Sharing Secrets

Learning Resource Type

Learning Activity

Subject Area

Digital Literacy and Computer Science

Grade(s)

8

Overview

Students will research security questions and create an artifact (poster, brochure, web page, video, etc.) highlighting information that should never be shared on social media or other public forums to warn users of tactics used by social engineers to gather personal data.

This activity was created as a result of the DLCS COS Resource Development Summit.

Phase

After/Explain/Elaborate
Digital Literacy and Computer Science (2018) Grade(s): 8

DLCS18.8.R5

Locate and curate information from digital sources to answer research questions.

UP:DLCS18.8.R5

Vocabulary

  • curate

Knowledge

Students know:
  • how to find valid sources to answer a given research topic.
  • cite sources.

Skills

Students are able to:
  • locate valid digital resources to answer given research questions.

Understanding

Students understand that:
  • a great deal of information is available.
  • it is important to validate information and to cite the source of information.
Digital Literacy and Computer Science (2018) Grade(s): 8

DLCS18.8.11

Advocate for positive, safe, legal, and ethical habits when creating and sharing digital content.

UP:DLCS18.8.11

Knowledge

Students know:
  • that works may be protected by rights which prevent use or reuse of content.

Skills

Students are able to:
  • identify rules of use or reuse of digital content.

Understanding

Students understand that:
  • creators of digital content may maintain rights to their creation(s) which may prohibit use of that content.

Learning Objectives

Students will research security questions.

Students will compile a list of personal data that should never be shared in a public forum.

Students will create an artifact to inform others what data should never be shared to avoid account hacking.

 

Activity Details

In digital environments, users often encounter quizzes or seemingly harmless activities that, on the surface, look entertaining, however, their purpose is much more sinister.

Social engineers will use these activities to entice users into revealing personal information they wouldn’t usually share.

Here is an example of a current (2018) quiz popular on social media:

“What’s your royal name?

Title: Lord or Lady

First Name: Grandparent’s Name

Surname: Your pet’s first name

Of: Your street name”

I might be Lady Eunice Rover of Dogwood Place

It seems harmless, however, at least three pieces of information you may share could be used as an answer to popular security questions that a website may ask you when resetting your password. You have potentially given social engineers exactly what they need to hack your media accounts or even your bank account. 

Teachers can share this or a similar scenario to students by either reading it to students to facilitate discussion or by providing printed copies all allowing students to discuss in small groups prior to revealing the threats associated with providing this type of personal information. 

Students will research popular security questions used by web pages to help keep your accounts secure. Teachers may choose to direct students to a set of self-selected websites or allow students to research phrases such as "common security questions". Students will compile a list then create an artifact of your (or their) choice to share data that should never be shared online. This can be in the form of a poster, brochure, jingle, PSA, presentation, etc. You will be surprised how many people have no idea that access to this information can be so harmful.

 

Assessment Strategies

Rubric for artifact

Background / Preparation

Locate any current online quizzes that solicit personal information so that the presentation of this material is current and relevant.

While it is recommended that students use devices to research and create artifacts, teachers could provide research information online then print articles for students to research and students could create artifacts on paper or poster board. 

 

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