Crack That Code: Computational Thinking and Cryptography an Integrated Approach to Cybersecurity

Purpose & objective

There are currently 500,000 unfilled cybersecurity positions in the United States. As cyberattacks grow in frequency and sophistication, more students are needed to enter cybersecurity courses and programs to fill the country’s growing cybersecurity needs. Computational thinking skills are essential to solving problems in multiple disciplines including cybersecurity. In this session, participants will learn to integrate computational thinking and cybersecurity concepts into their classrooms to introduce upper elementary and middle school students to careers in cybersecurity. Participants will use computational thinking skills to solve historical ciphers and create a Capture the Flag challenge. To introduce the four pillars of computational thinking, participants will work as a team to quickly solve a Capture the Flag Cryptography challenge. This introductory activity will demonstrate for teachers how decomposition (breaking down the problem to be solved), pattern recognition, abstraction, and algorithm design (detailing the step-by-step approach the group took) can be used to introduce cybersecurity. Participants will engage in collaborative cryptography challenges. In the first activity, participants will use pattern recognition to encrypt secret messages using a Caesar Cipher printed disk from CYBER.ORG. In the second activity, participants will use both plugged and unplugged frequency analysis tools to decipher a Caesar Cipher code using data analysis, abstraction, and automation. In the third activity, participants will learn the history and use of the WWII-era Enigma Device by building a Pringles Can Enigma from CYBER.ORG to both encrypt and decrypt messages. In the closing activity, participants will work collaboratively to apply computational thinking skills to develop a grade-appropriate cryptography Capture the Flag challenge. Participants will leave the session with the tools needed to implement CYBER.ORG cryptography lessons as well as modify their lessons to incorporate computational thinking. The activities highlighted in this session are ideal for cross-curricular social studies lessons as both the Caesar Cipher and WWII-era Enigma Device will be introduced. In addition to the ciphers highlighted in this session, participants will also get access to both plugged and unplugged cryptography lessons such as the Vigenère Cipher, Morse Code, Binary Code, and the Vernam Cipher. As a result of this session, participants will understand the importance of integrating computational thinking and cybersecurity concepts in their teaching practice for equal access to all students.

Outline

Introduction to Computational Thinking (10 minutes)
Activity: “Capture the Flag” - Participants will work in small teams to solve a simple Capture the Flag cryptography challenge. Through this activity, participants will learn the four pillars of computational thinking and how to apply these skills to solve problems.

Caesar Cipher: Encryption (15 minutes)
Pattern Recognition
Activity: “Sending Secret Messages with the Caesar Cipher” – Participants will work in small teams to encrypt secret messages using the Caesar Cipher. Teams will decipher one another’s secret messages and will discuss how the four pillars of computational thinking apply to the lesson. Activity discussion points will include how pattern recognition was applied in the lesson.

Caesar Cipher: Decryption with Frequency Analysis (20 minutes)
Problem Decomposition, Data Analysis, Abstraction, Automation
Activity: “Cracking Codes with Frequency Analysis” – Participants will work in small teams to decrypt a coded message using frequency analysis with both plugged and unplugged tools. Teams will compare the tools and methods used to break the Caesar Cipher code. Activity discussion points will include how problem decomposition, data analysis, abstraction, and automation were applied in the lesson.

Enigma Device: Decryption and Encryption (20 minutes)
Problem Decomposition, Pattern Recognition, Abstraction
Activity: “Code Breakers: The WWII Enigma Device” – Participants will work in small teams to decrypt and encrypt coded messages using a “Pringles Can Enigma Device” that will be constructed during the session. Activity discussion points will include how problem decomposition, pattern recognition, and abstraction were applied in the lesson.

Capture the Flag (20 minutes)
Problem Decomposition, Algorithm Design
Activity: “Design a Capture the Flag” – Participants will work in small teams to design a cryptography Capture the Flag challenge. Activity discussion points will include how the four pillars of computational thinking were applied to solve the challenge.

Access to CYBER.ORG curriculum (5 minutes)
Activity: “Access to more Cryptography” – Participants will be given free access to the CYBER.ORG curriculum.

Supporting research

CYBER.ORG has worked with curriculum specialists at Rhode Island College, Louisiana Tech University, and the University of Texas – Austin to develop the Computational Thinking curriculum as well as industry experts to develop the Cybersecurity lessons. Jeanette Wing, computational thinking expert and head of the Computer Science Department at Carnegie Mellon University, stated, “Computational thinking is a fundamental skill for everyone, not just for computer scientists. To reading, writing, and arithmetic, we should add computational thinking to every child’s analytical ability.” This thought is the driving force behind the development of the CYBER.ORG Computational Thinking curriculum and Cybersecurity lessons.