Teacher Script: Consequences

Warm-Up: Ripple Effect (5 minutes)

Teacher: "Good morning, everyone! Let's start our day with a quick thought experiment. Look at the prompt on the board: Warm-Up: Ripple Effect. I want you to silently think about a small decision you made recently, maybe even yesterday, and one immediate consequence that came from it. It could be something as simple as choosing what to eat for breakfast or which route to take to school. Don't worry, you don't have to share unless you want to."

(Allow 1-2 minutes for students to think.)

Teacher: "Alright, who feels comfortable sharing their small decision and its immediate consequence? No judgment, just observations. Sarah, would you like to share?"

(Call on 2-3 students. After each share, briefly highlight how a small action led to an outcome.)

Teacher: "Excellent examples! Today, we're going to dive deeper into this idea of consequences, exploring how our actions, big or small, create ripples in our lives and the lives of those around us. This is a crucial life skill for responsible decision-making."

Introduction to Consequences (10 minutes)

Teacher: (Display Consequences What If? Slide Deck - Slide 1) "Our lesson today is titled, 'Consequences: What If?'. Every single choice we make, every action we take, leads to an outcome. It's like asking, 'What if I do this?' – what will happen next?"

(Display Consequences What If? Slide Deck - Slide 2) "So, what exactly are consequences? They are simply the outcomes or results of an action or decision. They can be positive, like the good grades Sarah mentioned from studying, or negative, like feeling tired after staying up late. Consequences can also be immediate – happening right away – or long-term, showing up much later. Can anyone give me an example of a long-term consequence of a decision, either positive or negative?"

(Allow time for student responses, guiding them if needed. E.g., saving money now leads to financial security later, or neglecting health leads to issues later.)

Teacher: (Display Consequences What If? Slide Deck - Slide 3) "This leads us to the 'Ripple Effect.' Imagine dropping a pebble into a still pond. What happens? The ripples spread out, getting wider and wider. Our choices are like that pebble. One small action can create many consequences that spread out, affecting not just ourselves, but also our friends, family, community, and even our environment. Think about that small choice you just shared in the warm-up. Did it affect anyone else, even slightly?"

(Encourage brief discussion.)

Reading & Reflection: The Story of Choices (10 minutes)

Teacher: (Display Consequences What If? Slide Deck - Slide 4) "Today, we're going to read a short piece called Reading: The Story of Choices. Stories often help us understand complex ideas by seeing them play out through characters' experiences. This reading will give us a concrete example of how decisions and their consequences unfold. I'm handing out a copy to everyone now."

(Distribute Reading: The Story of Choices. Allow 5-7 minutes for individual reading.)

Teacher: "Now that you've read 'The Story of Choices,' let's discuss it. I have some prompts here in our Discussion Guide: Ethical Dilemmas. Based on the story, what was the main character's initial decision? What were the immediate consequences of that decision? And what about the long-term consequences? How did their choice affect others in the story?"

(Facilitate a short class discussion using the prompts from the discussion guide, encouraging students to refer to the text.)

Activity: Consequence Chain (15 minutes)

Teacher: (Display Consequences What If? Slide Deck - Slide 5) "That was a great discussion. Now, let's put our analytical skills to the test with an activity called Worksheet: Consequence Chain. I'm going to give each of you a worksheet. On it, you'll find a few different scenarios, or you can create your own. Your task is to choose one scenario and map out a 'consequence chain.'"

"What does that mean? You'll write down the initial action, then the immediate consequence. Then, you'll think: what is the consequence of that consequence? And what is the consequence of that next consequence? Try to go 3-5 steps deep. For example, if the initial action is 'I didn't study for my test,' the immediate consequence might be 'I failed the test.' A consequence of that might be 'My parents were disappointed.' A consequence of that could be 'I lost my phone privileges.' You get the idea. Think about both positive and negative chains."

(Distribute Worksheet: Consequence Chain. Allow 8-10 minutes for students to work individually or in pairs. Circulate around the room, offering guidance and prompting deeper thinking.)

Teacher: "Let's bring it back together. Who would like to share one of their consequence chains? Try to explain your thinking for each step. Michael, would you share yours?"

(Call on 2-3 students to share their chains and discuss the potential impacts.)

Game: Consequence Charades (Optional, if time permits) (5 minutes)

Teacher: (Display Consequences What If? Slide Deck - Slide 6) "If we have a few minutes, let's play a quick, fun game to reinforce what we've learned: Game: Consequence Charades! Here's how it works: I have slips of paper with simple scenarios. One student will come up, pick a slip, and act out the action. Then, another student will act out a possible consequence of that action. The rest of the class will try to guess both the action and the consequence. We'll use scenarios from our daily lives. No talking, just acting!"

(Facilitate the game if time allows. Ensure scenarios are simple and easy to act out.)

Wrap-Up and Future Thinking (5 minutes)

Teacher: (Display Consequences What If? Slide Deck - Slide 7) "Excellent work today, everyone! We've thought a lot about how our choices create consequences, both for ourselves and others. This skill of reflecting on consequences is incredibly powerful. It helps us make more responsible and thoughtful decisions, aiming for positive impacts."

"As a follow-up, you'll have the opportunity to apply this learning in a larger project called the Project Guide: My Impact Project, which will be graded using this Rubric: My Impact Project. But for today, I want to leave you with one final thought."

"I'm passing out these Cool Down: One Word Reflection slips. On your slip, I want you to write one word that best describes what you learned or how you feel about consequences after today's lesson. This is your exit ticket, so please hand it to me as you leave."

(Distribute Cool Down: One Word Reflection slips and collect them as students exit.)

Assessment (Homework/Future Lesson) (Ongoing)

Teacher: "For homework, or in our next session, we will be completing the Quiz: Understanding Consequences and the Test: Consequence Reflection to check our understanding. The Answer Key: Consequences will be used to help you understand the correct answers and reasoning."

Warm-Up: Ripple Effect

Instructions: Think about a small decision you made recently. It could be today, yesterday, or even this past weekend. Consider one immediate consequence of that decision.

My Small Decision:

One Immediate Consequence:

Be ready to share your thoughts with the class!

The Story of Choices

Elara stood at the crossroads of Willow Creek, a small, bustling town nestled between rolling hills and a winding river. She clutched a crumpled flyer in her hand, advertising the annual town festival, a tradition she loved. This year, however, she faced a dilemma.

Her best friend, Liam, had asked her to help him prepare for his big photography exhibit, which was scheduled for the same day as the festival. Liam had been working on this exhibit for months, and his nervous excitement was contagious. He needed Elara to help with setup, organize his prints, and provide moral support. He had specifically asked her weeks ago, and she had promised.

However, a new opportunity had just presented itself. The town mayor had announced a special contest: the 'Spirit of Willow Creek' essay competition, with a substantial scholarship prize. The deadline for submission was the day before the festival, and the winners would be announced at the festival's opening ceremony. Elara, an avid writer, saw this as a chance to secure her future.

She knew she couldn't do both. Helping Liam would take the entire day. Writing the essay would require intense focus, leaving no time for the exhibit. She spent a restless night, weighing her options.

Option 1: Help Liam.

If Elara helped Liam, he would be incredibly grateful. Their friendship would be strengthened, and she would feel good about honoring her promise. Liam's exhibit would likely be a success, and she would be there to celebrate with him. However, she would miss the opportunity to compete for the scholarship, a chance that might not come again. She would feel a pang of regret about not pursuing her own ambition.

Option 2: Write the essay.

If Elara focused on the essay, she might win the scholarship, opening doors for her education. This would be a huge personal achievement. But she would have to tell Liam she couldn't help him. He might be disappointed, perhaps even angry. His exhibit might suffer without her assistance, and their friendship could be strained. She knew how much this exhibit meant to him.

Elara had to make a choice. What would she do, and what would be the consequences of her decision? The sun rose, casting long shadows across Willow Creek, and Elara knew she had to decide quickly.

Worksheet: Consequence Chain

Instructions: For each scenario below, choose one and map out a chain of at least three consequences. Think about the immediate effects, and then the effects of those effects. Consider both positive and negative outcomes, and how others might be affected.

Scenario 1: You decide to spend an extra hour playing video games instead of finishing your homework.

Initial Action: Spend extra hour playing video games.

1. Immediate Consequence:
   
   
   
2. Consequence of Consequence 1:
   
   
   
3. Consequence of Consequence 2:
   
   
   

Scenario 2: You see a classmate struggling to carry a stack of books and decide to help them.

Initial Action: Help a struggling classmate.

1. Immediate Consequence:
   
   
   
2. Consequence of Consequence 1:
   
   
   
3. Consequence of Consequence 2:
   
   
   

Scenario 3: You choose to prepare a healthy packed lunch for school instead of buying fast food.

Initial Action: Prepare a healthy packed lunch.

1. Immediate Consequence:
   
   
   
2. Consequence of Consequence 1:
   
   
   
3. Consequence of Consequence 2:
   
   
   

Scenario 4: Create your own scenario and consequence chain!

Initial Action:

1. Immediate Consequence:
   
   
   
2. Consequence of Consequence 1:
   
   
   
3. Consequence of Consequence 2:
   
   
   

Discussion Guide: Ethical Dilemmas

Instructions for Teacher: Use these prompts to facilitate a class discussion after students have read Reading: The Story of Choices. Encourage students to refer back to the text and articulate their reasoning.

Opening Questions:

1. What was Elara's main dilemma in "The Story of Choices"? What two main paths was she considering?
   
   
   
2. Why was this decision so difficult for Elara? What conflicting values or priorities was she balancing?
   
   
   

Exploring Consequences (Option 1: Help Liam):

3. If Elara chose to help Liam, what were the immediate positive consequences she anticipated?
   
   
   
4. What were the immediate negative consequences or sacrifices she would have to make?
   
   
   
5. Thinking long-term, what might be some extended positive outcomes if she chose to help Liam? (e.g., impact on friendship, Liam's career, her own reputation)
   
   
   
6. What might be some extended negative outcomes if she chose to help Liam? (e.g., personal regret, missed opportunities)
   
   
   

Exploring Consequences (Option 2: Write the Essay):

7. If Elara chose to write the essay, what were the immediate positive consequences she anticipated?
   
   
   
8. What were the immediate negative consequences for Liam and their friendship?
   
   
   
9. Thinking long-term, what might be some extended positive outcomes if she chose to write the essay? (e.g., scholarship, personal growth, career path)
   
   
   
10. What might be some extended negative outcomes if she chose to write the essay? (e.g., damaged friendship, guilt, impact on Liam's exhibit)
    
    
    

Personal Reflection & Application:

11. If you were Elara, what would you have done? Explain your reasoning, considering the consequences of your choice.
    
    
    
12. Can you think of a time when you faced a similar ethical dilemma, where a choice had significant consequences for yourself and others? How did you approach it?
    
    
    
13. How does thinking deeply about the ripple effect of our decisions, as we discussed today, help us make better choices in the future?
    
    
    

Activity: Decision Path Game

Instructions: In small groups (3-4 students), you will create a visual "Decision Path" for a given scenario. This path will show the initial decision and at least three branching consequences, highlighting how one choice can lead to many different outcomes.

Materials:

• Large sheet of paper or whiteboard
• Markers or colored pencils
• Scenario cards (provided by teacher)

Steps:

1. Receive Your Scenario: Your teacher will give your group a scenario card. Read it carefully and make sure everyone understands the initial situation.

2. Identify the Core Decision: What is the main choice the person in the scenario needs to make? Write this clearly in the center of your paper or board.

3. Brainstorm Options/Actions: What are 2-3 realistic choices the person could make in this situation? Draw lines branching out from the core decision, one for each option.

4. Map Immediate Consequences: For each option, brainstorm 1-2 immediate consequences. These are the direct results of that specific choice. Write them next to the option.

5. Develop Further Consequences (The Path): Now, from each immediate consequence, draw further branches. What happens because of that consequence? Try to go at least two more steps deep for each path. Think about:

   • How does it affect the person who made the choice?
   • How does it affect other people?
   • Are there any unexpected or long-term effects?

6. Color-Code (Optional): You might use different colors for positive consequences (green/blue) and negative consequences (red/orange) to make your path clear.

7. Prepare to Share: Select one member from your group to explain your Decision Path to the class. Be ready to explain your choices and the reasoning behind your consequence chains.

Example Scenario (Do NOT use this one!):

• Scenario: You find a wallet full of money on the street.

• Core Decision: What do I do with the wallet?

  • Option A: Turn it into the police.

    • Immediate Consequence: Wallet is safe, police begin investigation.
    • Consequence of Consequence 1: Owner is found and grateful.
    • Consequence of Consequence 2: You feel good, uphold community values.

  • Option B: Keep the money.

    • Immediate Consequence: You have extra money.
    • Consequence of Consequence 1: Owner is upset, police might investigate theft.
    • Consequence of Consequence 2: You feel guilty, damage to your reputation/legal trouble.

Remember to be creative and think critically about how actions can lead to diverse and far-reaching outcomes!

Game: Consequence Charades

Instructions for Teacher: Prepare slips of paper with various actions (e.g., "Studying diligently for a test," "Ignoring a friend who is upset," "Littering in the park," "Practicing a musical instrument daily"). Students will act out these scenarios and their potential consequences.

How to Play:

1. Preparation: The teacher prepares small slips of paper, each with a single "Action" written on it. Examples are provided below.

2. Round 1: The Action!

   • A student volunteer comes to the front and draws an "Action" slip.
   • They silently act out the action for the class (e.g., studying, ignoring, littering).
   • Classmates guess the action. The first student to guess correctly gets a point for their team (if playing in teams).

3. Round 2: The Consequence!

   • Once the action is guessed, the teacher asks, "What is a possible consequence of this action?"
   • Another student volunteer comes up and silently acts out a consequence of the action that was just guessed (e.g., if the action was "studying," the consequence could be "getting good grades" or "feeling confident").
   • Classmates guess the consequence. The first student to guess correctly gets another point.

4. Discussion: Briefly discuss if there could be other consequences for the action. Reinforce that actions can have multiple outcomes.

5. Continue: Repeat with new action slips and volunteers.

Example Action Slips:

• Ignoring a friend who is upset.
• Spending all your allowance on candy.
• Helping a younger sibling with their homework.
• Leaving your bike unlocked.
• Practicing a musical instrument daily.
• Cheating on a small quiz.
• Recycling plastic bottles.
• Arriving late to class without an excuse.
• Planning ahead for a group project.
• Gossiping about a classmate.

Goal: To connect actions directly to their potential outcomes in a fun, engaging way!

Answer Key: Consequences

Quiz: Understanding Consequences

1. What is a consequence?

• Correct Answer: B) The outcome or result of an action or decision
• Reasoning: This is the direct definition of a consequence. The other options are incorrect.

2. Which of these is an example of a positive consequence?

• Correct Answer: C) Receiving praise for helping a classmate
• Reasoning: Praise is a favorable outcome resulting from a helpful action. The other options are negative consequences.

3. The ripple effect of consequences means that:

• Correct Answer: B) Small actions can have far-reaching and multiple outcomes
• Reasoning: The ripple effect emphasizes that consequences extend beyond the initial action and affect more than just the immediate decision-maker.

4. Describe one situation where a decision you made had both an immediate consequence and a long-term consequence. Explain both.

• Expected Response: Student should provide a clear example.
  • Thought Process Example:
    • Decision: Choosing to start exercising regularly.
    • Immediate Consequence: Feeling tired after the first few workouts, initial muscle soreness.
    • Long-Term Consequence: Improved physical health, increased energy levels, better mood, reduced risk of chronic diseases.

5. How important is it to think about the consequences before making a decision?

• Expected Response: Students should generally select "Very important" or "Extremely important." They should be able to justify their choice, explaining that considering consequences helps avoid negative outcomes, promotes responsible behavior, and allows for better planning.

Test: Consequence Reflection

1. Which of the following best defines a 'long-term consequence'?

• Correct Answer: C) An outcome that develops over an extended period.
• Reasoning: Long-term consequences are not immediate; they manifest over time.

2. You borrow a friend's valuable book and accidentally spill water on it, damaging it. Which of these is an emotional consequence for you?

• Correct Answer: C) You feel guilty and regretful.
• Reasoning: Guilt and regret are internal emotional responses. The other options describe actions or external reactions.

3. Consider the scenario: 'A student consistently completes their homework on time and participates actively in class.' Which of these is a likely positive ripple effect?

• Correct Answer: B) The student's grades improve, and their teachers see them as responsible.
• Reasoning: Consistent effort (action) leads to academic success and a positive reputation (ripple effects).

4. Explain the concept of the 'ripple effect' in the context of decision-making. Provide an original example to illustrate your explanation.

• Expected Response: The 'ripple effect' describes how one decision or action can lead to a series of interconnected consequences that spread out, affecting not just the individual, but also others and the environment, sometimes in unexpected ways.
  • Thought Process Example:
    • Decision: A town council decides to build a new factory on a local wetland.
    • Immediate Consequence: New jobs are created, boosting the local economy.
    • Consequence of Consequence 1: The wetland ecosystem is damaged, leading to a loss of biodiversity.
    • Consequence of Consequence 2: Local water quality declines, impacting residents' health and recreational activities.
    • Consequence of Consequence 3: The town's reputation as an environmentally conscious community is harmed, deterring eco-tourism.

**5. Read the following scenario:

Maria's study group has a big history project due next week. Maria agreed to do the research for one section, but she spent the weekend playing video games instead and now has nothing prepared. The group is meeting tomorrow to assemble the final project.

Describe at least three potential consequences if Maria chooses to not complete her research before the meeting. For each consequence, identify whether it is immediate or long-term, and who it affects (Maria, her group, or both).**

• Expected Response: Students should identify three distinct consequences and correctly classify them.
  • Thought Process Example:
    1. Consequence: Maria will not have her research ready for the meeting.
       • Type: Immediate
       • Affects: Maria (feels stressed, unprepared), Group (cannot complete their section).
    2. Consequence: The group's project will be incomplete or of lower quality, impacting their grade.
       • Type: Immediate/Long-term (impact on grade)
       • Affects: Group (lower grade, frustration), Maria (lower grade, guilt).
    3. Consequence: Maria's group members will likely be annoyed or angry, potentially straining friendships and making them reluctant to work with her in the future.
       • Type: Long-term
       • Affects: Maria (damaged reputation, loss of trust), Group (strained relationships).

6. On a scale of 1 to 5, how confident do you feel in your ability to predict potential consequences before making an important decision?

• Expected Response: Varies by student. This is a self-reflection question. The teacher should look for a reasonable score and potentially a brief justification if space were provided.

Project Guide: My Impact Project

Objective: To demonstrate your understanding of consequences by planning a project where you aim to create a positive ripple effect in your community or personal life. You will analyze your proposed actions and predict their potential impacts.

Project Overview:

For this project, you will design a small-scale initiative or make a significant personal commitment that you believe will have a positive chain of consequences. You will then present your plan, including the actions you will take, the immediate consequences you anticipate, and the potential long-term ripple effects.

Project Steps:

1. Identify a Focus Area (Choose ONE):

   • Community Impact: Think of a small way you can positively affect your school, neighborhood, or a group within your community (e.g., reduce waste in the cafeteria, organize a small clean-up, help a local charity).
   • Personal Growth: Identify a personal habit or commitment that, if maintained, could lead to significant positive changes in your life (e.g., dedicating consistent time to a skill, improving a relationship, managing your time more effectively).

2. Define Your Action Plan:

   • Clearly state the specific actions you will take. Be realistic and detailed. What exactly will you do?
   • Who else will be involved or affected by your actions?

3. Predict Immediate Consequences:

   • What are the direct, immediate outcomes of your actions? List at least 3.
   • Consider both positive and any potential negative (or challenging) immediate consequences.

4. Map the Ripple Effect (Long-Term Consequences):

   • From your immediate consequences, trace at least two steps further. What might happen because of those immediate outcomes?
   • How will your project create a positive ripple effect for yourself, others, or your environment over time? Think 3-5 long-term consequences.
   • Are there any unexpected or secondary consequences you can foresee?

5. Identify Potential Obstacles & Solutions:

   • What challenges might you face in carrying out your project or achieving your desired consequences?
   • How will you address these obstacles?

6. Presentation Format (Choose ONE):

   • Written Report: A 500-750 word essay detailing all the steps above.
   • Poster Presentation: A visual poster with clear headings for each step, accompanied by a brief oral explanation.
   • Digital Presentation (e.g., Slide Show): A 5-7 slide presentation covering all the steps, with images or graphics.

Due Date: [Insert Date Here]

Success Criteria: Your project will be assessed on the clarity of your plan, the depth of your consequence analysis, and your ability to identify potential challenges and solutions. Refer to the Rubric: My Impact Project for detailed grading criteria.

Rubric: My Impact Project

Project Name: My Impact Project
Student Name: ________________________
Teacher Name: ________________________
Date: ________________________

| Category | Exceeds Expectations (4 points) | Meets Expectations (3 points) | Approaching Expectations (2 points) | Needs Improvement (1 point) | Score |
| :---------------------- | :------------------------------------------------------------------------------------------- | :----------------------------------------------------------------------------------------------- | :---------------------------------------------------------------------------------------------- | :------------------------------------------------------------------------------------------- |
| Focus Area & Action Plan | Clearly defines a highly specific and original focus area with a detailed, realistic, and innovative action plan. | Clearly defines a specific focus area with a detailed and realistic action plan. | Identifies a focus area, but the action plan lacks some detail or realism. | Focus area is unclear or too broad; action plan is vague or unrealistic. | |
| Immediate Consequences | Identifies 3+ distinct and insightful immediate consequences (both positive and negative), demonstrating deep understanding. | Identifies 3 distinct immediate consequences (mostly positive and negative). | Identifies 2-3 immediate consequences, but some may lack depth or accuracy. | Identifies fewer than 2 immediate consequences, or they are irrelevant/inaccurate. | |
| Ripple Effect (Long-Term Consequences) | Maps 3-5 intricate and well-reasoned long-term ripple effects, exploring complex interconnections and potential secondary outcomes. | Maps 3-5 clear and logical long-term ripple effects, demonstrating good understanding of extended impact. | Maps 1-2 long-term ripple effects, but connections are simplistic or not fully developed. | Fails to identify long-term ripple effects, or they are illogical/unrelated. | |
| Obstacles & Solutions | Identifies multiple significant potential obstacles and provides creative, well-thought-out, and practical solutions. | Identifies relevant potential obstacles and provides logical solutions. | Identifies some obstacles, but solutions are generic or not fully practical. | Fails to identify obstacles or provides impractical/no solutions. | |
| Presentation (Clarity & Detail) | Presentation is exceptionally clear, well-organized, highly detailed, and engaging. All required components are present. | Presentation is clear, well-organized, and detailed. All required components are present. | Presentation is somewhat organized and detailed, but may miss a few components or clarity. | Presentation is disorganized, lacks detail, or misses significant components. | |
| Grammar & Spelling | No grammatical errors or spelling mistakes. | 1-2 minor grammatical errors or spelling mistakes. | 3-4 grammatical errors or spelling mistakes that occasionally distract from content. | Numerous grammatical errors and spelling mistakes that significantly hinder understanding. | |
| Total Score | | | | | |

Cool Down: One Word Reflection

Instructions: On the line below, write ONE WORD that describes what you learned or how you feel about consequences after today's lesson.

My One Word:

Thank you for your thoughtful reflections!

Activity: Decision Path Game

Instructions: In small groups (3-4 students), you will create a visual "Decision Path" for a given scenario. This path will show the initial decision and at least three branching consequences, highlighting how one choice can lead to many different outcomes.

Materials:

• Large sheet of paper or whiteboard
• Markers or colored pencils
• Scenario cards (provided by teacher)

Steps:

1. Receive Your Scenario: Your teacher will give your group a scenario card. Read it carefully and make sure everyone understands the initial situation.

2. Identify the Core Decision: What is the main choice the person in the scenario needs to make? Write this clearly in the center of your paper or board.

3. Brainstorm Options/Actions: What are 2-3 realistic choices the person could make in this situation? Draw lines branching out from the core decision, one for each option.

4. Map Immediate Consequences: For each option, brainstorm 1-2 immediate consequences. These are the direct results of that specific choice. Write them next to the option.

5. Develop Further Consequences (The Path): Now, from each immediate consequence, draw further branches. What happens because of that consequence? Try to go at least two more steps deep for each path. Think about:

   • How does it affect the person who made the choice?
   • How does it affect other people?
   • Are there any unexpected or long-term effects?

6. Color-Code (Optional): You might use different colors for positive consequences (green/blue) and negative consequences (red/orange) to make your path clear.

7. Prepare to Share: Select one member from your group to explain your Decision Path to the class. Be ready to explain your choices and the reasoning behind your consequence chains.

Example Scenario (Do NOT use this one!):

• Scenario: You find a wallet full of money on the street.

• Core Decision: What do I do with the wallet?

  • Option A: Turn it into the police.

    • Immediate Consequence: Wallet is safe, police begin investigation.
    • Consequence of Consequence 1: Owner is found and grateful.
    • Consequence of Consequence 2: You feel good, uphold community values.

  • Option B: Keep the money.

    • Immediate Consequence: You have extra money.
    • Consequence of Consequence 1: Owner is upset, police might investigate theft.
    • Consequence of Consequence 2: You feel guilty, damage to your reputation/legal trouble.

Remember to be creative and think critically about how actions can lead to diverse and far-reaching outcomes!