INTERACTIVE ACTIVITY UNIT

Abstract

This invention relates generally to a unit and method for conducting an interactive activity among two or more participants, and more particularly to a unit and method for conducting an interactive religious-based activity among two or more participants. The unit and method offers worship and related services to participants, regardless of location, with such services being independent of the availability of a given medium, such as radio, television or internet services. The unit and method is relatively easy to use and offers interaction between participants. A plurality of components of the unit of the present invention is preferably contained in a portable carrying case or box. The main components of the unit comprise: a set of instructions; at least one category card; at least one activity card; a bible; a music source; a stress reliever; at least one prayer request/personal offering card; an offering box; and a plurality of tokens. The activity cards are utilized in conducting activities using the remaining components of the unit. A “winner” is determined based on the number of tokens in awarded when conducting of the activities.

Description

TECHNICAL FIELD OF THE INVENTION

This invention relates generally to a unit and method for conducting an interactive activity among two or more participants, and more particularly to a unit and method for conducting an interactive religious-based activity among such participants.

BACKGROUND OF THE INVENTION

A church service is a formalized, period of communal worship and/or a gathering together of participants to be taught and encouraged in their faith. Styles of church service vary greatly, depending upon the underlying religion. Thus, a wide variety of church services exist, from the long and elaborate to the very basic. More often than not, a church service combines worship with teaching and includes interaction amongst a gathering of the faithful.

Church services may be planned and led by a single pastor or a small group of participants, or may follow a format laid out by the requirements of the religion. Some churches are “lay led” with members of the congregation taking turns guiding the service or simply following format that has evolved over time between the active members.

A service may involve the singing of hymns, reading of scripture verses and possibly a psalm, and a sermon. If the church follows a lectionary, the sermon will often be about the scripture lections assigned to that day. Following the service, there may be an opportunity for “fellowship” in the church hall or other convenient place. This provides the members of the congregation a chance to socialize with one another and greet visitors or new members.

Although the majority of services are conducted in church buildings designed specifically for that purpose, some services take place in “store front” or temporary settings. However, in today's busy society, many of the faithful are finding it increasingly difficult to attend church services in such a church building or other formal setting,. For those unable to attend a service in such a formal setting, a burgeoning televangelism and radio ministry provides broadcasts of such services. Also, a number of websites have been set up as “cyber-churches” to provide a virtual worship space free to anyone on the internet.

Nonetheless, the forgoing alternatives to formal church service suffer numerous disadvantages. One such disadvantage is that televangelism and radio ministry services require the use of a television or radio to receive such related services, assuming such services are available in the first place. Of course, having a radio or television on hand may not be possible, for example, during camping trips. Also, televangelism or radio programs relating to church services may not be broadcast in a given area, even if the underlying television or radio is indeed available. Furthermore, television and or radio ministry services typically involve limited interaction between television viewers or radio listeners of the program, instead focusing on various religious sermons and related discussions.

Other similar disadvantages relate to cyber-churches or virtual worship over the internet. Again, having a computer or internet services on hand may not be possible, for example, during camping trips or while in other remote destinations. Furthermore, many people are not computer literate or internet savvy and thus may encounter difficulty using such virtual worship services. Finally, cyber-churches of virtual worship services either involve limited interaction between participants or are overly complicated to use.

Thus, it would be advantageous if a unit and method was available that offered worship and related services to participants, regardless of location. Such services should not he dependent upon the availability of a given medium, such as radio, television or internet services. Finally, the unit and method should be relatively easy to use and offer interaction between participants. The present invention thus provides these and other advantages.

SUMMARY OF THE INVENTION

This invention relates generally to a unit and method for conducting an interactive activity among two or more participants, and more particularly to a unit and method for conducting an interactive religious-based activity among two or more participants. The unit and method offers worship and related services to participants, regardless of location, with such services being independent of the availability of a given medium, such as radio, television or internet services. The unit and method is relatively easy to use and offers interaction between participants.

A plurality of components of the unit of the present invention is preferably contained in a portable carrying case or box. The main components of the unit comprise: a set of instructions; at least one category card; at least one activity card; a bible; a music source; a stress reliever; at least one prayer request/personal offering card; an offering box; and a plurality of tokens. The box or carrying case thus facilitates the containment of the multiple components such that one or more of the components are not lost or misplaced. The case or box also facilitates the portability of the unit itself, making it ideal fur travel.

Instructions are included as part of the unit such that participants can learn how to use the unit and method. In one embodiment of the invention, the interactive activity unit comprises at least one category card, with each said at least one category card setting forth a category and at least one subcategory. In the preferred embodiment, fifty-two (52) category cards are preferably included with the unit. Each category card provides a category that is selected as the general focus for utilizing the unit. In the preferred embodiment of the invention, the category cards comprise “theme cards” while each category comprises a categorical “theme.” However, it is understood that any type of category and categorical theme may be utilized as well. Each category card also provides at least one subcategory relating: to at least one category. Each subcategory preferably serves as the basis for team tools or activities to share with participants via one or more activity cards, to be further discussed which set forth interactive activities for the participants.

The first activity card at least requests the reading of a definition relating to the at least one category of the at least one category card, and further proposes at least one question. The second activity card at least suggests at least the reading of at least one bible verse relating to at least one category of the at least one category card. The bible is utilized as a reference during category discussions and during team activities, as instructed by the at least one activity card.

The third activity card at least suggests the playing of at least one song relating to at least one category of the at least one category card. A music source is utilized as a source for music listened to or played during category discussions and during team activities, as instructed by the at least one activity card. The third activity card further suggests the use of a stress reliever during the playing of the at least one song. For example, during team activities, as suggested by the third activity card, the stress reliever is utilized during a game of “hot potato” during the playing of the at least one song from the music source. The fourth activity card suggests at least the reading of at least one bible story relating to at least one category of the at least one category card. Again, the bible is thus utilized as a reference during category discussions and during team activities, as instructed by the at least one activity card.

With regard to the at least one activity card that relates to the category card and does not correspond to the at least one subcategory, a fifth activity card at least suggests a sharing of peace among participants of the unit and/or a request for prayer or the making of a personal offering. Prayer/personal offering cards and prayer requests may thus be utilized for these purposes. An offering box may optionally be used in relation to the prayer request/personal offering cards for the collection of the cards. A participant may walk around to each team and collect each team's card in the box, or the box may be passed from team to team for the same purpose. The cards are then retrieved from the box for the sharing and discussion by participants of the offers made. While the fifth activity card at least suggests at least sharing of peace and the utilization of prayer request/personal offering cards, it is understood that numerous other activities could be proposed as well.

With further regard to the at least one activity card that relates to the category card and does not correspond to the at least one subcategory, the sixth activity at least suggests that at least one closing discussion be conducted and further suggests that at least one closing prayer be held. Furthermore, while the sixth activity card at least suggests a discussion and further suggests at least a closing prayer occur, it is understood that numerous other activities could be proposed as well.

Tokens are awarded to individuals or teams that go “above and beyond” carrying out their activity. For example, token may be awarded to participants who offer interactive worship, creativity and examples. Each team thus counts their tokens and shares the total amounts with the unit leader. The team having the highest number of tokens will be considered the “winning team.”

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 illustrates one embodiment of the unit;

FIG. 2 illustrates a set of instructions for using the unit and method

FIG. 3 illustrates a sample category card of the unit;

FIG. 4A illustrates an activity card of the unit;

FIG. 4B illustrates another activity card of the unit;

FIG. 4C illustrates another activity card of the unit;

FIG. 4D illustrates another activity card of the unit;

FIG. 4E illustrates another activity card of the unit;

FIG. 4F illustrates another activity card of the unit;

FIG. 5 illustrates a bible of the unit;

FIG. 6 illustrates a music source of the unit;

FIG. 7 illustrates an embodiment of a stress reliever of the unit;

FIG. 8A illustrates one side of a prayer request personal offering card of the unit;

FIG. 8B illustrates an opposite side of a prayer request/personal offering card of the unit;

FIG. 9 illustrates an offering box of the unit; and

FIG. 10 illustrates a plurality of tokens of the unit.

DESCRIPTION OF THE EMBODIMENTS

This invention relates generally to a unit and method for conducting an interactive activity among two or more participants, and more particularly to a unit and method for conducting an interactive religious-based activity among two or more participants. The unit and method offers worship and related services to participants, regardless of location, with such services being independent of the availability of a given medium, such as radio, television or internet services. The unit and method is relatively easy to use and offers interaction between participants.

Referring initially to FIG. 1, the plurality of components of the unit 2 of the present invention is preferably contained in a portable carrying case or box 5. As illustrated in the embodiment of FIG. 1, the main components of the unit comprise: a set of instructions 3; at least one category card 10; at least one activity card 25 and 30; a bible 45; a music source 52; a stress reliever 60; at least one prayer request/personal offering card 80; an offering box 85; and a plurality of tokens 100. The box or carrying case thus facilitates the containment of the multiple components such that one or more of the components are not lost of misplaced. The case or box also facilitates the portability of the unit itself, making it ideal for travel.

FIG. 2 illustrates one embodiment of the instructions 3 that are included as part of the unit such that participants can learn how to use the unit and method. The details of these instructions will become self-evident though the below description of the various components of the unit.

In one embodiment of the invention, as illustrated in FIG. 3, the interactive activity unit 2 comprises at least one category card 10, with each said at least one category card setting forth a category 15 and at least one subcategory 20. In the preferred embodiment, fifty-two (52) category cards are preferably included with the unit. Each category card 10 provides a category 15 that is selected as the general focus for utilizing the unit 2. In the preferred embodiment of the invention, the category cards comprise “theme cards” while each category comprises a categorical “theme.” However, it is understood that any type of category and categorical theme may be utilized as well.

FIG. 3 thus illustrates category card 10 as a “theme” card and presents as a category 15 a categorical “theme word.” As illustrated in FIG. 3, the theme word presented by the theme card is “confidence.” For this embodiment of the unit, fifty-one (51) other categorical theme words are thus provided with the fifty-one other respective category cards 10 of the unit 2, with each categorical theme word thus serving as a different focus for other activities that occur within the unit. As illustrated in FIG. 3, each category card also provides at least one subcategory 20 relating, to at least one category 15. Each subcategory preferably serves as the basis for team tools or activities to share with participants via one or more activity cards, to be further discussed which set forth interactive activities for the participants.

In the present embodiment of the unit, category card 10 illustrates four (4) of the at least one subcategory 20, namely subcategory 1 (20a); subcategory 2 (20b); subcategory 3 (20c); and subcategory 4 (20d). While four subcategories 20 are illustrated herein relating to at least one category 10, it is understood that a category card 10 can include only one subcategory 20, or any quantity of subcategory. The subcategories 20 of the embodiment of FIG. 3 are comprised as follows: subcategory 1—a definition; subcategory 2—a bible reference; subcategory 3—a bible story; and subcategory 4; and a musical accompaniment, all relating to at least one category (i.e., theme word). Generally, prior to engaging in any activities, the category is announced or read to the participants of the unit by the group leader (to be further discussed).

At least one activity card 25 relates to the category card 10 and corresponds to the at least one subcategory 20 while at least one activity card 30 relates to the category card and does not correspond to the at least one subcategory. In one embodiment, a first activity card 25a (FIG. 4A) corresponds to a first subcategory 25a of the at least one category card 10; a second activity card 25b (FIG. 4B) corresponds to a second subcategory 20b of the at least one category card; a third activity card 25c (FIG. 4C) corresponds to a third subcategory 20c of the at least one category card; and a fourth activity card 25d (FIG. 4D) corresponds to a fourth subcategory 20d of the at least one category card.

Referring to FIG. 4A, the first activity card 25a at least requests the reading 32 of the definition relating to the at least one category 15 of the at least one category card 10, and further proposes at least one question 35 relating to at least one category of the at least one category card. With regard to the “theme” example of the category card. FIG. 4A suggest the following questions: when/how have you demonstrated the theme word(s)?; what do(es) the theme Word(s) mean to you?; what other words can you use to describe the theme word(s)?; and what example or experience can you share relating to the theme word(s)? While first activity card 25a proposes at least one question relating to the category 15 of the at least one category card 10, it is understood that numerous other activities could be proposed as well relating to the category.

Referring to FIG. 4B, the second activity card 25b at least suggests at least the reading of at least one bible verse 40 relating to at least one category 15 of the at least one category card 10. With regard to the “theme” example of the category card, FIG. 4B suggest the reading of a bible verse(s) relating to the theme. The bible 45 of FIG. 5, is thus utilized as a reference during category discussions and during team activities, as instructed by the at least one activity card 25. The Bible may be an adult bible or a beginner's or children's bible. While second activity card 25b at least suggests the reading of at least one bible verse relating to at least one category 15 of the at least one category card 10, it is understood that numerous other activities could be proposed as well relating to the category.

Referring to FIG. 4C, the third activity card 25c at least suggests the playing of at least one song 50 relating to at least one category 15 of the at least one category card 10. With regard to the “theme” example of the category card, FIG. 4C suggest the playing of at least one song relating to the theme. A music source 52, as illustrated in FIG. 6, is utilized as a source for music listened to or played during category discussions and during team activities, as instructed by the at least one activity card 25. Thus, certain songs may be played that relate to the underlying category. Again using a theme example for the category, the music source would be utilized to play the song “Revelation, Third Day.” Furthermore, team activities, as instructed by the at least one activity card 25, may suggest that one or more songs be played from the music source 52 and that participants engage in interactive activities while listening to the songs.

While a music CD is illustrated herein as the music source 52, it is understood that other music sources may be utilized as well, to include musical computer files, tape recordings, record LP's, and live sources, etc. Furthermore, while third activity card 25c at least suggests the playing of at least one song relating to at least one category 15 of the at least one category card 10, it is understood that numerous other activities could be proposed as well relating to the category.

Referring again to FIG. 4C, the third activity card 25c further suggests the use of a stress reliever 55 during the playing of the at least one song 50, For example, during team activities, as suggested by the third activity card 25c of FIG. 4C, the stress reliever is utilized during a game of “hot potato” during the playing of the at least one song 50 from the music source. As illustrated in FIG. 7, the stress reliever 60 preferably comprises a soft, pliable object to be used during team activities, as instructed by the at least one activity card 25. While FIG. 7 illustrates the stress reliever as the Christian “ICHTHUS fish symbol,” it is understood that any shape or symbol may be utilized as the Church Stress Reliever. Furthermore, while third activity card 25c further suggests the use of a stress reliever while playing the at least one song relating to at least one category 15 of the at least one category card 10, it is understood that numerous other further activities could be proposed as well relating to the category.

Referring to FIG, 4D, the fourth activity card 25d suggests at least the reading of at least one bible story 65 relating to at least one category 15 of the at least one category card 10. With regard to the “theme” example of the category card, FIG. 4B suggest the reading of a bible story relating to the theme. Again, the bible 45 of FIG. 5 is thus utilized as a reference during category discussions and during team activities, as instructed by the at least one activity card 25. While fourth activity card 25d at least suggests the reading of at least one bible story relating to at least one category 15 of the at least one category card 10, it is understood that numerous other activities could be proposed as well relating to the category.

With regard to the at least one activity card 22 that relates to the category card and does not correspond to the at least one subcategory, FIG. 4E illustrates a fifth activity card 30a following the fourth activity card 25d and not corresponding to any subcategory 20 of the at least one category card 10, while FIG. 4F illustrates a sixth activity card 30b following the fifth activity card 30a and not corresponding to any subcategory of the at least one category card. Referring again to FIG. 4E, the fifth activity card 30a at least suggests a sharing of peace 70 among participants of the unit. As illustrated by the fifth activity card 30a, the sharing of the peace 70 may comprise a hand shake with fellow participants, accompanied by the wish “peace be with you.”

As further illustrated in FIG. 4E, the fifth activity card 30a further suggests a request for prayer or the making of a personal offering 75. FIGS. 8A and 8B thus illustrate the opposite sides of the prayer/personal offering card 80. FIG. 8A illustrates a prayer request 80a while FIG. 8B illustrates a personal offering 80b. During team activities, prayer requests/personal offering cards are handed out to each team so that the cards are filled out by participants such that prayer requests and/or personal offerings can occur between such participants.

The offering box 85, illustrated in FIG. 9, may optionally be used in relation to the prayer request/personal offering cards 80 for the collection of the cards. A participant may walk around to each team and collect each team's card in the box, or the box may be passed from team to team for the same purpose. The cards are then retrieved from the box for the sharing and discussion by participants of the offers made. While the fifth activity card 30a at least suggests at least sharing of peace and the utilization of prayer request/personal offering cards, it is understood that numerous other activities could be proposed as well.

Referring again to FIG. 4F, the sixth activity card 30b at least suggests that at least one closing discussion 90 be conducted and further suggests that at least one closing prayer 95 be held. Furthermore, while the sixth activity card 30b at least suggests a discussion and further suggests at least a closing prayer occur, it is understood that numerous other activities could be proposed as well.

Referring to FIG. 10, tokens 100 are awarded to individuals or teams that go “above and beyond” carrying out their activity. For example, token may be awarded to participants who offer interactive worship, creativity and examples. Each team thus counts their tokens and shares the total amounts with the unit leader. The team having the highest number of tokens will be considered the “winning team.”

In use in one embodiment of the invention, a unit leader is chosen from the group of participants wishing to take part in the interactive activity. The unit leader thereafter organizes and leads the participants in carrying out the procedure of the unit 2. In doing so, the leader begins by reading aloud certain instructions to the participants. For example, in one embodiment, the leader may read the following: “There are six (6) activity cards that make up your interactive experience. Each activity is planned as a team and then presented to the entire group. A category card 10 will be selected as the general focus for carrying out the activities of the unit. The category card also provides team tools (i.e., at least one subcategory 20) to share with the teams during their activities.”

The leader next locates the at least one activity card 25 and 30 and divides the group of participants into a number of teams equating the number of activity cards. In the example set forth herein, six (6) activity cards are utilized, so the leader divides the group into six (6) teams. The participants are each assigned, on-by-one, to each successive team, For example: participant 1 is assigned to team 1; participant 2 is assigned to team 2; 3 to 3; and successively until 6 to 6. Participants in excess of team number continue to be assigned in succession to the teams. For example: participant 7 is assigned to team 1; participant 8 is assigned to team 2; 9 to 3; etc.

The leader next distributes the activity cards amongst the teams. If, by example, 6 teams exist and 6 activity cards exist, each team will receive 1 card. If fewer teams exist than the 6 activity cards, then all or some teams may receive more than one activity card. For example, if only 5 teams exist, 2 teams would each receive 2 cards while 3 teams would each receive 1 card. If only 4 teams exist, 2 teams would each receive 2 cards while 2 teams would each receive 1 card. If only 3 teams exist, each team would receive 2 cards. Finally, if only 2 teams exist, each team would receive 3 cards.

After the leader has formed the teams and distributed the activity cards, the leader selects a category card 10 and reads the first subcategory 20 out loud to the teams. In the example set forth herein, the category card presents a theme word (i.e., “confidence”), while the subcategory read out loud to the teams is the definition for the theme word. Subsequent to the reading of the category and first sub-category, the activity cards are utilized to interaction between the participants of the unit. The activity cards are utilized in the order of succession of their activity card number while activities presented on each card are carried out in succession as well. Thus, in the example set forth herein, the six activity cards are utilized in their successive order of 1 through 6, while the activities presented on each card are preferably carried out in successive order from the top to the bottom of each card.

In one embodiment of the invention, the activity cards and their respective activities are utilized as follows: activity card 1 (25a)—reading of definition (32) and presentation of questions (35) relating to the category 10 (i.e., theme); activity card 2 (25b)—reading of bible verse(s) (40) relating to the category (i.e., theme); activity card 3 (25c) selection of and listening to song (50) relating to the category (i.e., theme) and optional use of stress reliever (55); activity card 4 (25d)—selection and reading of bible story (65) relating to the category (i.e., theme); activity card 5 (30a)—sharing of peace (70) and usage of prayer request/personal offering cards (75); and activity card 6 (30b) dosing discussion (90) and closing prayers (95).

During the entire activity card process, i.e., during all of the activities carried out by participants in response to the activity cards 25 and 30, the group leader optionally awards tokens 100 to those participants that go “above and beyond” carrying out their activity. For example, tokens may be awarded for providing interactive worship, creativity and/or examples. Thus, after the closing prayer 95 of the sixth activity card (30b) is carried out, the leader instructs each team to count the number of tokes received, if awarded during the activity process. The team having the greatest number of tokens is thereafter announced by the leader to be the “winner.”

Finally, the group leader concludes the interactive period by saying: “without God, there are no winners . . . with God, there are no losers . . . let's go in peace and serve the Lord!” The leader thereafter optionally instruct all participants to form a huddle, put a hand in the center, and on the count of three, raise your arm and say the category (i.e., the theme word). The group leader also optionally has all members of the winning team line up and provide “high fives” to congratulate one another.

While this foregoing description and accompanying figures are illustrative of the present invention, other variations in structure and method are possible without departing from the invention's spirit and scope.

Claims

1. An interactive activity unit comprising: at least one category card, each said at lea one category card setting forth a category and at least one subcategory;at least one activity card relating to the category card and corresponding to the at least one subcategory; andat least one activity card relating to the category card and not corresponding to the at least one subcategory.

2. The interactive activity unit of claim 1 wherein the at least one activity card relating to the category card and corresponding to the at least one subcategory comprises: a first activity card corresponding to a first subcategory of the at least one category card;a second activity card corresponding to a second subcategory of the at least one category card;a third activity card corresponding to a third subcategory of the at least one category card; anda fourth activity card corresponding to a fourth subcategory of the at least one category card.

3. The interactive activity unit of claim 2 wherein the at least one activity card relating to the category card and not corresponding to the at least one subcategory comprises: a fifth activity card following the fourth activity card and not corresponding to any subcategory of the at least one category card; anda sixth activity card following the fifth activity card and not corresponding to any subcategory of the at least one category card.

4. The interactive activity unit of claim 3 wherein the first activity card at least requests reading of the definition relating to the at least one category of the at least one category card.

5. The interactive activity unit of claim 4 wherein the first activity card further proposes at least one question relating to the category of the at least one category card.

6. The interactive activity unit of claim 3 wherein the second activity card at least suggests the reading of at least one bible verse relating to the category of the at least one category card.

7. The interactive activity unit of claim 3 wherein the third activity card at least suggests the playing of at least one song relating to the category of the at least one category card.

8. The interactive activity unit of claim 7 wherein the third activity card further suggests the use of a stress reliever during the playing of the at least one song.

9. The interactive activity unit of claim 3 wherein the fourth activity card at least suggests the reading of at least one bible story relating to the category of the at least one category card.

10. The interactive activity unit of claim 3 wherein the fifth activity card at least suggests at least a sharing of peace.

11. The interactive activity unit of claim 10 wherein the fifth activity card further suggests at least a prayer request or personal offering.

12. The interactive activity unit of claim 3 wherein the sixth activity card at least suggests at least one closing discussion.

13. The interactive activity unit of claim 12 wherein the sixth activity card further suggests at least one closing prayer.