phish food - cyber security student computer skills

Focus: Internet Safety & Digital Discernment L.A.B.S.: Phish Food Grade Level: 3rd - 5th+

Phishing Identification: Students will differentiate between "Blue Currency Bubbles" (safe data) and "Fake Ad Bubbles" or "Malware Bubbles" (threats).
Risk Management: Students will evaluate the "Risk vs. Reward" of clicking on high-value targets that look suspicious (e.g., "FREE SKINS!").
Digital Defense: Students will demonstrate an understanding of how viruses and malware (represented by the Virus Shark) impact digital "health" or data security.

1. The "Bait" Discussion (5 Mins)

Teacher Intro: Start with a simple question: "If someone you didn't know offered you a free gold watch on the street, would you take it?" Explain that the internet works the same way. "In Phish Food, you are a fish swimming in the ocean of data. Some things help you grow, but some things are 'bait' designed to catch you or your data."

2. The Survival Phase (15 Mins)

Phase 1 (Data Collection): Students focus on collecting Blue Currency Bubbles to build their score. This represents safe, productive internet usage.
Phase 2 (The Hook): Introduce the Fake Ad Bubbles. These often promise "Free Skins" or "Big Wins." Students must practice the skill of ignoring these tempting but dangerous distractions.
Phase 3 (Evasion): As the Virus Shark appears, students must use their movement skills to protect their collected data, simulating how real-world antivirus software or cautious browsing protects a computer.

3. Reflection (5 Mins)

Ask the students: "Why did the 'Free Skins' bubble look so much more exciting than the regular data bubbles? How does that relate to real ads you see on YouTube or in games?"

The Minnow: Successfully collects data but frequently falls for "Fake Ad" traps or is caught by the Malware/Virus elements.
The Dolphin: Can distinguish between safe data and obvious threats, maintaining a steady score while avoiding the "Free Skins" bait.
The Cyber-Shark: Fluidly navigates the ocean, utilizes the Magnet Ability wisely, and recognizes that "too good to be true" bubbles are always a trap.

Tip #1 (The Shiny Trap): Students will naturally want to click the brightest, most colorful thing on the screen. Use this as a teaching moment for Social Engineering. Explain that hackers want their traps to look fun because that’s how they get people to click.
Tip #2 (Pointer Patience): Just like our other L.A.B.S., remind students to watch their cursor. The mouse pointer will not turn into the "hand" icon to click unless they are accurately positioned. This teaches them that even in a fast-paced "ocean," precision and patience are better than clicking wildly!

New Jersey Student Learning Standards (NJSLS) - Computer Science

8.1.5.NI.1: Explain how digital devices exchange information over networks and the internet.
Application: Identifying how "Data" moves and how malicious "Phishing" attempts try to intercept that movement.

Common Core State Standards (CCSS) - ELA & Literacy

CCSS.ELA-LITERACY.RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements).
Application: Interpreting the visual "red flags" in the Phish Food environment to make safe, informed decisions.

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mrm@mrmlabs.org