Julia Reynolds
Computer Science, Information Science
Material Type:
Lesson Plan
Middle School, High School
7, 8, 9, 10, 11, 12
CTE, Career and Technical, Cybersecurity, Research
Creative Commons Attribution Share Alike
Media Formats:

CTE Lesson Plan on Cybersecurity


The purpose of this lesson is to learn how to determine the main ideas from digital sources. on Cybersecurity.

Students will identify the site content and information on bias.

Students will synthesize their findings from three websites, cite examples, and provide their own analysis in a 5-minute speech.

Cybersecurity, Web Searches and Bias

Lesson Plan Template from: Moreillon, Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012.


Lesson Length

1 60-minute class session


The purpose of this lesson is to learn how to determine the main ideas from digital sources. Students will identify the site content and information on bias. Students will synthesize their findings from three websites, cite examples, and provide their own analysis in a 5-minute speech.


By the end of this lesson, students will be able to:

  1. Collect data on website content.
  2. Analyze three websites for information on bias.
  3. Compose a 5-minute speech about their findings.
  4. Cite evidence as part of their analysis.
  5. Cite sources.

​​​​​​​Resources, Materials, and Equipment

  • Websites
Cybersecurity Websites
  • Graphic organizers
Advance Organizer
  • Materials
Writing Utensils, Copies of Advance Organizer, Copies of Rubric
  • Equipment

Student Laptops, Data Projector 


Teacher and Library/Media Specialist model recording data related to site content and bias. Educators monitor student guided practice as they record data and analyze three sites while composing a 5-minute speech.


The student work on the Advance Organizer and the 5-minute speech (using the Rubric) show their ability to analyze websites and look for information on bias.

Standards (from the MI or other state standards) 

Computer Systems Networking and Telecommunications Consolidated Standards (2011)M  Recognize and analyze potential IT security threats to develop and maintain security requirements.

  1. Describe potential security threats to information systems.
  2. Identify the range of security needs and the problems that can occur due to security lapses.
  3. Assess security threats.
  4. Develop plans to address security threats.
  5. Implement plans to address security procedures.
  6. Document security procedures
 Q  Describe the use of computer forensics to prevent and solve information technology crimes and security breaches.
  1. Describe the role of computer forensic investigators.
  2. Demonstrate the effective use of basic computer applications relating to forensics investigations.
  3. Identify criminal activity in relation to cybercrime, the Internet, and Internet trafficking.

Reading and/or Writing

 CC.9-10.R.I.7 Integration of Knowledge and Ideas: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

CC.9-10.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research. 

Listening and Speaking

CC.9-10.SL.2 Comprehension and Collaboration: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

AASL Shared Foundation

Shared Foundation: INQUIRE, think critically, and gain knowledge.

1.1  Domain/Competency: THINK

1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness to needs, importance, and social and cultural context.

1.1.6  Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

Shared Foundation: CURATE, draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

2.1  Domain/Competency: THINK

2.1.2 Organize knowledge so that it is useful.



Show the “Cybersecurity 101” video (3:52) to students and have them discuss ideas about cybersecurity. Talk about privilege by working in Cybersecurity field and the importance of the work.

Student-Friendly Objectives

  1. Use website navigation to determine content and bias.
  2. Make notes on the Advance Organizer.
  3. Compose a 5-minute speech, with proper citations.
  4. Use the rubric to guide your work.


Distribute Advance Organizer. Explain what to look for to complete the organizer.

Educators model with the website and complete Advance Organizer:

Educators model how to cite a website as a source.

Show students the list of 20 Cybersecurity Websites, with groups reviewing different websites.

Distribute Rubric for 5-Minute Speech. Explain what to complete, including a citation for sources. (Refer back to model.)

Give students time to work using their laptops. Teacher and Library/Media Specialist monitor students as they work, providing further instruction, as needed.

Student Participation or Practice Procedures

  1. Use websites to guide work.
  2. Write notes on Advance Organizer.
  3. Work with peers to find information.
  4. Practice 5-minute speech.

Guided Practice

Educators monitor student data collection, completeness of the Advance Organizer, and work on 5-minute speech.


Educators facilitate student sharing of their 5-minute speeches. Student self-evaluates using the rubric.


Educators discussion with students: What did you learn about Cybersecurity? What did you learn about bias and Cybersecurity? What did you learn about the main ideas on websites?


Educators could explore extension ideas: having a guest speaker on cybersecurity, providing a real example of cybersecurity and letting students work on solutions, and emphasizing the privilege and responsibility that comes with this knowledge and expertise.