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Section Title Primary information Description and Notes Suggested resources
Lesson Length The expected lesson length will be approximately one hour

Some variation possible.

Assessment Level 1

 
Students The lesson is suitable for KS3 and KS4 students Since this is a new specification, the lesson is suitable for Year 7 to 9 students and differentiated by outcome  
Overall Focus

The focus for this criterion is on threats to your Internet use, in particular, SPAM and malware.

The focus of this lesson will be SPAM

Students should be aware of what SPAM is and how to control it or minimise it's impact on their activities.

Lesson Links: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39

Key words SPAM, Phishing, malware, virus These words need to be reinforced throughout the series of lessons  
Assessment

identify ways of minimising SPAM and eliminating malware

Evidence here will be student's own work, eportfolios and assessor observations  
Key Questions Some questions to get learners thinking about the topics Students will need to look at various examples of SPAM and the methods to stop it. What is SPAM?  Why do we care?  Why is it used?  How can it be stopped or at least not made so bad?
Learning Objectives
  • understand Internet threats
  • be able to explain the main threats
  • be able to discuss the difference between SPAM and malware
  • understand some ways to stop or control the threats

Students should show that they understand the main threats to their Internet usage such as SPAM and malware.

If you are using the Learning Machine learning system, students can add their comments and material to this site as evidence of their growing understanding.  The site, if used consistently, will show progression via charts of activity and outcomes.
Teaching and Learning Elements
  • Overview of SPAM
  • Detailed look at some examples
  • Students can break into groups and work on their own understanding by researching
  • Class discussion and examples of their findings back to class
  • Group or individual work on their own understanding

Students can be shown some common examples of SPAM and check to see that they understand what they are and what they do.

They also need to know some of the common ways to mitigate the threat.

Use some of the student's ideas and examples to flesh out a solid understanding before progressing

Question students about how and why they did what they did.  Check for understanding.

spam

Lesson Structure Possible structure
  1. Overview of SPAM
  2. investigate how SPAM works and how to identify
  3. look at and discuss ways to prevent or minimise it
  4. discuss what they have learned and what they can apply
  5. volunteers to share their work and explain how they came to their opinions
  6. highlight next week's focus and issue homework

No spam image SPAM is a name for unsolicited email.  Studies have shown that 11% of people who receive SPAM will buy something, so it is effective for companies to use it.  11% of 10,000,000 people is worth the effort.

Common SPAM types are listed and described here.

Most e-mail service providers have ways to control SPAM and use tools such as Spamassassin to create rules to look for SPAM and remove it.  E-mail client can also be trained to deal with suspected SPAM.

Some mail clients, like Thunderbird logo have tools to control SPAM.

One big problem now is computers that have been hacked and send out SPAM without the owner even knowing.  Other tools such as Spambots harvest e-mails from the Internet to sell to spammers.

Many e-mails that are known to be SPAM are added to a universal set of blacklists to make sure other e-mail servers know about them and can block them.

This BBC logo link has a number of pages about threats to your Internet safety, though nothing specifically on SPAM.  There is also a good iWonder article.

Homework Get students to comment on their experience of SPAM and what they did to stop it Students can vary their homework depending on their level of understanding Get students to document their experience on their portfolio system for assessment

 

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