Ice Breaker Lesson #5 People Bingo


This is the fifth and final lesson of a series of ice breaker lessons that you can use with a variety of different children/adolescents over the start of the new year. Ice breakers are great for encouraging cooperation, getting to know each other, feeling comfortable in a group environment and many, many more benefits. If you like this lesson, please share your thoughts in the comments below.

Australian Curriculum Links:

  • This lesson has a large amount of correlation to the ‘Personal and Social Capability’ section of the Australian Curriculum. Click here to access the information.


In a whole class setting, explain to the children/adolescents that they are going to (we are going to) participate in some ice breaker activities. Explain the importance on always being enthusiastic throughout the lesson. Reassure that we are not trying to embarrass anyone and highlight that the main purpose is to get to know everyone just a little bit better than before.
  1. Using the bingo card below, model how to play the game. Advise that the students have to find someone that matches the criteria in a box and have them sign their name to it.
  2. Explain the rules
    1. You must fill up the whole card with names
    2. You cannot look at another person’s sheet and copy down names (you’ll check to see if they spoke to that person)
    3. We talk in calm voices and take it in turns to speak to someone (no butting in and cutting off another person’s discussion)
    4. You can only have each person’s name on the bingo grid once (you may have to adapt if you have less than 20 children)
  1. Hand out the bingo template (below) and allow children to start discussing their items.
  2. Rove group and find out some interesting information for yourself.
  3. After 10 minutes, stop the students and ask them to discuss any interesting findings.
  4. Allow students to continue working until you have found a winner.


  1. When you have found a person that has their bingo grid completed, ask all students to come to the floor.
  2. Have that person go through their results and have the name of the student that they read out, explain (if needed) why they were chosen for that square to allow them to tell something about themselves. (E.g. a large journey may have the student explaining where they went and why)



  • Anecdotal notes on listening, speaking and taking turns.
  • Look for higher order thinking skills and children giving assistance to others.


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