UNIT 4 - Sonseekers

Transcription

UNIT 4 - Sonseekers

TEACHER
RESOURCE
UNIT 4
From Saul to Elisha
LEVEL ONE
u
a
.
m
o
c
.
AGES 4-5
ELIJAH MAKES A
HOUSE CALL
David and
Goliath
Name:
See more at www.sonseekers.com.au
Teacher Resource - Unit 4 Level One
Teacher Resource
Contents
Teaching Sonseekers........... 1
A teacher’s guide................. 2
Publisher’s note................... 3
Teaching Sonseekers …
Unit 4 (Lessons 49-64):
49. Saul chosen....................... 4
50. Saul and the Amalekites.. 10
51. David chosen................... 12
52. David and Goliath........... 16
53. David and Jonathan........ 20
54. David and Saul................ 24
55. David crowned................ 26
56. David and the ark............ 30
57. Absalom........................... 32
58. Solomon becomes king.... 36
59. Solomon’s temple............ 40
60. Israel divided, Rehoboam
and Jeroboam........................ 44
61. Elijah and the widow...... 50
62. Elijah on Mount Carmel. 54
63. Good King Jehoshaphat.. 58
64. Elisha and the double
portion................................... 62
Unit 4 Awards........................ 67
Curriculum Outline.......... 68
Published by
Dear Teacher
Teaching young people about God’s Word is a great honour and privilege.
We note God chose Abraham, a man of faith because he “would teach his
children and his household after him, to know the Way of The Lord” (Gen
18:19)
One who undertakes such a task will understand they have accepted a
responsibility to become a witness of God’s great love and faithfulness.
As an example of Christian faith and integrity they have a wonderful
opportunity to share their love for God’s Word. The tremendous blessing
for those who commit themselves to this task is that the Holy Spirit will
strengthen and equip you to shine as a light to your class.
Recent trends away from Sunday School structures towards child minding
activities have, we believe, been unfortunate as they fail to recognise the
impact and effect the message of God’s love through Christ has on young
people.
Children are the Church’s future. As such they are precious and well worth
any investment in quality resources and dedicated teachers.
The ‘Sonseekers’ curriculum offers children Sunday School material that
gives them a sound background in Biblical events, people and places.
Secondly it offers a pastoral approach for the children to know God is able
to help them and change their lives.
Structurally, any program will operate effectively if those teaching are
faithful, zealous and committed to a team approach that might include:
●● regular prayer and discussion in relation to curriculum issues,
student needs and upcoming events and presentations;
●● organisation and management of resources;
●● training and development needs of teaching staff.
Teaching Sunday School is a rich and rewarding task. May God bless and
guide you as you serve in this way.
visionone inc
ABN 37 430 685 890
10 Old Goombungee Rd
Toowoomba Qld 4350
Australia
Phone: 1300 885 048
Yours in Christ
Fax: 1300 728 293
Email: [email protected]
Web: www.visionone.org.au
©All rights reserved
The Sonseekers Team
July 2009
Introduction
Teacher Resource - Level One
Page 1
A teacher’s guide to using the
Sonseekers materials . . .
Timeline
What are the Sonseekers materials?
4000BC
2500BC
2000BC
1900BC
1800BC
1750BC
1360BC
1280BC
1240BC
1220BC
1100BC
1070BC
1063BC
1020BC
980BC
940BC
900BC
839BC
814BC
749BC
662BC
576BC
540BC
527BC
457BC
4BC
26AD
28AD
29AD
30AD
33AD
45AD
60AD
The Sonseekers Sunday School materials are a four year course of
128 Bible lessons. The lessons are written with the twin aims of
teaching the students an accurate chronology of Biblical events and
also drawing from each lesson pastoral points relevant to the age
and stage of each child. They are written at four levels to cover
from Prep to 12+ age groups. The 128 lessons are organised into
8 units, each of sixteen lessons. The table below indicates the
suitable age group for each level:
Page 2
Creation
Adam and Eve
The Fall
Noah
The Flood
Tower of Babel
Abraham
Isaac
Esau and Jacob
Joseph
Moses
Exodus from Egypt
and Journeys
Joshua
Entry into and
Conquest of Land
Judges
Gideon
Samson
Samuel
Saul as King
David as King
Solomon as King
Kingdom Divided
Elijah Emerges; Mt Carmel
Jehoshaphat
Elisha’s Ministry
Jonah
Hezekiah; Isaiah
Josiah
Daniel taken to Babylon
Exile into Babylon
Restoration from Babylon
Birth of Jesus
Baptism of Jesus
Call of Disciples
Feeding of 5000
Parables
Miracles; Transfiguration
Raising of Lazarus
Parables
Palm Sunday
Jesus’ Crucifixion and
Resurrection
Day of Pentecost
Peter’s Ministry
Conversion of Paul
Paul’s Missionary Journeys
Paul as Prisoner to Rome
Sonseekers
Level
Level One
Level Two
Level Three
Level Four
Student
Age
4 - 5
6 - 7
8 - 10
11 – 12+
School
Level
Kindergarten, Prep
Lower Primary
Middle Primary
Upper Primary
The Sonseekers materials comprise two related elements:
•
•
Teacher Resource – including lesson plans & activity masters
which can be photocopied;
Student Handbooks – including homework activities.
There is also a Bible timeline showing chronology of major events,
with the dates of the current unit’s lessons highlighted, included in
each Teacher Resource.
What’s in my Sonseekers
Level One Teacher Resource?
Each Level One Teacher Resource contains sixteen lesson plans for
the relevant age of your students. Each lesson plan comprises:
●●
●●
●●
●●
the key thought or focus for the lesson;
a suggested way to introduce the lesson;
a summary of the relevant bible story;
a memory verse for the lesson, together with a suggested way
of teaching that verse;
●● an activity which can be used in the lesson;
●● a number of extra ideas involving fun, practical activities.
Note: The photocopy masters for each activity are included with
the lessons in this Teacher Resource book.
…/cont’d
Introduction
. . . teacher’s guide . . .
How do I best use my Teacher Resource?
The art of serving as an effective Sunday School teacher is linked to the degree of diligence in preparing for
each lesson. The Sonseekers materials are only designed to assist the teacher in this process. They do not
take away from the teacher his or her responsibility to prayerfully consider the needs of the children in the
class and to seek God’s revelation and wisdom in presenting each Bible lesson. The following suggestions
are then made with regard to using this resource.
Prior to the lesson
♦♦ Prayerfully read the Bible passage for the lesson. The reference is provided in the header on the first
page of the lesson plan. All Scripture references are taken from the New King James Version (1983
edition).
♦♦ Read through the lesson plan and decide which activities will be most appropriate for the students in
your class. Generally, aim for a variety of activities over a unit.
♦♦ Think about how you will combine the various elements of your lesson. Refer to the suggested teaching
approach for ideas if necessary. Link the activity to the story so that the significance of the activity is
clear to the students.
♦♦ Prepare all activities thoroughly prior to the lesson. Rehearse any planned activity at home to make
sure:
●●
that you know how to do it yourself;
●●
that you have all the relevant materials in the quantities you will need;
●●
that you know the length of time that the children will need for the activity.
During the lesson
♦♦ Review the memory verse from the previous lesson with the children. Also check on the completion of
the homework activity page.
♦♦ Revise the previous lesson before going on to a new story. You may like to use the timeline to help you
do this.
Publisher’s note:
The publisher wishes to acknowledge the use of clip art from Coreldraw, Clickart, Bible View Clip Art by Pastoral
Computer Services and Logos Bible Clips.
The publisher gives permission for artwork masters to be photocopied for the use of the students in the Sonseekers
classes. However, no other part of this publication may be produced or transmitted in any form without permission in
writing from the publisher.
Introduction
Page 3
Saul chosen
I Samuel 9:1 – 10:16
Focus
Teaching Suggestion
For the children to understand that God has
chosen each one of them to be His children
and to have a changed heart.
Play a version of “Duck, duck, goose.” Sit the children in a circle
and choose one child (child 1) to begin. Ask child 1 to whisper the
name of another child (child 2) to you. Child 1 then walks around
the outside of the circle touching each child (1 child per word) as
he says “I chose, chose, chose …” until he gets to child 2 and says
“you”. Child 2 then chases child 1 back to his place. The game
then begins again with child 2 as child 1. Play the game until all
the children have had a turn.
Memory Verse
“I chose you.” (John 15:16).
Lesson Introduction
1. Use the progressive picture scenes from
the Extra Ideas Activity Sheet 1 to tell the
story. Make them into a book.
2. Have a picture of a donkey. While telling
of Saul and the servant searching for the
donkeys, draw a large outline of a hand
– saying, e.g. “They followed the hoof
prints of the donkeys up a hill, then down
into a valley, up another hill …” and so
forth until you have created the hand
outline. (God had His hand on Saul and
the servant the whole time.)
Extra Ideas
1. Progressive Pictures. Use the Extra Ideas Activity Sheet 1 as
a colouring-in activity. Cut the sheet into the various sections
and then have the children put them into the correct sequence
(some may need help). Staple the pages to make a book.
2. Pin the Tail on the Donkey, or make your own “Pin Saul
Holding the Donkeys’ Leads.”
3. Hide and Seek. One child can pretend to be Saul and the rest
are the donkeys. (They can give hints to where they are by
braying like donkeys.)
4. Treasure Hunt. Hide pictures of donkeys and Saul (from the
Extra Ideas Activity Sheet 2) around the room and have the
children look for them.
Story Summary
1. The people wanted a king and although
it was against God’s perfect will, He let
them have one.
2. Saul, who was a very tall, handsome
young man, was chosen.
3. Saul’s father sent Saul and a servant to
look for some lost donkeys.
4. After much searching they came to the
town where Samuel the prophet lived.
They asked Samuel where the donkeys
were.
5. God had told Samuel beforehand that
Saul was coming and that Saul was to be
the new king.
6. Samuel anointed Saul and prophesied
over him.
7. Saul prophesied and the Lord changed his
heart.
Page 4
Avoid making comparisons to
encourage children to work harder.
Instead, emphasise a student’s good
effort and the other children will
notice. eg ‘Jack, I love the way you
are colouring in carefully between
the lines.’ As others attempt to gain
similar verbal reinforcement, make
sure to congratulate them quickly.
Lesson 49
Activity - Saul Flip Book
Materials
•
•
•
•
1 of each 2 Activity Sheets per child.
Colouring pencils.
Stapler.
Safety scissors.
Steps
Before Class
• Cut out each figure.
• Glue one picture (not the ‘good’ figure) onto a piece of cardboard for each child – this forms the back cover.
In Class
• Ask the children to colour the figures in.
• Stack the sheets to form a book and help the children to staple them together.
• The teacher cuts along the dotted lines.
• The children then find Saul by flipping through the pages – Saul is the one with the strong handsome head, strong
legs and a good heart.
Lesson 49
Page 5
Saul chosen
Extra Ideas Activity Sheet 2
Page 6
Lesson 49
Saul chosen
Lesson 49
Page 7
Saul chosen
Activity – Saul Flip Book
Page 8
Lesson 49
Saul chosen
Activity – Saul Flip Book
Lesson 49
Page 9
Saul and the
Amalekites
I Samuel 15
Focus
Teaching Suggestion
For the children to understand that Saul’s
disobedience to God’s word brought about his
downfall.
Use a version of “Simon Says” – “Mum and Dad Say.” Children
only do the actions that ‘Mum” or ‘Dad’ say. Repeat the memory
verse with the children after a direction that ‘Mum” or ‘Dad’ has
said.
Memory Verse
Extra Ideas
“Obey your parents.” (Colossians 3:20).
1.
Lesson Introduction
1. Briefly revise last week’s story by using
the flip book and make mention of the
way Saul’s heart had changed.
2. Use a felt-board to tell the story or use
dressed pegs as the main characters. Also
include pictures of the types of animals in
the story as another visual aid.
Story Summary
1. Saul, King of Israel, was told by God to
fight against the Amalekites and destroy
them and their herds.
2. Saul kept the Amalekite king alive and
the best of the herds, then lied to Samuel
that he had done as God had said.
3. As a result God rejected Saul as king and
prepared another to take his place.
“Which is the Wrong One” Game. Use pictures of sheep,
oxen, camels and donkeys, plus some zoo animals or modern
appliances that Saul could not possibly have brought home
with him. While the children’s eyes are closed, lay out four of
the pictures and have the children pick which ones Saul did not
bring back with him.
2. Vegetable Animals. Make animals from various vegetables
adding toothpicks for legs and necks – cauliflower sheep,
potato camels, etc.
3. Make a Flock of Fingerprint Sheep. With a stamp pad and
one or two fingers, the children can create sheep shapes. They
can then add the finer details of legs, ears, horns, etc. with
coloured pencils.
4. Guess the Animal. Have A4 size pictures or drawings of
animals. Over the top place a piece of cardboard with some
holes cut out so the children can guess the animal underneath.
Don’t make this too difficult.
As students at this age have a
limited attention span, make sure
that you are well prepared for the
lesson. You need to be able to
move from one activity to another
without delays to organise things.
Page 10
Lesson 50
Activity - King’s Crown
Materials
•
•
•
•
•
•
•
•
1 x large sheet of cardboard (gold or yellow, or spray painted gold.)
Safety scissors.
Stickers/sequins.
Glue.
Stapler.
1 sheet of A4 paper per child.
Pencils.
Ribbon or string.
Steps
At Home
• Cut lengths of cardboard into 12cm x 70cm lengths. (If spray painting the cardboard do so before cutting.)
• Draw a fancy but simple edge, e.g. wide scallops along the top for the children to cut out. Use a thick marking pen.
• On the sheets of A4, write the word “OBEY.”
In Class
• Ask the children to cut along the simple edge drawn on the crown. (Some may need the teacher’s help.)
• Using the stickers, sequins etc allow the children to decorate their crowns and the A4 sheet with the word “OBEY”.
• Staple the crowns to fit the children – making sure that the staple ends are on the outside of the crown so as not to
pull the hair.
• Roll the “OBEY” sheets into a scroll and tie with ribbon or string. Explain to the children that kings often have
special scrolls that they carry with them.
• If there is time, the kings can parade around the room wearing their crowns and carrying their scrolls – walking
as regally as possible and taking turns at being the leader. You may like to add robes and jewels to the occasion.
Perhaps you could also reinforce the ‘obey’ on the scroll by putting a special sticker on their scrolls when they obey
the instructions as “moo like oxen,” “march like soldiers,” “wave like a king.”
Lesson 50
Page 11
David chosen
I Samuel 16
Focus
Teaching Suggestion
For the children to understand that God not
only sees the outside of us but knows our
heart.
Use the Teaching Aid Sheet. Pre-cut the puzzle outline and along
the dotted lines and then have the children put the puzzle together.
When complete say the verse pointing to the symbols as you do so.
Memory Verse
Extra Ideas
“The Lord looks at the heart.” (I Samuel
16:7).
1. Retell the Story. Photocopy the Extra Ideas Activity Sheet for
each child, back with cardboard and use in one of the following
ways: in a sand tray, or use as stick puppets with straws or
satay sticks attached to the back, or add sand paper to the back
and use them on a felt-board.
2. Morning Tea. Jam Roly-Polys. Use a basic biscuit recipe
with jam rolled into the centre so that when you bite into it
there is a hidden heart.
3. Transparent Pictures. Pictures that you can see through to
illustrate that God can see our heart. You will need a ½ sheet
of A4 per child, cooking oil, a brush, thick marking pens
(permanent marker is best), crayons, newspaper, and Blutack. Before class, using black marker, draw a large heart on
each sheet. In class, have the children decorate their heart by
drawing firmly using the crayons. Turn the drawing over, lay
it on a sheet of newspaper and paint or rub a thin layer of oil
over the back of the picture. Allow to dry then hang up against
a window.
Lesson Introduction
1. Talk to the children about families – big/
little families. Discuss the jobs we have
in our families. Ask if the children talk
to God as they are doing their jobs or
learning their lessons or learning to play
an instrument.
2. Talk about David’s family and the jobs he
had to do. Then lead into the story.
3. Refer to the flip book again to compare
the change in Saul’s heart and to note that
he is no longer obedient.
4. Use the Extra Ideas Activity Sheet
characters as suggested in Extra Ideas
No. 1.
5. Other props could include a pretend harp
(see Activity), pretend sling shot, and tiny
bottle of oil.
Story Summary
1. The Lord told Samuel to go to Bethlehem
because He had chosen one of Jesse’s
sons to be king instead of Saul.
2. When Samuel arrived seven sons were
there but the youngest was absent.
3. The Lord told Samuel not to look at
appearance for the Lord looks at the heart.
4. Each of the sons were presented to
Samuel but none was the chosen one.
David was sent for.
5. When Samuel met David, the Lord told
him to anoint David because he was the
chosen one.
6. The Lord withdrew His Spirit from Saul
and he was distressed by a tormenting
spirit.
7. David was chosen to play his harp for
Saul and Saul loved him a lot.
Page 12
Pre-school children love
discussions. Allow all children
to participate by directing
questions to the quieter
students to encourage whole
group discussions.
Lesson 51
Activity - Harp
Materials
•
•
•
•
•
•
•
1 cereal box or other suitable cardboard box per child.
Safety scissors.
Large rubber bands – 5 per child.
Felt pens.
Spray paint – gold if possible or ordinary paint.
Tape recorder (and batteries or extension cord).
Cassette of choruses with which the children can join in.
Steps
At Home
• Cut out the centre of the two largest sides of each box, leaving a border approx. 3 to 5 cm, depending on the size of
the box.
• Paint each box.
• Cut out short slits in the top edges of the ‘harp’ to allow the rubber bands to sit in, to stop them slipping.
In Class
• Ask the children to decorate the harps with felt pens.
• The teacher stretches the rubber bands into place ensuring they fit into pre-cut slits. The children may now play
their harps gently with the cassette choruses. You may like to include other instruments at this time, giving the
children an opportunity to use their own ‘harp’ or another instrument. Perhaps the children could take turns making
up a song as David would have. Suggested topics could include David, child’s family, or God’s love.
rubber
bands
Lesson 51
slits
Page 13
David chosen
The Lord
looks
at the heart.
Teaching Aid Sheet
Page 14
Lesson 51
David chosen
Extra Ideas Activity Sheet
Lesson 51
Page 15
David and Goliath
I Samuel 17
Focus
Teaching Suggestion
For the children to understand that David
loved and trusted God in his everyday life
and therefore knew how to trust Him with big
problems.
Have a large drawing of Goliath and a ball (or throwing bean bag).
The children say the memory verse before throwing the ball at
Goliath – aiming for his head.
Memory Verse
1. Comparing Sizes. To emphasise the size difference of David
and Goliath, the children could help draw around one of the
children lying down on a large sheet of paper (ends from your
local printer – often cheap or free.) The teacher could quickly
cut it out. Have a ‘Goliath’ figure already cut out. Pin or
Blu-tack the figures onto a wall and compare sizes. Have preprepared pieces of armour for Goliath (shield, sword, spear,
breastplate), but only a sling shot, pebble and a heart that says
‘trust’ – Blu-tack these in place.
2. Target Practice. Use skittles made from empty milk bottles,
boxes or blocks, and a balloon from Goliath’s head attached to
the bottle, plus a weighty ball to knock it down.
3. Movement. Baa like a lamb, swish your tail like a lion, walk
like a bear, nibble grass like a sheep, fall dead like a killed lion,
pretend with a sling-shot.
4. Find the Animals. The Extra Ideas Activity Sheet included is
for the children to find the bear, lion and lamb and then colour
them in.
“Trust in the Lord.” (Proverbs 3:5).
Lesson Introduction
1. Briefly revise the previous lesson using
the figures from that lesson’s Extra Ideas
Activity Sheet. Tell the children how
David helped his father by keeping the
sheep safe from wild animals and how
he had to kill them. Explain how David
trusted God and then lead into the story of
Goliath.
2. Enlist the help of a large, suitable, adult
male for the part of Goliath. Act out the
story and dwell on the repetitive sections,
especially the putting on and taking off
the armour. Have the children count out
the five stones.
Story Summary
1. Three of David’s older brothers were in
King Saul’s army fighting the Philistines.
2. Goliath, a Philistine champion, daily
challenged any Israelite to kill him and
the Philistines would be their slaves.
3. The Israelites were afraid.
4. David visited his brothers and saw
Goliath.
5. David told Saul he could kill Goliath.
6. David challenged Goliath. Using only
one stone from his sling, he struck and
killed Goliath.
7. David gave God the glory.
Page 16
Extra Ideas
It is important to revisit last week’s
story to be able to build on from it.
Encourage the children to help retell
the story. This gives you a good
opportunity to hear what the children
have remembered and what areas
need going over again.
Lesson 52
Activity - David slays Goliath
Materials
•
•
•
•
•
•
•
•
•
1 Activity Sheet per child photocopied or mounted on cardboard.
Extra cardboard.
Safety scissors.
Glue.
Tape.
Stanley knife (for teacher only).
Colouring pencils.
Split pins – 1 per child.
Straws – 1 per child.
Steps
At Home
• Using the Stanley knife, cut along the dotted line.
• Reinforce ends of slit on the back using tape. Then paste another piece of cardboard 7cm x 20cm on the back of the
scene covering the slit. (Put paste only at the top of this piece so as to allow the stone to be moved along the slit.)
• Attach a split pin to one end of a straw (make a hole using a skewer). The top of the split pin is the ‘stone’.
In Class
• Ask the children to colour the picture.
• Insert the split pin and straw into the cut on the scene.
• Children can now move the ‘stone’ from David’s sling to hit Goliath in the forehead.
Lesson 52
Page 17
David and Goliath
Activity – David Slays Goliath
Page 18
Lesson 52
David and Goliath
Find the bear, the lion and the lamb in this picture.
Lesson 52
Page 19
David and Jonathan
I Samuel 19 & 20
Focus
Teaching Suggestion
For the children to understand that because
David loved and trusted God, God provided
David with a friend who helped protect him
from Saul.
Use a version of “Duck, duck, goose” (see Lesson 1 for more
information on this game.) ‘Helper’ is the word for the child to
choose someone to chase them and run around the circle and back
to their place.
Memory Verse
Extra Ideas
“God is my helper.” (Psalm 54:4).
Lesson Introduction
1. Talk to the children about trusting God.
2. Discuss with them the value of having
good friends. From this discussion, lead
into the story of David and Jonathan.
3. Use a storybook or felt-board, but use
as many props as possible e.g. a soft
bow and arrow set. Make good use of
the words ‘in front of,’ ‘behind,’ ‘further
away,’ etc. – the children are learning the
meaning of these words at this preschool
age.
Story Summary
1. Jonathan was King Saul’s son and
David’s best friend.
2. Jonathan told David of Saul’s intent to
kill him.
3. David and his army won a war against the
Philistines and Saul became jealous.
4. A distressing spirit came upon Saul and
he tried to kill David on many occasions.
5. On one occasion David was to dine with
Saul. Jonathan discovered that Saul
was still angry, so he shot three warning
arrows in a field where he knew David
was hidden.
6. David sadly said goodbye to Jonathan and
left.
Page 20
1. Make an arrow and quiver set. You will need one empty
milk carton per child. Cut off the top, make a couple of holes
in the upper section of one side and attach a length of string
for a shoulder strap. For arrows use straws (approx. 4 or 5 per
child) and feathers (a cheap feather duster from a supermarket
at under $1 will give you plenty of feathers). Attach a feather
to one end of each straw.
2. Children pretend to be arrows. Practise standing straight
with pointed arms above heads for the point of the arrow, and
running as instructed ‘next to David,’ ‘next to bush,’ ‘behind
bush,’ ‘in front of bush,’ ‘on the bush’ etc. (The ‘bush’ could
be a desk draped in a green cloth.)
3. Sewing Cards. Use photocopies of the Homework Activity
pasted onto cardboard, dried and stored flat. Punch holes
at 1cm distances along the direction of the arrow’s flight.
In class, using large needles or bodkins and wool or a few
thicknesses of thread, help the children sew in and out the
holes.
4. Talk about friends. Free play with dough – perhaps making
the child’s friend, or making something the friend would like,
or just chatting about friends.
Children at this age respond
well to tangible rewards to
encourage remembering
memory verses and taking
care with activities. Stickers
are one such example.
Lesson 53
Activity - Jonathan Shooting Arrows for David
Materials
•
•
•
•
•
Photocopies of the three figures (David, Jonathan and the young boy)
Cardboard.
Safety scissors.
Toothpicks for arrows.
Coloured paper or thin material – blue for sky, green for trees, yellow for field, brown for rock.
Steps
At Home
• Cut cardboard into approx. A4 sizes – 1 piece per child.
• Cut out figures 1 of each per child.
• Cut coloured paper or material into manageable pieces for each child.
In Class
• Allow the children to create their own picture, by cutting and pasting in their own way, the scene of Jonathan
warning David.
Lesson 53
Page 21
David and Jonathan
Activity – Jonathan Shooting Arrows for David
Page 22
Lesson 53
This page is intentionally blank
Lesson 53
Page 23
David and Saul
I Samuel 21 - 24
Focus
Teaching Suggestion
could have hated Saul as Saul hated him, but
David loved Saul and would not hurt him.
Treasure Hunt. Before class, cut out some red hearts and hide them
around the room. As a child finds a heart, they show the heart and
with assistance say the memory verse.
Memory Verse
Extra Ideas
“Love your enemies.” (Matthew 5:44).
Lesson Introduction
1. Use a sand tray or felt-board to tell
the story, and have figures cut out and
mounted on straws or sticks to represent
David and Saul. Have pieces of actual
material for Saul’s coat which can be cut.
Story Summary
1. King Saul resented David and sought to
kill him.
2. David escaped to the cave of Adullam.
3. David’s brothers and others joined him
and made him their captain.
4. God guided David whilst Saul continued
to pursue him.
5. Once, David and his men were hiding in
a cave when Saul entered. David could
have killed Saul but did not.
6. When Saul realised David had been close
enough to have killed him, Saul was sad
that he had rewarded David’s good with
evil.
1. Statues. Creeping up close to Saul.
2. Feely Bag. Pieces of material with very obvious texture
differences, e.g. 2 scourers, 2 of sandpaper, pieces of satin
material, 2 sponges. One of each is placed in the feely bag and
the mate on the floor in front of the children. The children take
turns to dip into the bag and while their hand is still in the bag,
match the piece with the one seen.
3. Free Cutting Activity. Children are learning to cut at this
stage and the activity of just cutting can be very productive in
the process. Give children a large coloured cut-out of a simple
robe, (a simple long shirt shape would be good, approx. the
size of an A4 sheet), a pair of safety scissors that succeed in
doing the cutting task efficiently – then let them cut away.
4. Hide and Seek. Saul seeking for David and his men. If the
children are very young or do not like being the seeker, the
teacher could be the seeker.
At this stage, it is
important to provide
the children with safety
scissors for the cutting
activity. As some
children may need help,
an aide would ensure
that all children can
complete the activity.
Page 24
Lesson 54
Activity - Re-enact the Story
Materials
•
•
•
•
1 of each 2 Activity Sheets per child.
Colouring pencils.
Stapler.
Safety scissors.
Steps
• Re-enact the story using the whole group. Make a cubby, using a large sheet over some chairs, with a large opening
for the cave and, if you like, a suitable assistant as Saul. The teacher could be David. The children pretend to be
very quiet and creep up on Saul. Use an old piece of material for Saul’s coat that can actually be cut. The children
can also help call out to Saul later in the story.
Lesson 54
Page 25
David crowned
II Samuel 5:1-12
Focus
Teaching Suggestion
For the children to understand that in Old
Testament times God’s people were ruled by
kings. David was chosen as one of these, but
Jesus is the King today.
Have a relay with two teams. One crown will be needed. Have
each team at opposite ends of the room. Each time the crown is
given to someone the children must say the memory verse. The
first child is given the crown to wear. The verse is said. The child
runs to the opposite team and helps the front child put it on. The
verse is said. The children continue in this way exchanging the
crown and saying the verse.
Memory Verse
“The Lord is King.” (Psalm 10:16).
Extra Ideas
Lesson Introduction
1. Use a felt-board and figures or use
puppets for the main characters. Picture
bibles are also helpful.
Story Summary
1. After Saul’s death, David became king
over Judah, in the south of Israel.
2. All the elders came to Hebron and
acknowledged that the Lord had chosen
David to be king and anointed him king
over all Israel.
3. David and his army conquered Jerusalem
and began to live there.
4. David grew more and more powerful
because God was with him.
5. David asked God for direction and
wisdom to defeat the Philistines.
6. David obeyed God and was victorious.
1. Different Crowns. Use stickers or coloured adhesive, potato
prints or a quick drying stamp pad to decorate template of
crown.
2. Pin the Crown on King David (like Pin the Tail on the
Donkey). This requires a large simple drawing of David, his
crown, Blu-tack and a blindfold.
3. Jewelled Necklaces. Spray paint macaroni before class and
using bodkins and string, the children thread the macaroni to
make necklaces.
4. Getting into Jerusalem:
(a) Obstacle course as a series of ‘tunnels’ – use blankets,
etc. over chairs and tables to create a ‘tunnel,’ from one
side of the room to the other. Take turns being the leader,
negotiating the tunnel on hands and knees, perhaps using
torches, and emphasising being very quiet. Give a battle
cry when you come out at the Jerusalem end.
(b) Draw a blue wavy line on the ground using chalk, or use a
rope/string to represent the underground stream. The class
follows the stream very carefully, one foot after the other,
being very careful not to ‘fall off.’ The stream could go
through a low tunnel (under a table).
Establish and maintain
a resource box full of
glue, felt pens, safety
scissors, stickers etc.
At the end of each
lesson, allow time to
tidy up your work are
and resource box.
Page 26
Lesson 55
Activity - Jewelled Crowns
Materials
•
•
•
•
•
•
•
1 Activity Sheet per child, photocopied or mounted on cardboard.
Different pasta shapes.
Gold spray paint (cheapest from discount stores).
Sheets of newspaper, or a cardboard box in which to spray paint.
Blu-tack or thick, quick drying craft glue.
½ cm wide elastic.
Hole punch or stapler and tape.
Steps
Before Class
• Using the template cut out crown shapes – 1 per child.
In Class
• Allow the children to decorate the crowns using Blu-tack or thick glue to attach the pasta.
• When the glue is dry, spray paint the crowns outside, either on the sheets of newspaper or in the cardboard box.
• Staple elastic to the bottom corners of the crowns, adjusting to fit before stapling the second side (cover staple ends
with tape) or punch holes at the bottom corners and tie elastic to the crown.
Lesson 55
Page 27
David crowned
Activity – Jewelled Crowns
Page 28
Lesson 55
Lesson 55
Page 29
David and the ark
I Chronicles 13;15 & 16
Focus
Teaching Suggestion
For the children to understand that God places
great importance on His instructions or word.
You will need a Bible and a chair. Have the children in a line and
place the chair at the head of the line. Now place the Bible on the
chair. The child next to the chair runs around the line of children
and back to his place, takes the Bible from the chair and says the
memory verse (with the help of the teacher and the other children).
He replaces the Bible onto the chair and then runs to the end of the
line. Continue in this way until all of the children have had a turn.
Memory Verse
“Hear the word of the Lord.” (II Kings 7:1).
Lesson Introduction
1. Use a felt-board and figures, or a sand
tray and use a matchbox spray painted
gold and cut satay sticks for the ark.
2. Act out the part of the story about the
procession.
Story Summary
1. David decided to bring back the ark of the
covenant.
2. He did not carry out God’s orders for its
handling but put it on a cart.
3. On its return journey to Jerusalem Uzza
stopped it from falling off a cart and was
killed.
4. Because of this the ark was left for three
months at Obed-Edom’s house whom
God greatly blessed.
5. David then brought the ark back with
the priests and Levites carrying it, with
sacrifice, shouting, music and dancing.
6. David wrote a song of thanksgiving to
God to praise Him.
Extra Ideas
1. Praise Time. Provide each child with a simple instrument
(rhythm sticks, rice shakers, bells, rubber band guitar/harp,
etc). Let them all ‘practise’ their instruments. Together, they
could then sing a number of choruses, taking time to share
instruments around.
2. “Simon Says.” To illustrate the importance of doing just what
God says.
3. Story Replay. Use dress-up clothes and a decorated box as the
ark and act out the procession.
4. Kim’s Game. Use items or pictures from the story, e.g. figure
of David, Michal, oxen, the ark, musical instruments, a tent,
etc. Place approx. six of these, one at a time, out on display.
The children close their eyes while the teacher removes one
item. The children try to guess what is missing.
5. Morning Tea. Have food similar to the special food that
David distributed to all the people during the festivities
surrounding the return of the ark found in II Samuel 6:19 –
small bread rolls for a loaf of bread, luncheon sausage for
meat, and raisin scones or iced fruit bun for cakes of raisins.
Encourage the children to use
good manners, to share and to
listen to one another. This gives
practical examples to the class
about what it means to care for
each person.
Page 30
Lesson 56
Activity - Instruments – Rice Shakers
Materials
•
•
•
•
•
Empty plastic bottles with lids.
Funnel.
Rice.
Stickers/coloured paper for decoration.
Glue.
Steps
Before Class
• Remove lids from plastic bottles and add rice through funnel.
In Class
• Children can decorate bottles.
Lesson 56
Page 31
Absalom
II Samuel 13 - 18
Focus
Teaching Suggestion
loved his sons even though they had behaved
badly.
You will need a large basket or container and three bean bags or
balls. Each child takes a turn at throwing the balls or bean bags into
the basket a short distance away. As each ball is thrown the child
says the memory verse – one word per ball.
Memory Verse
Extra Ideas
“Love never fails.” (I Corinthians 13:8).
Lesson Introduction
1. Use a felt board or enlarged pictures from
a Picture Bible. (Avoid inappropriate
parts of the story, just gloss over these.)
2. Intersperse the story with some pretend
action activities eg – David’s sons
riding quickly on horseback or Absalom
escaping on horseback, sneaking, hiding,
whispering like spies, pretend sword
play, marching like soldiers, running like
Ahimaaz, weeping like David.
3. Talk about the love the children’s parents
have for them even when they have been
naughty and how David loved Absalom
even though he turned against him.
Story Summary
1. Amnon, one of David’s sons behaved
badly towards his sister, Tamar.
2. Absalom, another son, became angry and
killed Amnon. Absalom fled.
3. Joab helped David and he eventually
forgave Absalom.
4. Absalom set up an army against David,
but the Lord was not with Absalom.
5. David fled his home because of Absalom,
but instructed his men not to harm his
son.
6. When Absalom and his army came
against David in a forest Absalom became
caught in a tree.
7. Joab killed him.
8. When David heard of Absalom’s death,
he wept, for he had loved Absalom.
Page 32
1. Sand Tray. Photocopy the Extra Ideas Activity Sheet using
three soldiers and Absalom per child. Cut them out and back
with a straw that extends below the figures. Use these figures,
foil pie trays for each child, wet sand, small branches for trees
and bushes, tooth picks for spears, stones, etc and depict the
scene where Absalom is suspended in a tree.
2. Un-races. Instead of trying to be the first, like Absalom and
Ahimaaz, have some races where the aim is to come last, or
all together, eg a slow running race, a slow crawling race,a
stepping race, a little jump race.
3. Absalom’s Hair. Draw a simple face on a sheet of A4
cardboard (one per child) and have the children add his long
hair using brown paper, wool or strips of self-adhesive brown
contact.
Students should have familiar .
routines by now, however it is
useful to discuss these at the
beginning of each new term. It
is also helpful to for teachers to
read the lessons well ahead of
time, so if special equipment is
needed parents can be notified
in advance
Lesson 57
Activity - Wigs
Materials
•
•
•
•
•
Brown paper.
Cardboard.
String or wool.
Staples and stapler.
Safety scissors.
Steps
At Home
• Cut cardboard strips 4 cm x 20 cm.
• Attach a length of string at each end of the cardboard – to be tied under the chin.
• Cut brown paper – 20 cm x 30 cm and draw parallel lines from one end to 4 cm from the other end. Make the lines
about 2 or 3 cm apart.
• Cut extra strips of brown paper to supplement the ones that the children will cut.
In Class
• Cut along the lines on the brown paper – some may need assistance.
• Staple this to a strip of cardboard – staple so that the turned ends of the staple don’t catch the children’s hair, (or
cover them with sticky tape).
• Tie ‘Absalom’s’ hair under the chin using the string or wool.
• Refer to II Samuel 14:25-26 to emphasise the point of the activity.
Lesson 57
Page 33
Absalom
Page 34
Lesson 57
Lesson 57
Page 35
Solomon
becomes king
I Kings 3 & 4
Focus
Teaching Suggestion
For the children to understand that God will
teach us to be wise.
Memory Verse
Use the flashcard of the bee and the owl. Children take it in turn
to point at the word pictures and say the memory verse. Some
children may not know that an owl is a symbol of wisdom, so you
may need to explain this.
“Be wise.” (Proverbs 27:11).
Extra Ideas
Lesson Introduction
1. Talk to the children about wishes. If they
had three wishes what would they wish
for? Relate that situation to Solomon and
all the things he could have asked God for
and what he did ask God for.
2. Talk about what it means to be wise. Use
some everyday examples to demonstrate
the meaning of wisdom to the children.
3. Use dolls or puppets to tell the story.
Have a baby doll wrapped in a small doll
blanket for children to carefully hand
around the group when you come to the
part about the two women and the child.
This is probably the most interesting part
of the story to dwell on.
Story Summary
1. Solomon was King David’s son.
2. As David was getting old, God wanted
Solomon to take over his father’s throne
because Solomon loved God.
3. God spoke to Solomon in a dream and
asked what Solomon wanted from God.
4. Solomon asked the Lord for an
understanding heart and to be able to
judge wisely.
5. God not only made him the wisest man
but also gave him riches and honour.
6. People would come to Solomon to judge
the right ways to their problems – the
most reputed being about the two women
and the child.
7. Solomon became a very powerful
king and the Lord made all the nations
peaceful.
8. Because there was peace, everyone
wanted to help Solomon build the temple
to the Lord.
Page 36
1. Play Dough or Salt Ceramic (recipes below). Children can
each make a baby. If making salt ceramic, the children will be
able to paint it at home in a day or so when it is dry.
• Playdough (uncooked). 2 cups of flour, vegetable
colouring, 2 tablespoons of oil, 1½ cups of salt, 1 - 1½
cups of hot water. Mix flour and salt. Mix water, oil and
vegetable colouring. Gradually add mixtures together
using electric beater. Knead until smooth. Store in
airtight container.
• Salt Ceramic. 2 cups of salt, 2/3 cup of water, 1 cup of
cornflour, ½ cup of cold water, extra. Place salt and water
in a saucepan and heat for 4-5 mins. Remove from heat.
Add cornflour and cold water and stir until smooth. Cool
until thick. Store in an airtight container or plastic bag.
2. A ‘Pass the Parcel’ Give Away. (To encourage sharing,
just as Solomon shared). Play pass the parcel with simple
gifts – lollies, stickers, fancy pencils etc. One for each child,
but instead of the child keeping the gift when he opens it, it
has to be given to someone else. Make sure everyone gets
something and don’t make the gifts so desirable that sharing is
too difficult.
3. Morning Tea. Bring something that needs to be cut up and
shared, eg a cake or bun loaf. (Give parents plenty of notice.)
4. Activities for Wisdom/Judging. Explain that God gave
Solomon the ability to judge good and evil.
• Use scales to judge whether 2 things that look the same
size weigh the same. Try to borrow old fashioned scales
for this (ie ones which sit horizontally when the two
weights are equal).
• Use different shaped glasses/cups to compare volume, eg a
tall, thin glass looks as though it has more in it than a short
fat one – coloured water will make this more interesting.
• Sinking and floating – things that look the same do not
always act the same. Use a large washing up dish or baby
bath and a collection of odds and ends, eg pegs, blocks,
comb, coin, rubber - things that are all either the same
shape, colour or size, and encourage the children to judge
whether the object will sink or float.
• If you have some magnets you can do a similar activity
judging what the magnets will pick up and what they want.
Lesson 58
Activity - Wise Eyes Mask
Materials
•
•
•
•
1 wise eyes mask per child, photocopied or mounted on cardboard.
Safety scissors.
Pencils/crayons.
String/elastic.
Steps
Before Class
• Cut out the masks.
• Attach string/elastic just under the ears of the owl face.
In Class
• The children colour their wise eyes mask. If possible, encourage the children to colour around the outer edge of the
face in black crayon.
• Help the children attach their wise eyes mask if they want to wear it.
cut
out
cut
out
Pre-schoolers
enjoy having their
work displayed.
Lesson 58
Page 37
Solomon becomes king
cut
out
cut
out
Activity – Wise Eyes Mask
Page 38
Lesson 58
Teaching Aid Sheet
Be
Wise
Lesson 58
Page 39
Solomon’s temple
I Kings 5 & 6
Focus
Teaching Suggestion
For the children to know that Solomon built a
temple for God to live in, but today, instead of
living in Solomon’s temple God wants to live
in His church.
Use clenched fists (blocks) to build a temple. Put right fist on
top of left fist then left fist on top of right and keep repeating the
process. Gradually raise arms higher as the temple gets higher. Say
one word of the memory verse with each ‘block’ added.
Memory Verse
Extra Ideas
“You are the temple of God.” (I Corinthians
3:16).
Lesson Introduction
1. Remind the children that Solomon had
asked God for wisdom, despite all the
things he could have asked for.
2. Use some pictures or models of houses,
in different stages of construction if
possible, to introduce the lesson. Talk
about how we build a house today. What
materials we use. How long it takes to
build a house. Describe the difficulties
Solomon would have had fulfilling
God’s plan, eg. no hammers at the work
site, huge quantities of cedar needed
etc. Intersperse the story with pretend
action activities, eg. sawing, hauling logs,
chiselling, etc.
Story Summary
1. Solomon began building God’s temple.
2. All the stones were to be shaped away
from the building site, as there was to be
no noise of hammers, axes or tools of iron
where the temple was built.
3. Special wood was used and carved, and
all the walls and furniture in the temple
were overlaid with gold.
4. It took Solomon and his workers seven
years to build the temple.
5. God’s promise to Solomon was that
if he walked in God’s statutes and
executed His judgment and kept all His
commandments, then He would perform
His word with Solomon, as God had said
to David, Solomon’s father.
Page 40
1. Shaping the Blocks. (Because the blocks were shaped away
from the temple). Pretend to be stone masons. A variety of
materials could be used for this:
• Try play dough or salt ceramic (recipes in previous
lesson), have plastic knives, paddlepop sticks and safety
scissors for cutting and shaping.
• Set Plaster of Paris – buy this cheaply from a hardware
store and set it in small containers, eg. takeaway deli
containers pre-lined with cling wrap. The setting time will
depend on the weather and the size of your containers, so
try one well before class. If the plaster is too dry it will
be hard to scrape away. It is best if it is in a round edged
brick. Shape with blunt knives, spoons etc. Allow one per
child.
• Cakes of cheap soap. 1 per child - use plastic knives to
shape.
• Cheap wax candles. Use ends of candles or old crayons
or bulk wax and melt down. Then pour into milk cartons
to make blocks at least approx 2-3 inches high. Remove
when set – allow 1 per child. Children use a variety of
materials appropriate to their ‘stone,’ eg. blunt knives,
Safety scissors, spoons, paddlepop sticks, etc. to scratch
and scrape at their blocks. Don’t worry if the children
destroy their blocks. The fun is in the doing rather than in
the final product.
2. Box Collage. Make a temple of cardboard boxes.
3. Painting. Pictures of cherubim, palm trees and open flowers
with gold coloured paint.
4. Block Play. Allow free block play, except that the blocks
should be initially piled in one part of the room and the
children must choose their blocks from there before carrying
them a few at a time to the temple building site. You could use
any type of blocks, small cardboard boxes, and sticky tape.
Include sharing
elements in your
lessons to encourage
students to develop
awareness for others.
Lesson 59
Activity - Printing Activity
Materials
• Various rectangular objects eg. blocks, matchbox or small boxes.
• Photocopy of temple from Activity Sheet – 1 per child.
• Printing pads – place a kitchen sponge on top of an ice cream carton lid. Soak the sponge with paint. Make up 2 or
3 with different coloured paint.
• Plastic sheet to protect tables.
• Clean up materials.
Steps
• Encourage the children to fill in the temple carefully by pressing their rectangular block onto the sponge soaked
with paint and then fitting the printed shapes in next to each other. Stress how long it took to build the temple and
how carefully it was made.
• Have some extra sheets of blank paper available. The children may wish to make another picture with the printing
blocks
Lesson 59
Page 41
Solomon’s temple
Activity – Printing Activity
Page 42
Lesson 59
Lesson 59
Page 43
Israel divided,
Rehoboam and Jeroboam
I Kings 12 - 14
Focus
Teaching Suggestion
For the children to know that because of the
disobedience of these kings there was no
longer peace in Israel.
Use two pieces of string to make a pathway approximately ½ metre
wide for the children to walk between. Make the pathway straight
or curved or even zig-zagged. As each child takes a turn along the
pathway, help them to say the memory verse.
Memory Verse
Extra Ideas
“Teach me Your way.” (Psalm 27:11).
Lesson Introduction
1. Talk to the children about arguments,
disagreements, disobedience and how
we trust others rather than God, and then
move into the story to show how these
attitudes can divide. Israel did what
they wanted to do. Discuss things other
children do at kindy or preschool that we
know we should not do. Explain that we
should listen to our parents and those who
care for us. This is how God teaches us.
2. Draw a thick outline of a coat on a piece
of paper and ask the children to help tear
it into 12 pieces at the appropriate part
of the story. A map of Israel can be torn
in the same way. Use a scarf as a prop
to put around your head as you tell about
Jeroboam’s wife disguising herself.
Story Summary
1. Solomon turned to idols in later life, and
as a result the kingdom was divided.
2. Various events led to this division.
3. Upon Solomon’s death Rehoboam
(Solomon’s son) became king.
4. Because of his harsh treatment of Israel,
they deserted him, except for the tribes of
Judah and Benjamin.
5. The rest of Israel made Jeroboam their
king.
6. Jeroboam encouraged idol worship and
took no heed to God’s warning so God
promised that Israel would be scattered
and Jeroboam’s house cut off.
7. Rehoboam and his people also turned
away from God’s ways and there was
constant warring between the two kings.
8. The treasures from the temple were taken
away by the king of Egypt.
Page 44
1. Disguises. Have scarves for girls and photocopies of the Extra
Ideas Activity Sheet for the boys. Boys colour their disguises.
Help them cut them out. Help girls arrange their scarves. Also
include, sun glasses, hats, cloaks, wigs, gloves and a mirror.
Children pretend to be Jeroboam’s wife.
2. Jigsaw. Photocopy the map and allow the children to colour it
in before cutting it into 2 or 3 pieces. Encourage the children
to reassemble the jigsaw – some may need a little help. Talk
about how Israel broke up and why, as you do this activity.
3. Treasure Hunt. Hide sad faces drawn on paper circles and
scatter them in hiding places around the room. Reinforce the
reasons for the break up of Israel.
4. Break up. Children all hold the edge of a piece of newspaper
with a rough map of Israel drawn on it with a very thick pen.
At a signal from the teacher, everyone pulls at the paper till it
tears and then they run as quickly as they can to either hiding
places or chairs spread around the edge of the room. Make
sure there is a seat for each child. You may need to play this
game several times, so take some extra pieces of newspaper.
5. Playdough. Encourage the children to roll out the playdough
seeing how thin it can be before it breaks. Make playdough
snakes and pull them as thinly as possible till they break.
6. Morning Tea. Make large cookies and see how many pieces
they can be divided into. Water or juice can also be divided
(shared) up.
Teaching pre-school is
resource intensive. Make a
list of things you need for the
term and begin to gather and
stockpile these ahead of time.
Lesson 60
Activity - Chain of People Scattered
Materials
•
•
•
•
Photocopies of chains of people and maps of Israel.
Safety scissors.
Glue.
Colouring pencils.
Steps
At Home
• Cut around the people chains. Each child will need 12 people
In Class
• Children colour and decorate the chain of people which represent the people of Israel.
• Then they tear or cut apart the people and glue them anywhere they like on to the map of Israel, to represent Israel
divided.
Lesson 60
Page 45
Israel divided, Rehoboam and Jeroboam
Activity – Chain of People Scattered
Page 46
Lesson 60
Activity – Chain of People Scattered
Lesson 60
Page 47
Page 48
Lesson 60
Lesson 60
Page 49
Elijah and the widow
I Kings 17
Focus
Teaching Suggestion
For the children to understand that they can
trust God’s word just as the woman trusted
God’s word.
Memory Verse
Place the children into pairs. Have each pair of children hold hands
and in turn walk across the room. As they walk, one child can say
the verse until they reach the other side of the room. On the way
back the second child can say the verse. Allow all the pairs to have
a turn.
“Trust in the Lord.” (Psalm 37:3).
Extra Ideas
Lesson Introduction
1. Before class, find some pictures of
drought. To introduce the story, in class,
make a chart using the pictures, which the
children stick on one at a time. Encourage
the children to talk about the chart and the
consequences of drought – no water, no
food, no money, etc. Then lead into the
story. Impress on the children the point
that God provides for all our needs.
2. Use dolls or puppets or maybe a sand tray
with figures, to tell the story. Have a tiny
jar of oil and of flour to hand around the
group.
Story Summary
1. Elijah told Ahab that it would not rain
until Elijah said so.
2. God told Elijah to hide by the brook of
Cherith. God provided food and water
until the brook dried up.
3. God sent Elijah to Zaraphath where he
found a widow. Elijah asked her for bread
and water.
4. The widow only had enough flour and oil
for one meal but Elijah told her not to be
afraid for God would provide for her and
her son until it rained again.
5. The woman was obedient and her oil and
flour did not run out.
6. Later, the boy became sick and died. The
widow took him to Elijah who prayed and
lay over the child three times and the boy
lived.
7. The widow then knew that Elijah was a
prophet sent by God.
Page 50
1. Feeding Elijah. Before class, photocopy the Extra Ideas
Activity Sheet and one raven per child and paste onto
cardboard. When dry, use a stanley knife and cut along the
dotted line. In class, the children glue a tab (paddlepop stick
or straw) to the back of the raven. While drying, the children
colour in the picture of Elijah. Slip the tab of the raven through
the slit in the picture so that the raven can be removed from the
side of the picture over to Elijah to bring the food.
2. Pikelets and Scones. You will need 1 packet of pikelet or
scone mix, fry pan (or oven and baking tray for scones),
spatula, extra flour for scones, and butter to spread. Allow the
children to help as much as possible and in a safe way. Share
these for morning tea. Ask an adult to assist with cooking
supervision.
3. Playdough Fun. Have free play with uncoloured playdough.
Add cooking utensils, cups, pots, and a large cardboard box
made into a pretend stove. The children can pretend to cook as
the widow did for Elijah.
4. Collage. You will need a large sheet of plain paper, Aquadhere,
strips of blue paper for the brook, small stones, twigs or red
cellophane for the fire, small dry bits of bush, simple cut outs
of people to represent Elijah, the widow and her son, a piece of
material to cover the son, tiny bits of biscuit, and something to
represent meat.
5. Sand Tray. Use the materials in the above activity plus a foil
pie tray per child and some sand and encourage the children to
create the story as they assemble the bits and pieces.
Some adults may
feel uncomfortable
teaching Sonseekers
but would be happy
to help prepare
resources or to help
with activities.
Lesson 61
Activity - Free Cooking Play
Materials
• Cover ups, bowls and spoons of various sizes, saucepans, cake tins, measuring cups, and various scraping, stirring,
and mixing implements.
• Flour, oil, and coloured water.
• Optional ingredients include rolled oats, rice bubbles, cornflakes, sugar, coconut.
Steps
• This activity is best done outdoors.
• Encourage the children to mix small amounts only, at least to begin with.
• Allow the children to freely mix the ingredients and to pretend to cook for Elijah.
Lesson 61
Page 51
Page 52
Lesson 61
Lesson 61
Page 53
Elijah on
Mount Carmel
I Kings 18
Focus
Teaching Suggestion
For the children to understand that just as
Elijah trusted God as the one and only Lord
God, they can too.
Have a game of skittles made from milk cartons or plastic bottles,
plus a ball. Each child can have a turn at knocking over the skittles
using the ball from a short distance away. Each time the skittles are
all knocked over say the memory verse together.
Memory Verse
Extra Ideas
“The Lord … is God!” (I Kings 18:39).
Lesson Introduction
1. Using a match, light a candle and talk
about fire and flames and what is needed
to make fire.
2. Choose either indoors or outdoors to tell
the story. For indoors, use a large baking
tray, small cups, cellophane for fire, and
playdough (as the water will not disturb
its shape) to create the offering scene. If
outdoors, you can create the scene using
the ground and small buckets for water,
etc.
3. Tell the story and pretend to be Elijah.
Call on the children to assist with the
pouring of the water.
Story Summary
1. There was a famine in Samaria.
2. Elijah went to meet Ahab and told him
he had turned Israel away from God to
worship idols.
3. When Israel gathered on Mount Carmel,
Elijah set a challenge for the people to see
if Baal or the Lord was God.
4. Elijah and the people of Israel both built
altars. The people tried all day, calling on
Baal, but there was no answer.
5. Elijah had much water poured over the
altar and offering to God. He called to
God.
6. Fire fell and consumed the offering.
7. Later, Elijah told a servant to go and look
for coming rain clouds. He did this seven
times.
8. Finally, the rain came. Ahab rode away,
but Elijah, with the Lord’s help, ran
ahead.
Page 54
1. Cutting Practice. Photocopy the Extra Ideas Activity Sheet
for each child. Give the children lengths of red paper approx. 8
cm wide with a line drawn lengthwise approx. 2 cm from one
long side. The children cut from the other side to the line in a
fringing manner. This can then be used as the fire around the
altar on the sheet. Attach using glue, after the children have
coloured the picture.
2. Water Play. Have some water play in a large baby bath or
similar and use lots of pouring containers.
3. Races. Different types of races like forwards, backwards,
sideways, chariots. Try races where one child must come first,
so that the other child or children must be slower – give them
all a turn at this.
4. Water Experiments. If there is a tap available, try various
experiments, eg. have the children fill cups of water and
see how many cups it takes to fill small, medium and large
buckets, see how long it takes to fill each, etc.
5. Bubble Print Clouds. Use small tubs like margarine
containers and blue water paint. Children blow through straws
till the bubbles rise over the container. Gently place some
white paper over the bubbles to make the cloud prints. Have
the children practice blowing (not sucking) through the straws
first.
6. Hidden Picture. Using a white crayon or white chalk draw
some simple clouds and dots for raindrops. Children gently
paint over the whole sheet with blue water paint. The clouds
and rain will appear.
7. Morning Tea. Make or buy some white marshmallows or
meringues. These will look like the clouds.
Encourage parental support
and participation. Use informal
opportunities to discuss their
child’s progress. If you have any
concerns with a child, discuss
them with the Sonseekers
co-ordinator first.
Lesson 62
Activity - Make an Altar
Materials
•
•
•
•
•
•
•
1 foil pie plate per child.
Playdough.
Large gravel stones (12 per child).
Paper.
Red, orange and yellow colouring pencils.
Stapler.
Safety scissors.
Steps
At Home
• Cut the paper into strips with one long edge straight and the other jagged as if like flames. Make sure you have
enough for each child to go around the outer edge of the pie plate.
• Make a sample activity for the children to see the finished article.
In Class
• Place some playdough on the pie plate and let the children flatten it out.
• Help the children count out the stones and let them press these into the centre of the playdough.
• Give the children another smaller piece of playdough for them to create an offering (this can be any shape they
like). It can then be placed on top of the stones.
• The children colour the strips of paper to look as if they are flames. Staple these around the outer edge of the plate
with the jagged edge up.
Lesson 62
Page 55
Elijah on Mount Carmel
Page 56
Lesson 62
Lesson 62
Page 57
Good
King Jehoshaphat
II Chronicles 18 - 20
Focus
Teaching Suggestion
For the children to understand that they do not
need to fear, but to trust God.
Play ‘pass the parcel.’ Place some suitable morning tea (eg. dried
fruit) in a plastic bag. Wrap in layers of paper. Play a cassette
of choruses. When the music stops, the child holding the parcel
unwraps the top layer and the children, with the teacher’s help, say
the memory verse. When the last layer is removed, say the memory
verse again before sharing out the contents.
Memory Verse
“The Lord is with you.” (II Chronicles
20:17).
Extra Ideas
Lesson Introduction
1. Talk about prayers being answered, eg.
praying for healing and being healed.
Discuss people within the fellowship who
have experienced miraculous occurrences
and relate this to their faith in God.
2. Mention that a man called Jehoshaphat
had a victory in battle because he trusted
God, then lead into the story.
3. Use a doll or puppet for Jehoshaphat
and include the children in the story as
much as possible especially in the songs
of praise before the battle and in the
procession home.
Story Summary
1. King Jehoshaphat feared the Lord and
taught the people to fear the Lord also.
2. Some armies came to battle against
Jehoshaphat, so he and his people sought
the Lord in the matter.
3. Jahaziel told them not to be afraid for the
battle was God’s not theirs.
4. Jehoshaphat and the people thanked and
worshipped God.
5. They rose early and the singers led the
army out to battle.
6. The Lord set ambushes for the enemy and
they fought each other so they were all
defeated.
7. Jehoshaphat and his people returned to
Jerusalem in a procession and there was
peace in the land.
Page 58
1. Children’s Chorus Book. Choose words of 3 or 4 choruses
that are the children’s favourites and copy them onto separate
sheets. The children illustrate them with their own drawings.
Make these into a book.
2. Procession. Have some dress up clothes such as small sheets
for cloaks, the trumpets from the Activity, scarves, pasta
jewellery (see below) and other instruments. March around the
room singing choruses of God’s victory.
3. Songs
‘Come as Captain of the Host’
‘God’s Got an Army’
‘Harps of War’
or similar songs known to you and the children.
4. Pasta Jewellery. For bracelets, use strips of cardboard.
Blu-tack or use quick drying glue for the pasta. Spray with
gold paint, making sure the room is well ventilated. (Use a
large box in which to do the spraying or spray on sheets of
newspaper outside.)
5. Necklaces. String together cut straws and pieces of gold and
silver cardboard cut into diamond shapes with a hole punched
in the centre. On a piece of paper, draw (using pencils or felt
pens) a short representational sequence for the children to
follow, eg. 1 blue straw, 1 yellow straw, 1 gold diamond shape.
Encourage the children to complete this to the end of their
string.
6. Statues. The teacher can be the enemy and the children can try
to sneak up on you before you turn around. When you do turn
around they must stand very still until you turn away again.
Pre-schoolers enjoy
drama and physical
activity. Involve them in
story telling rather than
telling them the story.
Lesson 63
Activity - Trumpets and Processions
Materials
•
•
•
•
•
•
•
•
1 trumpet template per child, photocopied to 200% of the size on the Activity Sheet.
1 banner per child.
Glue.
Crepe paper or cellophane paper of a few colours.
Stickers
Felt pens.
Safety scissors.
Stapler.
Steps
Before Class
• Cut out the trumpets and banners.
• Cut strips of crepe or cellophane approx. 2 or 3 cm wide and 30 cm long.
• Completely assemble one trumpet for the children to see
In Class
• The children decorate their trumpet with pens and stickers.
• Give the children Safety scissors and demonstrate on each of the children’s banners how to cut to fringe the edge.
• Staple the banner and the paper strips onto the flat trumpet. Roll it into the trumpet shape and then staple it together.
• Use Extra Ideas Activities Nos. 2, 3, 4, and 5 for procession ideas
Do not fear;
the Lord is
with you.
Lesson 63
Page 59
Good King Jehoshaphat
Trumpets and Processions
Trumpet Template
Page 60
Lesson 63
Trumpets and Processions
Lesson 63
Page 61
Elisha and
the double portion
II Kings 2
Focus
Teaching Suggestion
For the children to understand that God
blesses His people.
“Walk in all His ways.” (I Kings 8:58).
On five pieces of ½ A4 cardboard write one word of the verse on
each piece. Attach to the floor (use Blu-tack on vinyl or masking
tape on carpet). Arrange the verse so that it is easy to put one foot
on one word and then move to the next word. Children play follow
the leader and one at a time walk, placing one foot at a time on each
word, and say the verse as they do so.
Lesson Introduction
Extra Ideas
Memory Verse
1. Talk about friends and how it is fun to do
everything together, eat together, go to
places together, and do the same things
together. Introduce the story as being
about two friends.
2. Tell the story using the finger puppets
on the Teaching Aid Sheet. (Enlarge the
finger holes as they are child size.) As
you tell the story and another town is
mentioned, move to another part of the
room. (It need only be a few feet away.)
Story Summary
1. Dividing the Jordan. Using a cereal box, for each child, cut
out one large side and lay it on its other large side. Add A4 size
pieces of blue paper or light weight cardboard which come
from the two top edges of the box and curve down to almost
the middle of the box. Attach these with sticky tape. These are
the waters of the Jordan. Then add a strip of yellow or brown
paper (the river bed) along the middle of the box covering the
edges of the blue paper. Add the figures of Elijah and Elisha
from the Teaching Aid Sheet to the river bed.
2. Finger Puppets. Photocopy the Teaching Aid Sheet and paste
onto cardboard. Have one pair of figures for each child. Cut
around the figures and cut out the finger holes. The children
can colour in Elijah and Elisha. Help the children place the
index and middle fingers through the holes. Now they can
retell the story, walking from one town to the next.
3. Story Retelling. Retell the story with the teacher being Elijah
and the children being Elisha. Focus mainly on the repetitive
words and the journeying.
4. Circle Paintings. Give the children large pieces of paper cut
into circles, or photocopy the Activity Sheet for each child.
Using blue paint, encourage them to paint the whirlwind that
took Elijah into heaven. Add whisps of cotton wool to the
picture for clouds.
5. Finger Painting. Using blue finger paint, encourage the
children to make swirls like the whirlwind. Take prints by
placing a sheet of paper over a finished painting. Have lots of
paper, as the children will want to do numerous whirlwinds.
6. Morning Tea. Share around very small helpings of something
really delicious like chocolate slice or chocolate crackles.
When the children are finished share it around again stressing
that this is a second helping or double portion.
1. Elijah told Elisha to stay at Gilgal, but he
would not and followed Elijah to Bethel,
saying, “I will not leave you.”
2. The same happened when Elijah went on
to Jericho and then onto Jordan.
3. At the Jordan River, Elijah struck the
water with his cloak and the water parted
so much that they were able to walk
across the dry river bed.
4. When they were on the other side of the
Jordan River Elijah asked what he could
do for Elisha before he was taken way by
God.
5. Elisha asked for a double portion of his
spirit.
6. Elijah said it would be so if Elisha saw
Elijah being taken away.
7. Elisha saw Elijah being taken up by a
whirlwind into heaven.
.
Take
time to review
and celebrate each
end of term in a
special way. eg. a
small picnic
Page 62
Lesson 64
Activity - Make a Whirlwind
Materials
•
•
•
•
•
1 Activity Sheet per child.
Material.
Safety scissors.
Thin blue paint and brushes, or crayons.
Glue.
Steps
Before Class
• Cut out Elijah and the fiery chariot on each Activity Sheet.
• Cut out a cloak or mantle for each child from the material.
In Class
• The children paint or colour the whirlwind.
• Help the children add the figure of Elijah and the chariot to the whirlwind using glue.
• The children can then add the mantle or cloak to the finished picture
Place mantle here.
Lesson 64
Page 63
Elisha and the double portion
Activity – Make a Whirlwind
Place mantle here.
Page 64
Lesson 64
Elisha and the double portion
Teaching Aid Sheet
Lesson 64
Page 65
Sonseekers Curriculum
Unit One
Unit Two
Unit Three
Unit Four
1.
2.
3.
4.
5.
6.
7.
17.
18.
19.
20.
33.
34.
35.
36.
37.
38.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Creation 1
Creation 2
Adam and Eve
The fall
Cain and Abel
Noah builds an ark
The flood, Noah and his
sons
The tower of Babel
Abram called, Abram
and Lot
The covenant with
Abraham
Ishmael and Isaac
Sodom and Gomorrah
The sacrifice of Isaac
Rebekah, Isaac’s bride
Jacob and Esau
Jacob’s ladder, Leah and
Rachel
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
Jacob becomes Israel
Joseph, the favourite son
Joseph goes to Egypt
Joseph interprets the
dreams
Joseph’s brothers
Israel in Egypt
Israelite slaves, Moses
born
Moses flees and returns
to Egypt
“Let My people go”
The first passover, Israel
delivered
Crossing the Red Sea
Manna, water from the
rock
Sinai and the ten
commandments
Moses and the tabernacle
The golden calf
Twelve spies, 40 years of
wandering
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
Aaron’s rod
Moses hits the rock
The bronze serpent
Balaam and his ass
Joshua and Rahab
Crossing the Jordan,
Jericho
The sin of Achan
The sun stands still
Gideon’s fleece
Gideon and his army
Samson
Samson and Delilah
Ruth, Naomi and Boaz
Hannah
Samuel hears God speak
Eli, Hophni and Phinehas
61.
62.
63.
64.
Saul chosen
Saul and the Amalekites
David chosen
David and Goliath
David and Jonathan
David and Saul
David crowned
David and the ark
Absalom
Solomon’s temple
Israel divided, Rehoboam
and Jeroboam
Elijah on Mount Carmel
Elisha and the double
portion
Unit Five
Unit Six
Unit Seven
Unit Eight
65. The widow’s oil, a boy
raised
66. Naaman
67. Famine in Samaria
68. Jonah
69. The captivity of Israel
(the northern kingdom)
70. Hezekiah and
Sennacherib
71. Isaiah
72. Josiah
73. Jeremiah
74. The captivity of Judah
(the southern kingdom)
75. Daniel interprets the
king’s dream
76. The fiery furnace
77. The writing on the wall
78. Daniel in the lions’ den
79. Esther
80. Restoration
81. Zacharias, Elizabeth,
Mary and John
82. The birth of Jesus
83. Jesus in the temple
84. John the Baptist
85. Jesus baptised and
tempted
86. The call of the disciples
87. Water turned to wine
88. The temple cleansed,
Nicodemus
89. The woman at the well
90. Healing of the paralysed
man
91. The house built on the
rock
92. Jesus stills the storm
93. The feeding of the 5000
94. The centurion’s servant
95. Forgiveness in Simon’s
house
96. The sower and the seed
97. Jairus’ daughter, a
woman touches Jesus
98. Jesus walks on the water
99. Miracles of healing
100.The transfiguration
101.A boy is healed
102.The unmerciful servant
103.A man born blind
104.The good Samaritan
105.Prayer
106.The raising of Lazarus
107.The lost sheep, coin and
son
108.Attitudes of a servant
109.The marriage of the
king’s son
110.The ten lepers
111.The ten virgins
112.The talents
113.Palm Sunday
114.The last supper and
Gethsemane
115.The crucifixion
116.The resurrection
117.Peter restored
118.The risen Christ and His
ascension
119.The day of Pentecost
120.Peter and John
121.Peter and the Gentiles
122.Stephen
123.Philip
124.Paul’s conversion
125.Paul’s first missionary
journey
126.Paul’s second and third
missionary journeys
127.Paul’s capture and
imprisonment
128.Paul’s final journey
Curriculum
Page 68

UNIT 4 - Sonseekers

Transcription

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