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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 malware

Students should be aware of what malware 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 malware and the methods to stop it. What is malware?  How can it affect your computer?  Can you stop it?  If so, how.  How bad can it be?
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 malware
  • 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 malware and look at their effects on computer systems.

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.

 

Lesson Structure Possible structure
  1. Overview of malware
  2. investigate how malware 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

virus graphic Malware or malicious software, causes a great deal of damage to computers, though perhaps the damage is getting less as methods to prevent it get better.  The main types of malicious software are:

Computer virus graphic(viruses), Logic bomb grpahic(logic bombs), and Computer work graphic (worm), though there are many others.  The main problem lies in downloading executable code which will then run on your computer and damage it or take control of it.  Most of these will enter your system as an e-mail attachment.

Open source systems such as ClamAV logo work by sharing information across the network.  When one computer using Clam detects a virus signature, it uploads it to the database so that all users can then get an update and stop it.

This BBC logo link has a number of pages about threats to your Internet safety, though nothing specifically on SPAM.

Homework Get students to comment on their experience of malware and what they did to stop it Students can vary their homework depending on their level of understanding.  Some can make an anti virus poster. Get students to document their experience on their portfolio system for assessment

 

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