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For 424 | the avoidance of doubt, this paragraph does not form part of the 425 | public licenses. 426 | 427 | Creative Commons may be contacted at creativecommons.org. 428 | -------------------------------------------------------------------------------- /README.md: -------------------------------------------------------------------------------- 1 | # Welcome to Eyebeam Open Education 2 | 3 | [Eyebeam](http://www.eyebeam.org) is working with educators to develop an open source curriculum repository for teachers and organizations to easily access workshop ideas for STEAM (science, technology, engineering, art and mathematics) based learning. 4 | 5 | We work open because we believe developing learning materials with the insight and input of a diverse audience will create a better end result. We hope you agree and encourage you to read more about the project and how you can get involved! 6 | 7 | ## For our Teaching Artists 8 | 9 | * Please use this [template](https://github.com/eyebeam/curriculum/blob/master/TEMPLATE.md) to create a handout for the workshop you will be teaching at Eyebeam. 10 | * Here's an [example](https://github.com/eyebeam/curriculum/blob/master/UnderstandingTheInternet.md) of what it looks like filled in. 11 | 12 | 13 | ## About Us 14 | 15 | Eyebeam's educational programming is artist-led and is core to furtherance of Eyebeam’s mission. We believe in: 16 | * Openness: to teach technology through art, encouraging self-expression and inquiry with the goal to create learning habits that are long lasting and self-perpetuating. 17 | * Justice: to engage students to think critically about technology practices and how they can be used to further social justice, equality and activism. 18 | * Invention: to empower youth to see technology as a tool for creation, enabling them to be producers, not only consumers. 19 | * Access: to teach fundamental technology concepts pairing minimal materials with maximum impact. 20 | 21 | During our flagship education program, [Digital Day Camp](http://eyebeam.org/stopwork/eyebeam-celebrates-the-return-of-digital-day-camp/), students work alongside artist-educators engaging in hands-on workshops focusing on software, hardware, tools, careers in the field, and social issues around a unifying topical theme (the theme for 2017 was 'POWER'). We challenge youth to apply creative thinking strategies across a range of tools with the goal to develop critical, empowering and long-lasting relationships with technology and see their role in it as agents of change. 22 | 23 | Eyebeam has a 19 year history offering innovative educational programs led by our residents and alumni. The [Eyebeam residency](http://eyebeam.org/residency/) is a prestigious award for artists engaged with technology and technologists working in the arts. 24 | 25 | 26 | ## Project description 27 | 28 | This project is intended to first provide a template for our teaching artists to document their lessons with a larger goal to share the curriculum for wider use in classrooms, libraries, after school programs or anywhere STEAM programming can be offered. 29 | 30 | Our mission with this project is to: 31 | * Provide free, workshop materials and class exercises 32 | * Provide a platform for students & teachers to provide feedback and iterate on our curriculum 33 | * Have a consistent location and format for Eyebeam’s education materials 34 | 35 | The project will be developed on GitHub so that anyone can contribute resources and feedback as well as provide links to outside tools for easier contribution. 36 | 37 | 38 | ## Get involved 39 | 40 | This project benefits from your feedback! 41 | 42 | Experience has shown us that teaching the same class in different environments requires different tactics. Things like class size, duration, available resources and subject familiarity affect how the curriculum is delivered. We want to hear what specific challenges you face - our goal is to provide adaptable and flexible curriculum that will work anywhere. 43 | 44 | This curriculum will evolve over time based on our experiences, what we hear from you and new tools and technology that become available. If you would like to get involved, please take a look at our [roadmap](https://github.com/eyebeam/curriculum/issues/1) to see where we are at in our development cycle and how you can contribute. We'd love to [hear your thoughts](https://github.com/eyebeam/curriculum/issues/5). 45 | 46 | 47 | ## Contact 48 | 49 | Hi, I'm [Lauren](http://eyebeam.org/about/) and I manage the educational programs at Eyebeam. You can contact me by email at *lauren.gardner@eyebeam.org* or on Twitter at [@poohlaga](https://twitter.com/poohlaga). 50 | 51 | If you want to report a problem or make a suggestion, the easiest thing to do is to [open an issue](../../issues) within this GitHub repository. 52 | 53 | You can learn more about the education programs at Eyebeam from our website or follow [Eyebeam](http://eyebeam.org/education/) on Twitter: [@eyebeamnyc](https://twitter.com/eyebeamnyc) or GitHub: [@eyebeam](https://github.com/eyebeam). 54 | 55 | 56 | 57 | ## Glossary 58 | 59 | * **STEAM**: Science, technology, engineering, art and mathematics 60 | * **README file**: a document that introduces an open project to the public and any potential contributors 61 | * **Repository** or **Repo**: a collection of documents related to your project, in which you create and save new code or content 62 | * **Roadmap**: a document outlining the schedule of work to be done on a project 63 | * **Milestone**: an event or state marking a specific stage in development on the project 64 | * **Issue**: the GitHub term for tasks, enhancements, and bugs for your projects 65 | 66 | -------------------------------------------------------------------------------- /TEMPLATE.md: -------------------------------------------------------------------------------- 1 | # About Our Template 2 | 3 | Eyebeam's educational focus is to promote artist-led, STEAM based education. This template is intended for our teaching artists to document their lessons with a larger goal for their curriculum to be referenced or used more easily in classrooms, libraries, after school programs or anywhere STEAM programming can be offered. 4 | 5 | This template is based off of NYC Department of Education's CS4All Blueprint to teach creative computing. For more information on the core components they advise teachers and classes focus on, and to give the students the competency to be better prepared to engage with more difficult STEM lessons, I highly encourage you to read about [their approach here](https://blueprint.cs4all.nyc/what-is-cs/). 6 | 7 | # TEMPLATE BELOW 8 | 9 | ## Class Title 10 | 11 | ## Authors 12 | Your name (please include collaborators or funding institutions that have supported this work) and links to your site or Github. 13 | 14 | ## Essential Questions 15 | Questions that lead to meaningful exploration of CS concepts and practices. Examples: 16 | - How can programming represent your ideas and beliefs? 17 | - How might we use math to express ourselves creatively? 18 | - How might we use computing to impact our community? 19 | - What information is my computer sharing about me or my online activity? 20 | 21 | ## Introduction 22 | Please provide a narrative of what the unit is about, and why we should learn it that is simple enough that a student could read and understand. Example: "In this workship we will be using ... to explore ... so that you have a better understanding of how ..." 23 | 24 | ### Target Audience / Prerequisite & Pre-Assessment 25 | What age range is this exercise designed for and what do students and teachers need to know or be able to do to be successful in the workshop? Any coding languages they should already be comfortable with, any frameworks or tools they should have installed before class. 26 | 27 | ### Outcomes & Goals 28 | This can be easily answered by completing these example sentences: 29 | * In this workshop we will be… (soldering, setting up a RPi home network, making a wearable that communicates with….) 30 | * Students will walk away with a deeper understanding of… 31 | 32 | ### Pacing / Duration 33 | Number of total hours the unit will take in a typical workshop session(s). Please try to take into account transition time between instruction and hands on exercises if any prep is necessary. 34 | 35 | - Break down of the class schedule example: 36 | - :15 Overview, context, examples and vocabulary 37 | - :20 Instruction & hands on exercise 38 | - :15 Wrap-up discussion & sharing, reflection or journal and next steps 39 | 40 | ## Materials Needed 41 | What hardware, software, or other materials will students or teachers need for lessons. 42 | 43 | ### Exercises To Do Before Class 44 | What materials (readings, tasks, exercises) should students complete before class to be prepared for the lesson. 45 | 46 | ### Vocabulary (example) 47 | * Program: A procedure, or set of instructions, that performs a specific task when executed by a computer. 48 | * Programming Language: The human-readable commands and syntax (or grammar rules) used to write programs. 49 | 50 | ## Exercise Descriptions 51 | Descriptions of each exercise or phase of class. Similar to pacing but with more description of steps. 52 | 53 | ## Student Reflections, Takeaways & Next Steps 54 | Additional materials for the students to leave with that can help them dig deeper into the subject or additional exercises and challenges to help students progress their knowledge to the next level and gain mastery of the subject through independent study. 55 | 56 | * Multiple Project Exit Points: an idea of high-medium-low projects so students are locked into one end product. 57 | * First Steps - a simple exercise 58 | * Next Steps - medium exercise 59 | * Big Steps - a challenge or open ended study 60 | * Presentation: how might students share their work? With peers, outside world? What media or platforms could/should be referenced to students to encourage sharing (Instagram, Tumblr...)? 61 | * Reflection: reflection questions that ask students to think about CS concepts and practices. How can students express what they’ve learned in some creative way? 62 | 63 | ## Post Session 64 | 65 | ### References 66 | Include any sources cited, but not directly linked in the unit. 67 | 68 | ### Implementation Guidance & Teaching Reflection 69 | e.g. Please provide some guidance based on experience delivering the unit and potential modifications might you are considering making for future iterations of this unit. This is an opportunity for you as the unit author to give teachers practical guidance. 70 | 71 | ***With thanks and acknowledgement, we were inspired by the curriculum templates shared by [NYCDOE](http://blueprint.cs4all.nyc/units/40/) and [NYC Open Data](https://github.com/datapolitan/Data_Analytics_Classes/blob/gh-pages/Excel_Tools_Summarizing_Data.md)*** 72 | -------------------------------------------------------------------------------- /UnderstandingInternetWHerbivore.md: -------------------------------------------------------------------------------- 1 | ## Understanding the Internet through Herbivore 2 | 3 | ### Authors 4 | Herbivore is made and maintained by [Surya Mattu](https://github.com/samatt) and [Jen Kagan](https://github.com/kaganjd). [Ingrid Burrington](https://github.com/lifewinning), [Eve Weinberg](https://github.com/evejweinberg) and Pedro Galvao Cesar De Oliveira have also contributed to the project. Herbivore was made with the support of NYU's Interactive Telecommunications Program and their Something-In-Residence fellowship. Curriculum written by [Lauren Gardner](https://github.com/poohlaga). 5 | 6 | ### Essential Questions 7 | - What information is my computer sharing about me or my online activity? 8 | - How does HTTP vs. HTTPS really affect my online security? 9 | - What information are my IoT devices at home sharing? 10 | 11 | ### Introduction 12 | We will user [Herbivore](https://github.com/samatt/herbivore), an open source tool that aims to demistify the world of network packets for the uninitiated through packet sniffing. Herbivore is a free, open source tool that shows users the data packets that travel between their computers and the internet. Packet sniffing is like sitting at a post office with a notebook and taking notes about the different packages that are coming in and out. By surfacing this information, we hope to demystify how the internet works and make network literacy accessible to a much wider audience. 13 | 14 | A handful of packet sniffing libraries and desktop applications already exist for analyzing network packets, but were designed for people who have programming experience or a network engineering background; they were not designed as educational tools for people without technical backgrounds. 15 | 16 | #### Target Audience / Prerequisite & Pre-Assessment 17 | This workshop is intended for adults, young and old. This workshop is ideal for those who are interested in learning how to packet sniff or learn what that even means. 18 | 19 | ### Outcomes & Goals 20 | In this workshop we will go through the basics of what packet sniffing means and supply you with the knowledge and tools to enable you to monitor this activity at home. **This is not a hacking workshop,** *we will be teaching you skills to do packet sniffing on your home network.* 21 | 22 | Students will learn how to install software used to monitor the internet traffic occuring on devices in your home network and how to interpret the data that is being passed. You'll also walk away with a better understanding of computer networking and the stack that is used in most commercial applications. 23 | 24 | ### Pacing / Duration 25 | tbd 26 | 27 | ### Materials Needed & Exercises To Do Before Class 28 | You will need a Mac to run Herbivore :( . But all is not lost! Even if you dont have a Mac you can still learn a whole bunch. We encourage participants to work together and share computers. 29 | 30 | 1. Install [Herbivore](https://github.com/samatt/herbivore) on your Mac. After you install and set permissions, restart the application and connect to your home network. Take a look around, make some notes about what you see: 31 | 1. how many devices are connected - what are they? 32 | 1. where there any devices on your home network that you can not identify? 33 | 1. which device send the most information or communicates most frequently? 34 | 1. what else do you see that surprises you or that you have questions about? 35 | 36 | 2. Read/watch before class: 37 | 1. [How the Internet Works (in 5 minutes)](https://www.youtube.com/watch?v=7_LPdttKXPc&feature=youtu.be) 38 | 1. [What is a Packet?](http://networks.land/reference/packets/), from Networks Land. 39 | 1. [The House That Spied on Me](https://gizmodo.com/the-house-that-spied-on-me-1822429852) 40 | 1. Whistleblower Mark Klein describes how the [NSA was collecting internet communications by interfering in an ISP's physical infrastructure.](https://www.wired.com/2013/06/nsa-whistleblower-klein/) 41 | 1. Read how ISPs are allowed [to sell our browsing data to private companies.](https://www.washingtonpost.com/news/the-switch/wp/2017/03/29/what-to-expect-now-that-internet-providers-can-collect-and-sell-your-web-browser-history/?utm_term=.e90fcb9af5f6) 42 | 43 | ### Exercise Descriptions 44 | *this will be filled in after class* 45 | 46 | ### Vocabulary 47 | 48 | * Network - A network is a collection of terminal nodes, links are connected to enable telecommunication between the terminals. The transmission links connect the nodes together. The nodes use circuit switching, message switching or packet switching to pass the signal through the correct links and nodes to reach the correct destination terminal. 49 | Each terminal in the network usually has a unique address so messages or connections can be routed to the correct recipients. The collection of addresses in the network is called the address space. 50 | 51 | * Node - A physical network node is an active electronic device that is attached to a network, and is capable of creating, receiving, or transmitting information over a communications channel. 52 | 53 | * Router - the device that forwards, or routes, data packets along to where they’re supposed to go based on the addresses in the packet headers. 54 | 55 | * Ethernet - is a computer networking technology commonly used in local area networks (LAN), metropolitan area networks (MAN) and wide area networks (WAN). 56 | 57 | * Internet Service Provider (ISP) - There are many kinds of internet service providers, but in this case we're talking about access providers. These are the companies that install cable in your neighborhood and often supply your router when you set up your internet in your home. ISPs hold a lot of power because they physically control the flow of data. 58 | 59 | * Website - the collection of files—from style files, scripts, images, and plain text—that you request from the server and that are ultimately rendered on your computer by your browser. 60 | 61 | * Server - the computer that hosts websites and makes them publicly available through a URL. the server responds to client requests. any computer can be both a server or client—it just depends what role the computer is playing. is the computer serving files or requesting files? when people use the metaphor of 'the cloud' to talk about file storage, they're talking about a server or just "another person's computer." 62 | 63 | * Transmission Control Protocol (TCP) - is one of the main protocols of the Internet protocol suite, therefore the entire suite is commonly referred to as TCP/IP. TCP provides reliable, ordered, and error-checked delivery of a stream of octets (bytes) between applications running on hosts communicating via an IP network. Major Internet applications such as the World Wide Web, email, remote administration, and file transfer rely on TCP. 64 | 65 | * Hyper Text Transfer Protocol (HTTP) & HTTP Secure (HTTPS) - The protocol over which data is sent between your browser and the website that you are connected to. The 'S' at the end of HTTPS stands for 'Secure' and means all communications between your browser and the website are encrypted. 66 | 67 | * MAC address (media access control) - a unique identifier assigned to a device at the data link layer of a network segment that is permanent to the device. MAC addresses are most often assigned by the manufacturer of a network interface controller (NIC) and are stored in its hardware, such as the card's read-only memory or some other firmware mechanism. In brief, MAC address is like a social security number which remains unchanged for a person's life time (here, the device), while an IP address is like a postal code which can be changed. 68 | 69 | * IP address (Internet Protocol address) - Numerical label assigned to each device connected to a computer network that uses the Internet Protocol for communication. An IP address serves two principal functions: host or network interface identification and location addressing. The IP address space is managed globally by the Internet Assigned Numbers Authority (IANA), and by five regional Internet registries (RIRs) responsible in their designated territories for assignment to end users and local Internet registries, such as Internet service providers. Each ISP or private network administrator assigns an IP address to each device connected to its network. Such assignments may be on a static (fixed or permanent) or dynamic basis. 70 | 71 | * [Port](https://en.wikipedia.org/wiki/Port_(computer_networking)) - A port is an endpoint of communication in an operating system. A port is always associated with an IP address of a host and the protocol type of the communication. It completes the destination or origination network address of a message. Ports are identified for each protocol and address combination by 16-bit unsigned numbers, commonly known as the port number. 72 | 73 | * [Packets](http://networks.land/reference/packets/) or Network Packet - Information transferred through the internet is broken down into smaller, formatted chunks of data called packets. A packet consists of control information and user data, which is also known as the payload. Control information provides data for delivering the payload, for example: source and destination network addresses, error detection codes, and sequencing information. Typically, control information is found in packet headers and trailers. 74 | 75 | * Packet Sniffer - A packet inspection tool is software running on a computer that allows you to look at all the network traffic that is being sent and received on the network you are currently connected to. The range of activity this lets you monitor includes your browser traffic, your operating system sending bug reports, services like Dropbox and Spotify talking to their servers and content streaming to devices such as Apple Tvs and Sonos speakers, and your internet of things devices talking on the internet. 76 | 77 | * Addresses - The routing of network packets requires two network addresses, the source address of the sending host, and the destination address of the receiving host. 78 | 79 | * Payload - In general, payload is the data that is carried on behalf of an application. It is usually of variable length, up to a maximum that is set by the network protocol and sometimes the equipment on the route. When necessary, some networks can break a larger packet into smaller packets. 80 | 81 | * DNS (Domain Naming System) - A hierarchical decentralized naming system for computers, services, or other resources connected to the Internet. Most prominently, it translates more readily memorized, human readable domain names (google.com) to the numerical IP addresses (172.217.10.46) needed for locating and identifying computer services and devices with the underlying network protocols. 82 | 83 | ## Resources From Class 84 | * Local IP address Ranges [examples](https://www.google.com/search?q=local+ip+ranges&oq=local+ip+range&aqs=chrome.0.0j69i57j0.1999j1j7&sourceid=chrome&ie=UTF-8) 85 | * Tool to [look at](https://www.ultratools.com/tools/ipWhoisLookup) the hostname/ owner of an IP address 86 | * [List](https://en.wikipedia.org/wiki/List_of_TCP_and_UDP_port_numbers) of ports and their uses 87 | * MAC address [lookup tool](https://www.wireshark.org/tools/oui-lookup.html) from Wireshark. You can find the vendor name based on the first three bytes of an address. 88 | * [TOR](https://www.torproject.org/); anonymous browsing protocol. 89 | * Developer Tools; a way to see how a website is made/ way to edit the website. Instructions for [Chrome browser](https://developers.google.com/web/tools/chrome-devtools/) 90 | * [Browser Stack](https://www.browserstack.com/) is an emulator tool that spoofs displays (phone, tablet...) from the browser. 91 | * [Understanding DDoS](https://www.digitalattackmap.com/understanding-ddos/); Attacks from a group of computers all making requests at a specific site so that the influx of traffic would bring it down. Also look at: 92 | * [Botnet definition](https://en.wikipedia.org/wiki/Botnet) 93 | * [Mirai botnet explained](https://www.csoonline.com/article/3258748/security/the-mirai-botnet-explained-how-teen-scammers-and-cctv-cameras-almost-brought-down-the-internet.html) 94 | * [Shodan.io](https://www.shodan.io/); a website that scans and displays IP Addresses for open ports 95 | * [Before You Hit 'Submit,' This Company Has Already Logged Your Personal Data](https://gizmodo.com/before-you-hit-submit-this-company-has-already-logge-1795906081), article referencing the websites that expose your data in the forms or have third party code that captures it from the website as you type. 96 | 97 | ## Post Session 98 | 99 | ### Takeaways & Next Steps 100 | These are additional materials to leave with to dig deeper into the subject or additional exercises and challenges to help progress your knowledge to the next level and gain mastery of the subject through independent study. 101 | 102 | ***First Steps*** 103 | - [The internet is made of packets - workshop](https://www.whatisit.tech/packets/index.html) 104 | - [Your smart home is spying on you. Here's how to spy back](https://fieldguide.gizmodo.com/your-smart-home-is-spying-on-you-here-s-how-to-spy-bac-1822939698), a step by step tutorial by Surya on how to set up a RaspberryPi to monitor the digital emissions from your own homes. 105 | - Read through [Networks.Land](http://networks.land/), tools and activities for understanding the internet from the ground up by Ingrid Burrington and Surya Mattu. 106 | - [NYU ITP, Understanding Networks](https://itp.nyu.edu/networks/), the syllabus for Thomas Igoe's class taught at NYU ITP. 107 | 108 | ***Next Steps*** 109 | - [Debookee](https://debookee.com/) easy packet sniffer for mac 110 | - Download [Wireshark](https://www.wireshark.org/) and dig deeper [How To Go From 0 to Sniffing Packets in 10 Minutes](https://motherboard.vice.com/en_us/article/jpgmxp/how-to-go-from-0-to-sniffing-packets-in-10-minutes) 111 | - [Wireshark 101](http://samatt.github.io/all/teaching/2013/11/01/packet-sniffing/), a more advanced tutorial using wireshark to sniff packets and inject them in a network. 112 | 113 | ***Big Steps*** 114 | - [mitmproxy](https://mitmproxy.org) - Advanced but powerful packet sniffer 115 | 116 | ### Implementation Guidance & Teaching Reflection 117 | ***Questions from Class*** 118 | 119 | *Are there rules against Packet Sniffing?...* “Yeah. Do it at home” 120 | * The legality in the US around Packet Sniffing is [under the CFAA](https://en.wikipedia.org/wiki/Computer_Fraud_and_Abuse_Act). Basically, if you use technology in a way other than the way that it was intended, it could potentially be a felony. That includes building your own software on top of operating systems built by other people. 121 | * Also, look at the [Wiretap Act](https://www.lawyers.com/legal-info/personal-injury/types-of-personal-injury-claims/wiretap-act-privacy.html) 122 | 123 | *What is the difference between HTTP vs HTTPS* 124 | * If you notice on herbivore, there is a lock on some of these packets. The lock signifies an HTTPS request. See the difference using Herbivore and [http://cooperative-piano.glitch.me/](http://cooperative-piano.glitch.me/). 125 | * HTTP: Everyone can see exactly what my computer is asking for. 126 | * HTTPS: What your computer does is secured and encrypted. 127 | * See the difference passed on a form in HTTP vs HTTPS [here](http://cooperative-piano.glitch.me/) 128 | 129 | 130 | ***With thanks and acknowledgement, we were inspired by the curriculuim templates shared by [NYCDOE](http://blueprint.cs4all.nyc/units/40/) and [NYC Open Data](https://github.com/datapolitan/Data_Analytics_Classes/blob/gh-pages/Excel_Tools_Summarizing_Data.md)*** 131 | -------------------------------------------------------------------------------- /UnderstandingTheInternet.md: -------------------------------------------------------------------------------- 1 | # Understanding The Internet • by [Jonathan Dahan](http://jedahan.com/) 2 | 3 | ## Description / Essential Questions 4 | Through a series of embodied exercises students will replicate core components of the internet and the infrastructure behind it. The exercise is intended to provide a peek inside the black box, examine the history and decisions that were made during the invention of the network and reimagine how it could have been constructed differently and what the possible outcomes could have been? 5 | 6 | 7 | ### Target Audience / Prerequisite & Pre-Assessment 8 | This is intended for high school aged children, 14 - 18. Participants should be familiar with the internet as users (facebook, email, cell phones) but should not be fluent with 'how' they work. 9 | 10 | 11 | ### Duration 12 | This exercise, 'Understanding the Network', is 1 of 3 and can be taught seperately or combined with the others for a longer program. 13 | 14 | * :15 Overview, context and examples/prompts. 15 | * :30 Instruction & hands on exercise. 16 | * :15 Wrap-up discussion & sharing, focus on vocabulary. Reflection, additional challenges or next steps 17 | 18 | 19 | ### Outcomes & Goals 20 | After this workshop, students will... 21 | * Be able to visualize and show how they think the internet works 22 | * Articulate their designs and iterate on their network models with feedback 23 | * Work as a group to help each other uncover the things we don't know about the internet 24 | * Have a broader vocabulary about the infrastructure that makes the internet work 25 | * Be able to apply this knowledge and language to future exercises and classes 26 | 27 | 28 | ### Materials 29 | * [Printed Instructions](http://networks.land/handouts/colors-for-blocks.pdf) 30 | * [pipe cleaners](https://www.amazon.com/gp/product/B01GK0Z8XW/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B01GK0Z8XW&linkCode=as2&tag=eye013-20&linkId=0a4b2fc6e7196ea3c94bc6a1edf9107f) or [yarn](https://www.amazon.com/gp/product/B016O6U3OG/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B016O6U3OG&linkCode=as2&tag=eye013-20&linkId=1fae5a860734fa2b7a83167f56ef411b) 31 | * [floral crafting foam blocks](https://www.amazon.com/gp/product/B00GO4W2S4/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B00GO4W2S4&linkCode=as2&tag=eye013-20&linkId=d04cfd1f9a5df82a194daffe5c6557fe) 32 | * post-it notes & pens or colored pencils 33 | 34 | ![Network Model Example](IMG_3439.JPG) 35 | 36 | ### Exercise 37 | Break students into small groups providing access to materials and walk them through the [printed instructions](). We explained that the object was to be creative and build examples of how they think the internet works, not to worry if they were right or accurate. We then gave instruction to use the materials to build physical models of how 'a thing' on the internet worked, specifically, how the information came from point A (the origin) to point B (the screen). 38 | 39 | Here are some prompts to get them started (and there are some in the handout) but do encourage them to draw new examples using the sticky notes they are curious about and be creative. 40 | * show how you look at facebook 41 | * show how the videos in the back of taxis work 42 | * show how social media filters work (dancing seagull, puppy face) 43 | * show how google home or amazon alexa works 44 | * show how the giant ads work in times square 45 | 46 | While they are building network models, prompt students to show systems behind the screens they don't see like 'where is the content is coming from' or 'how the screen is getting it's internet connection'? 47 | 48 | It's not necessary to label the correct names of objects at this point like 'server' or 'router'. 49 | 50 | For examples that take an input like social media filters or amazon alexa, there is a two way conversation. Ask students to think about how these examples incorporate your input in the result it shows. Ask them to show in their models data flowing both ways. 51 | 52 | 53 | ## Reflections, Takeaways & Next Steps 54 | 55 | At the end of the exercise, have each team walk through explaining their model. Use this time to assign labels to objects like (server, router) and ask questions to prompt them to think about ways they can expand their models like "where would that information be stored" or "what happens when there is no internet connectivity like when you are underground in the subway"? 56 | 57 | Once each group has finished, challenge them to see if they can get all the networks to talk to each other. 58 | 59 | If you have a longer session or for a follow up exercise, install [Herbivore](https://github.com/samatt/herbivore) on a computer and explore all the data packets that travel between the computer and the internet. You can also easily show the [Global Internet Traffic Report](http://www.internettrafficreport.com/) 60 | 61 | Further exercises ***to be published later*** expand on this introduction and walk students through seeing internet traffic, threat modeling and understanding how to be safe online. 62 | 63 | 64 | ## Vocabulary 65 | A) Application, Analog, Android 66 | B) Bandwidth, Banner, Blog, Bluetooth, Broadband, Browser 67 | C) Camera, Cell Phone, Cell Tower, Chat, Code, Carrier Hotel, Computer, Connection, Connectivity, Cookie 68 | D) Data, Database, Desktop, Digital, Disk, Display, Domain Name, Download, Drive, Data Center 69 | E) E-mail, Electronic, Electronics, Ethernet 70 | F) Facebook, Fax, Fiber optic, Firewall, Floppy disk, Freeware 71 | G) GIF, Graphics, Google 72 | H) Hacker, Hard drive, Hardware, Home page, Host, Hypertext 73 | I) Infiltration, Information, Input, Instant Messaging, Integrate, Interface, Internet, Intranet, iPad, iPhone, Internet Exchange, Internet Safety ISP 74 | J) JPEG 75 | K) Keyboard 76 | L) Laptop, Laser, Log in, Log off 77 | M) Mainframe, Memory, Modem, Monitor, Mouse 78 | N) Navigate, Network 79 | O) Off-line, On line, Operating system, Opt out 80 | P) Password, Phishing, Pirate, Pixel, Printer, Privacy, Processor, Product, Program, Programmer, Project, Projector, Protocol, Public domain, Purge 81 | Q) Query, Queue 82 | R) Radio, Ranking, Rate, Record, Refer, Registry, Regulate, Relevancy, Remote, Repair, Research, Resolution, , Retrieval, RAM, ROM, Router 83 | S) Safeguard, Satellite, Save, Scan, Screen, Screen saver, Script, Search, Search engine, Security, Software, Source, Spam, Speed, Spyware, Surfing, System, Server 84 | T) Tech, Technology, Telephone, Television, Terminal, Twitter 85 | U) Update, Upload, User ID, Username 86 | V) Video conference, Virtual, Virus 87 | W) Webmaster, Webpage, Website, Windows, Wireless, World Wide Web 88 | X) 89 | Y) YouTube 90 | Z) 91 | 92 | 93 | ## Additional resources 94 | * Idea for this workshop is based on Ingrid Burrington and Surya Mattu's project [Networks Land](http://networks.land/) 95 | * [The Internet Explained](https://sonet.digital/articles/internet-explained/), A few articles that explain the timeline and growth of the interntet from Arpanet to the web browser, DNS and the future of the internet. 96 | * [Internet History for CS Teachers](https://livestream.com/internetsociety/ihforcs), materials are still in development but the kickoff video (:45) by David J Farber is a first hand account of how the Internet was developed by someone who was directly involved in that process. 97 | * [How the Internet Came To Be](http://netvalley.com/archives/mirrors/cerf-how-inet.html), written by Vinton Cerf 98 | * [The History of The Internet](https://www.internetsociety.org/internet/history-internet/brief-history-internet/), A brief history written by some of the people involved in it's development and evolution. 99 | * [How to Go From 0 to Packet Sniffing in 10 Minutes](https://motherboard.vice.com/en_us/article/jpgmxp/how-to-go-from-0-to-sniffing-packets-in-10-minutes) 100 | * [The Motherboard Guide to Not Getting Hacked](https://motherboard.vice.com/en_us/article/d3devm/motherboard-guide-to-not-getting-hacked-online-safety-guide?utm_campaign=pockethits&utm_medium=email&utm_source=pocket) 101 | 102 | --------------------------------------------------------------------------------