AGES 4-5 - Sonseekers

Transcription

TEACHER
RESOURCE
LEVEL ONE
UNIT 3
From Aaron‛s Rod to Eli
an d
Do n
h is
m
a
ke
a
l
y
Ba
u
a
.
m
o
.c
AGES 4-5
god’s people
enter
a new
land
Name:
I
RUTH, NAOM
AND BOAZ
RY
A LOVE STO
See more at www.sonseekers.com.au
Teacher Resource - Unit 3 Level One
Teacher Resource
Contents
Teaching Sonseekers........... 1
A teacher’s guide................. 2
Publisher’s note................... 3
Teaching Sonseekers …
Unit 3 (Lessons 33-48):
33. Aaron’s rod........................ 4
34. Moses hits the rock.......... 10
35. The bronze serpent.......... 14
36. Balaam and his ass......... 18
37. Joshua and Rahab........... 22
38. Crossing the Jordan,
Jericho............................. 26
39. The sin of Achan.............. 30
40. The sun stands still.......... 34
41. Gideon’s fleece................ 38
42. Gideon and his army....... 42
43. Samson............................ 46
44. Samson and Delilah........ 48
45. Ruth, Naomi and Boaz.... 52
46. Hannah............................ 56
47. Samuel hears God speak.60
48. Eli, Hophni and Phinehas.64
Unit 3 Awards........................ 68
Curriculum Outline.......... 72
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
The Sonseekers Team
©All rights reserved
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
Aaron’s Rod
Numbers 16 & 17
Focus
Teaching Suggestion
Be content.
Explain that “content” means happy and satisfied with what you
have. Play “Simon Says” using facial expressions for angry,
happy, sad and content. Have the children repeat the memory verse
whenever you use it in the game.
Memory Verse
“Be content.” (Luke 3:14).
Extra Ideas
Lesson Introduction
1. Tell the story using a felt-board as a
visual aid, using five male figures for the
main characters.
2. Involve the children in the story by
enlisting their help for lots of counting
activities, eg. counting the 12 leaders of
the tribes and counting their 12 rods.
3. At the appropriate part of the story,
actually lay out 12 dead sticks (as the
leaders’ rods). Ask the children to close
their eyes, or turn around and exchange
one of the sticks for one of a similar size
with leaves, buds or flowers. Ask the
children to spot the difference.
Story Summary
1. Korah, Dathan and Abiram rebelled
against Moses and Aaron.
2. They were not happy with it being so hard
to get to the promised land and believed
they were equal to Moses and Aaron.
3. Moses cried to the Lord. God was angry
and caused Korah, Dathan and Abiram
and their families to be affected by the
plague.
4. Each of the 12 tribes was asked to bring
their rod to the tabernacle.
5. Aaron’s rod was the only one that budded
- this was a sign that Moses and Aaron
were to lead the people.
Page 4
1. Sand Play. Use a sand tray or sandpit if one is available.
Make small stick puppets using the figures from the Extra
Ideas Activity Sheet. Back these with cardboard and a straw or
paddlepop stick to represent Moses, Aaron, Korah, Dathan and
Abiram. Make tents from sticks and tissues. Actually bury the
puppets in the sand when the earth opens up.
2. Collage/Carpentry. Use thick firm cardboard or lengths of
softwood as a base for Aaron’s rod (1 per child). Use masking
tape, sticky tape, strong tacky craft glue, or hammer and
small nails to attach any of the following: real leaves, cut out
paper leaves, patty cake papers for flowers, pieces of paper or
cardboard for flowers, real flowers, real nuts. (Ensure that noone eats the nuts after handling and gluing.)
3. Magic Painting (Crayon Resist). Photocopy the Extra Ideas
Activity Sheet – 1 per child. At home draw in leaves and
fruit on only one rod per page using a candle or white crayon.
Children paint lightly over the page using a watery, but deeply
coloured paint to reveal which rod was Aaron’s.
4. Games. “Follow the Leader” and “Everybody Do This” giving
each child a turn to be the leader or the one to copy.
5. Morning Tea. Iced biscuits. Children ice milk arrowroot
biscuits then top with a musk or liquorice stick or choc mint
stick to represent Aaron’s rod. Make it bud by adding mint
leaves and almonds or lollies which look like flowers, leaves
and nuts.
Preparation is the key to pre-school. It
is essential to establish a consistent
lesson routine for this age. Take time
to develop when they come to class,
when they sit down and how they
answer questions. Attention triggers,
such as a small ball and hands on
heads are helpful to get the students
to stop what they are doing and to
listen.
Lesson 33
Activity - Budding Rod
Materials
•
•
•
•
•
•
•
•
One picture of leaves per child.
One satay stick (remove points), wooden ruler or chopstick per child.
Light cardboard or cardboard cylinders from alfoil, paper towel rolls etc. - approx 300 mm long. One per child.
Masking tape.
Small squares of cellophane (100 x 100 mm) in clear or coloured yellow, red or orange.
Twist-ties (optional).
Blanched almonds (or small balls of marzipan).
Crayons/colouring pencils.
Steps
At Home
• If not using cardboard rolls, pre-cut cardboard into 300 x 130 mm rectangles. Roll the rectangles into cylinders.
Tape edges securely, overlapping edges by 10mm.
• Cut out the leaves.
• It is a good idea to make a demonstration model at home, so the children can be shown what the finished activity
will look like and to make sure that your tape is strong enough.
In Class
• Children colour in the leaves.
• Give each child a square of cellophane. Show them how to put one or two nuts in the centre of the paper and twist
the cellophane to wrap around the buds. Help the children use tape or a twist-tie to secure the cellophane around
the almonds.
• Help the children tape the nuts over the drawn nuts and to tape them both to the top of the satay stick. Add other
leaves just below.
• Gently push sticks, with leaves and ‘buds’ down into the cylinder.
• When the stick is pushed up from the bottom, Aaron’s rod ‘buds’.
Lesson 33
Page 5
Aaron’s rod
Activity – Budding Rod
Page 6
Lesson 33
Aaron’s rod
Extra Ideas Activity Sheet – Magic Painting
Lesson 33
Page 7
Aaron’s rod
Extra Ideas Activity Sheet – Sand Play
Page 8
Lesson 33
This page is intentionally blank
Lesson 33
Page 9
Moses hits the rock
Numbers 20:2-13
Focus
Teaching Suggestion
Anger can cause us to disobey God.
Memory Verse
Stand up and pretend to be elephants with arms as trunks, saying
the words as you walk around slowly. For a variation, have each
child take a turn at being the leading elephant as you say the verse.
“Slow to anger.” (Proverbs 15:18).
Extra Ideas
Lesson Introduction
1. To tell the story, first draw a simple
background (sky, cloud, ground, a
few rocks and tufts of grass) on the
blackboard or on a large sheet of
cardboard.
2. Use cut-out cardboard figures for the
main characters and attach them to the
background using Blu-tack.
3. Add the rock and blue lines for water at
the appropriate point in the story.
4. Allowing the children to help place and
move the figures on the background and
to colour in the rock and add more lines
of blue water, will keep their interest.
Story Summary
1. The Israelites complained, this time
because there wasn’t any water.
2. Moses and Aaron asked the Lord about it.
3. Moses was told to go to a certain rock and
speak to it and out would flow water.
4. Instead of speaking to the rock Moses hit
it twice with his rod.
5. Because Moses got annoyed and
disobeyed God, Moses was not allowed to
take the people into the promised land.
Page 10
1. Slow Motion. This activity can be related to the memory
verse. The children take turns to do simple physical activity,
which the class copy, first at normal speed and then in slow
motion. Try clapping, hopping, jumping, running, walking etc.
2. Paper Bag Piñata. Fill a paper bag with newspaper, tie with
string and paint with wallpaper paste. When dry, remove
newspaper and fill with children’s morning tea - eg. wrapped
biscuits, dried fruit in a plastic bag, sweets, popcorn in a bag,
etc. Place piñata on the ground as the rock, each child has a
turn at closing their eyes or being blindfolded and hitting the
‘rock’ twice like Moses. After each child has had a turn and
the bag is broken, enjoy the morning tea within.
3. Morning Tea.
• Chocolate, patty cakes can be spread with blue icing or cut
‘butterfly style’ with blue cream in the top.
• Rock cakes made at home.
• Plain sweet biscuits that the children can decorate with
icing - chocolate icing over the biscuit and blue icing in an
icing tube for the children to squeeze a line of water over the
chocolate coated ‘rock’.
Continue reinforcing routines and
manners from last week. Write out a
list with simple pictures with such
things as hands up and sit in a circle.
Children enjoy practising routines in a
game format. eg ‘Let’s see how
quickly you can sit in a circle with one
hand on your head and one hand on
your nose.’
Lesson 34
Activity - Bubble Blowing
Materials
•
•
•
•
•
•
•
•
•
•
•
•
Photocopies of Figure 2 from the Activity Sheet - 1 per child.
Firm brown cardboard.
Sticky tape, masking tape or glue.
Straws.
Dishwashing liquid (approx ¼ - ½ cup per child).
Dark blue powder paint, edicol or food dye.
Large empty yoghurt or margarine containers - one per child.
Plain white paper.
Scissors.
Drop cloths, aprons/painting cover-ups and clean-up cloths.
Ping-pong balls or balloons.
Quick drying glue.
Steps
At Home
• Cut 1 rock per child from firm cardboard using Figure 1 as a template.
• Cut out Figure 2 - 1 per child.
• Prepare the back of the ‘rock’ (Figure 1) to hold the tab of the ‘bubbles’ (Figure 2) so that the water will pop up in
the right place as per diagrams.
• If using powder paint, mix with a small amount of water.
Then add mixed powder paint, edicol or food dye to the
washing up liquid until the colour is intense.
In Class
• Prepare the area and the children for painting.
• Give each child a straw. Practise blowing through the straws
by blowing ping-pong balls or balloons. Stress that the
children must blow not suck.
• Put 1.5 – 2 cm in each container. Show the children how
to use the straw to blow bubbles in the paint mixture until
bubbles slightly overflow container.
• Lay paper gently on top of the bubbles so as not to burst
them - this is a bubble print. Allow these to dry for a few
minutes.
• Cut a circle (using Figure 2 as a template) for each child
from their bubble print. Glue to pre-cut Figure 2 cardboard
using quick-drying glue.
• Help the children place their Figure 2 bubbles into the slots
on the back of Figure 1, so that the bubbles can be pushed up
and down - as if water is coming from the rock.
• Alternative quicker version - make the bubble painting print
and when dry cut it to a ‘flowing shape’. Glue the print to a
circle of dark cardboard that represents the rock.
Strip of paper 17cm long
taped 14cm apart
Strip of paper
taped 8cm apart
Back of
Figure 2
Push tab up and
down
Lesson 34
Page 11
Moses hits the rock
Activity – Bubble Blowing
Figure 1
Page 12
Lesson 34
Moses hits the rock
Activity – Bubble Blowing
Figure 2
Lesson 34
Page 13
The
bronze
serpent
Numbers 21:4-9;
John 3:14-15
Focus
Teaching Suggestion
Be thankful.
Hold hands in line, teacher as leader to start the game. Weave in
and out of chairs or other furniture as you say the memory verse
together, or using a rope for the children to hold, weave in and out
of the furniture. The children may take turns at being the leader.
Memory Verse
“God shall supply … your need.”
(Philippians 4:19).
Extra Ideas
Lesson Introduction
1. Use a felt-board as a visual aid. Actual
examples of God’s healthful provision
(bread, water, perhaps fruit) could be
used, and to illustrate the Israelites
discontent, show some junk food we
crave, (eg chocolate, chips etc.)
2. Pause in the story to introduce ‘snakes’
perhaps showing a plastic snake. Ask the
children: (a) What do they know about
snakes? (b) What do snakes eat? (c)
How do they move? The class could all
wriggle around the room like snakes, and
practise hissing. Children might act out
being bitten by a poisonous snake.
3. Return to the felt-board to finish the story.
4. Use either the plastic snake fixed on a
pole or a large picture of a snake on a
pole as a visual aid for the end of the
story.
Story Summary
1. Skipping Rope Snakes. Teacher wriggles a rope on the floor
for the children to jump over. If the children touch the rope,
they then have to go and look at the serpent on the stick before
being able to have more turns over the rope.
2. Threading a Snake. Have threaded bodkins ready. (You may
like to have a forked tongue of strong cloth or vinyl at the knot
at the end of the wool.) Thread such things as painted egg
cartons separated out, coloured patty papers, bottle tops, etc.
Make holes in these before use. Add extra wool so that it can
be pulled along.
3. Playdough Snakes. Roll out pieces of red and yellow
playdough to make snakes. (This can be quite a challenge for
pre-schoolers). Use toothpicks, forks, plastic knives, etc. to
make patterns on the snakes. (Provide paper plates to carry the
snakes home.)
4. Group Snake. Make a large snake using old socks or
stockings. Children help stuff these with newspaper and
then tie them together. Skin patterns, eyes, etc can be added
using thick felt pens. Tied to a broom, this could become the
‘serpent on a pole’.
5. Morning Tea. Try balancing jelly snakes on musk sticks or
firm liquorice. (Snake beans balanced on celery sticks would
be a healthy but less enticing alternative).
1. On the journey to the promised land
the children of Israel became very
discouraged and murmured against God
and Moses and against God’s provision
for them.
2. God sent His judgement among them
with fiery serpents and many of the
children of Israel died.
3. Those remaining repented of their sins
and asked Moses to pray for them.
4. God told Moses to make a bronze fiery
serpent and put it on a pole for their
healing.
Page 14
At this time of year,
distribute questions to
involve only one student at
a time. eg ‘ Mark, what do
you think?’
Lesson 35
Activity - Spaghetti Painting
Materials
•
•
•
•
•
•
•
Plain uncooked spaghetti.
Food colouring or edicol dyes - yellow or red to make ‘fiery serpents’.
Sheets of firm cardboard, approx A4 size (dark colours are best).
Strainer or colander.
Large trays or plastic containers.
Drop cloths, painting aprons/cover-ups and clean-up cloths.
Optional – one photocopy per child of the Activity Sheet figure on cardboard, sticky tape.
Steps
At Home
• Allowing a separate saucepan for each colour, add colouring to water, bring to the boil and cook spaghetti till it is
‘al dente’ (it will absorb the colouring). Cool.
• Drain off most of the water but retain enough to just cover the spaghetti. Place in sealable container to take to class.
(If your venue has a kitchen, step one could be done by a helper while the story is being told.)
• Optional - bend Tab A on Activity Sheet figure towards the back of each figure. Glue or tape the tab to the corner
of each piece of cardboard so that the Israelite stands up. An additional piece of tape from his mid-back to the
cardboard will help hold him in place.
In Class
• Prepare the area and the children for painting.
• Give each child a piece of cardboard.
• Drain the spaghetti, putting each colour of spaghetti in a separate tray where the children can reach it easily.
• Encourage the children to arrange the spaghetti; piece by piece, ‘snake by
snake’ (not handfuls) onto the cardboard to make fiery serpents. The starch
in the spaghetti makes it stick to the cardboard and no other glue is needed.
The ‘snakes’ can also be wound around the Israelites.
Fold
Tab A
Lesson 35
Page 15
The bronze serpent
Activity – Spaghetti Painting
Page 16
Lesson 35
Lesson 35
Page 17
Balaam and his ass
Focus
Teaching Suggestion
Let us listen carefully to God when He speaks
to us (eg. through Bible stories, our parents,
teachers etc.).
Memory Verse
“Hear the word of the Lord.” (Isaiah 1:10).
Lesson Introduction
1. Use simple puppets. Balaam’s ass could
be made as a sock puppet with felt ears,
glue-on eyes and a woolly mane. He can
be made to ‘talk’ by using your thumb in
the heel and fingers in the toe. Balaam
and King Balak’s men could be finger
puppets and the angel could be taken from
the Christmas tree decorations.
2. A sock stuffed with old rags and with a
dish mop partly poked through a small
hole in the heel of the sock makes a
different puppet. The dish mop mane is at
the top of the donkey’s head and the sock
ankle opening is tied around the handle of
the dish mop. Add ears and eyes.
3. Use a sand-tray landscape. Fill a large
baking tray or biscuit tin with damp sand
and use rocks and small plant cuttings to
simulate cliffs, trees and narrow paths.
A plastic donkey from a farm set could
be Balaam’s ass and the story characters
could be the farmer and his family dressed
in Bible costume, or stick puppets.
Say the memory verse a few times before starting the game.
Children sit in a circle, all children cover their eyes, a child is
chosen and, with the teacher, says the memory verse. The children
open their eyes and point to (or name) the child who said the verse.
Give each child a turn.
Extra Ideas
1. Pin Balaam on the Donkey. A large simple poster of a
donkey and a simple drawing or picture of Balaam with Blutack on the back.
2. Magic Painting. Before class, draw a narrow road with walls
or rocks on its sides on A4 paper. Photocopy 1 per child using
a white crayon or candle. Draw a simple angel standing on
the path. In class, children paint over the page using deeply
coloured, watery paint to reveal the angel.
3. “Simon Says.” Use the events of the story eg “wait for the
men,” “saddle your donkey,” “bray like a donkey,” “walk like a
donkey,” “be cross like Balaam,” “nurse a sore foot” etc.
Pre-schoolers respond well to routine.
Keep the lesson moving by having short
5 – 10 minute segments.
5 mins – revise memory verse revision.
10 mins – outline lesson
5 mins – explain activity and
demonstrate skills
15 mins – complete activity
Story Summary
1. The Israelites came into Moab and King
Balak was worried.
2. He sent his men to bring Balaam, the wise
man, to put a curse on the Israelites.
3. Balaam inquired of the Lord and finally
God allowed him to go if he waited for
the men to call for him the next day.
4. Balaam did not wait and left on his
donkey.
5. On the way to Moab, his donkey behaved
in an unusual way when an angel of
the Lord appeared. Balaam scolded the
donkey and God caused it to speak.
6. Balaam saw the angel and repented.
7. He went to the king, but blessed the
people instead of cursing them.
Page 18
Numbers 22 - 24
5 mins – clean up
5 mins – revise lesson
Lesson 36
Activity - Donkey Ears Headband
Materials
•
•
•
•
•
One set of donkey ears from the Activity Sheet photocopied onto cardboard for each child.
One strip of the same cardboard for each child, 3 cm wide and long enough to fit around the child’s head.
Crayons/colouring pencils/felt pens.
Staples.
Brown or grey wool cut into 4.5 cm lengths, clag or quick-drying craft glue (optional).
Steps
At Home
• Cut out the ears and strips of cardboard.
In Class
• Children colour the ears.
• Optional – the children glue pieces of wool around the outer edges and back of the ears. Avoid too much wool or
glue at the top of the ears - it will make them floppy.
• Teacher assists the children to staple the ears onto the headband, making sure the staple ends are on the outer edge
so as not to pull the child’s hair.
• Teacher staples headband to fit each child’s head.
Lesson 36
Page 19
Balaam and his ass
Activity – Donkey Ears Headband
Page 20
Lesson 36
Lesson 36
Page 21
Joshua and Rahab
Focus
Joshua 1 & 2
Teaching Suggestion
Each of us is important to God, but we have to
choose to be a part of God’s family.
Memory Verse
Use Extra Idea No. 2. Say the memory verse when all the children
rush inside the cubby. Do this as many times as you like.
Extra Ideas
“Choose… whom you will serve.”
(Joshua 24:15).
Lesson Introduction
1. Act out the story for the children using
dolls for Rahab, the spies, one or two
men from Jericho and perhaps Joshua
and Rahab’s family. Give the dolls simple
outfits made from a rectangular piece of
cloth, with a hole cut to go over the doll’s
head (see Diagram 1).
2. Use a large cardboard box as Rahab’s
house. Up-end the box. Before class, cut
out a window on two sides (see Diagram
2) so that you can sit at one side of the
box and reach through the window at the
side to hold Rahab at the open window
at the front of the box. Attach a piece of
cardboard to the front edge of the roof
(see Diagram 2) using sticky tape to make
a hinge so that the cardboard forms a flap
which can be raised or lowered. Glue
or draw grass stalks on the cardboard to
resemble stalks of grain. The flap can
then be used to hide the Israelite spies
while telling the story.
3. Use red wool or cord to actually lower the
spies from Rahab’s window.
4. The children could help hide the spies and
lower them with the red cord.
1. Go out doors to act out the part of the escaping spies - use any
playground equipment like a fireman’s pole or fort from which
to climb down.
2. Rahab’s House. Make a cubby, from furniture and sheets for
Rahab’s house. Act out how Rahab’s family were to be inside
the house if they were to be saved. Children pretend to be the
family busy with their chores. When Rahab (teacher) puts
out a red cord or piece of material on the pretend window, the
children must rush into the house and close the door. How
quickly can they get in? Can they all fit? Relate this to the
Focus. As an extension to this activity, some children may like
to be the spies.
3. Kim’s Game. Use up to 10 of the items used in the story
telling or activities, eg. Rahab doll, spy costume, rope, red
cord, whatever was used to hide the spies, etc. While the
children close their eyes, remove one item. Children then try
to guess which is missing and relate it to the story.
Story Summary
1. Joshua was the man chosen by God to
replace Moses.
2. God told Joshua that they were to take
Jericho.
3. The spies stayed at Rahab’s house.
4. The king of Jericho found out and looked
for the spies, but Rahab hid them in
the roof and Rahab sent the king’s men
looking elsewhere.
5. Rahab wanted to be saved when the spies
were to return and destroy Jericho, so
they told her exactly what to do to protect
herself and her family.
6. Rahab helped the spies escape.
Page 22
Organisation of resources is essential
in this year level. Determine what
each student is capable of doing and
plan ahead. This will ensure that each
child achieves a certain level of
success.
Lesson 37
Activity - Making Rahab’s House and Escaping Spies
(ie. a smaller version of the house used to tell the story during the lesson.)
Materials
•
•
•
•
•
•
•
•
A small box for each child (a shoe box or small grocery box is ideal).
Figure 1.
Red wool, safety scissors.
Colouring pencils/felt pens/crayons.
Extra pieces of cardboard to cover the roof of each box.
Sticky tape.
Blu-tack.
Long stalks of grass, thin stick, etc (optional).
Steps
At Home
• Pre-cut window in the front and side of the boxes (as in Diagram 2) large enough for the child’s hand to fit through.
Make a small 1 cm extended cut straight down from the bottom corners of the window on the front of each box.
• Photocopy Figure 1 onto white cardboard (or glue standard photocopies to cardboard) and cut out.
In Class
• The children colour in the spies and Rahab.
• Help the children sticky tape red wool to each spy (or tie the wool onto the
spy). Show the children how to slip the red wool into the slit at the window
edges and pull the spies up and down. (The slits will help keep the spies
from falling or moving out of place if the children lose hold of the string.)
• The children can then draw long straight strokes all over the extra pieces of
cardboard to represent stalks of grain (or they could sticky tape real grass
stalks or small sticks to the cardboard).
• Help the children sticky tape the edge of the cardboard as a hinged flap, to
either the front or back edge of the box. The spies can then be taken from
their windows and ‘hidden’ under the stalks of grain.
• Rahab can be attached with a small piece of Blu-tack either inside looking
out of her window, or moved anywhere else in the box.
• Children can now retell the story using their own boxes and puppets.
Lesson 37
Figure 1
Page 23
Joshua and Rahab
Activity – Making Rahab’s House and Escaping Spies
Figure 1
Figure 1
Figure 1
Page 24
Lesson 37
Lesson 37
Page 25
Crossing the
Jordan, Jericho
Joshua 3 - 6; I Kings 16:34
Focus
Teaching Suggestion
The battle is not ours but God’s when we
choose His way.
As you march around Jericho repeat the memory verse. Put it to
music if you like.
Memory Verse
Extra Ideas
“Yours … Lord, is … the victory.”
(I Chronicles 29:11).
1. Jericho’s Walls. Use cardboard boxes to build the walls
of Jericho. The walls can be marched around before being
knocked down, or the children can take turns knocking down
the walls. Remember, no shouting at first, only the trumpet
noise. Pretend to lie down and sleep each night till the 7th day.
2. Songs. Sing familiar choruses that have a marching beat as
you march around ‘Jericho’.
3. Playdough Crossing. On a paper plate base children draw in
a strip of river across the middle. Colour in the middle of that
strip yellow (sand). Press blue playdough onto the upstream
and downstream sections of the river. The surrounding area
of the plate could be coloured in or use green or yellow
playdough. For the Ark use a small matchbox painted or
covered with gold paper. Place the Ark in the middle of the
river. Use real pebbles (or yellow or brown playdough balls)
for the memorial beside the river. Pictures of people from
previous lessons could be reduced on a photocopier, glued to
cardboard and cut out, and then poked into the playdough to
tell the story.
4. God has a Plan. For this you will need approx. 6 pictures
photocopied from a children’s picture Bible, or very simple
stick figure drawings. The pictures need to show the order
in which the Jordan crossing took place, eg. 1. The Jordan in
flood. 2. God speaks to Joshua. 3. The Ark carried to the edge
of the river. 4. The waters stop. 5. The Israelites cross while
the Ark is in the middle of the river bed. 6. The stones are
gathered and a memorial made. 7. The priest and the Ark leave
the river. 8. The Jordan flows again. Hide the pictures in a bag
and bring them out 1 at a time (in any order). As a group, the
children help identify them and line them up across the floor in
the correct sequence.
Lesson Introduction
1. Use visual aids such as:
• a large box with dowelling poles for
the Ark of the Testimony;
• a blue tarp or a piece of material,
or two lengths of wool to depict the
Jordan;
• actual stones or small boxes for the
memorial;
• a length of rope or wool for the wall of
Jericho.
2. Tell the story and have the children act
out the parts of it such as the Jordan
crossing with the Ark, building the
memorial of stones and marching around
Jericho.
3. After completing the activity use the
trumpets in the re-enactment of the march
and enjoy making the final shout and
trumpet blowing in the story.
Story Summary
1. After 40 years, the time came for Joshua
to lead God’s people across the Jordan
River.
2. God gave very specific instructions as to
how they were to accomplish this, with
the Ark of the Testimony going first.
3. After the crossing, the Israelites set up a
memorial of stones from the Jordan.
4. An angel appeared to Joshua and
explained how to capture Jericho.
5. Joshua and the people did what the
Lord asked and they seized Jericho, not
forgetting Rahab and her caring deed.
Page 26
For pre-school, it is
recommended whenever
possible that a helper work with
the teacher to assist students.
This is particularly helpful when
doing a major craft activity.
Lesson 38
Activity - Making Trumpets
Materials
•
•
•
•
•
1 copy per child of trumpet pattern, enlarged on the photocopier by 200%.
Streamers or strips of coloured paper or crepe paper (allow 5-10 per child).
Stickers of stars or anything appropriate (optional).
Felt pens.
Stapler.
Steps
At Home
• Pre-cut trumpets.
• Cut streamers/paper to lengths of approx. 40 cm.
In Class
• Children use felt pens to decorate their trumpet.
• Help them to staple streamer lengths to trumpets.
• Roll up the trumpet and overlap edges by 1cm and staple together.
Lesson 38
Page 27
Crossing the Jordan, Jericho
Activity – Making Trumpets
Trumpet Template
Page 28
Lesson 38
Lesson 38
Page 29
The sin of Achan
Joshua 7
Focus
Teaching Suggestion
For the children to see the need to deal with
wrong actions before they lead to sin.
Use ribbon sticks or streamers and say the memory verse with the
children. On the word “truth” display the ribbons or streamers
overhead as a gesture of praise and victory.
Memory Verse
Extra Ideas
“He is … a God of truth.”
(Deuteronomy 32:4).
Lesson Introduction
1. Use a felt-board and back characters with
sandpaper, or use Blu-tack on characters
on a simple background drawing.
2. When relating how the stolen things
were found, show the children replicas,
miniatures or small cut-out pictures of
the stolen goods eg. a piece of rich velvet
or brocade material, gold paper covered
chocolate coins, a rock or bar of metal
painted gold.
3. Show the class several small cardboard
boxes, up-turned, as pretend Israelite
tents.
4. Ask the children to close their eyes, or
turn around while you hide the items in
one of the tents. The children can try to
guess which one they are in. (They may
like to repeat this game and take turns to
hide the things).
5. Finish the story, explaining that God did
not have to guess. God knew all along
who had taken the treasure and where it
was.
Story Summary
1. One family in Israel was not trustworthy.
They coveted and deliberately disobeyed
God. They stole and deceived.
2. God was not able to protect the whole
nation because of this.
3. As a result, about 36 people died at Ai in
battle.
4. All of Israel was in danger of being
destroyed.
5. Achan and his family had to be revealed
and destroyed so that the nation of Israel
could be protected by God and win their
battles.
Page 30
1. Achan’s Tent. Photocopy the Activity Sheet – 1 per child.
Before class, cut along the dotted lines and fold tent flaps
outwards along the solid side lines of the tent. Glue a piece of
A4 cardboard or thick paper to the back of the tent, taking care
not to glue the flaps closed. In class, let the children use such
items as gold and silver pieces of paper, small pieces of rich
materials, and laces, sequins, small shiny stickers, etc to glue
their ‘treasures’ into the tent. The tent flap can fold back to
hide them when dry.
2. Kim’s Game. Have a selection of familiar items (up to 6
items). The children hide their eyes while the teacher removes
one item, then they open their eyes and each child has a turn to
say which item is missing.
3. Find the Gold. Have 3 or 4 small boxes without lids, hide
a yellow lego block or a stone painted gold under one of the
upturned boxes. Each child has a turn at finding which box the
‘gold’ is hidden under.
4. Treasure Hunt. Hide lollies outside for the children to find.
5. Feely Bag or Surprise Box. Familiar items are placed inside
and each child is given a turn at feeling an item and if possible,
saying what it is before removing it from the bag or box.
6. Morning Tea. Share some chocolates, toffees or biscuits
which look the same on the outside but which have different
centres. Relate this to Achan thinking he could hide his
actions.
Pre-school age students respond
well to rewards such as stars on a
progress chart or small prizes. The
focus should be on helpful
behaviour and good participation
and distributed evenly in the class.
Lesson 39
Activity - Achan’s Stolen Treasure
Materials
•
•
•
•
•
•
1 Activity Sheet per child, and spares for if they want to do more than one each.
White crayons or candle.
Thin water based paint.
Paint brushes.
Protective clothing.
Drop sheet.
Steps
At Home
• After photocopying the Activity Sheet, draw or trace Achan’s stolen treasure in white crayon or candle on each tent
In Class
• The children are given a picture and asked if they can see Achan’s treasure, and do they think God can see it?
• They then paint over the entire picture to reveal Achan’s treasure.
• Relate this to them not being able to hide things from God.
an
Ach ’s Tent
Lesson 39
Page 31
The sin of Achan
Activity – Achan’s Stolen Treasure
Page 32
Lesson 39
The sin of Achan
Activity – Achan’s Stolen Treasure
Lesson 39
Page 33
The sun stands still
Joshua 10:1-15
Focus
Teaching Suggestion
God is so mighty that He has the power to
stop even the sun and moon moving.
March around in a circle singing the memory verse to a tune you
know.
Memory Verse
Extra Ideas
“God is … mighty.” (Job 9:4).
1. Hail Storm Game. All you will need are some chairs, some
empty milk containers, or substitute, with faces of the enemy
pasted on them, plus lots of white paper scrunched into balls
(hailstones). Arrange the chairs in a circle and stand the enemy
containers in the middle. The children toss the hailstones at
the enemy as God did to destroy them. Point out that God was
a very good shot!
2. Songs:
“From the Rising of the Sun”
“God’s Got an Army”
“I’m Too Young”
“Come as Captain”
Or a similar song known to you.
3. Finger Play. 5 little soldiers.
4. Ice Cubes. Have some ice cubes, the very small round ones if
you can. Use them in the story as many children do not know
what hail is like. The ice cubes can be used in the morning tea
drink.
Lesson Introduction
1. As an introduction, talk with the children
about day and night. Use small precut pictures of day/night activities and
attributes (eg. sun, moon, stars, bed,
pyjamas, children at play, breakfast cereal
etc), and enlist the children’s help to
attach each picture with Blu-tack to either
a black sheet of cardboard (for night) or a
yellow one (day).
2. Then use the pictures and cardboard
sheets to play the, “Which is in the
wrong place?” game. Ask the children to
close their eyes and then shift one of the
pictures to the wrong sheet of cardboard
(eg. the sun onto the black cardboard).
Tell the children to open their eyes and
find which picture is misplaced. Discuss
how the sun moves through the sky.
3. Introduce the lesson as a story of how
God made the sun stay in the sky all day
and all night.
4. Visual aids for the story could be a felt
board, or Blu-tack board.
Story Summary
1. Joshua and his army were called by
the Amorites to fight a battle with five
kings and their armies who had banded
together.
2. God told Joshua not to be afraid because
He was going to fight the battle.
3. Joshua and his army came upon them
suddenly and killed many and chased
many more.
4. God sent hailstones from heaven, which
killed more of the enemy than the army
had killed.
5. Joshua asked God to make the sun and
moon stand still so that he could finish the
battle without stopping for night.
Page 34
Make the last lesson a
celebration of the students’
first term in Sonseekers. Allow
time for a small party at the
end of the activity.
Lesson 40
Activity - Sun and Hailstones
Materials
•
•
•
•
•
•
•
1 Activity Sheet per child.
Bright yellow paper.
Scissors.
Colouring pencils (not felt pens or crayons).
Rice in small container/s depending on the number of tables to be used.
Strong glue (Aquadhere thinned with some clag would be best).
Glue brushes.
Steps
At Home
• Cut out circles from bright yellow paper, the same size as the centre of the sun in the Activity Sheet. Mix the glue
ready for use and try the activity yourself to see if the glue is strong enough to hold the rice.
In Class
• Ask the children to glue the yellow paper over the sun.
• Then the children can colour the enemy and the thundercloud.
• They can now brush glue over the sheet and sprinkle some rice over it to look like hailstones.
How
did God
fight the
enemy army?
Lesson 40
Page 35
Activity – Sun and Hailstones
How
did God
fight the
enemy army?
Page 36
Lesson 40
Lesson 40
Page 37
Gideon’s fleece
Judges 6:36-40
Focus
Teaching Suggestion
For the children to know that if God asks us to
do a special job for Him, He will help us to be
brave and give us confidence.
Divide the children into two teams. Have them sit in a line – the
two teams facing each other. The first child in Team 1 rolls a ball
to the first child in Team 2. As they roll the ball they repeat the
memory verse. That child then goes to the end of the line. The first
child in Team 2 now rolls the ball back to the second child in Team
1, repeating the verse and then goes to the end of the line. Repeat
until all the children have had a turn.
Memory Verse
“You are my help.” (Psalm 40:17).
Lesson Introduction
If possible, tell the story outside on the
grass. If this is not possible, have a large
plastic sheet that can be placed beneath the
sheepskin. Use real sheepskins (if using only
one sheepskin you will need an absorbent
cloth to dry it). Have the children sit in a
large circle around the plastic. The teacher
could act the part of Gideon, and include the
children in the story by encouraging them to
pretend to sleep while it is ‘night’. While the
children’s eyes are closed, lightly spray ‘dew’
on either the sheepskin or on the grass/plastic
as appropriate. Use a spray bottle filled with
water. ‘Wake up’ the children and let them
feel the moisture.
Story Summary
1. God sent an angel to Gideon to tell him
he was going to save the people from the
enemy.
Extra Ideas
1. Sheep Painting. Use the Extra Ideas Activity Sheet to cut
a sheep stencil from cardboard, and fill a squirt bottle with
water. Place the stencil on concrete (or other surface which
will absorb the water slightly) and have the children squirt the
water around the stencil. Remove the stencil and the sheep
shape will be seen. Allow the children to do a few of these.
2. Animal Sounds. Use a tape of animal sounds for the children
to guess the animals. Make a different animal sound with the
children. Have the children make animal movements: gallop
like a horse; walk like a sheep; slither like a snake; hop like a
kangaroo, etc.
Be well prepared for all craft
activities. Take time to explain to the
children all that the activity involves
and your expectations of their
behaviour. Be clear in your own mind
the steps to be followed to make the
activity successful.
2. Gideon didn’t believe he could do this so
he tested God by putting a fleece out on
the ground overnight.
3. He asked God to wet the fleece with dew
but the ground was to be dry.
4. This happened but Gideon wanted more
proof so he put the wool out again.
5. This time the fleece was to be dry and the
ground wet.
6. Once again, God performed the miracle.
Page 38
Lesson 41
Activity - Dry/Wet Fleece
Materials
•
•
•
•
•
•
2 sheets of stiff cardboard per child (at least A4 size).
2 pieces of quilt wadding per child (at least 25 mm smaller on all sides than the cardboard sheets).
Silver glitter.
Glue – an all purpose glue, eg. clag and a strong glue, eg. craft glue.
Colouring pencils.
Drop sheet (for easy clean up of glitter).
Steps
•
•
•
•
•
•
Give each child one piece of cardboard and have them colour a border around it to represent grass.
Lightly cover the grass with glue and sprinkle silver glitter on the grass.
Give each child one piece of wadding to glue in the middle of their glittery grass.
Give each child a second piece of cardboard and have them colour the grass around the edge.
Give each child a second piece of wadding and glue the wadding to the middle of the grass.
Lightly cover the wadding with glue and sprinkle with glitter.
Lesson 41
Page 39
Gideon’s fleece
Extra Ideas Activity Sheet
Page 40
Lesson 41
Lesson 41
Page 41
Gideon
and
his
army
Judges 6:11-35;
7:1 – 8:28
Focus
Teaching Suggestion
For the children to know that God is with us at
all times.
Ball game. As you say the memory verse, roll a ball to each child
in turn, on the word ‘save’. Have them roll it back to you and say
the verse with each of them.
Memory Verse
Extra Ideas
“God will save.” (Psalm 69:35).
Lesson Introduction
1. Talk with the children about being strong
– perhaps have some practice push-ups,
or try picking up each other.
2. Then suggest trying something
impossible, eg. pick up the building, or
pick up the teacher.
3. Introduce Gideon as someone who
thought the job God had picked him for
was too difficult.
4. The story could be told using a felt-board
for a visual aid.
Story Summary
1. The Lord spoke to Gideon and told him
that he was a valiant warrior, and that he
should deliver the Israelites from their
enemy.
2. Gideon found it hard to believe that God
would choose him, for his family was
“least in the land.”
3. He believed God’s plan to build an army
from weak people who did not have any
weapons.
4. Through faith and obedience, Gideon was
led by God to select 300 men to defeat the
countless enemy.
5. Gideon’s army blew their trumpets, broke
their jars, and showed their torches. This
surprised the enemy, who fled in fear.
Page 42
1. Gideon Says. A game like Simon says: drink at the river;
creep like the soldiers; blow your trumpets; wave your torch.
2. Movement. March like Gideon’s army.
3. Songs. “God’s Got an Army” “I’m too Young” “Come as
Captain of the Host”, or other similar songs known to you.
Encourage appropriate
behaviour by reinforcing
the positives. eg ‘I really
appreciate the way you are
sitting quietly and waiting
for your turn, Matt.’
Lesson 42
Activity - Make Torches/Trumpets and Re-enact the Story
Materials
•
•
•
•
•
•
•
•
•
•
•
•
•
1 cardboard litre milk container, or litre cardboard juice container, per child (the pitcher).
Brown paper or tan or brown paint.
Glue (clag).
1 Activity Sheet - template for trumpet.
Cardboard – sufficient for 1 trumpet shape per child. (Metallic cardboard would be great, but plain cardboard could
be spray painted with metallic paint.)
Masking tape or sticky tape/stapler.
Safety scissors.
Optional decorations for trumpets – sequins, tassels, cords, metallic crayons, craft glue.
Jewel-like buttons.
Yellow and red cellophane.
Either cardboard rolls (eg. from cling wrap) one per child, or newspaper rolled up.
Additional dressing up items, eg. a tea-towel plus elasticised headbands to form soldier’s headpieces, scarves for
their belts, cloaks.
Cord or wool.
Steps
At Home
• Cut off, or open out, the top of the drink carton. Paint it brown or cover it with brown paper to represent a pottery
pitcher.
• Photocopy or trace the trumpet template onto cardboard (1 for each child), cut them out and spray paint them with
metallic paint if desired.
• Pre-cut strips of cellophane, approx 23 cm long.
B1
A1
B
A
In Class
• Make the trumpets. Give each child 1 pre-cut trumpet. If you are using metallic crayons for decoration, the
children should colour the cardboard now. A piece of cord 15 cm long could also be taped by each of its ends to
the ‘Xs’ on the trumpet. Roll up the trumpet so that B1 sits over B and A1 sits over A. Tape and staple if desired.
Optional decoration: using craft glue, attach sequins, tassels, or buttons.
• Make the torches. Give each child several pieces of cellophane and show them how to lay them on top of each
other. Using tape, attach the edge of the cellophane sheets to the top of the cardboard cylinder. The children
slowly roll the cardboard cylinder so that the cellophane is wrapped around the top of the cylinder. Crumble the
cellophane down towards the centre of the cylinder, to help keep its shape.
• Re-enact the story. Help each child dress to their satisfaction as one of Gideon’s soldiers, each with a torch,
a pitcher, and a trumpet. With the teacher taking Gideon’s role, act out the story with the class including the
following:
1. Pretending to discover the enemy camp, and being
amazed and afraid of their numbers.
Trumpet Template
2. Drinking at the river.
3. Instructing the soldiers before the battle.
4. Creeping up towards the enemy camp at night, with
their torches, covered by upturned ‘pitchers’.
5. At the signal, sound trumpets, throw the pitchers on
the ground and jump on them!
6. Run around the room yelling “the sword of the Lord
and of Gideon” .
Lesson 42
Page 43
Gideon and his army
Activity – Make Torches/Trumpets and Re-enact the Story
B
A1
A
B1
Page 44
Lesson 42
Lesson 42
Page 45
Samson
Judges 13 & 15
Focus
Teaching Suggestion
For the children to know that God gave
Samson great strength for the special purpose
of delivering His people.
Do some body building exercises with the children, eg. 5 push-ups,
5 star jumps, touching toes 5 times, etc. After each exercise repeat
the memory verse together with the class.
Memory Verse
Extra Ideas
“The Lord is my strength.” (Psalm 118:14).
Lesson Introduction
1. Make use of a picture book or picture
Bible with this story.
2. Concentrate on the following aspects of
the story:
• the promise to the parents of a baby,
Samson;
• the fact that he didn’t have his hair cut;
• Samson’s strength came from God;
• the dramatic parts of the story:
• catching the foxes;
• the lion and the bees;
• the jawbone of the donkey;
• Samson not being held down by
brand new ropes and bow strings.
Story Summary
1. The Israelites had been ruled by the
Philistines for 40 years.
2. The Angel of the Lord came to Manoah’s
wife and told her she would have a son
who was to be a Nazarite and he was
never to cut his hair.
3. Samson had great strength whenever the
Spirit of God came upon him.
4. He would rise up against the Philistines
and slay them.
5. He killed a lion with his bare hands.
6. He caught 300 foxes and put a fire
between their tails and burnt all the
Philistines’ crops.
7. He took the jawbone of a donkey and
slew 1000 men.
8. He was able to free himself when tied
tightly with new ropes.
Page 46
1. Playdough. Playdough used in free creative play. Talk to
the children as they use the playdough about what they are
making. Emphasise that God makes us all different, but He has
a special plan in mind when He makes each of us. Sometimes
we can’t see what is special about ourselves, but God knows.
Older pre-schoolers might like to try making a ‘Samson’ and
add playdough hair by squeezing it through a garlic press.
2. A large floor puzzle of Samson. Enlarge a picture of
Samson, using a photocopier (eg. A3 size). Glue the picture to
cardboard and cut it into approx. 10 pieces as a simple jigsaw.
The jigsaw can be assembled in class on the floor as a group
activity. Emphasise that God had a special plan for Samson
(and for us) and He knows best how the pieces fit together.
3. Morning Tea. Ice arrowroot biscuits to resemble Samson.
Add features with lollies or small pieces of dried fruit. Hair
can be made by using a piping bag and icing, shredded
coconut, cooked spaghetti or thin liquorice.
4. Play a version of “Simon Says”. Children take turns to be
the leader and instruct the others. Simon says “Be like Samson
and do five push-ups” (instructions should be either related to
showing strength or to something Samson does in the story.)
5. Collage. Use a paper plate for Samson’s face. Draw on his
features with felt pen. Add long strips of crepe paper using
glue, tape or staples, to make Samson’s hair.
It is always helpful to use visual
resources when telling the story.
This helps the children to focus,
concentrate and remember the
lesson.
Lesson 43
Activity - Hairy Samson
Note
• Create one of these at least a week ahead of the scheduled class so that the children will be able to see the finished
product with its hair growing.
Materials
•
•
•
•
•
1 stocking per child.
1 cup of potting-mix per child.
A polymark/scribbler’s pen or pens, or similar fabric paint.
Approx. 1 tablespoon of grass seeds per child – especially one that will grow in shade as well as sun.
1 polystyrene cup per child.
Steps
• Allow the children to help as much as possible. Take the stocking and add the grass seeds.
• Carefully add the potting mix. Compact, and tie off the stocking tightly against the potting mix.
• Turn upright and carefully pinch the stocking away from the back of the head to allow the grass seeds to slip down
to eventually create hair at the back of the head.
• Using the polymark pen, help the children add the facial features – eyes, nose, and mouth.
• Place in a polystyrene cup.
• Tell the children that when they get home they need to carefully dunk the head in some water and then sit Samson’s
head on a glass jar, making sure the stocking length of his neck is in the jar full of water.
Lesson 43
Page 47
Samson and Delilah
Judges 16
Focus
Teaching Suggestion
Even though Samson made mistakes, when he
cried out to the Lord, the Lord heard him.
Explain that the word ‘abide’ means live. Play a version of the
game “Duck, Duck, Goose”. Have the children sit in a circle.
Choose a child. As the child walks around the outside of the circle
he taps each child on the shoulder and says the memory verse.
(Encourage the other children to say it as well). When the child
gets to the word ‘me’ he taps the child and runs around the outside
of the circle and is chased by the last child tapped. He sits down in
the chaser’s place, then the game begins again with the chaser as
the child who now does the tapping. (Make sure each child has a
turn.)
Memory Verse
“Abide in Me.” (John 15:4).
Lesson Introduction
1. Use whatever of these props you can
to act out the story: a paper or material
wig made from strips of brown paper or
material stapled onto a strip of cardboard
(cover staple ends with masking tape
so hair is not pulled), staple ends of
cardboard together to fit around your
head; a blanket and pillow for Samson’s
head; wool for bowstrings; rope; loom
made from sticks and strings; scissors,
large boxes and soft covering to create
columns of the temple; blindfold.
2. When acting out the story, emphasise
the part of the story where Samson tries
to keep his secret about his hair, but
eventually fails, giving in to Delilah.
Have blindfolded Samson sit in the
temple while relating that part of the story
and have him pull the columns to make
the temple collapse.
Story Summary
1. Samson’s strength was in not cutting his
hair.
2. The Philistines used his relationship with
Delilah to overcome him.
3. Samson lied to Delilah three times about
the source of his strength.
4. The fourth time he spoke the truth.
5. The Philistines shaved Samson’s head and
captured him.
6. While in captivity Samson’s hair began to
grow again.
7. The Philistines wanted him to perform for
them.
8. Samson was placed between two pillars in
the temple.
9. He called out to the Lord and was able to
regain his strength and destroy the temple.
10. Samson was killed along with all the
Philistines when the temple crashed
around them.
Page 48
Extra Ideas
1. Sleeping Samson. Choose a ‘Samson’ and have him lie on the
carpet/blanket as if asleep. The rest of the children pretend to
creep up on ‘Samson’ and try to cut his hair before he wakes
up.
2. Blind Samson. Blindfold a child then ask them to find the
floor, a chair, another child, the door, etc. Repeat the activity
with the other children.
3. Cutting Samson’s Hair. Use masking tape to attach seven
long strands of crepe paper to the top of empty milk cartons.
The children can paste on eyes, nose and mouth, cut out of
coloured paper, to the front of the carton. Allow the children to
then cut the crepe paper to give Samson a hair cut.
Encourage the children to know that
the Lord loves to speak with them. It
doesn’t matter where they are, they
can always pray to Him and He will
hear them..
Lesson 44
Activity - Finger Puppets and Block Play
Materials
• 1 set of puppets from the Activity Sheet mounted or photocopied onto cardboard per child and one set for the
teacher.
• Glue.
• Scissors.
• Colouring pencils.
• Blocks or empty milk cartons or similar boxes – have plenty as each child will require quite a few.
Steps
At Home
• Cut out the holes for the children’s fingers. Cut the holes larger in the teacher’s puppets.
• Colour the teacher’s puppets only
In Class
• The children colour in their puppets.
• Show the children how to put them on their fingers and make the legs walk.
• Now have the children build a temple with the blocks or boxes.
• Using their finger puppet of Samson, let them knock down their ‘temple’. Allow them to do this a few times
Lesson 44
Page 49
Samson and Delilah
Activity – Finger Puppets and Block Play
Page 50
Lesson 44
Lesson 44
Page 51
Ruth, Naomi
and Boaz
Ruth
Focus
Teaching Suggestion
Because Ruth was willing and obedient, God
provided all that she and Naomi needed.
Have a bundle of drinking straws (‘wheat’ or ‘barley’) and toss
these on the floor. As the children collect the ‘wheat’ or ‘barley’
say the words of the memory verse.
Memory Verse
“The Lord is my helper.” (Hebrews 13:6).
Lesson Introduction
1. As a visual aid a felt board could be used
to tell the story.
2. Alternatively, dolls could be used as
simple puppets for Ruth, Naomi, Boaz
and perhaps Boaz’s kinsman.
3. When telling the story actual objects such
as an ear of wheat, grains of wheat, a
shoe/sandal etc will help make the story
more real for the children.
Story Summary
1. Naomi’s husband and sons died in Moab.
2. Naomi and her two daughters-in-law,
Orpah and Ruth, began the trip to
Bethlehem, but Orpah returned to Moab,
while Ruth continued on with Naomi.
3. At Bethlehem, part of the culture for
widows was to collect the wheat which
was left in the field after the reaping.
4. Ruth was noticed by Boaz as she was
doing this one day.
5. Boaz acknowledged Ruth’s sincerity and
was willing to accept responsibility to
look after her as she was now his relative.
6. Boaz fell in love with Ruth and married
her.
7. King David and Jesus are descendants of
Boaz and Ruth.
Extra Ideas
1. Follow the Leader. The essence of the game is that Ruth
followed Naomi and went wherever she did. Give each child
a turn at being the leader and encourage them to walk around
and over various things just as Ruth and Naomi would have
done on their way to Bethlehem.
2. Kym’s Game. Suggested items include a sandal, an ear of
barley, or grass, a picture of Ruth and Boaz, a cloak/coat/wrap,
cake of soap, wedding ring, baby doll, pillow. Name each item
as you display them on a tablecloth. Tell the children to cover
their eyes and name which is missing. Repeat the game a few
times.
3. Which One is Different. Have a selection of items listed in
Kym’s Game plus some items in the story or totally contrary.
Place three items from the story and one not, in front of the
children. The children then choose which one is different or
out of place in the story.
4. Free Play. Dress-up clothes (coat, cloak, shawl, sandals,
baskets for collecting the barley). Then act out the story.
5. Blanket Game. Ask the children to sit in a circle making sure
there is plenty of room. The children cover their eyes and the
teacher covers one child with a blanket (or sheet if it is hot).
Start with a very confident child. The children then try to
guess who is under the blanket/sheet. Give each child a turn to
be covered.
6. Shoe Race. Three pairs of shoes (one per child, any size).
Place one of each pair in a space in the centre of the room and
give one shoe to each child. The aim of the game is for the
children to find their shoe’s mate.
7. Song. Sing to the tune of “Here we go around the mulberry
bush,” “This is the way we glean the wheat.” Make up your
own verses.
8. Morning Tea. Make pikelets or other grain based mixture.
If enjoying morning tea
together, take the time to
encourage the serving of one
another in setting up, serving
of food and in the cleaning
up.
Page 52
Lesson 45
Activity - Collage
Materials
•
•
•
•
•
•
Grass stalks with a good head of seeds (you will need a lot of these, the nearby park may be handy for collecting).
Photocopies of Ruth and Boaz (1 set per child).
Cardboard cut to A4 size (1 per child).
Strong glue.
Safety scissors.
Colouring pencils/crayons.
Steps
At Home
• Collect lots of grass with seed heads.
• Cut out Ruth and Boaz figures.
• Cut cardboard to A4 size.
In Class
• The children colour Ruth and Boaz.
• Then the children can glue grass stalks onto the cardboard.
• Add Ruth and Boaz last of all to complete the picture.
Lesson 45
Page 53
Ruth, Naomi and Boaz
Activity - Collage
Page 54
Lesson 45
Lesson 45
Page 55
Hannah
I Samuel 1 & 2
Focus
Teaching Suggestion
God is our comfort and strength when we
place our worries in His hands.
Explain the verse to the children. As you say the memory verse,
roll a ball to each in turn. Roll the ball on the word ‘cast’. Have
them roll it back to you and say the verse with each child.
Memory Verse
Extra Ideas
“He cares for you.” (I Peter 5:7).
Lesson Introduction
1. Using a toy telephone or walkie talkie,
pretend to have a conversation. Talk
about using a telephone to talk to
someone we can’t see and introduce
prayer as being similar to talking on the
phone – with God on the other end.
2. Alternatively, invite a mother and young
baby to class and introduce the lesson
watching and talking about babies.
3. The story itself could be told using either
a felt board, picture book or simple finger
puppets or dolls as visual aids.
Story Summary
1. Hannah and her husband loved and
worshipped the Lord.
2. Hannah’s inability to have children was
a great grief to her and was considered
by some as a sign of God’s disfavour and
they would tease her.
3. Hannah sought the Lord on the matter and
did not lose heart or become bitter as the
years passed.
4. God heard her prayers and gave her a son,
Samuel.
5. Hannah committed him to God and she
rejoiced in the Lord.
Page 56
1. Happy/Sad Faces. Have the children colour in the Happy/Sad
Faces from the Extra Ideas Activity Sheet.
2. Songs. Sing thankful songs, eg. “Thank you, thank you, Lord,
for saving me,” “With my hands lifted up,” or similar song
known to you.
3. Photos. Bring some of your baby photos or have the children
bring some of theirs.
Pre-schoolers enjoy simple
games. This is a helpful tool in
revising previous lessons. eg
‘Who am I? My husband and
two sons died in Moab.’
Lesson 46
Activity - Printing
Materials
• A large sheet of paper or plain white cardboard per child.
• Kitchen sponges, preferably ½” thickness, cut into heart shapes (approx. 1 – 2”). A peg attached to the back of the
heart can act as a handle. You will need approx. 1 heart to each child.
• Kitchen sponges, as above, cut into lip shapes.
• Several printing pads. These can be made from old polystyrene meat trays, with several layers of dampened paper
towel on the tray.
• Paint. (Needs to be thick, eg. poster paint, or wallpaper paste coloured with good quality dye.)
• Paint shirts.
• Drop sheet.
• Bucket with water to wash hands.
• Towel.
Steps
• Spoon a little paint onto each printing pad, and spread it into the pad. Give each child a piece of paper and put on
paint shirts.
• Do ‘lip’ prints first. Make lip prints using a sponge shape.
• Heart and sponge lip shapes can then be used to print onto the paper, using the pegs as handles when inking the
paint tray and printing.
• Lastly, children use one of their own hands for hand prints. After pressing their hand on the print pad, they hold
their hand with fingers together and thumb spread, make one careful print. A second hand print, next to the little
finger side of the first print, with the fingers still together and thumb apart will look like a pair of praying hands.
Lesson 46
Page 57
Hannah
Extra Ideas Activity Sheet
Page 58
Lesson 46
Lesson 46
Page 59
Samuel hears
God speak
Focus
Teaching Suggestion
Samuel was willing to hear God’s voice, so
we must be willing and open too.
Memory Verse
“Hear My voice.” (John 10:27).
Musical Bobs. The children walk around the room to music or
singing a chorus, when the music stops or chorus finishes, the
children quickly sit down and with direction from the teacher repeat
the memory verse.
Extra Ideas
Lesson Introduction
1. Talk to the children very quietly or by
using signs. Ask them to sit quietly and
listen to all the sounds they can hear for
30 seconds (set a timer). Have them share
what sounds could be heard, particularly
those not usually noticed, eg. a ticking
clock.
2. Call the roll, explaining to the children
that they must listen for their name to be
called and answer “yes”.
3. Show some simple pictures of animals,
machines, household appliances, asking
“what sound does this make?” Introduce
the story as being about a boy who heard
a very different sound to any he had heard
before.
4. Use plenty of visual aids as well as
pictures, actual objects such as a pillow
and blanket, and dolls or puppets for Eli
and Samuel – visual aids that you can
move and touch. A demonstration model
of the activity could also be used to tell
the story.
Story Summary
1. Samuel ministered to the Lord before Eli.
The word of the Lord was rare in those
days.
2. As Samuel was going to sleep one night,
the Lord called him by name and he ran to
Eli and said, “Here I am,” but Eli hadn’t
called him.
3. This happened three times until Eli
realised it was God calling him and told
him to answer, “Speak, Lord, for your
servant hears.”
4. So God told Samuel of the judgement that
was to be brought upon Eli and His house
because of the wicked behaviour of his
sons – these things came to pass.
5. Samuel grew in the Lord and became
known throughout all Israel as one of the
great prophets of the Lord.
Page 60
I Samuel 3
1. Listening Game. A child sits in the centre of the circle,
blindfolded or with eyes closed. The teacher points to a child
in the circle who then calls to the person in the centre by name
three times. The child in the centre tries to identify who called
their name.
2. Another Listening Game. You will need pairs of simple
instruments, eg. rhythm sticks, bells, party trumpets, shakers,
whistles, biscuit tin drum. Children close their eyes and each
child is given an instrument. The aim is for the children to
sound their instrument and listen carefully to try to find their
instrument partner.
3. Pipi Shells. If you have access to pipi shells, these make great
ears. Use them pressed into playdough to create ears – add
eyes, mouth, etc. The pipi shells may also be used in a sand
tray or sand pit, if available.
Children may enjoy acting
out the story together. This
is a good opportunity to
revise appropriate listening
skills and turn-taking.
Lesson 47
Activity - Eli and Samuel in the Temple
Materials
•
•
•
•
•
•
•
•
1 Activity Sheet per child photocopied or mounted onto cardboard.
Cardboard.
Scissors.
Glue.
Colouring pencils.
Sticky tape.
Straws.
Stanley knife (for teacher).
Steps
Before Class
• Pre-cut Samuel.
• Using the Stanley knife, cut along the dotted line on the scene and reinforce the ends of the slit with tape.
• Then paste another piece of cardboard 7 cm x 13 cm on the back of the scene covering the slit. Only put paste at
the top of the piece so as to allow the figure to be moved back and forth along the slit.
In Class
• The children colour the scene and Samuel.
• Tape Samuel onto a straw.
• Insert the figure of Samuel through the slit in the scene and place him next to his bed. Move Samuel back and forth
to Eli.
Lesson 47
Page 61
Samuel hears God speak
Activity – Eli and Samuel in the Temple
Page 62
Lesson 47
Lesson 47
Page 63
Eli, Hophni
and Phinehas
I Samuel 4 - 6
Focus
Teaching Suggestion
Hophni and Phinehas did what they wanted to
do and never listened to and obeyed God.
The children sit in a circle. The teacher goes round and taps the
first child and says “Do,” tap the second and say “what,” tap the
third and say “is,” point to the fourth child and everyone says
“right.” Continue going round the circle until the verse has been
said a number of times. It does not then matter if the number of
children is not a multiple of four.
Memory Verse
“Do what is right.” (Deuteronomy 12:25).
Lesson Introduction
1. Children love the absurd. This suggestion
may help them to realise that we can’t do
just as we please, but all things must be
in order – pretend to do something very
silly, eg. “I think I might wear my shoes
on my hands,” or “wear my sun-glasses
back to front,” and “because I am hungry
I might eat the chair.” This should get
their attention!
2. Make up a small model of the ark using
a tissue box (spray painted gold, if you
like), some satay sticks for the poles, and
2 cherubim (diagram is included). This
can be used in telling the story.
Extra Ideas
1. Follow Instructions/Obedience Activities. An obstacle
course/treasure hunt with footsteps to follow. “Simon Says”.
Cars and traffic lights.
2. Memory Game. Using items from the story, eg. ark model,
something to represent warfare (toy sword, shield), bandages
(to help heal the Philistines), dolls or puppets as Eli, Hophni
and Phinehas. Display the items in front of the children, then
have them close their eyes. Place some of the items behind
you and have the children name the missing items.
Story Summary
1. Eli’s two sons, Hophni and Phinehas were
priests in God’s tabernacle, but they were
disobedient.
2. Through Samuel, God warned Eli of their
sin and said they would both die on the
same day.
3. Israel was defeated in battle because of
the sin of the two sons. Israel brought
the ark to the place of battle to help win
the fight, but Israel was still defeated
with many dying along with Hophni and
Phinehas.
4. The ark was captured by the enemy.
5. Eli fell to his death when he heard the
news of his sons’ death and of the ark
being taken by the enemy.
6. The Philistines kept the ark for seven
months but returned it when many of
them became sick or were killed because
the ark belonged to God and was holy but
the Philistines were unholy.
Page 64
Take time to do a stock
take of your resources,
so that you are prepared
for the new term.
Lesson 48
Activity - Make an Ark
Materials
• 1 large box (stove or small fridge box – found at the local appliance shop).
• Paint – gold or yellow spray paint (to paint the box at home), or ordinary paint and brushes for the children to paint
the box in class – painting shirts and drop sheet will also be needed.
• 2 cardboard cherubim (from Activity Sheet template).
• 2 dowel rods or broom handles.
• Long strips of paper to create the fancy edge for around the top of the ark.
• Scissors.
• Colouring pencils.
• Tape or glue for fancy edge.
Steps
At Home
• Fold short lengths of the strips of paper and draw some scalloped edge for the children to cut along and eventually
open out.
• Make holes in the front and back of the ark – at the upper corners, large enough for the dowel rods.
cut
fold
In Class
• The children paint the ark if you have not done it at home.
• Ask the children to cut out scallops. These can be decorated if time allows. Attach these around the top of the edge
of the ark.
• The children can colour the faces of the cherubim.
• Attach the cherubim in place on top of the ark.
• Insert the dowel rods. The ark is now ready to be transported – the children can take turns in being the Levite
priests who were the only ones allowed by God to carry the ark. A chorus can be sung as they march around
carrying the ark.
Lesson 48
fold
Page 65
Eli, Hophni & Phinehas
cut
fold
Activity – Make an Ark
Page 66
fold
Lesson 48
Lesson 48
Page 67
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
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 becomes king
Solomon’s temple
Israel divided, Rehoboam
and Jeroboam
Elijah and the widow
Elijah on Mount Carmel
Good King Jehoshaphat
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 72

AGES 4-5 - Sonseekers

Transcription

Similar documents

Next Step Hoodie Backpack Make your own table football Blue Peter

Dress-up dolls

1st mini-assignment

dracula`s coffin

Birthday Card Room - Scott Publications

october, `14 issue - Wilmington College

Spring 2015 - Eastern Woodland Métis Nation Nova Scotia

24-seven quick mart

Regina Spektor Samson

Contact Us