{"activityType":[{"id":38377,"name":"Practical skills"},{"id":38383,"name":"Physical activity"}],"activityCategory":"Game","completionTime":"up to 10","cost":"Free","energy":"Energiser","equipmentList":[{"id":38356,"name":"A4 paper","description":"","type":"general"},{"id":38295,"name":"Pens or pencils","description":"","type":"general"},{"id":38301,"name":"Sticky tack","description":"","type":"general"}],"adjustments":"\u003Cp\u003EThe storyteller should feel free to speed up or slow down the story \u2013\u0026nbsp;everyone should be active and moving around, but they should have time to reach a sign and take a breath or two before they set off again.\u003C/p\u003E","firstProvidedBy":"","flexibilityStatement":"\u003Cp\u003EMake sure everyone can access the space. The point of the game is to choose the answers, not to get to a sign first, so it doesn\u2019t matter if some people take longer than others to move. You could also use another way of choosing an answer, for example, pointing to or holding a sign.\u0026nbsp;\u003C/p\u003E","groupSize":"Whole section","guide":null,"meetsRequirements":[{"notes":null,"subRequirementsToQualify":0,"numberOfTimeToComplete":0,"subRequirements":null,"tips":null,"optional":false,"id":44631,"nodeName":null,"title":null,"type":"","image":null,"assets":null,"headerOptions":null,"searchDescription":null,"subHeader":null,"browserTitle":null,"silktide":null,"canonicalUrl":null}],"countsTowardsBadges":[{"title":"Digital Citizen Stage 2","sections":["Squirrels","Beavers","Cubs","Scouts","Explorers"],"supportedBy":null,"badgeType":{"id":39508,"name":"Staged"},"activityTypes":[],"settings":[],"browserTitle":"Digital Citizen Stage 2","url":"/staged-badges/digital-citizen/digital-citizen-stage-2/","id":44619,"nodeName":"Digital Citizen Stage 2","type":"badge","image":{"url":"/media/4457/staged-digital-citizen.png","caption":"Staged Digital Citizen","type":"png","size":9470,"width":347,"height":350,"altText":""},"assets":null,"headerOptions":{"headerTitle":"Digital Citizen Stage 2","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"","subHeader":"","silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC80NDYxOSJ9","canonicalUrl":"https://www.scouts.org.uk/staged-badges/digital-citizen/digital-citizen-stage-2/"}],"outcome":[{"id":38404,"name":"Communicate","outcomeLabel":"Communicate","outcomeDescription":"Learn to express your own views, listen to others, and understand what they\u2019re trying to tell you."},{"id":38408,"name":"Develop skills","outcomeLabel":"Develop skills","outcomeDescription":"Gain a range of practical and modern skills for school, work, and your social life."}],"preparation":null,"preparationTime":"15","reflection":"\u003Cp\u003EThis game encouraged everyone to use lots of their senses to work out what was true. Was it easy to work out? Some things, like meeting an octopus walking down the road, are clearly not true \u2013 but other things are trickier. How might you know if the storyteller ate a sandwich on the bus? You might know they usually eat a sandwich on their way to the meeting, or that they usually have their tea at home. You might even be able to see sandwich crumbs on them \u2013 but unless you saw them eating a sandwich on the bus, you can\u2019t be sure.\u003C/p\u003E\n\u003Cp\u003EThis game was also a chance to develop skills. Being able to tell whether something is true or not is really important. People make things up for lots of reasons, can anyone think of some? People may think about someone who wants others to think a certain thing about them, or someone who\u2019s trying to make other people feel the same way they do. When might it be harder to tell if something is true? It can be harder online, as people can\u2019t see or know the person. This game is a good thing for people to keep in mind when they\u2019re looking at websites and deciding whether they\u2019re trustworthy. If people aren\u2019t sure, they should always check with a trusted adult. It\u2019s fun to make up stories and be creative, but it\u2019s usually best to tell the truth.\u003C/p\u003E","relatedActivities":null,"setting":[{"id":38381,"name":"Indoors"},{"id":38378,"name":"Outdoors"},{"id":38376,"name":"At home"}],"supportedBy":null,"takingItFurther":"\u003Cp\u003EIf everyone enjoyed this game, you could also play \u2018two truths and a lie\u2019. Someone should tell the group two truths and one lie about themselves, and the group should work out which statement is the lie. For example, someone may say \u2018I\u2019m 8 years old, chocolate is my favourite flavour of ice cream, and I have a pet cat at home\u2019 and everyone will have to figure out which is the lie. Has anyone met their pet or shared ice cream with them, or does anyone remember their last birthday? If not, people will have to rely on clues like smiling or hesitating.\u003C/p\u003E","whoIsItFor":"","youthShapedGuidance":"\u003Cp\u003EYoung people can take it in turns to be the storyteller and make up a story. It\u2019s probably a good idea to give each person a few minutes to think of some ideas.\u0026nbsp;\u003C/p\u003E","activityTags":[{"id":38545,"name":"Playing games"}],"roles":[{"id":39231,"name":"Helpers"},{"id":38724,"name":"Section Teams"},{"id":38725,"name":"Young Leaders"}],"sections":[{"name":"Beavers","id":39273,"logo":"","colour":null,"ageRange":""},{"name":"Cubs","id":39274,"logo":"","colour":null,"ageRange":""},{"name":"Squirrels","id":39272,"logo":"","colour":null,"ageRange":""}],"themes":[{"id":38438,"name":"Kindness"},{"id":38473,"name":"Problem solving"},{"id":41141,"name":"Technology"},{"id":38475,"name":"Communication"}],"searchEngineDescription":"Use all of your senses to work out if someone\u2019s telling the truth in this fast-paced game that develops critical thinking skills.","plannerTimeSlot":10.000000,"safetyAlerts":[{"title":"Active games","alert":"\u003Cp\u003E\u003Cspan\u003EThe game area should be free of hazards. Explain the rules of the game clearly and have a clear way to communicate that the game must stop when needed. Take a look at our guidance on \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/running-active-and-wide-games/\u0022 title=\u0022Running active and wide games\u0022\u003Erunning active games safely\u003C/a\u003E.\u003C/span\u003E\u003Cspan\u003E\u003C/span\u003E\u003C/p\u003E"},{"title":"Online safety","alert":"\u003Cp\u003E\u003Cspan\u003ESupervise young people when they\u2019re online and give them advice about staying safe. Take a look at our\u003C/span\u003E\u003Cspan\u003E\u00A0\u003C/span\u003E\u003Cspan\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safeguarding-in-the-programme/scouting-online-safely/\u0022 title=\u0022Staying safe online\u0022\u003Eonline safety\u003C/a\u003E\u003C/span\u003E\u003Cspan\u003E or \u003C/span\u003E\u003Cspan\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022http://nspcc.org.uk/bullying\u0022 target=\u0022_blank\u0022 title=\u0022Bullying (NSPCC)\u0022\u003Ebullying\u003C/a\u003E guidance. The \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.nspcc.org.uk\u0022 target=\u0022_blank\u0022\u003ENSPCC\u003C/a\u003E\u00A0\u003C/span\u003E\u003Cspan\u003Eoffers more advice and guidance, too\u003C/span\u003E\u003Cspan\u003E. If you want to know more about specific social networks and games, \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.childnet.com/\u0022 target=\u0022_blank\u0022 title=\u0022Childnet\u0022\u003EChildnet\u003C/a\u003E\u00A0\u003C/span\u003E\u003Cspan\u003Ehas information and safety tips for apps. \u003C/span\u003EYou can also report anything that\u2019s worried you online to the \u003Ca rel=\u0022noopener\u0022 tabindex=\u0022-1\u0022 href=\u0022https://www.ceop.police.uk/safety-centre/\u0022 target=\u0022_blank\u0022 title=\u0022Safety centre (CEOP)\u0022\u003EChild Exploitation and Online Protection Command\u003C/a\u003E\u003Cspan\u003E.\u00A0\u003C/span\u003E\u003Cspan\u003EAs always, if you\u2019ve got concerns about a young person\u2019s welfare, including their online experiences, follow the \u003C/span\u003E\u003Cspan\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Young People First - Yellow Card\u0022\u003EYellow Card\u003C/a\u003E to make a report\u003C/span\u003E\u003Cspan\u003E.\u003C/span\u003E\u003C/p\u003E"}],"safetyAlert":"","safetyTags":[],"deliveryMethods":"","permitRequired":false,"scoutLedQualifications":[],"guidance":null,"aalaRequired":false,"externalQualifications":[],"exceptions":[],"listingVideoUrl":"","disableBasicSafetyChecklist":false,"likes":1,"activitiesAdditionalInfo":{"inclusivityStatement":"\u003Cp\u003EAll Scout activities should be \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/inclusion-and-diversity/supporting-those-with-additional-needs-and-neurodiversity/reasonable-adjustments/badges-and-awards/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance on flexibility\u0022\u003Einclusive and accessible.\u003C/a\u003E\u003C/p\u003E","standardSafetyAlert":"\u003Cp\u003EAll activities must be safely managed. You must complete a thorough \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u0026nbsp;and take appropriate steps to reduce risk. Use the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/staying-safe-leaders/\u0022 title=\u0022Staying Safe - Leaders\u0022\u003Esafety checklist\u003C/a\u003E to help you plan and risk assess your activity. Always get\u0026nbsp;\u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval for the activity\u003C/a\u003E, and have suitable\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u0026nbsp;and an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process.\u003C/p\u003E\n\u003Cp\u003EYou must run your activities in line with the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003ESafeguarding Code of Conduct for Adults (Yellow Card)\u003C/a\u003E and report any concerns to the UK HQ Safeguarding Team.\u003C/p\u003E","basicChecklist":"\u003Cul\u003E\n\u003Cli\u003EComplete a \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EHave the right \u003Ca href=\u0022/volunteers/running-your-section/adult-to-young-people-ratios/\u0022 title=\u0022Adult to Young People ratios\u0022\u003Eratios\u003C/a\u003E of number of adults to provide suitable\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003ESet up an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safe-scouting-and-emergency-procedures/\u0022 title=\u0022Safe Scouting and Emergency Procedures\u0022\u003EKnow what to do in an emergency\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EShare information with parents and carers with an\u003C/span\u003E \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/general-activity-guidance/activity-information-form/\u0022 title=\u0022Activity information form\u0022\u003E\u003Cspan\u003Eactivity information\u003C/span\u003E\u003Cspan\u003E form\u003C/span\u003E\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EGet \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval from your Lead Volunteer.\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","scoutLedAvailable":"\u003Cp\u003EThis activity can be led by you or someone else in Scouts:\u003C/p\u003E","permitRequired":"\u003Cp\u003EThe activity leader must have an \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/activity-permit-scheme/adventurous-activity-permit-scheme/\u0022 title=\u0022Adventurous Activity Permit Scheme\u0022\u003Eadventurous activities permit\u003C/a\u003E with the right level and permissions for your group.\u003C/p\u003E","externallyLedAvailable":"\u003Cp\u003EYou can go to a centre or use an activity leader who\u0027s not part of Scouts:\u003C/p\u003E","aalaRequired":"\u003Cp\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.hse.gov.uk/aala/index.htm\u0022 target=\u0022_blank\u0022 title=\u0022AALA licence\u0022\u003EAn AALA licence is required\u003C/a\u003E.\u003C/p\u003E","aalaExempt":"\u003Cp\u003EIf the provider is exempt from the AALA licence.\u003C/p\u003E","publicLiabilityInsurance":"\u003Cp\u003EThe provider must have public liability insurance.\u003C/p\u003E","actvityLink":"/activities/"},"duration":10,"instructions":{"layouts":[{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Ch3\u003EBefore you begin\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EUse the A4 paper and pen to make three signs. One should say \u2018yes\u2019, one \u2018no\u2019, and one \u2018maybe\u2019.\u003C/li\u003E\n\u003Cli\u003EUse the sticky tack to stick the signs around the meeting space. Leave plenty of space for people to move between them.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch3\u003EPlay the game\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EEveryone should gather in the middle of the space.\u003C/li\u003E\n\u003Cli\u003EThe storyteller should begin telling the \u0027Example story\u0027 below. They should pause briefly after the first statement.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003EThe person leading the game could be the storyteller, or it might be the perfect role for someone else who doesn\u2019t want to play. Feel free to use the example story or make up your own.\u003C/aside\u003E\n\u003Col start=\u00223\u0022\u003E\n\u003Cli\u003EEveryone should decide whether the storyteller is telling the truth, making something up, or if there\u2019s no way to be sure. They could also look for clues such as the storyteller smiling, hesitating lots, or looking away.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003EThe storyteller should try to say some of the statements without giving any clues with their tone of voice or body language. It might be tricky to keep a straight face!\u003C/aside\u003E\n\u003Col start=\u00224\u0022\u003E\n\u003Cli\u003EEveryone should run to the correct sign \u2013\u00A0\u2018yes\u2019 if they think the statement is true, \u2018no\u2019 if they think it\u2019s made up, and \u2018maybe\u2019 if they\u2019re not sure. Everyone should try to think and move as quickly as they can.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003EFor example, if storyteller said \u2018as I was sitting on the bus on the way to the meeting\u2026\u2019, people may run to \u2018yes\u2019 (if they knew the storyteller took the bus) or \u2018maybe\u2019 (if they weren\u2019t sure how the storyteller got to the meeting).\u003C/aside\u003E\n\u003Col start=\u00225\u0022\u003E\n\u003Cli\u003EThe storyteller should notice where people have moved. Sometimes, they may want to ask a question or two to prompt people to think again, for example, \u2018are you sure you know the answer?\u2019 or \u2018what clues can you see and hear?\u2019.\u003C/li\u003E\n\u003Cli\u003EThe storyteller should continue the story \u2013\u00A0they shouldn\u2019t pause for too long each time, just enough for people to actually move and reach a sign.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003EFor example, the storyteller could continue by saying \u2018I looked out of the window and saw an octopus walking along the street. I was so shocked that I almost dropped the sandwich I was eating!\u2019. People may run to \u2018no\u2019 (because they know that there wasn\u2019t an octopus), then \u2018maybe\u2019 (unless they have evidence that the storyteller was or wasn\u2019t eating a sandwich).\u00A0\u003C/aside\u003E","gtmId":"","gtmClass":""}]}],"config":null},{"type":"fullWidth","areas":[{"items":[{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003E\u003Cem\u003EIt\u2019s up to you to change the information in brackets. Make sure it\u2019s a mixture of true statements, made up statements, and statements where it\u2019s tricky to tell.\u003C/em\u003E\u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003EAs I was (sitting on the bus) on the way to the meeting, I looked out of the window and saw (an octopus walking down the street). I was so shocked that I almost dropped the (sandwich) I was eating!\u003C/p\u003E\n\u003Cp\u003EI made sure my (blue) coat was done up and then walked down (Scout Street) so I\u2019d be here by (6pm). \u2018Another (Wednesday),\u2019 I thought to myself, as I unlocked the (black) door and put the keys (back into my pocket).\u003C/p\u003E\n\u003Cp\u003EI was looking forward to the meeting because I knew we were going to play (splat) and (hear a story). After that, we\u2019d have our usual snack of (earthworms) and before we knew it, it\u2019d be (7pm) and time to go home.\u003C/p\u003E\n\u003Cp\u003EI\u2019d get into my (tractor) and head back home to eat (a bowl of custard) and (build a big tower). \u00A0\u003C/p\u003E\n\u003Cp\u003EI kept thinking about the (octopus) I\u2019d seen earlier, and thought back to when I last saw one \u2013 I was on holiday (at the beach). That reminded me of the time I went (swimming with sharks) and (wrestled a great white shark).\u003C/p\u003E\n\u003Cp\u003EIt was a such a good holiday. I (read two books, ate one hundred pizzas, went skydiving, climbed a mountain, danced with a dinosaur, stayed in an ice hotel, met a famous person, went for a walk, wore a hat, and rode a camel).\u003C/p\u003E\n\u003Cp\u003EWell, that\u2019s the end of my story.\u003C/p\u003E\n\u003Cp\u003EOh wait, there\u2019s just one more thing.\u003C/p\u003E\n\u003Cp\u003EOr is there?\u003C/p\u003E\n\u003Cp\u003EYes, one more thing.\u003C/p\u003E\n\u003Cp\u003EDid you know that octopuses have eight arms, three hearts, and blue blood? (surprisingly, these are all true)\u003C/p\u003E","label":"Example story"}]}]}],"config":null}]},"ownerAuthor":null,"porRules":null,"id":44701,"nodeName":"Yes, no, maybe","title":"Yes, no, maybe","type":"activity","image":{"url":"/media/19839/fdl-02-01.png?width=800\u0026height=450\u0026v=1db165cc7fc61d0","caption":"FDL 02 01","type":"png","size":15417,"width":1902,"height":1100,"altText":""},"assets":[],"headerOptions":{"headerTitle":"Yes, no, maybe","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"Use all of your senses to work out if someone\u2019s telling the truth in this fast-paced game that develops critical thinking skills.","subHeader":"Use all of your senses to work out if someone\u2019s telling the truth in this fast-paced game that develops critical thinking skills.","browserTitle":null,"silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC80NDcwMSJ9","canonicalUrl":"https://www.scouts.org.uk/activities/yes-no-maybe/"}