Lesson: Strong Passwords (3-5)

ASK: What are some of the non-electronic security devices that people use to protect their possessions from being stolen or used by others?
Sample responses:

• Lock on a gym locker
• Apartment and house keys
• Bicycle locks

DISTRIBUTE the Password Tips Student Handout and review each of the eight security tips for managing passwords.

INVITE students to explain why each tip is effective. If they are not sure, offer some of the following tips:

• Only your parents should know your password. Never give a password to anyone else – not even your friends. They could unknowingly share it with someone who could use your password to pretend to be you or to harass other people.
• Don’t use passwords that are easy to guess, like your nickname or your pet’s name. People who know you well can guess these kinds of passwords.
• Never use any private identity information in your password. Identity thieves can use this information to pretend to be you.
• Don’t use a word in the dictionary as a password. Hackers use programs that will try every word in the dictionary to guess passwords.
• Create passwords with at least eight characters. The fewer the characters, the easier it is for hackers to try every combination of characters.
• Use combinations of letters, numbers, and symbols. They are harder to crack than just words because there are more combinations to try.
• Change your password regularly – at least every six months. The longer you use the same password, the more likely it is that someone will guess it or use a program to find it.

Note: Make sure that students are familiar with the forms of private identity information listed in the “Use Common Sense!” box on the handout. Remind students of an important safety and security rule: Do not give out private identity information without the permission of a teacher or parent.

TELL students to now read and discuss the “Smart Passwords?” scenarios about Jesse and Krystal, also in the Password Tips Student Handout.

DISCUSS Jesse’s password choice with students.

ASK: Did Jesse make a safe choice? Why or why not?
Jesse’s password is too obvious a choice, easily guessed by people who know him, and therefore not secure.

HAVE students identify the password tips Jesse’s password did and didn’t follow.

GUIDE students to discuss the scenario about Krystal.

ASK: How did Krystal choose her password?
She chose her password by combining part of her name (kr), her favorite activity (swim), and the numbers of her birth month (8) and day (4).

HAVE students evaluate Krystal’s password.

ASK: Was it a safe choice?
It is a safer choice because she used no complete personal identity information, and she combined at least eight letters and numbers.

ASK: What are some other password tips Krystal could follow?
Students can refer to the Password Tips Student Handout.

HAVE students follow the directions for the “You Try It” activity at the bottom of the handout. Invite them to write new passwords for Jesse and Krystal, then share their new passwords with the class. Write the new passwords on the board and ask students to share their suggestions for how Jesse and Krystal could remember them.

You can use these questions to assess your students’ understanding of the lesson objectives. You may want to ask students to reflect in writing on one of the questions, using a journal or an online blog/wiki.

ASK: What are some tips for having strong passwords? Which ones do you think are most important to follow?
Encourage students to recall as many of the eight tips as they can. Have students explain why they think particular tips are important.

ASK: Which tips are easiest to follow? Which are hardest?
Have students explain their reasoning. Answers will vary.

ASK: How can we remind ourselves, other students, and our families to keep passwords secure?
Answers will vary.