Protecting Information

Teacher: ________________________________

Class: 4th-5th Grade Special Education Bridge

Date: _______________

Standards

NYS K-12 Computer Science and Digital Fluency (aligned with Common Core ELA/Literacy):

4-6.CY.1: Explain why different types of information might need to be protected, focusing on general concepts and reasons adversaries might want to obtain, compromise, or leverage information.

Danielson Framework:

1a: Demonstrating knowledge of content and pedagogy
1e: Designing coherent instruction
3b: Using questioning and discussion techniques
3c: Engaging students in learning
3d: Using assessment in instruction

Learning Objective

I can explain why different types of information need to be protected and describe reasons why people might want to access or misuse this information.

Success Criteria

I can identify examples of information that should be kept private.
I can explain at least two reasons why protecting information is important.
I can use evidence from the lesson to support my explanations.

Vocabulary

Word	Definition (Student-Friendly)	How We Use It	Example Sentence
Information	Facts or details that tell us something important	What we learn or share	"My address is important information to protect."
Protect	To keep safe from harm or danger	Keep something safe	"We protect our passwords so no one else can use them."
Adversary	Someone who might want to cause harm or steal information	A person who wants to get something by tricking	"A bad guy is an adversary who might want our secrets."
Private	Something meant to be kept secret or not shared	Not telling everyone	"My phone number is private information."

Vocabulary routine: Pronounce it, write it, read it; use pictures and real-life examples; partner talk with sentence stems like “I know ____ is private because ____.”

Lesson Flow & Timing

1. Do Now / Hook (3 minutes)

Show an image on the projector or interactive board: a locked box labeled "My Secrets" vs. an open box with papers flying out.
Ask: “What do you notice? Why do you think the secrets are kept in the box?”
Students turn and talk to a neighbor to share their ideas.

2. Vocabulary Routine (3 minutes)

Introduce words: Information, Protect, Adversary, Private.
Use visuals, gesture, and student-friendly examples.
Students practice pronunciation and write the words.
Quick partner share using sentence stems: “I protect ____ because ____.”

3. Mini Lesson / Teacher Modeling (5 minutes)

Teacher models explaining why we protect different types of information using a simple scenario:
“Imagine you have a diary where you write your feelings — why might you want to keep that diary private? What might happen if someone else read it? That’s why we protect some information.”
Think aloud: "I notice that my diary contains private feelings, so I infer that someone might misuse this information because they want to make me feel bad."
Show a short, kid-friendly video clip (1-2 minutes) about keeping information safe or demonstrate using a “Safe Info Chart” with examples of information to protect (home address, passwords, etc.).

4. Guided Practice and Questions (5 minutes)

Use a Think-Pair-Share protocol: Present three types of information on cards:
1. Home phone number
2. Favorite ice cream flavor
3. School schedule
Ask: “Which information should you protect? Why?”
Model using evidence and reasoning: "The phone number should be protected because if someone bad gets it, they might call or bother you."
Have students turn and talk, then share out with the class.

5. Independent or Group Work (15-20 minutes)

Activity: Create an “Information Protection Poster”
- Students work in pairs to:
  1. List two types of information that should be protected.
  2. Write one reason why each type should be protected.
  3. Draw a picture illustrating protection (locked box, password, etc.)
Teacher circulates, scaffolds struggling learners by providing sentence starters or simplified vocabulary; for example, “I protect my ____ because ____.”
For advanced learners, challenge them to add a third type of information and explain more about adversaries (using simple terms like “someone who tries to trick you”).

6. Assessment & Checks for Understanding (Throughout the Lesson)

Circulate to listen for accurate use of vocabulary during partner talks.
Observe participation in Think-Pair-Share and poster explanations.
Exit Ticket (last 3 minutes): Students verbally answer or write (with support) –
“Name one type of information that should be protected and why.”
Collect posters to review understanding of concept and vocabulary.

7. Close & Share (3 minutes)

Recap: “Today you learned why some information needs to be kept private and protected because bad people might try to use it to hurt or trick us.”
Ask students to share one new thing they learned or one type of information they will keep safe.
Preview next lesson: “Next time, we will learn how to protect information using passwords and safe communication.”

Differentiation Strategies

Learner Needs	Strategies
Students with reading difficulties	Provide sentence starters; use visuals and symbols; model writing; pair with peer support.
Students with speech delays or communication challenges	Use alternative communication methods (drawing, pointing); allow verbal or nonverbal responses during discussions.
Students requiring sensory breaks	Allow movement breaks during independent work; use flexible seating.
Advanced learners	Extend poster work with “Why do you think some people might want your information?” writing prompt; allow digital poster creation using a simple drawing app.

Extensions for Advanced Learners

Research or brainstorm additional kinds of information people might want to protect (e.g., photos, passwords, online info).
Create a short skit with a partner showing what happens if information isn’t protected.
Start a “Safety Pledge” for how students will keep information safe at school and home.

Materials Needed

Projector or screen for images/video
Vocabulary word cards and visuals
Poster paper, markers, crayons
“Information Types” cards for Think-Pair-Share
Sample “Safe Info Chart” handout (teacher-created)

This lesson is designed to foster understanding of basic information protection through engagement, scaffolded activities, and student voice — all tightly aligned with NYS Computer Science Standards 4-6.CY.1 and Danielson Framework to support diverse learners and build social reasoning in a tech fluency context.

Teaching Instructions