Unit 5 – Security and Encryption 

Unit 4 – Data | Impacts of Computing 

Daily Lesson Plans 

This material contains a comprehensive collection of 90-minute lesson plans for a semester’s worth of instruction in AP Computer Science Principles to serve as a companion to this textbook. Each lesson plan includes clear objectives, related requirements, a list of necessary materials, a detailed procedure, an assessment method, and a reflection section. The lessons are designed to be engaging and interactive, incorporating a variety of teaching techniques to help students understand and apply the key concepts of computer science. In order to modify the course for a year-long course with approximately 180 instruction days, each lesson plan can easily be spread across two days of instruction. 

Textbook 

Computer Science Principles: The Foundational Concepts of Computer Science, 5th Edition, Kevin Hare – Yellow Dart Publishing – 2024

Daily Practice Questions

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Lessons:

• Lesson 26 | 5.0 – Intro to Security & Encryption & 5.1 – Passwords
• Lesson 27 | 5.1 – Ciphers
• Lesson 28 | 5.3 – Enigma Machine & 5.4 – Computationally Hard and Unsolvable Problems
• Lesson 29 | 5.5 – Symmetric vs Asymmetric Encryption
• Lesson 30 | 5.6 – Malware
• Lesson 31 | 5.7 – CIA Triad
• Lesson 32 | Exam Review 
• Lesson 33 | Unit 5 Exam
• Lesson 34-35 | The Imitation Game  

Unit Duration:

• 15 hours | 10 class periods (90-minutes)
  

Project, Test, and Quiz Resources:

• Available with life-time membership

Lesson 26 | 5.0 – Intro to Security & Encryption & 5.1 – Passwords 

Lesson Objectives: 

• Students will understand the basic concepts of security and encryption, including password strength, data breaches, multi-factor authentication, hashing, and salting.
• Students will be able to identify if they have ever been involved in a data breach using Have I Been Pwned, security.org, and hashes.com, and understand the importance of good passwords, multi-factor authentication, and password managers. 
• Students will be able to explain the concepts of hashing and salting. 

Related Requirements: 

• This lesson is suitable for high school students who have basic computer literacy and have used the internet before. 
• The lesson will cover the following topics: security and encryption, data breaches, password strength, multi-factor authentication, and hashing and salting. 

Lesson Materials: 

• Computers with internet access 
• Have I Been Pwned
• security.org – Password strength checker 
• MD5 Hash Generator
• hashes.com 
• Video | Passwords & hash functions (Simply Explained) 

Lesson Procedure: 

1. Introduction (10 minutes) 
   • Begin by asking the students if they have ever heard of security and encryption. Ask if they know what it means and why it is important. 
   • Introduce the topics that will be covered in the lesson, including password strength, data breaches, multi-factor authentication, and hashing and salting.
2. Data Breaches and Password Strength (20 minutes) 
   • Have students visit Have I Been Pwned, security.org, and hashes.com to check if their email has ever been involved in a data breach. 
   • Discuss the importance of good passwords, multi-factor authentication, and password managers. 
   • Show students the tools available on the websites to generate secure passwords and explain the requirements of a strong password. 
3. Multi-Factor Authentication (20 minutes) 
   • Discuss the concept of multi-factor authentication and explain the different methods available, such as SMS codes and authenticator apps. 
   • Highlight the importance of using multi-factor authentication to protect their accounts. 
4. Hashing and Salting (30 minutes) 
   • Show students the video Passwords & hash functions (Simply Explained).
   • Discuss the concept of hashing and salting and explain how it is used to protect passwords. 
5. Conclusion (10 minutes) 
   • Summarize the key points covered in the lesson.
   • Encourage students to use the tools and concepts covered in the lesson to enhance their online security. 

Assessment Method: 

• Observe students’ participation during the activities. 
• Ask questions to assess students’ understanding of the concepts covered in the lesson. 

Lesson Reflection: 

• What worked well in the lesson? 
• What could be improved? 
• Did the activity engage students and promote their understanding of the topic?
• What other activities could be used to reinforce the concepts covered in the lesson? 

Mapped Standards:

Lesson 27 | 5.1 – Ciphers 

Lesson Objectives: 

• Understand the basics of cryptography and the different types of ciphers.
• Analyze the strengths and weaknesses of the Caesar Cipher, Random Substitution Cipher, and Vigenere Cipher. 
• Use online tools to decrypt messages that have been encrypted using the Caesar Cipher, Random Substitution Cipher, and Vigenere Cipher. 

Related Requirements: 

• This lesson is suitable for high school students with a basic understanding of algebra and computer science. 

Lesson Materials: 

• Laptop or computer for each student 
• Internet access for each student 
• Online tools for encryption and decryption: 
  • Code.org Encryption Widget 
  • Vigenere Cipher Cracking Tool 

Lesson Procedure: 

1. Introduction (15 minutes) 
   • Introduce the concept of cryptography and ciphers. 
   • Explain the different types of ciphers. 
   • Discuss the importance of cryptography in modern-day communication.
2. Caesar Cipher (5 minutes) 
   • Define the Caesar Cipher. 
   • Explain how the Caesar Cipher works. 
   • Discuss the strengths and weaknesses of the Caesar Cipher. 
   • Demonstrate how to encrypt and decrypt messages using the Caesar Cipher.
   • Give students encrypted messages using the Caesar Cipher for in-class practice.
   • Have students use online tools to decrypt the messages. 
3. Random Substitution Cipher (20 minutes) 
   • Define the Random Substitution Cipher. 
   • Explain how the Random Substitution Cipher works. 
   • Discuss the strengths and weaknesses of the Random Substitution Cipher.
   • Demonstrate how to encrypt and decrypt messages using the Random Substitution Cipher. 
   • Give students encrypted messages using the Random Substitution Cipher for in-class practice. 
   • Have students use online tools to decrypt the messages. 
4. Vigenere Cipher (20 minutes) 
   • Define the Vigenere Cipher. 
   • Explain how the Vigenere Cipher works. 
   • Discuss the strengths and weaknesses of the Vigenere Cipher. 
   • Demonstrate how to encrypt and decrypt messages using the Vigenere Cipher.
   • Give students encrypted messages using the Vigenere Cipher for in-class practice. 
   • Have students use online tools to decrypt the messages. 
5. Assessment Method (15 minutes) 
   • Students will share their answers and explain how they used online tools to decrypt the messages. 
6. Lesson Reflection (15 minutes) 
   • Discuss the challenges and successes of the lesson. 
   • Ask students for feedback on the lesson and how it could be improved. 

Assessment Method: 

• Students will be assessed based on their ability to use online tools to decrypt messages encrypted using the Caesar Cipher, Random Substitution Cipher, and Vigenere Cipher. 

Lesson Reflection: 

• Were the lesson objectives achieved? 
• Were there any challenges or areas where students struggled to understand the material? 
• What was the overall engagement level of the students during the lesson?
• How effective were the online tools used in the activity? 
• Were there any technical issues with the online tools that impeded the activity?
• Did the in-class practice and use of online tools help students to better understand the ciphers covered in the lesson? 
• Were there any changes that could be made to the lesson to improve its effectiveness in the future? 
• What worked well in the lesson that could be expanded or built upon in future classes?

Mapped Standards:

Lesson 28 | 5.3 – Enigma Machine & 5.4 – Computationally Hard and Unsolvable Problems 

Lesson Objectives: 

• Describe the history and function of the Enigma Machine 
• Explain the concept of computationally hard problems and why they are important
• Understand the difference between P and NP problems 
• Define unsolvable problems and explain the halting problem 
• Analyze and discuss the implications of unsolvable problems on computing and algorithm design 

Related Requirements: 

• This lesson is appropriate for students with some familiarity with basic computing concepts and algorithms 
• Students will need access to a computer or mobile device with internet access to watch the required videos. 

Lesson Materials: 

• Computers or mobile devices with internet access 
• Videos: 
  • 158,962,555,217,826,360,000 (Enigma Machine) – Numberphile
  • Flaw in the Enigma Code – Numberphile
  • Why My Teenage Code Was Terrible: Sorting Algorithms and Big O Notation
  • P vs. NP and the Computational Complexity Zoo
  • Are There Problems That Computers Can’t Solve?
• Other useful links: 
  • Heuristics and biases in decision making, explained
  • Big O Cheat Sheet
  • Traveling Salesman Problem Visualization

Lesson Procedure: 

1. Introduction (15 minutes): 
   • Begin by asking the class if anyone has heard of the Enigma Machine and what they know about it. 
   • Briefly introduce the concept of encryption and how it was used in wartime.
   • Then, show the video “158,962,555,217,826,360,000 (Enigma Machine) – Numberphile” 
   • Lead a short discussion about the history and function of the Enigma Machine.
2. Computationally Hard Problems (15 minutes): 
   • Define the concept of computationally hard problems and explain why they are important. 
   • Use the video “Why My Teenage Code Was Terrible: Sorting Algorithms and Big O Notation” to illustrate the importance of algorithm efficiency.
   • Discuss different examples of computationally hard problems and how they affect computing and algorithm design. 
3. P vs. NP (15 minutes): 
   • Define P and NP problems and explain the difference between them.
   • Use the video “P vs. NP and the Computational Complexity Zoo” to illustrate the concept 
   • Lead a discussion about the implications of the P vs. NP problem. 
4. Unsolvable Problems and the Halting Problem (15 minutes): 
   • Define unsolvable problems and explain the halting problem. 
   • Use the video “Are There Problems That Computers Can’t Solve?” to illustrate the concept 
   • Lead a discussion about the implications of unsolvable problems on computing and algorithm design. 
5. Activity (20 minutes): 
   • Divide the class into small groups and ask them to discuss the implications of unsolvable problems on computing and algorithm design. 
   • Encourage them to consider real-world examples and come up with their own examples of unsolvable problems. 
   • Each group should present their ideas to the class. 
6. Assessment (10 minutes): 
   • Conclude the lesson by asking students to write a short reflection on what they learned and what they found interesting or surprising. 
   • Ask them to identify one real-world problem that they think might be unsolvable and explain why. 

Lesson Reflection: 

• What were the most important concepts you learned during the lesson?
• Which video or activity did you find the most engaging or interesting, and why?
• In your own words, how would you define computationally hard problems, P vs. NP, and unsolvable problems? 
• What real-world problems can you think of that might be computationally hard or unsolvable, and why? 
• How do you think the concepts covered in the lesson might affect computing and algorithm design in the future? 
• Were there any parts of the lesson that you found challenging or difficult to understand? If so, what were they and how could they be explained more clearly? 
• What other topics or questions related to computing and algorithm design would you like to explore in future lessons? 

Mapped Standards:

Lesson 29 | 5.5 – Symmetric vs Asymmetric Encryption 

Lesson Objectives: 

• Explain the difference between symmetric and asymmetric encryption
• Understand how RSA encryption works 
• Understand how the Diffie-Hellman key exchange works 
• Explain the purpose of HTTPS, SSL/TLS, digital certificates, and digital signatures
• Create their own cipher using a combination of symmetric and asymmetric encryption in groups of 3-4 students 

Related Requirements: 

• Students should have a basic understanding of computer networks and encryption concepts. 

Lesson Materials: 

• Computer with internet access 
• Projector or smartboard to display videos 
• Pen and paper (optional) 
• Videos: 
  • Public Key Cryptography: RSA Encryption Algorithm
  • Public key cryptography – Diffie-Hellman Key Exchange (full version)
  • Public Key Cryptography – Computerphile

Lesson Procedure: 

1. Introduction (10 minutes) 
   • Introduce the topic of symmetric vs asymmetric encryption, RSA encryption, Diffie-Hellman key exchange, HTTPS, SSL/TLS, digital certificates, and digital signatures. 
   • Ask the students if they have any prior knowledge about encryption or have heard about the above-mentioned concepts. 
2. Symmetric vs Asymmetric Encryption (40 minutes) 
   • Explain the difference between symmetric and asymmetric encryption, how RSA encryption works, how the Diffie-Hellman key exchange works, and the purpose of HTTPS, SSL/TLS, digital certificates, and digital signatures. Use examples and diagrams to illustrate the concepts. 
   • Use the videos “Public Key Cryptography: RSA Encryption Algorithm”, “Public key cryptography – Diffie-Hellman Key Exchange (full version)”, and “Public Key Cryptography – Computerphile” to reinforce the concepts. 
3. Activity (20 minutes) 
   • Divide the students into groups of 3-4. 
   • Instruct them to create their own cipher using a combination of symmetric and asymmetric encryption. They can use pen and paper to draw diagrams or write code on a computer. 
   • Encourage students to think creatively and make their cipher as secure as possible. 
   • Monitor the groups and provide assistance as needed. 
4. Group Presentations and Discussion (20 minutes) 
   • Ask each group to present their cipher to the class and explain how it works.
   • Encourage discussion and ask questions to help the students think critically about their ciphers and their security. 

Assessment Method: 

• Assess student comprehension through observation and class participation during the lecture and activity. 
• Assess the quality of the student ciphers and their ability to explain how they work during the group presentations. 

Lesson Reflection: 

• At the end of the lesson, ask students for their feedback on the lesson content and activities. 
• Encourage them to share what they learned and what they found most interesting.
• Reflect on what went well during the lesson and what could be improved for future lessons. 

Mapped Standards:

Lesson 30 | 5.6 – Malware 

Lesson Objectives: 

• Students will be able to identify and define various types of malware and cyber attacks.
• Students will be able to analyze the impact of malware and cyber attacks on individuals and organizations. 
• Students will be able to identify best practices to avoid or remove malware. 

Related Requirements: 

• Conduct research using online resources and evaluate the credibility of sources
• Collaborate with peers to share information and complete a group task
• Use technology to create and present information effectively 

Lesson Materials: 

• Computers with internet access 
• Google Slides template with assigned topics 
• Examples of malware and cyber attacks 

Lesson Procedure: 

1. Introduction (10 minutes): 
   • Begin the lesson by explaining what malware and cyber attacks are and why they are important to understand. 
   • Show examples of malware and cyber attacks, and ask students if they have ever experienced or heard of similar attacks. 
   • Introduce the jigsaw activity and explain that each group will be assigned one type of malware to research and present.
2. Jigsaw Activity (45 minutes): 
   • Divide students into 7-10 groups of 2-3 students each and assign each group a type of malware to research. 
   • Provide each group with a Google Slides template with the assigned topics.
   • Give students 15-20 minutes to use online resources to research their assigned malware and create a slide with: 
     • a brief summary
     • two real-life examples 
     • best practices to avoid or remove the malware 
     • relevant image/GIF 
     • work cited in the form of hyperlinks. 
   • Create new groups with one member from each original group 
   • Have each group member present their slide to their new group in 1-2 minutes each to complete the jigsaw activity. 
3. Class-wide Discussion (35 minutes): 
   • Once the jigsaw activity is complete, bring the class together for a discussion about the various types of cyber attacks and how the malware from the jigsaw is related to them. 
   • Introduce the types of attacks: 
     • phishing/spear phishing 
     • DDoS 
     • dictionary attacks/rainbow tables 
     • SQL injection. 
   • Facilitate a discussion about how each type of malware could be used in each type of attack and how they can be prevented or detected. 
   • Encourage students to share their insights and ask questions. 

Assessment Method: 

• Formative assessment: observe student participation during the jigsaw activity and class-wide discussion. 
• Summative assessment: ask students to write a brief reflection on what they learned about malware and cyber attacks and how they can protect themselves from them. 

Lesson Reflection: 

• Did the jigsaw activity and class-wide discussion effectively engage students in learning about malware and cyber attacks? 
• Were the objectives of the lesson met? 
• Were the materials and resources used effectively? 
• How could the lesson be improved for future use?

Mapped Standards:

Lesson 31 | 5.7 – CIA Triad 

Lesson Objectives: 

• Define the CIA Triad and its significance in cybersecurity. 
• Apply the CIA Triad principles to recognize and assess potential cybersecurity threats and vulnerabilities. 
• Accomplish cybersecurity Capture the Flag (CTF) challenges on Cyber.org and exhibit their knowledge of the CIA Triad principles in practice. 

Related Requirements: 

• This lesson is appropriate for students who possess a fundamental understanding of computer systems and networks and have an interest in cybersecurity. 
• No prior knowledge of the CIA Triad is necessary. 

Lesson Materials: 

• Computers with internet access for each student 
• Access to https://practice.ctfcyber.org/challenges
• CIA Triad infographic or handout 
• CTF & CIA Triad Worksheet

Lesson Procedure: 

1. Introduction (10 minutes) 
   • Start the lesson by introducing the CIA Triad and explaining its significance in cybersecurity. 
   • Display the CIA Triad infographic or handout and briefly discuss the three components of the CIA Triad: confidentiality, integrity, and availability. 
   • Ask students to share their views on why the CIA Triad is important in cybersecurity. 
   • Encourage them to share examples of potential cybersecurity threats and vulnerabilities that could undermine the CIA Triad components. 
2. Main Activity (70 minutes) 
   • Explain that students will be using the Cyber.org platform to complete cybersecurity challenges in practice/challenges. The challenges will test their understanding of the CIA Triad principles in practice. 
   • Display the Cyber.org website and demonstrate how to access the practice challenges. You can provide guidance on how to access the website, but avoid providing a script to ensure students can perform the steps on their own. 
   • Give students time to complete the challenges. Encourage them to work in pairs or small groups to discuss their approaches and solutions. 
   • As students work through the challenges, circulate around the room and provide support and guidance as needed. Encourage students to ask questions and provide feedback on their progress. 
3. Wrap-up (10 minutes)
   • Once students have completed the challenges, bring the class back together for a brief discussion. Ask students to share their experiences and what they have learned about the CIA Triad and cybersecurity. 
   • Summarize the key points and emphasize the importance of applying the CIA Triad principles in cybersecurity. 

Assessment Method: 

• Assessment of this lesson will be based on the completion of the Cyber.org challenges and the students’ ability to apply the CIA Triad principles in practice.
• The teacher can also assess students’ understanding of the CIA Triad through class discussions and individual feedback. 

Lesson Reflection: 

• How engaged were the students during the lesson? 
• What was the overall progress of the students during the lesson? 
• Were there any areas where students needed additional support or clarification?
• How effective was the assessment method in evaluating the students’ understanding of the CIA Triad principles? 
• How can the results of this lesson guide future lessons on cybersecurity or the CIA Triad? 

Mapped Standards:

Lesson 32 | Exam Review 

Lesson Objectives: 

• Review key concepts related to Intro to Security, Passwords, Ciphers, Enigma, Computationally Hard Problems, Symmetric vs Asymmetric Encryption, Malware, CIA Triad. 
• Work collaboratively in small groups to create a study-guide or 20-question multiple choice practice exam. 
• Apply their understanding of the topics covered in the lesson to create effective study aids. 

Related Requirements: 

• This lesson is designed for students who have already been introduced to the basic concepts of computer security and cryptography. 

Lesson Materials: 

• Slides summarizing the key concepts related to Intro to Security, Passwords, Ciphers, Enigma, Computationally Hard Problems, Symmetric vs Asymmetric Encryption, Malware, CIA Triad. 
• Assignment with instructions and guidelines for creating the study-guide or multiple choice practice exam.

Lesson Procedure: 

1. Introduction (5 mins): 
   • Greet the students and remind them of the topics covered in previous classes.
   • Introduce the objectives and activities for today’s class. 
2. Recap of Key Concepts (20 mins): 
   • Use the slides to recap the key concepts related to Intro to Security, Passwords, Ciphers, Enigma, Computationally Hard Problems, Symmetric vs Asymmetric Encryption, Malware, CIA Triad. 
   • Encourage students to ask questions and clarify any doubts they may have.
3. Group Work (60 mins): 
   • Divide students into small groups of 3-4. 
   • Provide each group with instructions and guidelines for creating either a study-guide or 20-question multiple choice practice exam. 
   • Explain that the study-guide should be a concise summary of the key concepts covered in the lesson, while the multiple choice practice exam should be designed to test the students’ understanding of the topics. 
   • Encourage the groups to work collaboratively, brainstorm ideas, and assign tasks to each member. 
   • Walk around the classroom and provide guidance and feedback to each group as they work. 
4. Wrap-up and Reflection (5 mins): 
   • Recap the key concepts covered in the lesson. 
   • Ask students to reflect on what they have learned and how they can apply this knowledge to their exam preparation. 

Assessment Method: 

• The students’ study-guides or multiple choice practice exams will be assessed based on the following criteria: 
  • Accuracy and completeness of the content. 
  • Creativity and originality of the ideas presented. 
  • Effectiveness in summarizing or testing the key concepts covered in the lesson. 

Lesson Reflection: 

• Did the students seem engaged and motivated throughout the lesson?
• Was the group work activity effective in promoting collaborative learning?
• Did the students demonstrate a good understanding of the key concepts covered in the lesson? 
• Was the assessment method fair and effective in evaluating the students’ learning?
• What changes could be made to improve this lesson in the future?

Mapped Standards:

Lesson 33 | Unit 5 Exam 

Lesson Objectives: 

• Demonstrate their understanding of the key concepts related to Intro to Security, Passwords, Ciphers, Enigma, Computationally Hard Problems, Symmetric vs Asymmetric Encryption, Malware, CIA Triad by taking a 50-question multiple choice exam. 
• Analyze their performance on the exam to identify areas of strength and weakness in their understanding of the topics covered. 

Related Requirements: 

• This lesson is designed for students who have already been introduced to the basic concepts of computer security and cryptography. 

Lesson Materials: 

• 50-question multiple choice exam (on paper or digital). 
• If a paper exam, scantrons or other exam answer sheets for students. 

Lesson Procedure: 

1. Introduction (5 mins): 
   • Greet the students and remind them of the topics covered in previous classes.
   • Introduce the objectives and activities for today’s class. 
2. Exam Instructions (5 mins): 
   • If needed, hand out the exam and answer sheets to students. 
   • Read out the instructions for the exam. 
   • Answer any questions that students may have about the exam format.
3. Exam (60 mins): 
   • Ask students to begin the exam. 
   • Monitor the students’ progress and answer any questions that arise. 
   • Encourage students to pace themselves and not rush through the exam.
4. Group Discussion (15 mins): 
   • After the exam, ask students to form small groups of 3-4. 
   • Give each group a few minutes to discuss their exam performance and compare their answers. 
   • Ask each group to identify areas of strength and weakness in their understanding of the topics covered in the exam. 
   • Encourage the groups to ask questions and provide feedback to each other.
5. Exam Reflection (5 mins): 
   • Ask students to reflect on their performance on the exam. 
   • Encourage them to identify areas where they did well and areas where they need improvement. 
   • Provide guidance and feedback on how they can improve their understanding of the topics covered in the exam.

Assessment Method: 

• The exam will be graded using an answer key. 
• Students will receive a grade based on the number of correct answers they have given. 

Lesson Reflection: 

• Did the students seem prepared and confident during the exam? 
• Was the group discussion effective in promoting collaborative learning and identifying areas of strength and weakness? 
• Did the students demonstrate a good understanding of the key concepts covered in the exam? 
• Was the assessment method fair and effective in evaluating the students’ learning?
• What changes could be made to improve this lesson in the future? 

Mapped Standards:

Lesson 34-35 | The Imitation Game 

Lesson Objectives: 

• To understand the history and importance of cryptology and the Enigma machine during World War II. 
• To learn about the mathematical and computational concepts used to break the Enigma code. 
• To analyze the role of Alan Turing in the development of early computing and his contribution to breaking the Enigma code. 

Related Requirements: 

• Access to the movie “The Imitation Game.” 
• Access to research materials about the Enigma machine, cryptography, and Alan Turing. 

Lesson Materials: 

• The movie “The Imitation Game.” 
• Digital handouts with discussion questions and historical context information. 

Lesson Procedure: 

• Lesson 34: 

1. Introduction (10 minutes): Briefly introduce the topic and the movie. Explain the objectives of the lesson. 
2. Historical Context (30 minutes): Provide historical context on the Enigma machine and its use during World War II. 
3. Movie Screening (45 minutes): Show the movie “The Imitation Game” up to the point where Turing and his team start working on cracking the Enigma code. 
4. Discussion (5 minutes): Ask students to share their initial reactions to the movie.

• Lesson 35: 

1. Recap (10 minutes): Recap the events of the movie up to the point where Turing and his team start working on cracking the Enigma code from the previous day’s lesson.
2. Analysis of Cryptographic Concepts (30 minutes): Introduce and discuss the mathematical and computational concepts used to break the Enigma code, including frequency analysis, rotor settings, and the importance of key exchange. 
3. Movie Screening (45 minutes): Show the rest of the movie, focusing on the depiction of how the Enigma code was cracked and Turing’s role in this. 
4. Discussion of Alan Turing’s Contribution (5 minutes): Ask students to share their thoughts on the importance of Alan Turing’s contribution to cryptography and computing. 

Assessment Method: 

• The instructor will assess the participation of the students in the discussions.
• Students will write a short reflection on the importance of the Enigma machine and Turing’s contribution to cryptography and computing. 

Lesson Reflection: 

• Did the lesson plan successfully engage students in critical analysis of the movie “The Imitation Game” with a focus on cryptology, the Enigma machine, and Alan Turing’s contribution to breaking the code? 
• Did the lesson plan effectively promote students’ understanding of the mathematical and computational concepts used to break the Enigma code, the importance of key exchange, and the role of Alan Turing in the development of early computing? 
• How did the assessment methods encourage students to reflect on their own understanding of these issues and engage in thoughtful discussion with their peers?
• Did the lesson plan effectively promote critical thinking, reflection, and engagement with important historical and technical issues in computer science? 

Mapped Standards:

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Unit 4 – Data | Impacts of Computing

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Unit 4 – Data | Impacts of Computing

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