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Lesson Plan Template

ETAP 524

Name: Aimee Dars Ellis Module: 4, Visuals

Lesson Plan Title

Understanding Consumer Privacy

Discipline and Topic

Although consumers expect their personal information remain private, many business practices

allow personal information to be shared, or, worse, leaked or stolen. High-profile hacking

incidents are reported with frustrating frequency, from Target’s massive data breach during the

busy 2013 holiday shopping season (Riley, Elgin, Lawrence, & Matlack, 2014, March 13) to the

more recent theft of personal data from Anthem, a large insurance company (Abelson &

Creswell, 2015, February 7). Other issues include transparency in privacy policies and the use of

personal data. Recently, for example, news outlets reported that Samsung smart televisions could

eavesdrop on conversations (Peralta, 2015, February 9). Though location trackers on

smartphones can provide customized information, such as in weather apps, they also make

consumers vulnerable (Crain, 2015, February 6). The ancestry DNA service 23andme has a

strong privacy statement; however, putting one’s genetic profile in the hands of a company

backed by Google might make some observers concerned. [Not all of these incidents are

specifically mentioned in the lesson since some of the material discussed is generated by

students. I expect that they would include these or similar incidents in the course of the lessons.

Sadly, there may be even more current examples when this lesson is administered. When it

advances understanding, I will use these incidents as examples to underline certain points,

particularly in part 2 when we discuss privacy breaches.]

Specifically, this lesson introduces students to the issues regarding the collection and protection

of personal data by companies. Often, students (and other adults!) are surprised by the amount of

data collected by companies, governments, and data brokers. We will consider the ethical issues

related to data collection as well as the laws that pertain to customer privacy. The class will

explore the costs to companies and customers of privacy breaches, outline the key elements of

privacy policies, and identify some strategies for protecting their own online privacy.

Target Population

Students in this class (Business Ethics) are advanced high school or college students.

General Characteristics: Students taking this class are primarily in the 16-22 age range.

Typically, the class is 40% female, 60% male; 80% white; 95% from the United States

with a middle to upper middle class background.

Entry Competencies: Students have demonstrated effective writing and basic computer

and technology skills in order to have the class standing required. For this lesson,

students will have completed the readings before coming to class.

Learning Styles: Students display a range of learning styles; however, they prefer

discussion and hands-on activities. In terms of Gardner’s theory of multiple intelligences

(2011), students in this class tend to have verbal and visual intelligences as the dominant

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style.

Curriculum Alignment and Common Core Standards

This lesson satisfies the NYS College and Career Readiness Anchor Standards for Writing,

Research to Build and Present Knowledge, 6. Conduct short as well as more sustained research

projects to answer a question (including a self-generated question) or solve a problem; narrow

or broaden the inquiry when appropriate; synthesize multiple sources on the subject,

demonstrating understanding of the subject under investigation.

Students will conduct research for both the privacy policy and advocacy assignments in

which they will be required to synthesize multiple resources and display an

understanding of the material in order to produce the privacy policy and the advocacy

multimedia presentation.

This lesson satisfied the NYS College and Career Readiness Anchor Standards for Speaking and

Listening, Presentation of Knowledge and Ideas, 4. Present information, findings, and

supporting evidence, conveying a clear and distinct perspective, such that listeners can follow

the line of reasoning, alternative or opposing perspectives are addressed, and the organization,

development, substance, and style are appropriate to purpose, audience, and a range of formal

and informal tasks.

The advocacy multimedia presentation requires students to adopt a particular point of

view and to provide well-researched and well-organized information relevant to the

audience they have defined.

ISTE NETS Standards

IETS Student Standards (Highlighted standards addressed in this lesson)

1) Students use critical thinking skills to plan and conduct research, manage projects, solve

problems, and make informed decisions using appropriate digital tools and resources.

a) Identify and define authentic problems and significant questions for investigation

b) Plan and manage activities to develop a solution or complete a project

c) Collect and analyze data to identify solutions and/or make informed decisions

d) Use multiple processes and diverse perspectives to explore alternative solutions

2) Students understand human, cultural, and societal issues related to technology and practice

legal and ethical behavior.

a) Advocate and practice safe, legal, and responsible use of information and technology

b) Exhibit a positive attitude toward using technology that supports collaboration, learning,

and productivity

c) Demonstrate personal responsibility for lifelong learning

d) Exhibit leadership for digital citizenship

3) Technology operations and concepts

a) Students demonstrate a sound understanding of technology concepts, systems, and

operations.

b) Understand and use technology systems

c) Select and use applications effectively and productively

d) Troubleshoot systems and applications

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e) Transfer current knowledge to learning of new technologies

IETS Teacher Standards

4) Facilitate and inspire student learning and creativity: Teachers use their knowledge of subject

matter, teaching and learning, and technology to facilitate experiences that advance student

learning, creativity, and innovation in both face-to-face and virtual environments.

5) Promote, support, and model creative and innovative thinking and inventiveness

6) Engage students in exploring real-world issues and solving authentic problems using digital

tools and resources

7) Promote student reflection using collaborative tools to reveal and clarify students’ conceptual

understanding and thinking, planning, and creative processes

8) Model collaborative knowledge construction by engaging in learning with students,

colleagues, and others in face-to-face and virtual environments

9) Design and develop digital age learning experiences and assessments: Teachers design,

develop, and evaluate authentic learning experiences and assessments incorporating

contemporary tools and resources to maximize content learning in context and to develop the

knowledge, skills, and attitudes identified in the Standards•S.

10) Design or adapt relevant learning experiences that incorporate digital tools and resources to

promote student learning and creativity

11) Develop technology-enriched learning environments that enable all students to pursue their

individual curiosities and become active participants in setting their own educational goals,

managing their own learning, and assessing their own progress

12) Customize and personalize learning activities to address students’ diverse learning styles,

working strategies, and abilities using digital tools and resources

13) Provide students with multiple and varied formative and summative assessments aligned

with content and technology standards, and use resulting data to inform learning and teaching

14) Model digital age work and learning: Teachers exhibit knowledge, skills, and work processes

representative of an innovative professional in a global and digital society.

15) Demonstrate fluency in technology systems and the transfer of current knowledge to new

technologies and situations

16) Collaborate with students, peers, parents, and community members using digital tools and

resources to support student success and innovation

17) Communicate relevant information and ideas effectively to students, parents, and peers using

a variety of digital age media and formats

18) Model and facilitate effective use of current and emerging digital tools to locate, analyze,

evaluate, and use information resources to support research and learning

19) Promote and model digital citizenship and responsibility: Teachers understand local and

global societal issues and responsibilities in an evolving digital culture and exhibit legal and

ethical behavior in their professional practices.

20) Advocate, model, and teach safe, legal, and ethical use of digital information and technology,

including respect for copyright, intellectual property, and the appropriate documentation of

sources

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21) Address the diverse needs of all learners by using learner-centered strategies providing

equitable access to appropriate digital tools and resources

22) Promote and model digital etiquette and responsible social interactions related to the use of

technology and information

23) Develop and model cultural understanding and global awareness by engaging with

colleagues and students of other cultures using digital age communication and collaboration

tools

Goals

Students will understand consumer privacy issues as they relate to business ethics.

Objectives (State)

1) Students will be able to discuss recent privacy breaches at major companies with 90%

accuracy.

2) Students will be able to generate company policies that promote and protect customer

privacy at an accomplished level.

3) Students will be able to construct an advocacy presentation for consumers or corporate

leaders about customer privacy at an accomplished level.

Note: “Accomplished” is a category in the rubrics for these assignments.

Underlying Educational Theory

The consumer privacy lesson will expose students to privacy breaches at organizations,

discussing why and how they happen as well as the personal and financial consequences to

customers and the organization. We will also discuss government surveillance exposed by

Edward Snowden. We will consider the duty organizations have to protect privacy and the rights

consumers have for privacy with a group project in which student teams will construct a privacy

policy for a real or hypothetical company. The activities are designed to be collaborative and

meaningful, reflecting “real life” contexts (Smaldino, Lowther, Russell, & Mims, 2015). The

approach, then, reflects a constructivist learning theory.

Materials Description and Timing

The classroom has one computer hooked to a projector for instructor use. It is connected to the

Internet and has no blocks on sites. This will be used to display the slideshow and the brief 60

Minutes story.

Students will need a tablet for this lesson. They will use it to conduct research, respond to polls,

and complete worksheets. Most of the students have their own tablets. Those who do not can

borrow one for the class period from the school’s lending library. Some students may be able to

complete the tasks on a smartphone. To complete the tasks in this lesson, they will need a web

browser and a word processing app.

A Face in the Crowd [Screenshot]/ 60 Minutes Logo: This visual is a screenshot that

shows the title and producer of the 60 Minutes segment related to the collection of

consumer information. The 60 Minutes logo is an image that comes from CBS. These two

visuals combine to orient the students to the upcoming video segment, and the slide will

show during the transition to the video during which I will introduce it and give the

students some questions to consider while watching. This best matches the Realistic

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category of visuals (Smaldino et al., 2015).

Data Breaches [Infographic]: This infographic depicts the number of data records lost or

stolen in the first quarter of 2014. It includes this information sliced in multiple ways: by

day, by hour, by minute, by second, by region, by source, and by industry. As this

illustrates the quantitative relationships among data, it falls into the Relational category

(Smaldino et al., 2015).

Consumer Perceptions on Privacy and Security [Infographic]: This infographic illustrates

the results of a survey on consumer perceptions of online privacy and includes the

number of people who have received notices from companies, the types of data that

consumers are most concerned with, and consumers’ expectations of privacy for different

internet usage. The infographic includes both analogical (frowning computer monitor)

and relational (bar graph) visuals (Smaldino et al., 2015).

PRISM Collection Details [Photograph / Screenshot]: This screenshot depicts a slide in a

presentation for government agents on the PRISM data collection program and was

released with the Snowden documents. It isn’t a well-done visual, but is important since it

comes from the actual presentation, something that must be seen to be believed. There is

an element of organizational visuals as the slide shows what customer information comes

from various providers.

Average Cost [Graph]: This is a simple bar graph depicting the costs of data breaches

and falls into the relational visual category.

HANDOUT: How are you being watched?

HANDOUT: Companies Collecting Personal Information (exit ticket day 1)

POWERPOINT: Consumer Privacy and Business Ethics

VIDEO: A Face in the Crowd

Computer Hardware and Visual Selection Rubrics in separate documents.

Images can be accessed via hyperlink; they are also included at the end of this document.

Alignment with Standards, Outcomes, and Objectives: The hardware and software

required provide the means to participate fully in the lesson. The visuals reflect the

content included in the learning objectives.

Accurate and Current Information: All visuals include accurate information and were

created in the past two years.

Age-Appropriate Language: Because of the prerequisites for the course, all students

will have the reading skills to understand the text in the visuals. Some of the statistical

material might be challenging to some; however, it is all presented in terms of

percentages, a concept that was taught earlier in the curriculum.

Interest Level and Engagement: The hardware/software allows students to be engaged

and participate in the lesson, while the visuals are designed to appeal to a general

audience.

Technical Quality: The suggested tablets (computer hardware selection rubric: Apple

iPad, Samsung, or Toshiba) all have high technical quality.

Ease of Use: Tablets are easy to use. Some students may need instruction on accessing

Poll Everywhere via their web browser or assistance with the word processing app.

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Bias Free: I didn’t observe any biases in the visuals. They are focuses on the United

States, though.

User Guide and Directions: Tablets, PollEverwhere, and word processing apps have

extensive online support. No directions are needed for the visuals.

Supplemental Materials/Links

Federal Trade Commission (FTC): Consumer Privacy

Privacy Rights Clearinghouse

Consumer Data Privacy in a Networked World: A Framework for Protecting Privacy and

Promoting Innovation in the Global Economy

NSA Files Decoded: What the Revelations Mean for You

Millions of Anthem Customers Targeted in Cyberattack

Target Breach Could Cost $1bil or More

Verizon Mobile “Supercookies” Seen as Threat to Privacy

New Curbs Sought on the Personal Data Industry

Data Protection Laws, an Ocean Apart

10 Data Breaches that Stung US Consumers

2014 Cost of Data Breach Study

Target Say Credit Card Data Breach Cost it $162M in 2013-14

Lesson

This lesson will be given over two 75 minute class periods. It can be adapted for three 50 minute

class periods.

Day 1

00-10: Introduction/Announcements: What do you think? (think, pair, share) – Pick different

team for each question. Pick second team to share if needed (e.g., if first response is

insufficient). Let volunteers follow-up if desired. End with slide on consumer perception about

privacy, note similarities and differences to students’ responses

10-20: How are you being watched? Handout – Students can complete digitally using tablet or

fill out the hard copy with pen/pencil. The former will be submitted through the LMS; the latter

will be turned in to me at the end of class.

20-34: “A Face in the Crowd” video

34-40: Discussion of video: reactions/surprises – Poll Everywhere open-ended question

40-55: Snowden and the NSA: solicit student responses; they should be familiar with this from

lesson readings. Add any major claims missed by students. Conclude with PRISM collections

details slide. [This section can be eliminated if necessary for timing.]

55-65: Advantages /Disadvantages arising from information collection: Handout (exit slip) –

Students can complete digitally using tablet or fill out the hard copy with pen/pencil. The former

will be submitted through the LMS; the latter will be turned in to me at the end of class. This

handout has a question about the most important thing students learned for formative assessment

purposes.

65-75: Wrap up

Day 2

00-05: Introduction/Announcements

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05-15: Laws governing consumer privacy; Review key laws (on slide) but don’t say anything

else at this point – give quiz (ungraded) through Poll Everywhere.

15-35: Transition to impact of privacy breaches, start with slide showing company logos and

number of records stolen in 2014, show Data Breaches infographic; solicit ideas from class about

the categories of costs due to data breaches. Once full list, assign sections of the room to look up

some information on particular categories. Call on students to share what they learned. Show

graph with average costs from 2014/2013 by country.

35-65: Review privacy policies – preassigned groups are given a company – they will use tablets

to search for the company’s privacy policy and identify its strengths and weaknesses. @58, stop

group work; call on groups randomly to share strengths. Make master list on slide via smartboard

or on chalkboard.

65-75: Wrap up: What can you do to protect your privacy?

Assessment of Students

Formative in-class assessments

“What do you think?” – think, pair, share

“How are you being watched” (handout)

Poll Everywhere open-ended question on Video

Exit ticket (handout)

Poll Everywhere – privacy laws quiz

Group activity: corporate privacy policies

Poll Everywhere: How can you protect your privacy?

Summative assessments

Unit exam

Privacy policy (group)

Advocacy assignment

Assessments are included at the end of this document. Student samples are in separate files.

Evaluation of Students and Lesson

At least 80% of students will be able to discuss recent privacy breaches at major

companies with 90% accuracy.

At least 80% of students will be able to generate company policies that promote and

protect customer privacy at an accomplished level.

At least 80% of students will be able to construct an advocacy presentation for consumers

or corporate leaders about customer privacy at an accomplished level.

In class formative assessments will be used in conjunction with student performance on

summative assessments. These assessments will be used to adjust instruction in real time if

necessary and will also inform revisions to the lesson in future semesters. Some of these are in-

class observations, and in those cases, I will keep a tally of students who understand/don’t

understand. For exit slips, handouts submitted online, and open-ended poll questions, I will

categorize them as Very well done/ well done / needs work. If more than 15% of students fall in

the lowest category, I will take action to improve the lesson by teaching the material differently

and/or providing additional resources. For poll everywhere quiz, I expect at least 90% of

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students to answer 4 of 5 questions correctly.

Low Tech Modification

If technology is not available, I will facilitate by referring to a hard copy of the slides and using

the chalkboard to record key points. Material that students are to research using a tablet, I will

provide, e.g., I will give estimates for the cost of data breaches. I will have hard copies of the

privacy policies for the group activity on day 2. Handouts are to be completed on students’

tablets; I will have hard copies ready in case of problems with the tablets or WiFi.

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Essay Questions (embedded in unit exam)

1. You are an expert on consumer privacy. Describe a recent privacy breach at a major

company. What are five strategies they can adopt to protect consumer privacy?

2. How effective are laws protecting consumer privacy?

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Privacy Policy Assignment

In your assigned group, you will be creating a privacy policy for a company that [.

…]. Research best practices and keep in mind material from class. Your policy needs to be

unique to your company but reflect the generally accepted elements of a privacy policy.

Rubric

Exemplary Accomplished Fair Unsatisfactory

Define Problem*

from VALUE

problem-solving

rubric

Demonstrates the

ability to construct

a clear and

insightful problem

statement with

evidence of all

relevant contextual

factors.

Demonstrates the

ability to construct

a problem

statement with

evidence of most

relevant contextual

factors, and

problem statement

is adequately

detailed.

Begins to

demonstrate the

ability to construct

a problem

statement with

evidence of most

relevant contextual

factors, but

problem statement

is superficial.

Demonstrates a

limited ability in

identifying a

problem statement

or related

contextual factors.

Style

*from VALUE

writing rubric

Demonstrates a

thorough

understanding

of context, audience, and

purpose that is

responsive to the

assigned task(s) and

focuses all elements

of the work.

Demonstrates

adequate

consideration of

context, audience, and purpose and a

clear focus on the

assigned task(s)

(e.g.,

the task aligns with

audience, purpose,

and context).

Demonstrates

awareness of

context, audience,

purpose, and to the assigned tasks(s)

(e.g., begins to

show awareness of

audience's

perceptions and

assumptions).

Demonstrates

minimal attention to

context, audience,

purpose, and to the assigned tasks(s)

(e.g., expectation of

instructor or self as

audience).

Factual

Information

Presents clear,

accurate and

thorough

information for all

10 principles

Mostly presents

clear, accurate and

thorough

information for at

least 9 or presents clear, accurate and

thorough

information for 8 or

fewer

Some information is

presented clearly

and accurately for at

least nine or mostly

presents clear, accurate and

thorough

information for 5 or

fewer

Information had

some major

inaccuracies OR

was usually not

clear or some information is

presented clearly

and accurately for 3

or fewer

Use of resources Makes effective use

of available

resources;

effectively and

accurately uses

relevant and

sufficient material

from resources;

effectively integrates credible

sources

Makes use of

available

resources; uses

relevant and

sufficient material

from resources;

integrates credible

sources

Makes limited use

of available

resources;

inconsistent use of

relevant and

sufficient material

from resources;

some integration of

credible sources

Makes inadequate

use of available

resources;

insufficient use of

relevant and

sufficient material

from resources;

little integration of

credible sources

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Advocacy Presentation

In this assignment, you will create a podcast, video, animation, or other multimedia presentation

to a clearly identified audience stating a position on consumer privacy. You may use the

suggestions or develop your own scenario:

You are a privacy advocate urging consumers to be more proactive in protecting their

privacy.

You are a privacy advocate urging a company to be more proactive in protecting

consumer privacy.

You are a manager of a company, and you want the employees in your department to take

more precautions regarding customer privacy.

You are the CEO of a company, and you want Congress to relax laws on consumer

privacy.

Rubric

Exemplary Accomplished Fair Unsatisfactory

Argument Clear and

convincing

statement of

position with strong

justification

Clear and mostly

convincing

statement of

position with

adequate justification

Somewhat

convincing

statement of

position with some

justification

Unconvincing

statement of

position with little

or flawed

justification

Factual

Information

Presents clear,

accurate and

thorough

information

Mostly presents

clear, accurate and

thorough

information

Some information is

presented clearly

and accurately

Information had

some major

inaccuracies OR

was usually not

clear

Use of resources Makes effective use

of available

resources;

effectively and

accurately uses

relevant and

sufficient material

from resources; effectively

integrates credible

sources

Makes use of

available

resources; uses

relevant and

sufficient material

from resources;

integrates credible

sources

Makes limited use

of available

resources;

inconsistent use of

relevant and

sufficient material

from resources;

some integration of credible sources

Makes inadequate

use of available

resources;

insufficient use of

relevant and

sufficient material

from resources;

little integration of credible sources

Use of

Multimedia

All graphics, video,

audio, 3-D, or other

resources are used

effectively and

contribute to the

message.

Most graphics,

video, audio, 3-D,

or other resources

are used

appropriately to

enrich the message.

Limited graphics,

video, audio, 3-D,

or other resources

are present but do

not always

contribute to the

message

Few multimedia

resources, or used

inappropriately; do

not contribute to

message

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Visuals

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References

Abelson, R., & Creswell, J. (2015, February 7). Data breach at Anthem may augur a trend, The

New York Times, p. Retrieved from http://www.nytimes.com/2015/02/07/business/data-

breach-at-anthem-may-lead-to-others.html?_r=0

Crain, M. (2015, February 6). The biggest myth about phone privacy. BBC Campus. Retrieved

from http://www.bbc.com/future/story/20150206-biggest-myth-about-phone-privacy

Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. New York: Basic

Books.

Peralta, E. (2015, February 9). Samsung's privacy policy warns customers their Smart TVs are

listening. The Two-Way: NPR's News Blog. Retrieved from

http://www.npr.org/blogs/thetwo-way/2015/02/09/385001258/samsungs-privacy-policy-

warns-customers-their-smart-tvs-are-listening

Riley, M., Elgin, B., Lawrence, D., & Matlack, C. (2014, March 13). Missed alarms and 40

million stolen credit card numbers: How Target blew it. BloombergBusiness. Retrieved

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from http://www.bloomberg.com/bw/articles/2014-03-13/target-missed-alarms-in-epic-

hack-of-credit-card-data

Smaldino, S., Lowther, D. L., Russell, J. D., & Mims, C. (2015). Instructional technology and

media for learning (Vol. 11th). Boston, MA: Pearson Education.