Q-WATER YOU COVERING UP-TRUTHFULNESS (quarter) GOAL: To demonstrate the negative ripple effect lies can have. MATERIALS: Quarter Roll of pennies Bucket or bowl of water PROCEDURE: Fill a bucket or a metal bowl with water, and place it on a table where students can see down into the bucket. (for smaller kids, you may need to put the bucket on the floor) Tell the students that the quarter represents a lie. Ask students for examples of a lie that students their age might tell. Then, drop the quarter into the water from a height, so that the water splashes. Ask the students to tell about what they observed. (the water splashed, it got on people, it made a mess, the quarter is heavy, it made ripples, it is harder to see clearly, etc.) Equate some of these to lies (lies affect those around them, lies are less clear than the truth, when you tell a lie it is heavy (weight on you), the effects of a lie spread like ripples) Tell the students that the pennies represent other, sometimes smaller lies that people will tell to try to cover up a lie. Have the students drop the pennies from above the water to try to cover up the quarter. Stress how difficult it is to completely cover up a lie. You might ask students to predict how many pennies (lies) will be needed to cover up the original lie (quarter) IF you wish, you can make a T chart comparing the advantages and disadvantages of lying to cover up a lie. You can have older students write
Q-WATER YOU COVERING UP-TRUTHFULNESS (quarter) GOAL: To demonstrate the negative ripple effect lies can have. MATERIALS: Quarter Roll of pennies Bucket or bowl of water PROCEDURE: Fill a bucket or a metal bowl with water, and place it on a table where students can see down into the bucket. (for smaller kids, you may need to put the bucket on the floor) Tell the students that the quarter represents a lie. Ask students for examples of a lie that students their age might tell. Then, drop the quarter into the water from a height, so that the water splashes. Ask the students to tell about what they observed. (the water splashed, it got on people, it made a mess, the quarter is heavy, it made ripples, it is harder to see clearly, etc.) Equate some of these to lies (lies affect those around them, lies are less clear than the truth, when you tell a lie it is heavy (weight on you), the effects of a lie spread like ripples) Tell the students that the pennies represent other, sometimes smaller lies that people will tell to try to cover up a lie. Have the students drop the pennies from above the water to try to cover up the quarter. Stress how difficult it is to completely cover up a lie. You might ask students to predict how many pennies (lies) will be needed to cover up the original lie (quarter) IF you wish, you can make a T chart comparing the advantages and disadvantages of lying to cover up a lie. You can have older students write