Materials
An overhead projector; a large-piece jigsaw with very few pieces. (The picture on this puzzle does not matter.) The size should be similar to the top of the overhead projector.

Arrange the pieces of the large-piece jigsaw at random on top of the overhead projector.

Activity
Ask for a volunteer to come up and assemble the puzzle.

Application
The pieces will show up in silhouette as it is assembled, as will the hands. As this is happening, use the jigsaw to illustrate how God takes all the confusing pieces of life and fits them together. We may not see the picture he is putting together, but we can have faith that he is in charge.

Variation
If you have multiple OHP projectors make a game out of it. Provide teams with the same puzzle pieces but on different projectors. Allow the teams to shout to their leader instructions for putting the puzzle together. (How often do we tell God what we think is best in life when we also do not see the picture as clearly as he does?)

Icebreakers Ahead: Take It To the Next Level

This 170 page resource not only provides 52 of the world’s most popular group icebreaker activities and games, but also includes lesson ideas and discussion questions to smoothly transition into conversations about the issues common to most groups.

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Materials
None.

Preparation
Form youth/children into teams of equal number.

Activity
Each group must construct a continuous line of objects they have in their possession. The group that builds the longest line in the specified time is the winner. They may only use objects in their personal possession. (Do not inform them, but this includes pens, belts, shoelaces, shoes, socks, coins, a watch, necklace, etc.) The only specification is it must be personal objects. This can be quite fun and quite interesting once the obvious items are out of the way – don’t be surprised if they even take the laces out of their shoes to extend the line.

Debrief
After the time ends, award the group with the longest line. Then ask children, as a group, to choose the one item from the line that is “most precious.” Older children should be prepared to explain their choice. Then ask them what is most precious about the church?

Application
This line you have built, in many way represents the church. In it you bring various gifts, talents, items that help to advance the cause or goals of the church. Other people have come before you and also added their gifts and talents to the church. As a church we are also reaching toward a goal. That goal is to tell others about Jesus, to build the kingdom of God, and to have fellowship with each other.

200 page e-book that explains everything you need to know when planning your very own object lessons. It contains 90 fully developed object lesson ideas and another 200 object lesson starter ideas based on Biblical idioms and Names / Descriptions of God.

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Materials
Obtain a children’s puzzle of 10-20 large pieces. Alternatively, get a poster of a church or group of people and cut it into pieces for a puzzle. You can also draw pictures on a large piece of paper, then cut them up. If you are using a precut puzzle of a set number of pieces you may need to use an additional puzzle if the group is larger than the number of pieces. On the back of the pieces you can write questions about the church as icebreakers. Some possible questions are:

* What are some things we do at church?
* Why did Jesus set up the church?
* What is the most important thing that happens at church?
* Name the things you would find in a church?
* What is the difference between a church and a society or organization?
* Why do people go to church?
* Why is the church important?

Put one of the questions on the back of each piece of the puzzle. Repeat questions for larger groups. Remove the corners of the puzzle and write Jesus on the back of them. Mix up the pieces except for the corners. Use puzzle shaped nametags for participants for more fun!

Activity
As each person comes arrives give them a piece. Have them mingle among the group and find ONE person who has a piece of the puzzle that connects to theirs. When they find someone, they then ask each other the questions on the back of their pieces. After discussing the questions, they should move and find another person. Every piece of the puzzle will have at least 3 possible connections. (Corners have only 2 but are not used yet. Edge pieces have 3 connections and pieces from the center of the puzzle have 4)

After the group has mingled, give them the corners you have set aside, and have them construct the puzzle. Make the following rule: No one may touch any one else’s piece of the puzzle (i.e. you have to put your own pieces into the puzzle) If you have more than one puzzle you can have the groups compete to see who completes it the quickest. Do not show them the box with the picture of the completed puzzle.

Application
Ask the following question: How is the puzzle representative of the church – the Body of Christ? You can refer them to 1 Corinthians 12 if they are stuck. Write their responses on the white board. Some possible responses are:

1. made up of many parts.
2. Christ is the cornerstone
3. The parts fit together to make a whole
4. if one part is missing, the whole suffers – to be complete they need each other
5. no piece, is more important that the others.
6. some relationships are closer than others
7. together they form a picture
8. they didn’t have the box so it was sometimes difficult to know what they were forming
9. different people acted as leaders to help them form the picture
10. The pieces support each other
11. there are different connections – shapes – that connect each
12. each piece is different / unique
13. Each piece is identified by where it fits into the whole
14. Some pieces are easily identified but not more important

Closing
After this activity, ask each person to take back their piece of the puzzle as a reminder of the lessons of the puzzle.

Variation
Hide the pieces of the puzzle throughout classroom while children/ youth are out of the room. Have a card table or work area where the puzzle can be reassembled. Let youth / children have a scavenger hunt for the puzzle pieces. When a player finds a piece they are to bring it to the table to fit it together with the other pieces. When a person finds a piece, she/she must ask the question or answer the question on the back of the piece then place it into the puzzle. Once they have found where that piece goes they are off searching for another piece of the puzzle. At the end, have the participants think about all those pieces, each one a different shape, size and color but they all come together to become one big picture.

Find out how you can get 52 of my best icebreakers of all time! (That’s a full year of icebreakers – one a week!) They even lead into lessons on youth related issues!

Icebreakers Ahead: Take It To the Next Level

This 170 page resource not only provides 52 of the world’s most popular group icebreaker activities and games, but also includes lesson ideas and discussion questions to smoothly transition into conversations about the issues common to most groups.

Click here to find out how to get your hands on this incredible resource!

Materials
Blindfold

Activity
There are many variations of tag. The key ingredient of a game of tag is the ability to touch someone. Even if you are blindfolded, you can feel a person. Blindfold one person. The blindfolded person must then roam about the room trying to touch someone else. Others in the room scatter and try to avoid being touched. If they are touched, then they must become the person with the blindfold. To assure safety, have a teachers stationed in front of any dangerous objects in the room to protect the blindfolded person. To vary the difficulty of the game, you can add variations.

Variations
1. Marco Polo – the person who is blindfolded yells out “Marco” and everyone else must respond with “Polo” The blindfolded person can then use the sound to find the others.
2. Label the four walls of the room, with colors, or another identifyer. Then call out the label. Everyone in the room must then move to make contact with that wall. The blindfolded person tries to touch someone as they go to the colored wall.
3. Blindfold all participants

Application
When you were able to touch (tag) another person, you were aware of their presence. You might have found them by the the things they did, or the sounds they made. Sometimes we may not be able to see God, but we know he is there my the things he does and the sound of his voice. Often times, it is not Jesus himself who does things and speaks to us, but others who are doing it on His behalf. We feel the touch of God through the touch of others.

200 page e-book that explains everything you need to know when planning your very own object lessons. It contains 90 fully developed object lesson ideas and another 200 object lesson starter ideas based on Biblical idioms and Names / Descriptions of God.

Learn More…

Materials
Paper, pencil and blindfold for every two students.

Activity
Break into pairs for a sheep drawing contest. Give one person in the pair some paper and a pencil. This person is the artist. The other person is the shepherd. Blindfold the artists. The “shepherd” can give verbal instructions to the artist but he may not touch his body or his paper. Give the pairs several minutes to work. Provide them with additional paper if needed. After a while, switch roles.

Let everyone share their drawings. Give various prizes to the artists.
1. Best Sheep
2. Most Unusual
3. Best imitation of an animal besides a sheep
4. Best Abstract Art

Discussion
In John 10:7-13: 27-30, Jesus described His relationship to us as one of a shepherd to his sheep.

In what ways are we like sheep?
*Sheep don’t consider the implications of what they do and are always getting into trouble
*Sheep are dependent on the shepherd
*Sheep live a carefree existence
*Shepherd provides for thier needs
*Shepherd rescues them when they get into trouble
*Shepherd protects them
*Sheep need to rely on shepherd for defense
*There is a relationship between sheep and the shepherd

What is difficult about being a sheep?

What is the best thing about being a sheep?

In what ways does the passage compare our relationship with Christ to that of a sheep and Shepherd?
*He wants the very best for us (9-10)
*He laid down His life for us (11, 16-17))
*He will never abandon us (12-13)
*He knows us well; He wants us to know Him well (14-15)

Application
In the same way the artist had to follow the verbal instructions of the shepherd in the drawing competition, according to John 10:27-30, we follow Jesus by hearing His voice.

In what ways do we hear the voice of the shepherd today?

In order of authority:
#1 The Bible
#2 Christians
#3 Spiritual Authorities
#4 Circumstances

200 page e-book that explains everything you need to know when planning your very own object lessons. It contains 90 fully developed object lesson ideas and another 200 object lesson starter ideas based on Biblical idioms and Names / Descriptions of God.

Learn More…