Day 3: Plan a Community Cybersecurity Bootcamp

Daily Learning Contract

• Topic: Work Ethic
• Objective: Students will define and identify work ethic and integrity in a cybersecurity workplace by planning an accurate community lesson, protecting private information, and revising a flyer prototype.
• TEKS: d(4)(F)
• Demonstration of Learning: Students complete a Cybersecurity Bootcamp plan and flyer prototype that show one audience, two actionable goals, accurate advice, a safe sign-up route, one behind-the-scenes work-ethic behavior, and one integrity choice.

Lesson Overview

Before Students Arrive

1. Post the Cybersecurity Bootcamp Plan, the Completed Bootcamp Model, and the Capstone Rubric.
2. Open FYF pp. 34-35 in Canvas.
3. Put paper and markers out before class. Offer Canva or Adobe only if students can already access the district-approved tool.
4. Do not ask students to publish a flyer, collect real sign-ups, or use personal contact information.

Bellringer — What Happens Behind the Scenes? (5 min)

Prompt: A team teaches a strong event for 30 minutes. What work probably happened before anyone arrived?

Students jot two actions. Look for checking facts, planning materials, testing directions, arriving early, protecting sign-up information, revising, or practicing—not just “worked hard.”

Activity 1 — Read the Scenario and Name the Standard (8 min)

Use FYF p. 34. Treat the printed percentages as scenario findings, not current verified statistics.

Define the two professional characteristics:

• Work ethic: reliable preparation, follow-through, care, and revision even when the work is not visible.
• Integrity: honest, authorized, and privacy-respecting choices even when shortcuts are possible.

Show the completed model. Ask students to find the audience, two goals, matching activity, safe sign-up route, work-ethic behavior, and integrity choice.

Activity 2 — Complete the Bootcamp Plan (18 min)

Students use the two-page plan. They choose one audience and one need, then write two actions participants will be able to do. The activity must let participants practice those actions.

Active-monitoring checkpoints

• one specific audience;
• two measurable actions;
• an activity that matches the goals;
• a place/time that fits the audience;
• accurate advice without a guarantee;
• a fictional or teacher-approved sign-up route;
• one behind-the-scenes work-ethic behavior; and
• one privacy/integrity rule.

Activity 3 — Build a Flyer Prototype (14 min)

This is a prototype, not a polished advertising campaign. The flyer needs:

1. program name;
2. audience;
3. topic or two learning goals;
4. place and time;
5. safe sign-up route; and
6. original words and visuals, or credits for anything reused.

Paper, Canva, and Adobe Express score equally. Students do not use a real phone number, email address, home address, social handle, live form, or QR code.

Activity 4 — Quality and Integrity Check (5 min)

Use QSSSA:

• Question: What would a sponsor notice your team doing behind the scenes?
• Stem: “They would notice us ___ because ___.”
• Signal: students point to the matching part of the plan.
• Share: partner, then two selected responses.
• Assess: listen for preparation, accuracy checks, privacy, or revision.

Students make one final revision. If a partner is absent, use the model and checklist for self-review.

Teacher Guidance

• Accept a paper prototype with clear information; do not score visual polish.
• A safe sign-up route can say “Ask your teacher,” “Sign up at the library desk,” or “Use the teacher-provided form.” It does not need a real form.
• Reject claims that one action stops every scam or that a student should test a live system.
• The FYF scenario can supply topic ideas. Current CISA actions—recognize/report phishing, strong passwords, MFA, and software updates—can strengthen accuracy.

Supports

• Use the audience/need choice bank and completed model.
• Allow oral planning before writing and label diagrams instead of requiring long paragraphs.
• Keep word banks and sentence stems beside the plan fields.
• Students may keep a personal goal or design private and submit directly to the teacher.

If a Design Tool or Partner Is Unavailable

Use paper with the same checklist and rubric. An absent student completes the plan and paper flyer independently and uses the model for the revision check.