unit on resumes, tax documents (W-
4s, W4s, 1099s, etc.), and take notes.
Students will understand how this personal
information ties in to TEKS 127.14 (c) (6)
(A) and how we can best protect ourselves
into developing their careers.

At the end of the game, teacher points out that

the students will feel relatively similar feelings
of frustration and uncertainty of those that may
have a been a victim of identity theft and the
ongoing efforts that may go into getting your
personal identification back.

Have students return to their seats. Have

students take out notes from previous unit on
resumes, tax documents (W-4s, W4s, 1099s, ss
numbers, etc.), and take notes. Following this
lesson, students will understand how this
personal information ties in to TEKS 127.14 (c)
(6) (A) and how we can best protect ourselves
further into their developing careers.

Teacher Input:

Pass out graphic organizer. Have students, in
their own words, define identity theft on the
graphic organizer. Open PowerPoint titled
Identity Theft 2017. Notes and possible
questions are available on each slide if needed
(refer to notes section below each slide). This
discussion will continue for 10 minutes
(approx. 1 min per slide), having the students
engaging with questions and polls/stats.
Use a blank graphic organizer to complete
by end of lesson.
Define identity theft on the first line of
the graphic organizer.
On slide #2: TSW write the official
definition of identity theft on the second
line graphic organizer.
12th Grade Career Development II
Erin Allen
Slide #2: Have students write the official
definition of identity theft on the second
blank line.
Identity theft is defined as the fraudulent
acquisition and use of a person's private
identifying information, usually for financial
gain.
Dr. Ford
EDUC 5311
Take notes on the numerous methods that
criminals may use to steal ones identity,
and TSW engage by asking questions or
providing answers to teacher or other
student questions.

Slide #3 (stats): Why does knowing this

matter? Since 2014, Identity theft complaints
increased by 47 percent (over 3.08 million
complaints).

According to the Federal Trade

Commission, Identity Theft is the
fastest growing crime in America.

How was the victims info misused?

-Majority (49%) was stolen government

documents or benefits fraud.

- Next up was credit card fraud approx. 15%

In 2016, Identity Theft Resource Center

recorded record breaking breaches with
1,093 breaches (780 from 2015). While
number of breaches is up, the number of
files/personal information exposed
dropped to 37 million in 2016 from a
shocking 170 million exposed files in
2015.
From April 25, 2017 report, ITRC notes
that theres been 516 reported breaches
with 9.3 million records exposed.

Which US states or cities are under attack?

Florida: Watch Out! Cities of Florida

metro cities fill in 13 of the top 20 US
spots for most identity theft complaints.
Texas: Dallas and Houston to make top
10 list since 2012 on number of identity
theft complaints.
12th Grade Career Development II Dr. Ford
Erin Allen EDUC 5311
Slide #5-8: Criminal Minds & Methods

(its not always in your hands but sometimes

it is)

Note: Following the definition of 8 unlawful

methods below, I have provided preventative
approaches for later on in the lesson, if needed:

Dumpster Diving - criminals are

known for going through individuals
garbage, obtaining a wealth of info with
which is used to open new accounts OR
access current accounts. Possible
protective approaches would be:
a. Utilization of the Records Management
Department and their record schedules.
b. For SMBs, shred all documents with
identifying or classified business
information; however, there are many
compliance laws on how long a business
is required to keep a specific record.
c. Educate employees on carelessness of
throwing away company documents.
Hacking business records (government,
education, nonprofit, medical clinics,
etc), or businesses carelessly discarding
files. Preventative approaches include:
a. Layered security approach (AV,
firewalls, whitelist database (or AV
with automated whitelist technology.
b. Multi Factor Authentication
c. Organizational security education and
understanding.
Email phishing sending email to
victims impersonating a legitimate
company or person. Phishing often
includes viruses, illegitimate websites
asking for login or personal info.
Preventative approaches:
a. Layered security approach (AV,
web/content filtering, firewalls,
whitelist database (or AV with
automated whitelist technology.
12th Grade Career Development II Dr. Ford
Erin Allen EDUC 5311
b. Multi Factor Authentication
c. Organizational security education
and understanding.
Social Networking and the Big 4
(LinkedIn, Facebook, Twitter, Google).
Preventative measures:
a. Layered security approach (AV,
firewalls, whitelist database (or AV
with automated whitelist technology
b. 2-step (or multi-step) authentication
/ text alerts
c. Organizational security education
and understanding
d. Password manager & encryption

Remote thievery: criminal uses radio

wave device to read smartcards
remotely. Preventative measures:
a. RFID card protector (blocks signal
from reaching criminal)
b. Stay updated with latest card
technology and information
c. Check credit card transactions
weekly if not sooner.
Victim research: government registers,
online information, Google, etc.
a. Unfortunately, theres not too much
we can do and where our personal
information is stored with the
government.
b. As learned from Facebook recently,
the scams that often require you to
input more personal information into
personal info fields so your
information is removed from other
people or companies to use it
(another form of social engineering)
is only setting you up for that
company (mostly illegitimate)
Social Engineering very similar to e-
mail phishing. The definition and some
preventative measures are:
12th Grade Career Development II Dr. Ford
Erin Allen EDUC 5311
a. Defined the act of influencing one to
become an identity theft victim
through social tactics. Though
complex methods are used, the goal
remains the same; the identity thief
is trying to trick you into giving up
sensitive information about yourself.
b. Methods of social engineering: Card
readers (atm, gas pump, etc),
ghosting, fake phone calls
(vishing), pharming,
SMiSshing, fake employment, etc.
c. Organization security education.
d. Reporting criminal activity to local
law enforcement and FBI.
e. Dont answer a callers number or
questions if you mistakenly do
answer an unknown call.
f. Think before you click!
g. If unsure of sender, info, agent, link,
etc, call the contact or google some
information before getting
clicking happy.

Slide #9: Have students watch 1 min video

from CTE Online on the impact of stolen teen
(or child) identity (link in PPT).

Final question going into guided practice: How

can we better protect our identity?

Guided Practice:

Guide students through red flags often seen in
phishing e-mails, highlighting those red flags
(Guided Practice: slide #12-14 on Identity Theft
ppt). By the click of each mouse, I have
allowed for an animated circle to highlight the
red flags. Once pointing out a list of red flags
from previous example, give students a few
email examples and have them decide if this is
a legitimate email or not.
Using our schools online research database,
Teacher will model how to find possible
Take notes during teachers guided practice
on the phishing method commonly used by
criminals online. Since education is key in
terms of protecting your online or physical
personal identity, this is important with
identifying/being knowledgeable of the
risks and ways to stay safe.
Be guided through with the teachers
example on utilizing our school database
and online government resources so that
12th Grade Career Development II Dr. Ford
Erin Allen EDUC 5311
solvents for decreasing identity theft relating to they can look up preventative approaches
phishing attacks: for the independent practice.

- Students visit database catalog here:

http://tarleton.edu/library/databases.html
and enter UN and PW
- Enter keywords in the left search
column or select a relatable catalog
listed (i.e. for the phishing research,
enter keywords, phishing scam
protection
- Search through and highlight/bookmark
information found on a particular
method/solution to problem
- Document approach or solution to use
on graphic organizer
- Provide source info

Based on my research, we can combat phishing

scams by.

Proactive/Reactive Approaches to Phishing

Method Protection:

Education Cyber education training

(ex. KnowBe4)
Think before you click!
Added layers of security
a. Firewall protection
b. Application Whitelist/Antivirus/
real-time protection
c. Backups
d. Multi-factor authentication
e. Updating software
f. Smarter email platforms
g. Consider password managers like
LastPass, Sticky Password, etc.

Independent Practice:

Give instructions on identity theft assignment. Discuss/research with their teams/tables

Have students work with their teams/tables
(only 3-4 per group). Please see instructions
under The student will column of the
independent practice. Walk around room
observing students at work.
about proactive or reactive approaches to
take against 4 unlawful methods (not
mentioned in the guided practice) listed on
the teachers presentation. TSW have
access to internet for research and
completing the graphic organizer.
12th Grade Career Development II
Erin Allen
Remind students that following the independent
practice, we will be paring up with our A-B
Partners for a Timed Pair Share activity as an
exit ticket for todays lesson.
Closure:
Timed Pair Share: With assigned partner,
students are required to share their thoughts on
the questions below, following a 30 second
think time alone. Following the 30-second
think time, Partner A will share their thoughts
for 30 seconds while Partner B listens. After 30
seconds, the partners will switch roles.
Teachers closing question:
With your partner, discuss why your
personal identity is important and name
proactive approaches you will use to
better secure your personal information.
References:
CTE Online, FBI, Social Security Administration
http://www.iii.org/fact-statistic/identity-theft-and-cybercrime
http://tarleton.edu/library/databases.html
Dr. Ford
EDUC 5311
Complete their individual graphic
organizer, but will engage with their
teammates by asking questions and
researching/problem solve together.
Listen to teacher for instructions on the
Timed Pair Share activity.
Based on the information weve learned in
this lesson about identity theft and
prevention, the student and their partner
will share their thoughts on the teachers
closing question(s). As an exit ticket, TSW
reiterate what their teammates response
was to teachers closing questions on a
piece of paper. TSW hand teacher the piece
of paper on their way out. Students are
required to have their name and teammates
name on paper.