CYBER A.C.E.S.

Privacy | Digital Footprint

 AGE BAND 8–10
CREATING THE NEXT-GENERATION OF CYBER A.C.E.S.
Lesson 2: Privacy | Digital Footprint
Created for children ages 8–10 years

At Palo Alto Networks®, we believe protecting our digital way of life is a privilege, and with that privilege, we
strive to educate the world on all aspects of cybersecurity.

That’s why we’ve created the Cyber A.C.E.S. (Activities in Cybersecurity Education for Students) Program. Our
goal is to demystify cybersecurity through interactive learning and equip youth ages 5-16 with resources to
have safer online experiences, become good digital citizens, and maybe even pursue careers in cybersecurity.

By participating in Cyber A.C.E.S., students will learn cybersecurity basics like how and why they should
physically secure their technology, whom they’re talking to online, and the permanence of information on
the internet.

Each tailored lesson offers instructors, facilitators, and parents:

• Introductions: Explanations of the topics and suitable development level
• Vocabulary lists: Quick reference guides for the facilitator
• Activity instructions: Materials lists, sample scripts, and more
• Pro tips: Notes for facilitators to accompany activity instructions
• Extension activities: Follow-up activities for facilitators to use during meetings if time allows

Thank you for taking the time to help our youth understand the value of protecting their digital future—
a future where every day is safer and more secure than the one before.

Sincerely,
Palo Alto Networks

For more information, visit: paloaltonetworks.com/CyberACES.

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 AGE BAND 8–10
INSTRUCTIONAL GUIDE
Lesson 2: Privacy | Digital Footprint
When you use the internet, you create a digital “footprint” that can tell ­others
where you’ve been online. Also, when devices connect, a record of the
­connection is left behind. As part of learning to become responsible digital
citizens, it is important for children to understand the types of information it’s
acceptable to share or post, as well as the types that can be used to ­personally
identify them. The lesson also covers how non-identifiable information can
sometimes be compiled to become identifiable information.
In this lesson, children will learn about digital footprints. You’ll cover how information about them can be
compiled and saved online. Children will look at different types of information and decide what they would
like to see on their digital footprint in the future.

Tips for reaching the 8–10 age group:

• Children in this age group will have vastly different exposure levels to digital devices. Some may have
their own devices, and even if they don’t, many have access at school or through their parents.
• These children are beginning to reason and formulate well-organized thoughts. Most can understand
more complex situations and make their own decisions with adult guidance.
• These children can interact more with technology as their reading ability increases. Some use email at
school to complete projects, and some play online games that allow them to talk to other people around
the world.

VOCABULARY
□ Connected: Joined to a computer network

□ Digital footprint: A trail of data you create when using the internet, including websites visited,
emails sent, information submitted, and social media activity
□ Internet: A global computer network

□ Network: A group or system of interconnected people or things

□ Online: Connected to a network or other devices

□ Privacy: Keeping information that belongs to you from being shared with others

□ Social media: Websites and applications where you can post opinions, links, images, etc.
(e.g., Instagram, Facebook, Twitter, Snapchat)

□ Tagging: Identifying individuals or organizations by linking to them in a post online, usually

on social media

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 AGE B AN D 8 –1 0
MATERIALS
ICON KEY
Activity 1: What Can You Tell from Someone’s Shoes?
Activities
▪▪ Handout 1: Pictures of Real Shoes
▫▫ If you prefer, use actual shoes instead of pictures
Instructor-led
▪▪ Sticky notes or scrap paper training

▪▪ Pens, pencils, or crayons

Training debrief

Activity 2: Footprint Hunt

▪▪ Handout 2: Four Profiles

▪▪ Handout 3: Different Footprints with Pictures to Match a Profile

Activity 3: Footprint Design

▪▪ Footprint for each child
▪▪ Markers or crayons

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 AGE B AN D 8 –1 0
LESSON WALKTHROUGH
To initiate this lesson, the facilitator can begin by saying:

Welcome to the training program for the Cyber A.C.E.S.! The goal of the Cyber A.C.E.S. is to make sure all of
us are safe and secure as we get involved with the world of technology all around us.

Do you want to be a part of the Cyber A.C.E.S. team? (Students: Yes!)

[If applicable] So far, you’ve learned about passwords and how to make smart decisions online.

Today, you’ll be learning about digital footprints. At the end of the lesson, you’ll earn one badge for your Cy-
ber A.C.E.S. shield. Then, you’ll be one step closer to joining our amazing team of Cyber A.C.E.S.

ACTIVITY 1: WHAT CAN YOU TELL FROM SOMEONE’S SHOES?

INSTRUCTOR TIP

Use four real shoes or pictures of specialized shoes (e.g., ballet slippers, dirty work boots, flip flops,
sneakers, high heels).

Introduction
Looking at these shoes, what can you infer about the people who wear them?

Have the children list things on sticky notes and place the notes around the shoes or pictures.

Show the shoes!

Extension Activity
Bring the children back together to look at everyone’s
Activity 1, Part 1: Look At Your Shoes
responses.
Have the children look at their own
Take one shoe at a time and read the responses aloud.
shoes. Ask each child to make a list of
Allow the children to comment on what you read.
things about themselves that someone
Point out that the size of someone’s shoe can help you could infer by looking at their shoes.
guess how tall the wearer is, or how the style of a shoe may
Activity 1, Part 2: Look At a Friend’s Shoes
give you an idea about how old the wearer is.
Have the children split into pairs. Ask
Emphasize that some of the inferences may not be true, but
them to each write down things they
most probably are.
can infer about their partner from their
Activity Debrief partner’s shoes. Once they’ve made
their lists, they can show their partners
Your online profiles and online habits can tell someone a lot
to see how close they were to correct.
about who you are.

Just like these shoes can tell us a lot about their owners,
your behavior online can tell others a lot about you. The things you search for, the websites you visit, and any
profiles you may have online can all tell people things about you.

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 AGE B AN D 8 –1 0
ACTIVITY 2: FOOTPRINT HUNT
Extension Activity
Introduction
Activity 2 Extension A:
I want to introduce you to four different people. Pay attention to Advertisement
the details—you’ll need this information for our next activity.
Have the children create ad-
The first person: vertisements for things one of
Name: Ethan McKenna the people in Activity 2 might
Age: 28 like to buy. Let them use cray-
Occupation: Cryptographer ons, markers, paint, or pens you
Hobbies: Playing the violin, watching sports, gardening might have available. Once they
The second person: are finished, have each child
Name: Sophia Gonzalez present their advertisement to
Age: 33 the group.
Occupation: Cybersecurity engineer Activity 2 Extension B: Careers
Hobbies: Swimming, writing music, hiking
Let the children research the oc-
The third person: cupations of the people in Activity
Name: Paul Bourgeois 2. Have them find out what they
Age: 32 may find interesting about each
Occupation: Software developer one. You may choose to break the
Hobbies: Camping, fishing, cooking children up into teams researching
The fourth person: one of the careers. They can come
Name: Emma Jones back together after their research
Age: 29 is complete and present their
Occupation: Graphic designer findings to the group.
Hobbies: Traveling the world, soccer, photography

INSTRUCTOR TIP

When the children are trying to decide which footprints belong to whom, let them look at the four
­profiles in Handout 2. You may want to tape the handout to the wall for the children to refer to while
they search the room.

INSTRUCTOR TIP

Make a copy of Handout 3 for each child. Cut out the footprints and mix them up. Hide them around the room
if your location permits.

When I say “go,” look around for a digital footprint that belongs to each of these people. Once you think
you’ve found a match, write the name of the person you think it belongs to on the footprint. Once you have
four different footprints labeled with a name, have a seat and wait for everyone to finish.

Activity Debrief
Hold up the footprint that belongs to Ethan McKenna. (Scan the room to see if everyone agrees.)

▪▪ Why do you think this footprint belongs to Ethan? (Children might say, “the picture of someone
playing a violin.”)

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 AGE B AN D 8 –1 0
▪▪ Is there anything on his footprint that surprises you? (Children might say, “he got a parking ticket,”
“he searches for how to help an upset stomach often,” or “he has a dog.”)
▪▪ What types of advertisements would companies want Ethan to see? (Children might say, “dog food,”
“stomach medicine,” or “cars that are fuel efficient.”)
▪▪ Was there any personal information on his footprint? (Children might say, “not really.”)

Now, let’s look at Sophia Gonzalez. Hold up the footprint you think belongs to her. (Scan the room to see if
everyone agrees.)

▪▪ Why do you think this footprint belongs to her? (Children might say, “swimming pictures” or “sheet music.”)
▪▪ Is there anything on her footprint that surprises you? (Children might say, “she was a cheerleader” or “she
was her class valedictorian.”)
▪▪ What types of advertisements would companies want Sophia to see? (Children might say, “apartment
complexes,” “things that are good for the environment,” or “new cyber jobs.”)
▪▪ Was there any personal information on her footprint? (Children might say, “the name of her high school”
or “apartments in Santa Clara, California.”)
▪▪ Yes, you can tell that she probably lives in California.

Hold up the footprint that belongs to Paul Bourgeois. (Scan the room to see if everyone agrees.)

▪▪ Why do you think this footprint belongs to Paul? (Children might say, “fish and camping pictures.”)
▪▪ Is there anything on his footprint that surprises you? (Children might say, “he has a little girl,” “he searches
for ballet clothes,” or “he wants to rescue a cat.”)
▪▪ What types of advertisements would companies want Paul to see? (Children might say, “camping,” “ballet
equipment,” “things for a family,” or “fishing supplies.”)
▪▪ Was there any personal information on his footprint? (Children might say, “his cell phone number” or “the
name of his daughter’s ballet school.”)

Hold up the footprint that belongs to Emma Jones. (Scan the room to see if everyone agrees.)

▪▪ Why do you think this footprint belongs to Emma? (Children might say, “it talks about places all around
the world” or “there are pictures from all over the world.”)
▪▪ Is there anything on her footprint that surprises you? (Children might say, “she got a speeding ticket.”)
▪▪ What types of advertisements would companies want Emma to see? (Children might say, “hotels,”
“airlines,” “travel supplies,” or “photography equipment.”)
▪▪ Was there any personal information on her footprint? (Children might say, “she travels a lot” or “it lists
places she’s been, but we don’t really know where she lives.”)

Remember, many things you do online are kept on record. Advertising companies also use your information to
show you ads for things you might like to buy.

You should be aware of what your digital footprint might have to say about you.

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 AGE B AN D 8 –1 0
ACTIVITY 3: FOOTPRINT DESIGN
Extension Activity
Now, you’re going to create your own footprint to represent what
you want others to know about you. Activity 3, Extension A:
Footprint Design
On one side, write or draw things that represent who you are
right now. Include things you’re good at and things you like to do. On the footprint design, time and
Remember not to share personal information like your name or materials permitting, you can let
your friends’ names. the children cut pictures from old
magazines or pick out stickers to
On the back side, write or draw what you hope people will be include on their footprints.
able to search the internet for about you in the future.
Once the children are done, have
them present their footprints to
MODULE REFLECTION the group. Make sure to have them
Remember: the words and images you post online are permanent. talk about their future and what
They are forever attached to your digital footprint. they want people to be able to find
out about them online once they
As a good digital citizen, you shouldn’t share other people’s
are adults.
­information or photos online without their permission.
Activity 3, Extension B: Careers

You may also choose to help the

children research career options
for when they grow up. Be sure to
highlight the cyber career possibili-
ties that will be available.

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Name Date

AGE BAND 8–10

Activity 1
Handout 1

Ballet Slippers Flip Flops

Tennis Shoes Hiking Boots

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Name Date

AGE BAND 8–10

Activity 2
Handout 2

Ethan Sophia
McKenna Gonzalez
Age: 28 Age: 33
Occupation: Cryptographer Occupation: Cybersecurity engineer
Hobbies: Playing the violin, watching Hobbies: Swimming, writing music, hiking
sports, gardening

Paul Emma
Bourgeois Jones
Age: 32 Age: 29
Occupation: Software developer Occupation: Graphic designer
Hobbies: Camping, fishing, cooking Hobbies: Traveling the world, soccer,
­photography

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Name Date

AGE BAND 8–10

Activity 2
Handout 3-1

Parking ticket paid

online on 2/19/2013

THINGS COMMONLY SEARCHED FOR:

▪▪ best types of dog food
▪▪ most fuel-efficient car
▪▪ how to soothe an upset stomach
▪▪ world’s most beautiful places
▪▪ why gardening is good for the environment

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Name Date

AGE BAND 8–10

Activity 2
Handout 3-2

Help the School of American Ballet:

Contact me on my cell if you want
to buy a candy bar: 212-555-5555.

THINGS COMMONLY SEARCHED FOR:

▪▪ ballet apparel
▪▪ best fishing lures for trout
▪▪ camper that fits a family of 4
▪▪ cat rescue groups

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Name Date

AGE BAND 8–10

Activity 2
Handout 3-3

2015 Class Valedictorian

of Redwood High School

THINGS COMMONLY SEARCHED FOR:

▪▪ best type of goggles for speed swimming
▪▪ apartments in santa clara ca
▪▪ salary ranges for cyber careers

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Name Date

AGE BAND 8–10

Activity 2
Handout 3-4

Speeding ticket from

Shreveport, Louisiana,
paid online on 4/3/2017.

THINGS COMMONLY SEARCHED FOR:

▪▪ best restaurants in hong kong
▪▪ what to do in london
▪▪ hotels in spain
▪▪ european train passes

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