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XP3 Middle School Students Collide Session 1: Impact Bottom Line: When two things collide, at least one of them is not going to remain the same. Not many people would place themselves in the path of a moving object. Well, not most sane people. But if you understand the principle of collision, then you put yourself out there. You think about what you need to do, who you need to intersect with to make change happen. With whom or with what do you need to collide? Because if you never collide, you’ll never change. CREATING THE ENVIRONMENT We believe that the set, stage, music and everything in your room communicates a message—without you saying a word. That’s why we put together a list of production ideas to help you set the stage for the session and the series. From the music you play when students come in to the room to the worship set your band plays, we want to make sure that your room conveys “Collide” in a multi-sensory way. There is a downloadable checklist available in your series downloads that will give you all the elements for this session (and the entire series). BACKGROUND PLAYLIST FOR THE “COLLIDE” SERIES: “A Beautiful Collision” by David Crowder Band (from A Collision (or 3+4=7)) “Lucky One” by Vertical Horizon (from Burning The Days) “Hello Seattle” by Owl City (from Ocean Eyes) “Closer to Love” by Mat Kearney (from City of Black & White) “Before We Come Undone” by Kris Allen (from Kris Allen) “Waiting for the End” by Linkin Park (from A Thousand Suns) “My Own Little World” by Matthew West (from The Story of Your Life) “The Sound of Sunshine” by Michael Frenti & Spearhead (from The Sound of Sunshine) “Halfway Gone” by Lifehouse (from Smoke & Mirrors) “Crashing Down” by Mat Kearney (from Nothing Left to Lose) “How In The World” by Family Force 5 (from Dance or Die) WORSHIP PLAYLIST FOR “COLLIDE” SESSION 1: “How He Loves” by John Mark McMillan (from The Medicine) “Came to My Rescue” by Hillsong Live (from The Very Best of Hillsong Live) “Healer” by Hillsong (from This Is Our God, Live) “Surely We Can Change” by David Crowder Band (from Remedy) “God Of Second Chances” by Carlos Whittaker (from Ragamuffin Soul) THE SET: If possible, go to a local junkyard or auto body shop and ask to borrow some bumpers, dented doors, smashed headlights, etc. Place the items on both sides of the stage and if you are able, position the car as if it’s coming out from a wall behind you. And if you don’t have access to the smashed car pieces but you have some amazing artists around, then you may want to consider creating those pieces out of foam. For a backdrop, use a white piece of foam board or a white sheet and draw an outline of a person in the middle of the sheet, to appear as if someone ran into the wall. SERIES ART: Art for PowerPoint backgrounds and for series promotional ads is available as a free download with every series. Visit the XP3 website, log on to your account and download the images to use in your presentation, newsletters and website. VIDEO: There are four videos available for the Collide series—three video communicator videos and one bumper video. The three video communicator videos can be used in each session of this three-week series in place of a live communicator. The bumper video was created to be used as an intro for all three sessions of the Collide series. Collide Session 1: Impact MIDDLE SCHOOL ADAPTATION The following activities and illustrations will help middle school students connect with the subject matter in ways that engage them physically, mentally, socially and sometimes emotionally. You can also adapt the Collide series for middle school students by using the teaching outline found in this document to edit the teaching script to a 20-minute presentation. In addition, by using the separate middle school small group dialog questions (found in the series downloads) that are geared specifically for 6th-8th graders, you can make each section more middle school friendly. SESSION 1 GAME: BOTTOM’S UP (Play this game as an icebreaker to Session 1.) To play this game, you’ll need a table, at least four aluminum cans and a yo-yo. Set up the game by placing the empty cans around the edge of a table. Select one person to play the game, and tie the yo-yo to the player’s belt or belt loop on the back of the waist. When the timer starts, the player will have 60 seconds to knock down all the cans. But here’s the catch—that player can only use the yo-yo to knock down the cans—and he or she can not use hands, arms, feet or legs to guide the string or yo-yo. Instead, the player will need to use his or her body to move the yo-yo (swing hips, think hula-hoop motions). Source: Minute to Win It SESSION 1 ILLUSTRATION: OUCH! (Use this illustration during the first part of teaching point “C” in the INTRODUCTION section of the teaching script.) To help illustrate the concept of collision, remind students how sometimes collisions are painful. And there’s no better way to do that than to lean into the folks at America’s Funniest Home Videos. Go to the show’s main website (http://abc.go.com/shows/americas-funniest-home-videos), and show some of the clips found in the “Videos” section. Make sure they are collision clips with people running into doors, trees, etc. Or you could make your own video showing various things colliding. You may also want to follow up a story about a collision of your own. Maybe it’s a car crash or a time when you ran into a sliding glass door. Do this before you dive into the latter part of teaching point “C” that begins to talk about the good aspects of colliding. Collide Session 1: Impact TEACHING SCRIPT The teaching script is divided into five sections. INTRODUCTION: The introduction is intended to connect you, the communicator, to the audience, usually through a personal story or observation. We’ve included our stories, but you may want to substitute your own story in this section. TENSION: The tension moves the message from the “me” mentality of the introduction to a “we” mentality. For example, a transition statement might be, “At some point in our lives, we have all been jealous of someone over something.” TRUTH: Once the tension builds, the next logical step is to uncover the truth of what the Bible says about the topic. APPLICATION: At this point, the message moves to a “you” mentality in order to teach the application. The “you” is the student. Take God’s truth and unpack how it relates to each student so that he or she can apply it to everyday life. LANDING: Here it is important to land the message on what each student needs to know and do with what they’ve heard. Just as the message began with a personal story or observation, the message also ends with a “me” mentality. For example, one possible landing statement might be, “I have a greater sense of purpose knowing that God created me in His image.” Leave the students with a clear sense of what all of you should do with what you’ve heard. Unless otherwise noted, the landing will always set up the small group dialog and give students an opportunity to process and internalize what they’ve heard. Collide Session 1: Impact Bottom Line: When two things collide, at least one of them is not going to remain the same. TEACHING OUTLINE INTRODUCTION Collide. When I say the word, most of us don’t have good thoughts. But collision can be a good thing. Collision = change Principle of collision: When two things collide, at least one of those objects isn’t going to remain the same. TENSION What we collide with determines the change that is possible in our lives. Every day God gives us the opportunity to collide with something. What would happen if we said “yes”? TRUTH Every time someone collides with Jesus, they always leave changed. Now when Jesus returned, a crowd welcomed him, for they were all expecting him. Then a man named Jairus, a ruler of the synagogue, came and fell at Jesus' feet, pleading with him to come to his house because his only daughter, a girl of about twelve, was dying. As Jesus was on his way, the crowds almost crushed him. And a woman was there who had been subject to bleeding for twelve years, but no one could heal her. She came up behind him and touched the edge of his cloak, and immediately her bleeding stopped. "Who touched me?" Jesus asked. When they all denied it, Peter said, "Master, the people are crowding and pressing against you.” But Jesus said, "Someone touched me; I know that power has gone out from me." Then the woman, seeing that she could not go unnoticed, came trembling and fell at his feet. In the presence of all the people, she told why she had touched him and how she had been instantly healed. Then he said to her, "Daughter, your faith has healed you. Go in peace" (Luke 8:40-48 NIV). She knew her condition wouldn’t change unless she collided with Jesus. APPLICATION This woman put herself in the position to collide with Jesus.

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