Since the New Mexico Military Institute does not require lesson plans nor do they offer a lesson

plan
template, I will be using a template provided by Marshall Swafford in course CTED 480.

Instructional Unit Design

Instructional Unit Overview
Name: Tamara Kinnally
Unit Focus: Digital Safety and Security
Course Learning Outcomes:
 Recognize the role of ethics and digital safety and security in a technology-driven global
society.
 Utilize current technologies, such as productivity applications, for research, individualized
learning, and preparation of assignments.
Grade Level/Professional Development Participants: Grades 10-12
Duration of Unit: 10 days

Learners and Contexts

Description of Learners
Entry Behaviors: Students should have English reading, writing, and comprehension skills at the 9th
grade level. Basic computer skills (login, open browser, keying, web searching, and familiarity with the
Learning Management System).

Prior Knowledge: Students have been exposed to some, but not all, of the terms related to this
content in a previous unit. They should be familiar with the terms, malware, virus, copyright, Fair Use,
cyberbullying and privacy. They should also be familiar with the locating reliable sources on the Web.

Attitudes Toward Content: Some of my students don’t feel that this class should be a graduation
requirement and should only be for student pursuing an Information Technology career. Others
realize, usually after the unit of instruction is complete, that they can utilize the information and skills
as consumers/users of technology.

Academic Motivation: Seniors are very motivated to learn the content since they must pass my
course to fulfill a graduation requirement. Sophomores and Juniors are not as motivated since they
can retake the course in a future semester.

Education and Ability: All NMMI students are required to meet certain academic standards before
they are accepted into the program. We (as an institution) do not accept students with IEPs nor do we
have a policy which states we must provide alternative learning materials, tests, or extra time on
assignments to accommodate ELL students. Since I usually have ELL students, from multiple countries,
who have a difficult time following class lectures due to language issues, I try to incorporate
differentiation to support their learning.

Learning Preferences: The learning preferences are very diverse. They usually range from visual to
auditory and active to reflective. Some enjoy working in groups and others prefer to work alone.
Group Characteristics: Depends on the semester. My students range in age from 15-18 years old
(usually 16% Sophomores, 64% Juniors, and 20% Seniors). NMMI is a State-supported boarding high
school that accepts students from all over the world. I usually have students from Mexico, China, and
several states, other than New Mexico. In the past, I have had students from Cambodia, Taiwan,
Germany, South Korea, Samoa, and Kenya as well.

Context Analysis- Analysis of Performance Setting

Social Aspects: Learning and application of content will be individual and small group. Students will
also participate in small group and class discussions.

Physical Aspects: Students will move between the classroom, which is set up with five sets of tables
with four students per table (two students on each side facing each other), and the lab which is setup
with 24 computers (all with 17” monitors) with access controls, Internet access, and Microsoft Office
installed. They will also be using their NMMI issued laptops in the classroom. Both the classroom and
the lab have rolling adjustable chairs.

Relevance: The knowledge and skills learned in this unit will be applicable at home as well as in the
community where the student will be using a computing device. Every person using a computing
device connected to the Internet, regardless of country or culture, should be aware of digital security
risks and best practices for keeping information secure and protecting hardware from theft and
failure.

Adaptability and Accessibility: All the content material is available online (through Canvas) and is
accessible anytime (students receive an HP laptop upon arrival to campus and can access most
content on the Internet from 6am-12am daily). All students have credentials to the textbook
publisher site. This site has a multitude of resources available for most learning preferences. Students
have access to the e-book where they can have the book read aloud to them, change the font size,
bookmark pages, search the book, highlight sections (which then can be printed as notes), and create
their own flash cards. Each section in the book comes with a general-concept mind map that students
can use as a “starting point” for their own mind maps. SAM from Cengage provides students with
short videos discussing the main topics of the unit and a short practice quiz they can take to verify
their understanding. Students are able to watch the videos and take the practice quiz as many times
as they want.

Goals and Standards

Essential Question:
What are the potential digital safety and security risks to my computer, data, and information when
using a computing device and how do I prevent/minimize the chance of becoming a victim?

Goals:
After completing this Unit and reading Unit 7 in the textbook New Perspectives Computer Concepts
2016 Enhanced, Comprehensive students will be able to:
 define the term digital security risk.
 list potential digital safety and security risks associated with computing devices.
 describe various types of Internet and network attacks (malware, bonnets, denial of service
attacks, back doors, and spoofing) and explain ways to safeguard against these attacks,
including firewalls.
  discuss techniques to prevent unauthorized computer access and use, including access
controls, user names, passwords, possessed objects, and biometric devices.
 identify safeguards against hardware theft and failure.
 explain options available for backing up.
 identify risks and safeguards associated with wireless communications.
 explain the security settings on your computer.
 explain intellectual property and copyright as they apply to computing.
 identify acts of copyright violation and the measures to prevent those acts.
 discuss issues surrounding information privacy, including electronic profiles, cookies,
phishing, spyware, and adware, and social engineering.

Alignment with Standards/Frameworks:

ISTE NETS-S - 2 Digital Citizen
 2b ISTE NETS-S Students engage in positive, safe, legal and ethical behavior when using
technology, including social interactions online or when using networked devices.
 2c ISTE NETS-S Students demonstrate an understanding of and respect for the rights and
obligations of using and sharing intellectual property.
 2d ISTE NETS-S Students manage their personal data to maintain digital privacy and security
and are aware of data-collection technology used to track their navigation online.
ISTE NETS-S – 3 Knowledge Constructor
 3a Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
 3b Students evaluate the accuracy, perspective, credibility and relevance of information,
media, data or other resources.
 3c Students curate information from digital resources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or conclusions.
 3d Students build knowledge by actively exploring real-world issues and problems, developing
ideas and theories and pursuing answers and solutions.
ISTE NETS-S – 6 Creative Communicator
 6b Students create original works or responsibly repurpose or remix digital resources into
new creations.
 6d Students publish or present content that customizes the message and medium for their
intended audiences.

Instructional Activities and Assessment Methods

Introduction/Pre-Instruction
1. Start with this statement and question, “As the rate of malicious attacks on digital devices
expands, our level of privacy and security drops. What can you do to reinforce your digital
defenses?”
2. Play short videos to peak student interests (will update as security risks change).
https://www.youtube.com/watch?v=Pm1Wgd9bbOk
https://www.youtube.com/watch?v=l_XOrcBxy-E
https://www.youtube.com/watch?time_continue=126&v=pfl7QliJZIg
http://fortune.com/2017/06/27/maersk-cyber-hack-russia/
*New videos are current and reflect global concerns geared towards my diverse student body.
 3. Students will read and discuss, in small groups, their opinions regarding the potential
consequences of the issues discussed in the article included with the second video.
Instructional Activities
1. I will provide the students with a printout, as well as a digital copy, of vocabulary words and
objectives they will fill out as they are reading Unit 7 on digital safety and security. Students
will use the printout as a study guide.
2. I will provide students a link to Unit 7 vocabulary on Quizlet. This provides students with
access to numerous ways to learn and review the unit vocabulary.
3. I will provide a digital copy (which can be printed) of each Unit 7 mind map. These are also
available in the ebook.
4. I will provide the students with a URL and illustrated instructions (verbal and written) on
completing the six modules in the Microsoft Digital Literacy – Understanding Computer
Security and Privacy course. This course is self-paced and contains interactive activities the
students will complete for homework over the two weeks of instruction. Students will also
take a multiple-choice quiz pertaining to the goals. This interactive web activity will cover the
following goals:
 define the term digital security risk.
 list potential digital safety and security risks associated with computing devices.
 describe various types of Internet and network attacks (malware, bonnets, denial of
service attacks, back doors, and spoofing) and explain ways to safeguard against these
attacks, including firewalls.
 discuss techniques to prevent unauthorized computer access and use, including access
controls, user names, passwords, possessed objects, and biometric devices.
 identify safeguards against hardware theft and failure.
 explain the security settings on your computer.
 explain intellectual property and copyright as they apply to computing.
 identify acts of copyright violation and the measures to prevent those acts.
5. I will provide students with illustrated instructions (print and digital) and demonstrate
(projecting my screen on the whiteboard) how to locate the personal firewall that came with
their operating system. Students will locate their firewall settings (using their issued laptops)
using the given instructions and verify their firewall is turned on. Students will have the
opportunity to research firewall options to see if any changes need to be made to their
settings. This will cover the following goals:
 describe various types of Internet and network attacks (malware, bonnets, denial of
service attacks, back doors, and spoofing) and explain ways to safeguard against these
attacks, including firewalls.
 explain the security settings on your computer.
6. I will provide students with instructions and demonstrate how to locate the backup and
recovery feature in their operating system. Students will locate the backup and recovery
feature of their operating system using the illustrated instructions provided and determine
what options they have for backing-up their data, which option is best for their needs, and
explain why they chose that option. This will cover the following goal:
 explain options available for backing up.
7. I will provide students with illustrated instructions (print and digital) and demonstrate
(projecting my screen on the whiteboard) how to locate the Internet options for their Web
browser. Students will locate information regarding browsing history and cookies (using their
 issued laptops) and determine, based on information in Unit 7 and the Microsoft interactive
activities if they are protected from digital security threats. This will cover the following goals:
 list potential digital safety and security risks associated with computing devices.
 discuss issues surrounding information privacy, including electronic profiles, cookies,
phishing, spyware, and adware, and social engineering.
8. I will facilitate Common Sense Education activity – “Does It Matter Who Has Your Data?” in
class. Students will work in groups to determine what information companies collect about
them online, what they do with that information, and how students can limit data collection.
This will cover the following goals:
 list potential digital safety and security risks associated with computing devices.
 explain the security settings on your computer.
 discuss issues surrounding information privacy, including electronic profiles, cookies,
phishing, spyware, and adware, and social engineering.
9. I will provide instructions (digital and print) and a rubric (provided at the end of this
document) for students to complete their end-of-lesson project. Students will reflect on what
they have learned about digital security risks and create a public service announcement (PSA)
to inform other young adults about preventable security risks: such as phishing and identity
theft. This will cover the following goals:
 define the term digital security risk.
 list potential digital safety and security risks associated with computing devices.
 discuss techniques to prevent unauthorized computer access and use, including access
controls, user names, passwords, possessed objects, and biometric devices.
 explain the security settings on your computer.
 discuss issues surrounding information privacy, including electronic profiles, cookies,
phishing, spyware, and adware, and social engineering.
Assessable End Product/Activity
The activities in this unit are:
_X_ Reflective _X_ Constructive _X__ Authentic __X__ Active __X__ Cooperative

Assessable End Product/Activity

1. Students will complete a multiple-choice quiz (in Canvas) in which they will be assessed on
terms from the Unit as well as, covering all goals that are concerned with knowledge skills per
Bloom’s (define, list, describe, identify).
2. Students will determine whether a situation on the use of copyrighted material is correct or
not, as I verbally detail and project them on the whiteboard.
3. Students will create, in small groups, a risk and benefit table with examples of each for both
individuals and the community regarding online data collection. They will then present their
table to the class using presentation software.
4. Students will reflect in writing on one of the questions, using the course blog/wiki in Canvas,
from the Common Sense activity.
5. Students will create a video, using Screencast-o-matic, and demonstrate their ability to locate
and properly set, firewall, back-up and recovery, and Internet options on their devices.
6. Students, in groups of 2-3 will create a video/multimedia product that will inform other
young adults about preventable security risks: such as phishing and identity theft.
The Value of Technology
1. Web and Internet access: With access to the Web and Internet, students and I have access to
the latest information, data, videos, news, and digital products. Without this technology, it
would be difficult for students and me to locate current, effective learning and teaching
materials that met the needs of both.
2. Illustrated and current instructions: With this technology, I’m able to create and keep my
instructions updated with minimal effort. I’m also able to upload them to the cloud where
they can be accessed by students from anywhere they have Internet access and at any time.
Without this technology, it would be time consuming and inefficient to create current,
illustrated instructions for my visual learners.
3. Interactive projectors: This technology allows me to project my computer screen (for
presentations, videos, and on screen demonstrations) on the whiteboard, which can be
viewed by all of my students at the same time. This allows me to reach visual learners. In the
lab, I’m able to also project the screen of all the computers on the whiteboard. Without this
technology, it would be difficult to use visual or multimedia materials in the classroom.
Demonstrating computer settings would require me to bring students up in small groups or
just use audio cues or printed text only.
4. Microsoft interactive computer lessons: These lessons keep the students engaged in their
learning since they must click on buttons, dropdown menus, and play videos to move through
the lesson. Microsoft has also provided this lesson in several languages that help my English
learners as well. This lesson reiterates the content of Unit 7 in the textbook. This use of
technology allows all my students equal access to the lesson. Without this technology, it
would be difficult for me to recreate an interactive lesson in several different languages.
5. Canvas (LMS): This technology allows me to upload all of my digital material to one location
that can be accessed, by all students, in one place. This allows students to locate, print,
reprint, review, watch, upload, and complete assignments virtually anytime. This allows me to
provide learning material in multiple digital formats (which can be printed, viewed, watched
and listened to) with minimal effort. This technology can also be used for collaboration and
communication between student and teacher, teacher to student, or student to student.
Without this technology, I would be constantly reprinting materials, providing website links,
grading multiple choice quizzes, and answering the same question regarding assignment due
dates. This allows me to provide multiple formats of material to my students and allows my
students to be in more control over their learning.
6. Common Sense Learning: This educational website provides me with a complete (includes
teacher notes, student handouts, and multimedia links), multimedia rich, professionally
created, proven group project that caters to many Common Core and ISTE standards. Without
access to this type of website, it would take me months to create and sustain a well-rounded
group project such as the ones on this site that includes material dedicated to many learning
styles. The final product of this activity allows students to write their responses on a course
blog, which can benefit those students who may be too shy to participate in a class
discussion.
7. Quizzlet: This Web 2.0 site provides my students with multiple ways to learn and review the
unit vocabulary. Without this technology, my students would have to create the flashcards
using note cards and wouldn’t benefit my diverse group of students, especially my ELL
students.
8. Cengage SAM and Mindtap: This technology allows students access to the e-book where they
can have the book read aloud to them, change the font size, bookmark pages, search the
 book, highlight sections (which then can be printed as notes), and create their own flash
cards. Each section in the book comes with a general-concept mind map that students can
use as a “starting point” for their own mind maps. SAM from Cengage provides students with
short videos discussing the main topics of the unit and a short practice quiz they can take to
verify their understanding. Students are able to watch the videos and take the practice quiz as
many times as they want. Without this technology, many of my students, with different
learning styles would not have equal access to learning as those who learn though reading the
textbook and listening to lectures.
9. Screencast-o-matic: With this technology, students have an opportunity to practice using
Web 2.0 products, perform tasks without feeling pressure to be perfect, as well as providing
me a way to assess student ability without losing class time. Without this technology,
students who have test anxiety can perform the task/process as many times as necessary
before submitting the assignment. Without this technology, I would also have to take class
time to watch each student perform a task or demonstrate his or her ability to perform a
process correctly. This would take away valuable teaching and learning time, which is a
detriment to students.
10. Final project technology: With the number of free video and multimedia creation products
online today, I can allow my students to choose a product that is individualized. Without
technology, students would be required to use poster board and markers to create a message
warning young adults about digital security risks. Some students may not be very “artistic”
and would have a difficult time preparing a product that will reach young adults. This allows
students who may not be very creative or “artsy” prepare an engaging product using a
medium that best meets their individual style and ability. Most free products provide access
to how-to tutorials and videos, which benefits multiple learning styles.

Reflection
I will continually monitor the lesson throughout the two weeks, making adjustments to due dates,
teaching time, and materials, as necessary. At the conclusion of the lesson, I will survey students to
evaluate the effectiveness and relevance, of teaching materials. This will provide me with feedback
regarding shortfalls in meeting the needs (learning style specific materials) of my diverse student
body. I will also analyze the results of the lesson assessments to determine if some or all students
require any remedial work to become competent in the lesson objectives. If the majority of students
score below competent on any one of the lesson objectives, I will reteach as necessary and adjust the
lesson plan accordingly before the following semester.

Even if the lesson is successful, it will be imperative for me to revisit this lesson before each semester
to ensure the content is still relevant, standards have not changed, and links are still active. Since
technology is always evolving, adjustments are necessary periodically.
 Student: _____________________

Grade: _________

Rubric: Digital Security Project

Digital Security Project

Needs Work Progressing Competent Mastery
1 pts 2 pts 3 pts 4 pts

Overall Impression Needs Work Progressing Competent Mastery

There are many There are some Any problems are so Project is well edited
problems with the video problems but overall the minimal that they don't and effective.
that distract from its video is able to distract from the
effectiveness. Problems communicate about the effectiveness of the
may include sound issue. message.
issues, poor information,
not enough pictures, too
brief, too many effects,
etc.

Content/Organization Needs Work Progressing Competent Mastery

Content lacks a central The content does not Information is presented The content includes a
theme, clear point of present a clearly stated as a connected theme clear statement of
view and logical theme, is vague, and with accurate, current purpose or theme and is
sequence of some of the supporting supporting information creative, compelling and
information. Much of information does not that contributes to clearly written. A rich
the supporting seem to fit the main understanding the variety of supporting
information is irrelevant idea or appears as a project’s main idea. information in the video
to the overall message. disconnected series of Details are logical and contributes to the
The viewer is unsure scenes with no unifying persuasive information understanding of the
what the message is main idea is effectively used. project’s main idea.
because there is little
persuasive information
and only one or two
facts about the topic are
articulated. Information
is incorrect, out of date,
or incomplete.
Pictures/video Needs Work Progressing Competent Mastery

Pictures/ video are Pictures/video are clear Pictures and video are Pictures and video are
blurry and detract from but do not have much to well suited to the topic. well suited to the topic.
the main idea. OR too do with the main idea. Some may be slightly All are clear and easily
few pictures/videos to blurry or out of focus visible.
send the appropriate but most are clear and
message. easily visible.

Audio Needs Work Progressing Competent Mastery

Tone and voice rarely Tone and voice Tone and voice Tone and voice convey
convey emotions or frequently convey frequently convey emotions and
enthusiasm. Recording is emotions or enthusiasm. emotions and enthusiasm. The
unclear and/or not loud Most of the recording is enthusiasm. The recording is clear and
enough to be heard. clear and loud enough to recording is clear and loud enough to be
Background sounds and be heard. Background loud enough to be heard. Background
effects absent or distract sounds and effects heard. Background sounds and effects blend
from the message. sometimes distract from sounds and effects with the message.
the message. usually blend with the
message.

Transitions Needs Work Progressing Competent Mastery

Student has used no Student has used Student uses photo Student uses photo
transitions or photo/ photo/video effects, but and/or video effects and and/or video effects and
video effects. they do not enhance the transitions, but 1 or 2 transitions consistently
overall quality of the detract from the to enhance the quality.
message. Transitions message.
may be used but not
consistently.

Content Sources Needs Work Progressing Competent Mastery

Student does not cite Student uses Student uses Student uses
resources or uses information and data information and data information and data
information or data from two or more from only one reputable from two or more
from one unreliable sources, but one or source. Source is cited reputable sources. All
source. more are not reputable. correctly. sources are cited
One or more sources are correctly.
not cited or are
incorrectly cited

Permissions/attribution Needs Work Progressing Competent Mastery

Permissions were not Most permissions All permissions and/or All permissions and/or
requested or attribution and/or attribution was attribution was given to attribution was given to
was not given for most given to use graphics use graphics and music use graphics and music
graphics and music and music "borrowed" "borrowed" from web "borrowed" from web
"borrowed" from web from web pages or pages or scanned from pages or scanned from
pages or scanned from scanned from books books have been books have been
 books. Few graphics and have been requested requested and received. requested, received,
music used were from and received. Most Graphics and music used printed and saved for
the public domain. graphics and music used were from the public future reference.
were from the public domain. Graphics and music used
domain. were from the public
domain.

Teamwork Needs Work Progressing Competent Mastery

Meetings were not held Only a couple of team Students met and had Student met and had
and/or some of the meetings were held. discussions regularly. discussions regularly. All
team members did not Most of the students on Most of the students on students on the team
contribute at all to the the team contributed at the team contributed to contributed to the
project. Low levels of some level, but a the discussion and were discussion and were part
respect were evident majority of the work was part of the final project. of the final project.
within the team. done by one or two. Team members mostly Team members showed
showed respect with respect with each other.
each other.

Build free rubrics at www.iRubric.com. Rubric Code: MXAB6BW