Pick n Mix - Action n Mix - Action...Before the player starts, ask the group members to guess how...

Three ‘Pick n Mix’ sessions for use on group Zoom calls orin socially distanced group meetings

A) How do I use my time?B) Planning to make a difference.C) Working together - who else?

Action

Photo by Ben White on Unsplash

of 25

IntroductionThis is a set of three ‘Pick n Mix’ sessions for your group. We have included materials which canbe used either on Zoom calls or where groups are beginning to meet (in a socially distancedway as the easing of lockdown regulations in different nations of the UK allows). Please notethere is absolutely no compulsion to rush back to face-to-face meetings. You will know bestwhat is most appropriate for your group.NB. Please see https://www.urbansaints.org/leaders-area for nation-specific guidelines as theyapply to Urban Saints’ Groups.

We have also included material suitable for different age groups. Some of the activities can beeasily adapted while others are marked specifically for an age group. You don’t have to do allthe elements suggested, these are simply ideas to pick from. Activities tend to last a little bitlonger on Zoom than in real time, so we think it would be hard to get through all of these. Letus know what has worked well and what didn’t - we’d really find your feedback helpful.

There is also a section at the end with more information and help for leaders.

Games ideasWe are compiling a list of games ideas, so if you need more, you may want to look here:https://docs.google.com/document/d/1uaI-6sZw0JikO1t5fRnBUAzFX__nouTe40_MrqQOUYI/edit?usp=sharing

Contents:Page 3 A) How do I use my time?Page 12 B) Planning to make a difference.Page 19 C) Working together - who else?Page 25 Help for leaders

This mini series of three sessions is the last of a longer series of 5 units each with three sessions.Session themes for future units will be as follows with publication date in brackets:

5. Heart (27/11/20) a) Attitude of heart - the how, not just the what and when.b) Intentions of the heart - why we want to be known and seen.c) Movement of the heart - responding to what moves you.

Christmas special ideas (4/12/20)

Next term we are planning a series between Christmas and Easter which goes through the life ofJesus under the title ‘The Journey.’ The first sessions of this are as follows:

(18/12/20) a) 12 year old Jesus at the Temple - Luke 2:41-52 - Never too youngb) Jesus is tempted - Matt 4:1-11 - Temptation

c) 12 disciples follow Jesus - Matt 4:17-20 - Calling/who do you follow?

(22/01/20) a) Jesus overturns the temple market - John 2:13-22 - Standing up for what is right b) Jesus goes to a wedding - John 2:1-11 - Celebration - Jesus wants us to have fun! c) Nicodemus - John 3:1-21 - Life after death

A) How do I use my time?

of 25

Main point of this session: Looking at how we use our time andgiving young people skills to evaluate how they use theirs

Key to suggested suitability markers:11+ This material is generally suited to secondary age groupsO This material is designed/suitable for older/more mature young peopleU11 This material is particularly suitable for use with under 11’sZ Can be used on ZoomSD Can be used in a socially distanced group meeting

Opener (11+, U11, Z, SD)

Ask the group, “if you were given £1,440 today how would you spend it?” Discuss.Then ask, “if you were given that amount of money every day, what would you do?”Finally, add the rule that they have that amount of money deposited into their bank every dayfor the rest of their life, but the account gets emptied and refilled every day at midnight. If theydon’t spend all of the money in the account, then they lose it. Ask the group if this would changewhat they did with the money.Point out that this (1,440) is the amount of minutes we are all given each day. There are lots offamous quotes along the line of ‘however rich you are, no one can buy more time.’ At the endof the day/week/month/year, we have all been given the same amount of time, but what wedo with it varies.Some people will spend all their money on new things every day, and others will work onlong-term goals, spending some of their allocation each day on improvements anddevelopments. This is similar to how we spend our time. Things which are quick and easy cangive us short term feelings of satisfaction, but when we work regularly towards a goal over asustained period, we can grow, achieve and learn more.

Game: Guess who (11+, U11, Z, SD)

Split the group into two teams. Each team will have to decide which of them is their ‘chosenperson’ (on Zoom you might have to get one team to turn around while holding up who is “it”on a piece of paper). Each team then takes it in turns to try to guess who “it” is from the otherteam by asking ‘yes’/’no’ questions eg. hair colour, gender, clothing, characteristics etc . Thewinning team guesses the other team's chosen person first.

Game: Guess the minute (11+, U11, Z, SD)

Hide/cover all phones/watches, and one person leads by watching a timer. Have the groupclose their eyes and when they think a minute has passed, they raise their hands. The closestperson wins. Try with different amounts of time and different people leading. Follow this byintroducing today’s theme of time.

Game: How long… (11+, U11, Z, SD)

Explain that one of the group is going to balance a coin (largest available) on the back of theirContinued overleaf…

Continued…hand then flip it up and catch it in the same hand. They will then do the same thing with theirother hand and repeat until they’ve done each hand 5 times. If they drop it, they have to repeatthat cycle.Before the player starts, ask the group members to guess how much time it’s going to take.You could have a prize for the closest guess.

Click (11+, Z, SD)

In “Click” (age rating 12), Bill (Adam Sandler) goes to a department store to buy a remote control,and is given one for free by a man called Morty. He is warned that it can’t be returned. Theremote control turns out not to control a TV, but his life.https://www.youtube.com/watch?v=zZNC5emNyEQ

Discuss things in life you would like to fast forward past, perhaps to a more exciting time.Sometimes we feel like life will only start when we’re older (can drive or leave home) but Billdiscovers the value of the present.

Teach a skill (11+, U11, Z, SD)

Have one of the group teach everyone else something eg. juggling, Rubix cube, playing thetrumpet (embouchure), doing the splits, burping the alphabet!Point out that some skills take time to build, and we make time for things which mean mostto us.

How do you spend your time? (11+, U11, Z, SD)

Have the group think through how much time they spend on different activities (feel free touse the suggestions below, or change them). Use the PDF attached on page 8 to help thempresent their time allocations.■ School (sports/activities/clubs/homework)■ Youth group■ Home responsibilities/chores■ Family/time with siblings and parents■ Friends/social life■ Jobs/work■ Hobbies■ Personal time (leisure, social media, TV etc)■ Survival basics (sleep, eating, showering)■ Other

Talk about anything which surprised them or if they were aware of how much time they spenton each activity. Do they feel that any of these things could be a distraction or time-filling,rather than something productive?Discuss some options to help your group identify helpful apps eg. screen time apps whichmeasure your phone usage on different apps.

Time Trials (11+, U11, Z, SD)

Write down the number of minutes a day you spend on the following activities (add in yourown ideas):Continued overleaf…

of 25

Continued…■ Looking in the mirror (including doing your hair, make-up or just staring at yourself)■ Watching Netflix/TV/films■ Gaming & social media■ Sleeping

To work out how long you will spend on these activities between the ages of 12 and 75, do thiscalculation:Number of minutes per day x 365 x 63 ÷ 60 ÷ 24 = number of days in the 63 years you spend

doing this activity

Example: If you sleep an average of 8 hours per day - that’s 480 minutes.480 x 365 x 63 ÷ 60 ÷ 24 = 7,665 days (that’s 21 years!)

Do this calculation for all of the activities and add them all together - that is how long (in days)you could spend on these things.■ Does this change your priorities?■ Does this encourage you to make more time in one area or cut something back?

Kairos Moments (11+, Z, SD)

In Greek, one of the original languages the New Testament of the Bible was written in, thereare two words which we translate ‘time’ in English:■ Chronos - measurable time (minutes/hours/days)■ Kairos - a pivotal moment in time that gives an opportunity, perhaps for a change. Often

God uses these moments to bring about action and potential in people.

Invite the group to consider the kairos moments that they may have experienced and shareone or more with the group if they’d like to. Ask the group if any of them are in a kairos momentright now.

Urgent vs important (O, Z, SD)

The Eisenhower Decision Matrix may help your group prioritise their tasks. Each quadrantcategorises tasks.Here are some examples:1. Urgent & important (crisis, problems, deadlines)

Homework or school deadlines, friend or family in crisis2. Not urgent, but important (opportunities, progress, high value, long-term)

Hobbies, family time, studying, saving money, exercising3. Urgent but not important (maintenance, routine tasks)

Text messages, phone calls, phone notifications, other things that are important to others, but not yourself4. Not urgent & not Important (trivia)

Window shopping, gaming, watching TV/Netflix/Youtube

We should be focussing on tasks that fall into 1./2., rather than spending most of our time onthings that fall into categories 3./4.. It’s important that we learn to prioritise so that we are notjust busy, but use our time well for things that actually matter most to us.See template on page 9.

of 25

The Karate Kid - the skills you didn’t know you learned (11+, Z, SD)

You could do a Netflix watch party (film age rating 12) and see the whole movie together orwatch these clips:

https://www.youtube.com/watch?v=SMCsXl9SGgYDoes that look like Daniel (the boy) is learning Karate from Mr. Miyagi (the teacher)?

Now show the second clip (language warning):https://www.youtube.com/watch?v=Bg21M2zwG9Q

In God’s economy no learning is wasted. Are there any things the group thought were pointlesslearning at the time and then found great use for later?

Bible Study: Genesis 37:18-36 (11+, U11, Z, SD)

Joseph was the youngest son of Jacob, and his older brothers were jealous of how their fatherloved him more than them. When Joseph went to visit them while they were tending theirsheep, the brothers saw an opportunity to get rid of him for good.

Read Genesis 37:18-36.In the passage, we see that Joseph went from being his father’s favourite, spoiled by him withbeautiful robes, to a slave sold by his own family.Questions:■ How would you have felt if you were Joseph?■ What would you think about God?■ How would you view your future?

What appeared to be a rock bottom time for Joseph, set him on the path to a life changingfuture for him, his family and his nation (as we will see next week). These pivotal times of changeare sometimes called kairos moments. They are used by God to bring about change, hope andtransformation. God can use both good and seemingly hopeless times to cause his biggerpicture to bless people.Questions:■ What are the kairos moments you have experienced?■ Did you feel that they were good or bad at the time?■ When did you realise they were significant? At the time, or afterwards?

Colouring page of the story (U11, Z, SD)

See colouring page on page 10 which tells the story in this Bible passage.

Going Deeper (O, Z, SD)

Heaven is the promise that we have a home that we can look forward to. God created us toalways be with Him and, if we know Him, one day we will leave this life and continue eternityin Heaven with God.Read Revelation 21:3-4■ Does this cause you to think about how you spend your time now? And if so what actions

will you take?■ How can the way you use your time on earth provide a glimpse of what heaven will be like?

of 25

Puzzle sheet (U11, Z, SD)

On page 11 you will find a wordseach and maze which you can give/send to your group.

Closing Activity (11+, Z, SD)

Create your own ‘Now’ clock with craft materials/paper to hand. It’s easy to believe that we arepowerless or not equipped to make a difference, but often the time to act is now.Discuss and pray together about taking action vs putting things off (until we’re older, finishschool, waiting for the ‘right time’ etc.).What do you feel you are called to do right now? It could be getting back in touch withsomeone, starting a project or making an apology you have put off.

Challenge of the week (11+, U11, Z, SD)

Pick an activity that you would like to spend more or less time on. Try doing this for a weekand then share next week how that went and if you see any benefits or challenges with youradjustment. It may help to ask a friend to hold you accountable and ask you about it each day.

of 25

Eisenhower decision matrix

1. Urgent & Important 2. Not urgent but Important

3. Urgent but Not Important 4. Not Urgent & Not Important

Session B) Planning to make a difference.

Main point of this session: If we want to make a difference to theworld around us, we need a plan!


Opener - not having a plan (11+, U11, Z, SD)

You could play this as a game of charades or ask 2 members of the group to act it out for theothers to guess what it is.Possible scenarios:■ Getting on the first bus that comes in either direction■ Not knowing what’s for dinner■ Wandering round the streets with nowhere to go■ Kicking a ball around a field with no goal in it■ Getting dressed up but not having anywhere to go■ Turning up to maths lesson without having done your homework

Where are we going? (11+, U11, Z, SD)

Display the image from Edward Monkton. You’ll find this athttps://www.pictureperfectgallery.co.uk/where-are-we-going_art_1dcd

Discuss how the people in the image may feel. For example:■ The person at the front may not be aware others are following them■ The person at the back may be so far behind that they can’t even see the front of the line

or know who is leading■ The people in the middle may think they are just following the one person in front

Sometimes it’s good to take things easy, but other times it’s important to have a plan. Who areyou following?

of 25

Game: Whose Triangle Is It? Riddle (11+, U11, Z, SD)

The leader points to three objects or people and forms an imaginary triangle with them (thesecould be people on your Zoom screens, items in view or if you are meeting in person, anythingto hand).Ask the group, “whose triangle is it?”(The answer is, whoever speaks first after the question - you may need some help identifyingwho this is in a Zoom call with lots of people playing, or use the chat function for the group toanswer).Continue to play, making more and more outrageous ‘triangles’ with objects like the moon, acelebrity and your Bible; with items the group can’t see, it will give them a clue that the objectsthemselves are not important.The riddle continues with the leader telling people if they are right or wrong, but waiting forall to guess the rule before explaining it. If the group struggles, you can hint or set a time limit.Point out to the group that they had to trust there really was a ‘plan’ or rule, even if they couldn’timmediately understand it, and that who we follow can have an impact on our lives.

Game: Reverse Charades/Pictionary (11+, U11, Z, SD)

Mute everyone. Have one person turn around or close their eyes while you show everyone elsea phrase/hobby/action/film title they have to act out. Once everyone is ready, the person turnsaround and the acting begins. When they have guessed, they can nominate who goes next.

Game: Mafia (11+, Z, SD)

Here is a great link which explains the game:https://nerdschalk.com/how-to-play-mafia-on-zoom-and-google-meet/It is easiest if someone has played the game before, however it is all about teamwork and goodcommunication.

How to make an action plan (11+, Z, SD)

Some of your young people might have never put together an action plan.Outline some possible steps.Step 1: Define your end goal.Step 2: Write a list of the steps to be followed.Step 3: Prioritise tasks and add deadlines.Step 4: Set milestones (points by which you can measure how you’re doing).Step 5: Identify the resources needed.Step 6: Find a way of presenting your action plan - maybe use the template on page 18.Step 7: Monitor, evaluate and update.

Encourage the young people to think back to the list of passions we discussed in a previoussession. Make a plan of actions they could take as a group to bring about change or make adifference.If they don’t have any firm ideas, here are some suggestions:■ a local litter pick in order to protect wildlife■ reduce the ocean plastic by making different choices in our shopping■ organise a fundraiser for a group residential/camp/trip

of 25

Bible Study (11+, U11, Z, SD)

Read Genesis 41:14-38.You might want to explain Joseph’s background or ask a young person to sum up his story ifthey know it. In this passage, Joseph wasn’t just able to interpret a dream. God had given himskills to come up with a plan that would save not just Egypt, but other nations too.

Questions:■ Talk about what would have happened if Joseph hadn’t made a plan for the 7 years of famine

from the beginning. How did having a plan make a difference?■ Has having a plan ever made a difference for you?■ How hard/easy do you find it to make long term plans and why?

Film (11+, U11, Z, SD)

Watch Joseph: King of Dreams animated film (available to rent on Amazon Prime).

Colouring page of the story (U11, Z, SD)

See the colouring page on page 16 which tells the story in this Bible passage.

Going Deeper - God’s plans (O, Z, SD)

Making plans is important and God calls us to be prepared, but he also calls us to listen to him.

Read Judges 7.

Though Gideon had a plan for battle, God called him to release some of his soldiers and sendthem home. While we may think that is crazy, God was in the situation. Discuss:■ Why is it important to make a plan, but also to listen to God?■ Has God ever changed your plans? If yes, how?

Going deeper - Hearing God’s voice (O, Z, SD)

Look at the story of Jericho in Joshua 6. Walking around a city 7 times does not seem like thegreatest battle plan, in fact it makes no sense at all! However, it was what God had told themto do, and they won the battle in a miraculous way.

Take some time to practice listening to God’s voice. You might want to explain different waysin which you can hear God (reading the Bible, out in nature, through dreams, in worship,through pictures), but often God speaks through thoughts that come to mind. These have tobe tested to check if they are in line with God’s character and Word (the Bible).

Explain that you’ll be quiet for 2 minutes to hear God speak. Pray to open - you might want toask God:■ To give you a fun memory.■ What he likes most about you.■ If he has an encouragement for you or for the group.

of 25

Puzzle sheet (11+, U11, Z, SD)

Distribute the puzzle sheet on page 17.

Closing Activity: creative reflection - celebrate the plan! (11+, U11, Z, SD)

All of the group need a piece of paper and pens.Invite them to be quiet (if you’re on Zoom, mute everyone). Read Psalm 139 slowly and invitethe group to do 2 things:■ Think about how big God’s plan for them is.■ Write or draw things that stand out for them as you read.

You might want to read the Psalm twice.Allow some silence at the end and encourage the group members to thank God for his plan.

Challenge of the week: (11+, Z, SD)

Grab your popcorn, watch and do your own film review of The Blind Side (rated 12A).What did you sense God highlighted to you about the story of Big Mike?Follow this link for more discussions, and maybe have tissues to hand!https://bit.ly/3e5KHl1

of 25

Session C) Working together - who else?

Main point of this session: Working together to make a difference.


Opener: (11+, U11, Z, SD)

Opener: Encourage the group to come up with a list of great achievements in relatively recenthistory. Here are some examples to get you started:■ Landing men on the moon■ Tearing down of the Berlin Wall■ Ending of racial segregation laws in America■ Invention of the computer/internet■ Development of smartphones

Now ask them to tell you who was responsible for each on their list. Have a discussion aboutthis and be quick to point out that great achievements in history are usually the result of anumber of people working together - sometimes thousands of people.What does this tell us?

Discussion starter (11+, U11, Z, SD)

Ask the group to imagine they are sitting down to a posh dinner, all dressed up. You have asurprise for them, and have laid the table with silverware and candles.You lift the lid on the meal and serve each with a plate piled high with food.The plates have an appetising mound of flour with raw eggs on top, covered with sugar, anda side serving of a block of butter. Yum!Ask the group how they feel about this delectable serving.

Some astute young people may identify that these are cake ingredients, but they are not sotempting when served separately. Point out that the components only really work when theyare mixed together, and then put in the oven.Synergy is the idea that when some elements come together, the result is greater than theindividual parts combined.As Christians, we believe that when we work in community, we can achieve so much more -the same way cake ingredients work best together. God’s love and guidance is like the oven,helping us rise to greater purposes when our contribution is mixed together with others.

If you are meeting in person, perhaps serve individual cakes (following Covid guidance) toemphasise the point and introduce this week’s theme.

Game: Just a minute (11+, U11, Z, SD)

This is a Radio 4 favourite so you’ll have to explain it to the group! Ask for a talkative volunteerand explain that you are going to give them one minute to talk about a subject you’ll giveContinued overleaf…

of 25

of 25

Continued…them. They are not allowed to repeat any words, hesitate, recite lists or deviate from the subject.Other members of the group can challenge them if they break any of these rules which stopsthe clock. If it is a correct challenge, the challenger gets to speak on the same subject for therest of the minute (or until they, in turn, are challenged). Give a prize to whover is speaking atthe end of the minute.Possible subjects related to today’s theme are: body, together, synergy, cake, ingredients etc.

Game: Get in order (11+, U11, SD)

Explan to the group that they have a task to complete without talking to each other! Get themto line up in order of their birthdays or in alphabetical order by surname. Point out that goodcommunication (even without words) makes for good teamwork.

Game: Empires (11+, U11, Z, SD)

Have each young person message/tell you their code name. Once you have received all codenames read out the list twice. The young people have to remember these as the list won’t beread out again unless they are really stuck. Now each person has a turn in guessing someoneelse’s code name. If they get it right, that person is now part of their code name ‘family’. If theyget it wrong it’s the next person’s turn. Each ‘family’ has one guess but they can confer. If theyguess the code of a family leader, all members join their family. The winning person is the lastfamily leader whose code name has not been guessed.

Game: Group Story (11+, U11, Z, SD)

Write a story as a group. Individually, the group writes each sentence of the story (the whackierthe better) and when all have finished, pick one person to read their version of sentence one,then somebody else to read sentence two etc., and see where the story goes. Try with differentpeople in a different order and hear all kinds of funny stories! Adapt the story to the rightnumber of people.Talk about how if one person had written the story then it would have been much lessimaginative!Sentence 1: write down who the main character is2 - where they are3 - who approached them4 - what happened5 - what they did next6 - what vehicle they used as a getaway7 - where they decided to go8 - who they picked up on the way9 - what they talked about10 - the main character’s reaction11 - why they kicked out the passenger12 - what happened when they arrived at the destination13 - who they met14 - what they said15 - what the result was

Activity: Team Roles - why do we need one another? (11+, Z, SD)

Ask the young people if they are part of any teams (sports for example) and if they think it istrue that you need team members with different skills.Have there ever been any team members which have irritated them? Maybe highlight thatthey often also have skills which make the team better.

Belbin’s team model says that you need at least the following 9 roles represented in order tohave a good functioning team (one team member can have multiple roles or roles might bedifferent depending on what team we are on):■ Resource Investigator - who can find the resources we need to make something happen,

they can probably tell you where to buy the cheapest balloons or who researches information.■ Team Worker - the person that holds team together, looks after them and draws them in.■ Co-ordinator - the person who knows what the team has to achieve and is able to bring out

the different skills of the team.■ Plant - got a problem? This is the person who’ll come up with creative solutions.■ Monitor Evaluator - the person who is checking if the team is on track and working to plan.■ Specialist - a person who has specialised experience in your team’s subject.■ Shaper - the person that will challenge and question decisions and processes in order to

keep the team moving.■ Implementer - the person who can turn an idea into reality.■ Completer Finisher - can make sure that the final details are taken care of.

Can the young people identify any of these roles in their teams?Alternatively, you could suggest different scenarios:■ If you were to build a rocket, who would be your team based on the team roles above?■ If you were to plan an after-lockdown launch party, who would be on your team?■ What about if you were to start up a restaurant?

Your Action Plan (11+, U11, Z, SD)

Encourage the group to revisit their action plans from the previous week, and ask if there areany jobs that the young people need someone else for? Are there any people they could involvewho could challenge them and help progress their plans? Who else do they need to make ithappen?

Bible Study: Acts 6:1-7 (11+, U11, Z, SD)

In the book of Acts in the Bible, the early Church is growing rapidly and the first believers beganto spread the message of Jesus across the world.In this part of the story, we see division and arguments creeping in because there weren’t clearroles. To fix this, they met together and chose people to oversee different parts of the operationso nobody was left out or behind. This particular issue was about making sure everybody hadenough to eat, but as Christianity grew, more and more people would be needed to serve inthe bigger picture. No one person did everything, and all were involved.Notice in verse 6, those chosen were prayed for, before they started even a seemingly simplejob.Some of the people chosen to help with the food distribution turn up later in the Bible withamazing stories of courage and faith; they started off from a place of serving others, but endedContinued overleaf…

of 25

Continued…up doing incredible things for God. A good example of this is Stephen, who in verse 5 is chosento help with catering, but by verse 8 is already performing miracles.

Questions:● Who are you working with currently? This could be a social media project, some school

work, an enterprise, people from school or in youth group. We all need other people to giveus different points of view and ideas.

● When you’re working together, what kind of role do you usually take? Do you tend to takecharge with plans, or help others?

● Are there voices missing from your life, and how can you find them? e.g. People who listenwithout judging, people who are honest, people who encourage you? Could you be thesethings to other people?

Going Deeper (O, Z, SD)

Read 1 Corinthians 12:12-27.This Bible passage is about teamwork among Christians, referred to as the Body of Christ. Theimage of a body functioning as different parts work together gives us an idea of how God wantshis people to be.

Use the Body of Christ picture on page 23 to label where people in the group think they/eachother fit into the Body and why. Encourage your group to think creatively with a discussionabout what the body parts may represent- e.g. an eye may symbolise those who are visionaries,the ear may be people who listen to God, the hands may physically serve others, while the feetcould be people who feel sent by God.

Show the group the picture of the Body on page 24. This was drawn to represent the Churchas the Body of Christ and shows a body made up of lots of people. Ask the group why theythink that the picture has no head. Hopefully one of them will say, ‘because Jesus is the head.’You could look at Colossians 1:18 together.

Closing Activity - affirmation (11+, U11, Z, SD)

Encourage your group to affirm the team skills they see in each other. Write everybody’s nameon a piece of paper, cut them up and pick them out of a hat. Have each person write anencouragement about that person and put them back in the hat to read out randomly. Ifsomeone picks a name they do not know, then allow them to swap.If running your group on Zoom, read out the names and match them with a ‘writer’.Some encouragements to start them off may be: positivity, enthusiasm, team player, kind,thoughtful, has great ideas, cheerful, encourager…

Challenge of the week: Bake off (11+, Z, SD)

Extend the metaphor of the cake ingredients, and challenge the group to a Mystery Bake Off.Have them take a picture of the ingredients before they bake, and the group has to guess whatthe finished product was. Then show the final masterpieces next week and perhaps give a prizeto the most creative/impressive.

of 25

Body of Christ 1

Body of Christ 2

This time it’s more of a personal encouragement - some things for you to consider.

Has this material prompted actions you personally would like to take? Here are 3 areas toconsider:

1) Taking action in your relationship with GodTake a moment to be still:

Ask God, ‘what one thing do you love about me?’ If this is new for you to ask such a focusedquestion, lean in and go with your gut response. If that response is biblical and anencouragement then it’s probably what God does have to say to you. Sometimes we doubt thethings that God says to us. Instead,why not seek to build your friendship with God with furtherquestions?

Do you sense God is calling you to action anything? Maybe ask him, ‘Lord, is there anythingyou want me to do or not do?’

2) Taking action in your friendshipsAre there people you know you need to spend more time with or encourage specifically?Are there those who have a negative effect on you with whom you should spend less time?

3) Taking action concerning yourselfAction isn’t always about external achievements. Internal reflection of can result in real changein situations and challenges you are facing.Take some time to consider whether you are carrying unhelpful or wrong perspectives - maybebelieving lies spoken over you. We invite you to picture yourself putting these down at the footof Jesus’ cross and leaving them there.What might he give you in their place?

Help for leaders

of 25

Pick n Mix - Action n Mix - Action...Before the player starts, ask the group members to guess how...

Documents

Transcript of Pick n Mix - Action n Mix - Action...Before the player starts, ask the group members to guess how...