> $ 4 U, Inc.

Robert Andrews
March 3rd, 1999
10th, 11th and 12th Grade
Introduction to the Microcomputer

Objectives:
1. Academic - Students will gain a better understanding of computer security by setting up a mock security system for a fictitious company.

2. Social - Students will take roles that will demonstrate how business interactions do take place with regards to verbal and nonverbal communication.

Decisions:
1. Group Size - Groups will have three members, or four if needed due to excess students.

2. Method of Assigning Students - Students will group off by making a crisscross pattern across the first row then the second with each set of three students acting as a group.

3. Roles - The first student in the order when the groups were formed will server as a hacker who possess what threats there would be to the computer system. The second (and third if groups of four) student will be a computer security specialist whose job is to suggest ways to secure the computer network at the company. The third student will play the CEO of the company and represent a management viewpoint with regards to need, money, and down time for implementation. The CEO will also turn in the final "recommendation report" that the whole group agrees upon.

4. Room Arrangement - Each student group will form a small triad of desks in the area of the room where they were originally located.

5. Materials - Each will need a copy of the textbook (see end reference) to review the first half of chapter 13, pages 362 to 375. This reading should have been assigned for the previous night and completed by the time class starts. Each group will also need paper and a writing instrument to make the final report.

Explaining Task and Goal Structure:
1. Task - During the first class period, 15 minutes will be taken to set up the work for the next day. The students will form into their groups. Once in the groups, the students will be assigned their roles using the method described above. The students will have a few minutes to discuss their roles with each other. The students will read chapter 13, pages 362 to 375, in their textbooks. They should take notes while they are reading with regards to the role they have been assigned. The students will come back the second day and be already seated in their groups when the class starts. After that, they will play the different roles described above using the notes they took as homework. During this time, various aspects of the different types of security, including physical theft and damage will be discussed. During the discussion time, the teacher will add the quark that a hurricane is headed for the company. What preparations must be taken? After discussing what their needs are and how to meet those needs, a final "recommendation report" about a page long will be written by the CEO to represent the group's final agreement with regards to the security of the computers and the network at the company. Each member of the group must agree with the final report. Each member must sign the paper as well as being able to explain all of the items in the report. After each class, students will submit an electronic exit slip stating what they are confused about, how well they feel they worked, how the other group members worked, and how well the final report represents each of their views and opinions.

2. Criteria for Success -

• I expect that each member of the group actively played their role and stayed on task for a majority of the time.
• I expect that the discussion in the group was positive and not disrespectful.
• I expect that each of the group members must have read the assignment given for the previous night as well as taking notes.
• I expect that the students should each offer ideas to the input of the final report.
• I expect that each member should also offer a reflection on others' ideas.
• I expect that the final report be turned in at the end of the class.
• I expect that the report discusses some aspects of physical theft, software theft, time theft, and unauthorized access.

4. Expected Behaviors - Students use low-level voices while working in the groups. Each member should be offering ideas and fully playing his/her role. All students are to be respectful of others and participate in as much of a professional manner as possible.

Monitoring and Intervening:
1. Observation Procedure - Formal Assessment: The teacher will use a grid checklist to observe students during the classes. The teacher will be watching for several items. These items include presenting ideas, positively critiquing others' comments, and are students following general classroom rules.

2. Observations By - Teacher and Students

3. Intervening for Task Assistance - The teacher will monitor the class and provide information to the groups regarding the assignment and the outcomes. The teacher will also communicate the roles to individual students if needed. The teacher will keep track of the following items for each student on a notepad: Are they in their group? Did they complete the reading? Are they playing their role? Are they offering ideas? Did they respect others? How was communication between group members?

4. Intervening for Teamwork Assistance - The teacher will probe each group as to the productiveness of the current topic of discussion. The teacher will also offer advice as to the cooperative and professional communication process. Students will be encouraged to think about making this as real as possible. What if their parents owned this company? What could you do, with in reason, to combat the problems listed above?

Evaluating and Processing:
1. Assessment of Individual Learning - This form of assessment will come from teacher observations during the class period. These observations will be taken on each student. Three copies of the final report will made, one for each student, each with feedback as to the whole report as well as feedback to the particular student about ideas and group behavior. Students should take an active role in discussion and present valid ideas about the project based on the text and personal experience.

2. Assessment of Group Process - Groups will be assessed formally by teacher observations using the standards stated above. The students should use a low-level voice and respect the other group members. The teacher will also use electronic exit slips to find out the students' view of their learning and that of the other group members.

3. Assessment of Group Product - The final "recommendation report" should be about one page long. This paper should be based on the groups consensus and represent all group members' views. This will be judged based on teacher observations as well as the students' exit slips.

4. Group Assessment of Group - The students will have the opportunity to discuss with each other how they felt the group worked. If someone felt uncomfortable or disrespected, this should be brought to the attention of the person. How could the group have worked better? The students will also fill out a slip rating each of the other group members, the group as a whole, and any other comments. This slip will be seen by the teacher only.

Textbook Reference:
Baumann, S. and Flynn, M. (1997). Microcomputers and information technology. New York: West Publishing. (ISBN 0-314-04944-4)