lesson-specific adjustment guide: unit 4 big data and privacy · 2017-08-30 · growth of data and...

Prepared by the Outlier Research & Evaluation and Wolcott School research practice partnership through work

supported by the National Science Foundation (Grant # 1542963).

outlier.uchicago.edu/accessCSP/

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Lesson-Specific Adjustment Guide: Unit 4 – Big Data and Privacy This Lesson-Specific Adjustment Guide highlights adjustments you can make to the Code.org CSP lessons. The adjustment recommendations are particularly well-suited for students with diagnosed

learning differences (that is, students with specific learning disabilities and related attention deficit disorders) as they engage in the CSP lessons. All adjustments stem from what is known about the range of learning disabilities and attention deficit

disorders common in classrooms and the types of adjustments typically made to support learners with these differences in any discipline. Adjustment recommendations apply to a variety of lesson sections (e.g., Teaching Guide, Student

Videos). Recommendations in this guide that apply to each lesson section are grouped together and

labeled as an “Adjustment set.” Use the Reference Booklet to help you navigate the information in

this Guide.

The number of Adjustment sets per lesson varies:

Lesson number Lesson name Number of sets

1 What is Big Data? 3

2 Rapid Research - Data Innovations 1

3 Identifying People with Data 1

4 The Cost of Free 2

5 Simple Encryption 3

6 Encryption with Keys and Passwords 5

7 Public Key Cryptography 4

8 Rapid Research - Cybercrime 2

9 Practice PT - Big Data and Cybersecurity Dilemmas 2

Adjustment Type: Ⓐ = Adaptation, ⓐ = Accommodation

Adjustment Category: Ⓟ = Presentation, Ⓡ = Response, Ⓣ = Timing, Ⓢ = Setting, ⓈⒾ = Social

Interaction outlier.uchicago.edu/accessCSP/

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Unit 4, Lesson 1 – What is Big Data? Adjustment Set 1 Lesson Section:

Teacher Materials – Getting Started Task Description: Video: Big Data is Better Data: Students are asked to watch a TED talk video, which introduces them

to the concept of Big Data. Task Challenges - Some students may have difficulty:

• maintaining focus while watching the video and comprehending the information (it is lengthy and

provides content with new vocabulary and terminology)

• visualizing sizes in the video (for example, pies measuring 11cm and 30cm pies are compared to

illustrate a point about big data) Adjustment Recommendations:

➢ Create and distribute a handout with the key video information (from the Teaching Guide). Before

students watch the video, have them read the key points. Pause the video several times to reinforce concepts and give students time to locate information on their handout, and to complete the activity guide. Encourage students to ask questions. Then, facilitate a discussion to clarify any

information students still do not understand (n, r, 1, 5, 6, 11, 14, 18, 23). ⒶⓅ

➢ Provide visual support for students to show the “pies” in the video: one with a 11cm diameter and

the other with a 30cm diameter (m, 2). ⒶⓅ




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Teacher Materials – Activity Description; Student Materials – Background/Intro page Task Description: Exponential Growth and Moore's Law: Students are introduced to two concepts: The exponential

growth of data and Moore's law. Task Challenges - Some students may have difficulty:

• interpreting graphs

• comprehending information presented verbally

Adjustment Recommendations:

➢ Demonstrate with computer hardware or with pictures how the capacity to store data has increased over time. Explain how the increased capacity to store data is connected to exponential

growth of data and Moore’s law (i, r, 1, 2, 5, 6, 11). ⒶⓅ




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Teacher Materials – Activity Description; Student Materials – Activity Guide Task Description: Big Data Sleuth Card: Students work in pairs to complete the Activity Guide, which requires them to

analyze a website. Task Challenges - Some students may have difficulty:

• understanding information on websites

• comprehending terminology in the Activity Guide, including download, API, static, and live

• see the Reading & Writing Activities task challenges


➢ As a class, complete the Activity Guide using one of the websites. Demonstrate how to interpret the

questions, terminology and data being presented (i, r, 1, 2, 5, 20, 22). ⒶⓅ

➢ After completing the Activity Guide whole class, have partnerships select another listed website to

use to complete Activity Guide work. Circulate and provide assistance as needed. Consider

providing students with the exemplar from the Teaching Guide (i, r, 1, 2, 5, 20, 22). ⒶⓅ

➢ Refer to Recurring Adjustment Suggestions for Reading & Writing Activities.

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Unit 4, Lesson 2 – Rapid Research - Data Innovations Adjustment Set 1 Lesson Section:

Teacher Materials – Activity Guide; Student Materials – Activity Guide Task Description: Rapid Research - Data Innovations: Students choose an innovation to research and present a one-

pager about it. Task Challenges - Some students may have difficulty:

• selecting an innovation to research of appropriate depth and breadth

• finding sources that are at an appropriate reading level and at an appropriate content level based on their current knowledge of computer science

• see the Reading & Writing Activities task challenges Adjustment Recommendations:

➢ Provide students with a list of potential innovations to research that includes sources that match students’ skills. Where needed, select a topic for students who struggle to select to one on their

own (a, n, r, 1, 4, 5, 11, 23, 24, 25, 26). ⒶⓅ

➢ Refer to Recurring Adjustment Suggestions for Reading & Writing Activities. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -




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Unit 4, Lesson 3 – Identifying People with Data Adjustment Set 1 Lesson Section:

Teacher Materials – Activity Description Task Description: Data Privacy Lab: How Easily Can You Be Identified?: Students enter their birthday, ZIP code, and

gender into the Data Privacy Lab to determine how many other people share those characteristics. Task Challenges - Some students may have difficulty:

• visualizing zip code area regions and comprehending the meaning behind the stats produced by

the Data Privacy Lab Adjustment Recommendations:

➢ Before students go to the Data Privacy Lab, have them select their home zip code, or use the school’s zip code. Then, project a map of the school’s zip code region and assist students who use

their own zip code in locating a map of their home zip code’s region on a website (2). ⒶⓅ

➢ Before students enter their information in the Data Privacy Lab, lead the class in a discussion about how many people students think live in their home zip code region who also have their exact

birthdate. After students receive their statistics from the Data Privacy Lab, discuss the findings (m, 2). ⒶⓅ

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Unit 4, Lesson 4 – The Cost of Free Adjustment Set 1 Lesson Section:

Teacher Materials – Activity Description Task Description: Activity 1: Students read a Wall Street Journal article.

Task Challenges - Some students may have difficulty:

• comprehending the language in the article (some familiar words are used in new phrases, like: You

are part of the information economy; Data gleaned from your communications and transactions grease the gears of modern commerce; and The Internet is an interactive medium, not a static one like television)



➢ Before students read the article, project and analyze the meaning of the following phrases (a, r, 1, 5, 11):

• You are part of the information economy.

• Data gleaned from your communications and transactions grease the gears of modern commerce.

• Many people are concerned and dismayed—even shocked—when they learn that "their" data are fuel for the World Wide Web.

• Rather than indulging the natural reaction to say "stop," people should get smart and learn how to control personal information.

• The Internet is an interactive medium, not a static one like television.

• Alternatively, read the article aloud as a group and regularly check for understanding.

ⒶⓅ





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Unit 4, Lesson 4 – The Cost of Free Commands Adjustment Set 2 Lesson Section:

Teacher Materials – Activity Description; Student Materials – Activity Guide Task Description: Activity 2: Students read a data privacy policy and complete the Student Activity Guide.


• comprehending information presented through complicated language



➢ Model for students how to read a privacy policy prior to asking them to read one on their own. Point out where in the policy to find the information needed for the Activity Guide work. Provide students with a list of websites that students frequently use, as well as an exemplar of a completed

Activity Guide (a, r, 1, 5, 11). ⒶⓅ





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Unit 4, Lesson 5 – Simple Encryption Adjustment Set 1 Lesson Section:

Teacher Materials – Getting Started Task Description: Classic Encryption-The Caesar Cipher: Students are introduced to classic encryption and Caesar

Cipher. Task Challenges - Some students may have difficulty:

• comprehending verbal information with no visuals

• understanding new terms introduced without formal introduction

• see the Discussion task challenges


➢ Project the Background information about encryption and Caesar Cipher on a slide, and provide

definitions of these terms (n, r, 1, 5, 6, 11, 14, 23). ⒶⓅ

➢ Define the terms, decryption, crack, and cipher when sharing background information with students. These terms will be used in the Getting Started and Activity sections, but are not formally

introduced to students (n, r, 1, 5, 6, 11, 14, 23). ⒶⓅ

➢ Introduce the terms hashed and salted, which refer to aspects of encryption, and are commonly used in the computer science community (but are not described in the Teacher or Student materials) (r, 1, 5, 6, 11). ⒶⓅ

➢ Add the terms, encryption, Caesar Cipher, decryption, crack, cipher, hashed and salted to a running

class glossary. Refer students to the glossary for the terms to reference when needed (n, r, 1, 5, 6, 11, 14, 23). ⒶⓅ

➢ Refer to Recurring Adjustment Suggestions for Discussion.





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Teacher Materials – Activity Description; Student Materials – Puzzle Task Description: Part 2-Crack a Random Substitution Cipher: Students decipher randomly encrypted messages and

attempt to crack the code. Task Challenges - Some students may have difficulty:

• identifying spelling patterns necessary to decipher an encrypted code

• recalling or retrieving information related to encrypted messages



➢ For Puzzle 5, create a simple, short encrypted message for students to decipher in place of the

final component of Code Studio Puzzle 5. Project the encrypted message for all students to see and as a whole group, guide students through the process of deciphering the message. Help students identify: a) which words are most likely a or I (just single letter words) and b) what might

be the word the, of, and in. Provide guidance around strategy and spelling patterns (b, f, n, 10, 14, 20, 23, 24). ⒶⓅ





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Teacher Materials – Wrap-Up Task Description: Wrap Up: Students are led through a discussion as the teacher uses prompts.


• comprehending discussion prompts because of the lengthy, complex language and lack of visual

information

• gaining knowledge from the teacher and classmates through discussion



➢ Define and discuss differences between the terms random substitution cipher and Caesar cipher.

Provide examples and connect these terms to student experiences with the widget (r, 1, 5, 11). ⒶⓅ

➢ Project the major points listed from the Teaching Guide so that students have the information

visually while engaging in whole class discussion (n, r, 6, 11, 23). ⒶⓅ

➢ Project the discussion prompts and the proposed responses from the Teaching Guide so that

students have the information visually while engaging in whole class the discussion (n, r, 6, 11, 23). ⒶⓅ


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Unit 4, Lesson 6 – Encryption with Keys and Passwords Adjustment Set 1 Lesson Section:

Teacher Materials – Getting Started Task Description: Getting Started: Students listen to the teacher introduce the lesson, using new terminology: encryption

algorithm and encryption key. Task Challenges - Some students may have difficulty:


information

• comprehending information, like new terminology.

• see the Discussion task challenges Adjustment Recommendations:

➢ Project the key points from the opening and transitional remarks so that students have the

information visually while engaging in whole-class discussion (n, r, 6, 11, 23). ⒶⓅ

➢ Define and discuss the terms encryption algorithm and encryption key, and then add them to a

running class glossary. Refer students to the glossary for the terms to reference when needed (r, 5). ⒶⓅ





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Teacher Materials – Activity Description; Student Materials – Puzzle Task Description: Explore the Vigenère Cipher Widget: Students explore the Vigenère Cipher Widget and complete a

worksheet. Task Challenges - Some students may have difficulty:

• understanding how the Vigenère Cipher works and identifying patterns in a table through

individual exploration



➢ Review the Vigenère Cipher together as group, and guide the exploration process presented on

the first page of the worksheet (n, 20, 22, 23). ⒶⓅ





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Teacher Materials – Activity Description Task Description: Recap: Properties of Strong Encryption: The teacher leads a whole-class discussion about the

Vigenère Cipher using the lesson prompt and remarks. Task Challenges - Some students may have difficulty:


information



➢ Project the key points from the Teaching Guide so that students have the information visually while

engaging in whole-class discussion (n, r, 1, 6, 11, 23). ⒶⓅ

➢ Project the Remarks from the Teaching Guide so that students have the information visually while

engaging in whole-class discussion (n, r, 1, 6, 11, 23). ⒶⓅ





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Teacher Materials – Activity Description Task Description: Computationally Hard Problems - How Good is Your Password?: Students are verbally introduced

to the concept Computationally Hard. Task Challenges - Some students may have difficulty:

• comprehending information because of the lengthy, complex language and lack of visual

information



➢ Project the key points from the Teaching Guide so that students have the information visually while

engaging in whole-class discussion (n, r, 6, 11, 23). ⒶⓅ

➢ Define and discuss the terms the computationally hard and cryptographic key, add them to a

running class glossary. Refer students to the glossary for the terms to reference when needed (r, 5). ⒶⓅ





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Teacher Materials – Wrap-Up Task Description: Video: Encryption and Public Keys: Students watch a video.


• comprehending information and new terminology because of the lengthy, complex language and

lack of visual information Adjustment Recommendations:

➢ Create and distribute a handout with key ideas from the Teaching Guide for use with the video.

Then, watch the video twice. The first time, watch it all the way through without stopping to introduce the students to new concepts. The second time, pause and discuss new concepts and

terminology as they arise, and point these out in the handout (n, r, 1, 5, 6, 11, 23). ⒶⓅ

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Unit 4, Lesson 7 – Public Key Cryptography Adjustment Set 1 Lesson Section:

Teacher Materials – Getting Started Task Description: How Do You Get the Encryption Key?: The teacher leads a discussion using the lesson prompt.

Students are asked to recall information about asymmetric keys presented in the Unit 4 Lesson 6 video. Task Challenges - Some students may have difficulty:

• recalling or retrieving terminology and concepts from previous lessons

• comprehending and applying information presented verbally (like the concept of computationally hard) with no visuals


➢ Prior to the class discussion, ask students to review their Unit 4, Lesson 6 video handout. Terms relevant to the discussion and lesson 7 include encryption algorithm, encryption key, Caesar cipher,

decrypting, cracking, Vigenère cipher, computationally hard, cryptographic keys, symmetric key, and

asymmetric keys. Check for understanding of these terms (r, 1, 5, 6, 9, 11, 13). ⒶⓅ

➢ Project the key points from the Teaching Guide Transitional Remarks so that students have the

information visually (r, 1, 5, 6, 11, 13). ⒶⓅ




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Teacher Materials – Activity Description Task Description: Step 1: A New Analogy - Cups and Beans: The teacher provides a demonstration using cups and

beans to show a public/private key analogy. Task Challenges - Some students may have difficulty:

• internally visualizing verbal information shared prior to seeing the actual demonstration

• comprehending the mathematical, algebraic reasoning behind the encryption function demonstration



➢ Conduct the demonstration several times to ensure that the students understand how it works mathematically. (Don’t yet explain the Cups and Beans metaphor). Check for student understanding of the roles of Alice, Bob, and Eve in the demonstration in terms of public/private keys and

locking/unlocking (m, n, r, 3, 5, 6, 7, 11, 12, 14, 23). ⒶⓅ

➢ Once students understand what happened in the Cups and Beans demonstration, then explain the

Cups and Beans metaphor, highlighting how the activity connects to encryption function (m, n, r, 3, 5, 6, 7, 11, 12, 14, 23). ⒶⓅ





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Teacher Materials – Activity Description; Student Materials – Activity Guide Task Description: Step 4: Use the Public Key Crypto Widget: Students are asked to work together to encrypt a secret

message using the public key Crypto Widget. Task Challenges - Some students may have difficulty:

• understanding the images and steps used to communicate instructions for each student in a group


➢ Have students work independently, acting out all three roles on their own computer, rather than in

groups. First, guide the whole class through the steps as they complete the activity, repeating it several times. Once students understand the activity components, ask them to complete parts of the

activity on their own (n, r, 11, 14, 15, 22, 23). ⒶⓅ




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Teacher Materials – Wrap-Up Task Description: Students are led through a discussion summarizing the properties of public key crypto.


• comprehending verbal information presented in the introductory statements without visuals

• recalling and retrieving new terminology



➢ Project student responses to the discussion questions and the key points listed in the Teacher Guide

so students have a visual guide during the discussion (n, r, 6, 11, 23). ⒶⓅ

➢ Define and discuss terminology including public key cryptography, public key encryption, one-way

functions. Refer students to a running class glossary with these terms, if needed (n, r, 1, 5, 6, 11, 23). ⒶⓅ


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Unit 4, Lesson 8 – Rapid Research - Cybercrime Adjustment Set 1 Lesson Section:

Teacher Materials – Activity Description; Student Materials – General Worksheet Task Description: Rapid Research: Cybercrime: Students select a cybercrime topic to research.


• selecting a topic to research that is of the appropriate depth and breadth, and those at an

appropriate reading and background level

• summarizing the article, following directions provided



➢ Prior to the lesson, identify topics and sources that are at an appropriate level for the varying

student abilities in your class. If students are having difficulty finding appropriate sources on their own, give students the list of topics to choose from.

If students select their own topic, verify their topic is a good fit for the assignment (a, n, 4, 5, 11, 23, 25). ⒶⓅ

➢ Create a worksheet with the guidelines provided in the Rapid Research - Cybersecurity and Crime worksheet under the bullet point Prepare a brief Explanation. Provide space for students to record their responses under each heading (e, n, 4, 5, 11, 23, 24). ⒶⓇ

➢ Offer students the use of text-to-speech software to read the assigned articles (a, 10). ⓐⓅ

➢ Provide opportunities for students to use dictation software to write their explanation. Set aside space in a secluded corner of the room, hallway, or somewhere else outside of the general

classroom for students to use dictation software if needed (e, 10, 11). ⓐⓇⓈ





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Unit 4, Lesson 8 – Rapid Research - Cybercrime Adjustment Set 2 Lesson Section:

Student Materials – Wrap-Up. Task Description: Students review a list of cybersecurity terms.


• comprehending information because of the lengthy, complex language and lack of visual

information

• connecting the information presented in the video with the research assignment (They would benefit from reviewing the vocabulary before conducting research rather than at the conclusion of the

research Adjustment Recommendations:

➢ Place key terms and their explanations on presentation slides so that information is presented

visually (n, r, 5, 6, 11, 23). ⒶⓅ

➢ Create and distribute a handout with key lesson terms and ideas. Add the key terms to a running

class glossary (r, 5). ⒶⓅ

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Unit 4, Lesson 9 – Practice PT - Big Data and Cybersecurity Dilemmas Adjustment Set 1 Lesson Section:

Teacher Materials – Activity Description Task Description: Day 1: Students select a big data or cybersecurity dilemma to research, using the Research Guide to

identify appropriate online sources. Task Challenges - Some students may have difficulty:

• selecting a cybersecurity dilemma to research that is of the appropriate depth and breadth

• identifying articles at an appropriate background knowledge and reading level

• reading and comprehending information in sources


➢ Prior to class, identify and prepare a list of cybersecurity dilemmas and sources that are at an appropriate level for the varying student abilities in your class. If students are experiencing difficulty finding appropriate sources, guide them to the dilemmas and sources that you pre-

selected and prepared (a, n, 4, 5, 11, 23, 25). ⒶⓅ

➢ Offer students the use of text-to-speech software to read the assigned articles (a, 10). ⓐⓅ





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Unit 4, Lesson 9 – Practice PT - Big Data and Cybersecurity Dilemmas Adjustment Set 2 Lesson Section:

Teacher Materials – Activity Description Task Description: Students write out responses to teacher prompts.


• synthesizing and formulating written responses from the notes they have gathered

• writing down ideas



➢ Create a set of worksheets that allow students to record information they’ve gathered to answer

each lesson prompt directly below the question (e, n, 4, 11, 23, 25). ⒶⓇ

➢ Prepare sentence starter templates that students may use to compose their responses (e, n, 5, 11, 23, 25). Two examples include: There has always been tension between_________and

________________. and In a world of Big Data, we face ________________ . Using data to

___________ can increase/improve ______________. However, ___________________. ⒶⓇ

➢ Provide opportunities for students to use dictation software to write their explanation. Set aside

space in a secluded corner of the room, hallway, or somewhere else outside of the general

classroom for students to use dictation software if needed (e, 10, 11). ⓐⓇⓈ


Citing this Work Please acknowledge Outlier Research & Evaluation and Wolcott School’s NSF-supported study (Grant # 1542963) that generated this content in any distribution or publication use.

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About the Outlier-Wolcott CSP Study: The Computer Science and students with learning differences study is a two-year exploratory research-practice partnership project funded by the NSF (# 1542963). The study seeks to make the CSP course more accessible for students with specific learning disabilities and attention deficit disorders. Learn more about this work at http://outlier.uchicago.edu/accessCSP/.

http://outlier.uchicago.edu/accessCSP/

lesson-specific adjustment guide: unit 4 big data and privacy · 2017-08-30 · growth of data and...

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