ST.

ANTHONYS COLLEGE
INFORMATION TECHNOLOGY DEPARTMENT
LESSON PLAN

TEACHERS NAME: SHEREEN ALI

SUBJECT: Information Technology

DATE:

19/02/2016

CLASS:

TIME:

9:15 am 9:50 am

LENGTH OF PERIOD: 35 mins x 1 period

Form 1

Syllabus: ICT Curriculum

Unit Title: Ethics in Technology
Lesson 2: Securing data: Physical Security Issues

RESOURCES
Teacher Resources

Laptop
Projector
White board
White board markers
Activity Sheet
Video

Student resources

Laptop/Computers(Lab)
Activity Sheets
Pens/Pencils/Notebooks

PREVIOUS KNOWLEDGE
Reading and writing skills
Fundamentals of Computers.
OBJECTIVES

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Cognitive
At the end of the lesson students of Form 1 will
be able to:

Psychomotor
At the end of the lesson students of
Form 1 will be able to:

1. Discuss the importance of data security.

(Understanding)
2. Identify at least three physical access
restrictions. (Evaluating)
3. Incorporate methods of physical data
security in their daily lives. (Creating)

Affective
At the end of the lesson students of Form 1 should
be able to:
1. Justify the importance of protecting data
(Valuing)
2. Practice using physical access restrictions.
(Responding)
3. Feel confident to make recommendations to
improve the physical security to create a
safe environment while communicating in
groups. (Characterization)

ASSESSMENT STRATEGY with Objectives

Cognitive
1. Discuss the importance of
data security.
(Understanding)
2. Select at least three physical
access restrictions.
(Evaluating)
3. Incorporate methods of
physical data security in their
daily lives (Creating)

Assessment Strategy
1. Individual Activity 1 Students
are asked what they would do to
protect data.
2. Group Activity 1 Students are
asked to discuss the findings of a
video that they watched.

Affective

Assessment Strategy

1. Appreciate why it is important Affective checklist

to protect data.
2. Develop confidence in using
physical access restrictions.

3. Feel confident to make

3. Group Activity 2 Students a
recommendations to improve
given a scenario where they must
the physical security to create
identify
a safe environment, while
working in groups.

Set Induction

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Teacher pretends to shop online using the iPad and takes out her credit card to enter the information required. Her phone rings and she gets
up to answer the phone that is on another desk. She leaves the iPad, wallet and credit card unattended and it gets stolen.
Teacher then begins the class by introducing the topic to be taught today Physical Security Issues and asks the class how they would feel
if the same thing had happened to them.
(3 mins)
Description of Teaching/Learning Activities:
Teacher Activities

1. Teacher asks class to think about the scene

played out in the set induction and write down
one way they would have protected their
belongings from being stolen.
2. Teacher asks for three volunteers to give
answers.
3. Teacher then introduces the term Data
Security to the class and asks students for
their interpretation of what it means. Teacher
also asks other questions related to data,
information and securing both data and
information.
4. Teacher shows a video, then asks the students
to work in groups of four (4) to discuss and
write down three ways in which the security
was endangered.
5. Teacher asks one student in each of the groups
to read the problems identified.
6. Teacher then shows the students all the
problems from the video shown.
7. Teacher tells students that thus far we have
looked at theft of data and asks students if they
think that breaches to security is only
intentional. Are there ways in which data can
be compromised using accidental or
unintentional means?
8. Teacher gives a scenario to students and asks

Student Expected Activities

Intelligence
being
developed

Est. time to
complete

1. Students work individually to come up with one

way to protect data.

Intra

2 mins

2. Students volunteer and reads answers out loud.

VL, Inter

2 mins

3. Students volunteer and answer questions.

VL, Inter

5 mins

4. Students look at video, discuss what was shown

and write down, on the Activity Sheet given,
three ways in which the security of the office
was put at risk.
5. Students read responses on Activity Sheets.

VL, Inter

5 mins

VL, Inter

4 mins

VL

1 min

7. Students volunteer and answer questions.

VL, Inter

3 mins

8. Students work in groups to identify how to make

VL, Inter

4 mins

6. Students pay attention.

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them to work in the same groups assigned to

identify three ways in which they can safeguard
the hardware and by extension the software in
a school from theft or damage.
Scenario: What should be done to ensure that
your schools premises, which includes
classrooms and computer labs, are protected
from malicious or accidental damage to
maintain a safe environment for staff and
students?
9. Teacher asks students to volunteer answers
and discuss with them.
10. Teacher collects Activity Sheets.

the school environment safer. Students write

down answers on the Activity Sheets provided.

9. Students read answers written on Activity

Sheets
10. Students submit the Activity Sheets.

VL, Inter

3 mins
1 min

END OF LESSON ACTIVITIES

Closure to lesson:
T.S. (Transition Statement):
In todays class, we learnt how to protect data using physical safeguards.

(1 min)

B.S. (Bridging Statement):

In the next class, we will continue data protection using software safeguards.

(1 min)

Multiple Intelligences

http://www.tecweb.org/styles/gardner.html
VS: Visual Spatial
VL: Verbal Linguistic
Inter: Interpersonal Intra: Intrapersonal BK: Body/ Kinesthetic
LM: Logic/Mathematical
M: Musical
N: Naturalistic
E: Existential

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