UNIT 5 - Sonseekers
Transcription
UNIT 5 - Sonseekers
TEACHER RESOURCE UNIT 5 From the Prophets to Restoration LEVEL ONE u a . m o .c AGES 4-5 Jonah spits the Dumm y Name: Cool See more at www.sonseekers.com.au Teacher Resource - Unit 5 Level One Teacher Resource Contents Teaching Sonseekers........... 1 A teacher’s guide................. 2 Publisher’s note................... 3 Teaching Sonseekers … Unit 5 (Lessons 65 - 80): Dear Teacher 65. The widow’s oil, a boy raised.........................4 66. Naaman................................8 67. Famine in Samaria.............12 68. Jonah..................................16 69. The captivity of Israel (the northern kingdom).......20 70. Hezekiah and Sennacherib.24 71. Isaiah.................................28 72. Josiah.................................32 73. Jeremiah.............................36 74. The captivity of Judah (the southern kingdom).....38 75. Daniel interprets the king’s dream.................................40 76. The fiery furnace................44 77. The writing on the wall......48 78. Daniel in the lions’ den......52 79. Esther.................................58 80. Restoration.........................62 Unit 5 Awards...........................67 Curriculum Outline.......... 68 Published by visionone inc ABN 37 430 685 890 10 Old Goombungee Rd Toowoomba Qld 4350 Australia Phone: 1300 885 048 Fax: 1300 728 293 Email: [email protected] Web: www.visionone.org.au 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. Yours in Christ 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 Teacher Resource - Level One 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 Teacher Resource - Level One Page 3 The widow’s oil, a boy raised II Kings 4 Focus Teaching Suggestion For the children to understand that through Elisha, God was able to help these two women in their great need. The children sit down in a circle with the teacher. Demonstrate to the children by clapping hands together as you say the first three words and then clapping their neighbour’s hands as you say the last two words. Have the children join in with you until they are confident with the verse. Memory Verse “God shall supply … your need.” (Philippians 4:19). Extra Ideas Lesson Introduction 1. Photocopy the required figures from the Teaching Aid Sheet to tell the story. Back them with sandpaper and use with a feltboard and or back with cardboard and add a paddlepop stick and use as stick puppets. 2. At the appropriate time in the story, talk about oil – What does it look like, feel like, taste like? Why was it important? What was it used for? Have some samples to show the children of oil or oil-based substances, eg. cooking oil, perfumed oil, salad oil, small oil lamp, soap, etc. Story Summary 1. A woman, whose husband had loved God, came to Elisha. She had no money and all she had in her house was a jar of oil. 2. Elisha told her to collect lots of jars from neighbours and to pour the oil into them. When all the jars were full, the oil stopped. 3. Elisha told her to sell the oil, pay her bills and use the rest to live on. 4. Another woman, a Shunammite, knew Elisha was a godly man and prepared a room for Elisha to stay whenever he wished. 5. Elisha was blessed and asked how he could help her. 6. The woman and her husband had no children, so Elisha prayed, and after a year a son was born. 7. One day the boy became sick and died and was laid on Elisha’s bed. 8. Elisha eventually arrived. He stretched himself over the boy twice and the boy rose from the dead, sneezing seven times. Page 4 1. Water Play. Free play with lots of different sized unbreakable containers promoting pouring, measuring and counting. Provide funnels and hosing (if possible) and one or two large containers (eg. baby’s bath). 2. Throwing. Use buckets or basins, or draw outlines of jars on concrete with chalk, or use just a length of string in the shape of a jar. Throw beanbags or similar into the ‘container’ to see how many jars the widow might fill. 3. Memory Game. Use jars of different shapes, oil, the picture of the woman and of Elisha from the Extra Ideas Activity Sheet, bills (a window envelope) and money. Have the children close their eyes or cover the items while the teacher removes one of the items. Children open their eyes or the cover is removed and the children guess which item is missing. 4. Free Play. To reinforce the hospitality of the Shunammite woman, set up an area for free play with a table and chairs and pretend stove, playdough and utensils for food, cutlery, crockery, dolls and a bed. Encourage the children to pretend to be cooking for Elisha. They can also pretend to be Elisha healing the widow’s son (one of the dolls). 5. Simon Says. Use events from the story of the boy raised, eg. Simon says: fill a jar with oil; make up Elisha’s bed; make food for Elisha; cuddle your baby son; cry like a baby; lie down because you are sick; heal the boy like Elisha did; sneeze seven times. 6. Morning Tea. To encourage giving, sharing and hospitality, the class could make a morning tea for another Sonseeker class, or for their parents. Involve the children in simple tasks like making fairy bread (use soft butter and blunt knives) or preparing Jatz biscuits with pre-prepared toppings. They can also set up the morning tea area by spreading tablecloths and setting out cups and serviettes. Teacher Resource - Level One It is always enjoyable for the children to start the term off with a game eg. Duck Duck Goose Lesson 65 Activity - Magic Painting Materials • White paper (several sheets per child). • White candles or white crayon, large paint brushes, thin but deeply coloured paint eg. water coloured with paint dyes to a deep hue. • Paint containers, paint aprons, clean-up washers, newspaper or cover for tables or floor. Steps Before Class • On each sheet of white paper using the candle or crayon, draw outlines of the jars and vessels the widow may have filled, or trace over the ones on the Extra Ideas Activity Sheet. Make sure you press firmly. • If each page has a different number of jars the ‘painting’ will be more exciting. • Consider where paintings will be put to dry. In Class • Each child paints over the whole of their page using thin paint and thick brush. • The paint will not adhere to the candle wax, so that the oil jars will show out against the now coloured background. • Encourage the children to brush over each area just once. If they paint backwards and forwards over the same spot, the wax may be worn away and the drawing of the jars less obvious. • Discuss with the children how God met the woman’s need by filling lots of jars and He can also meet our needs. Lesson 65 Teacher Resource - Level One Page 5 The widow’s oil, a boy raised Extra Ideas Activity Sheet Page 6 Teacher Resource - Level One Lesson 65 The widow’s oil, a boy raised Teaching Aid Sheet Please note that these figures can be used to tell the eight stories for this term. Copy and colour the figures to create various characters. Back with sandpaper and use with a felt-board or back with cardboard and add a paddlepop stick and use as stick puppets for use Blu-tack and create your own backgrounds to attach them to. Lesson 65 Teacher Resource - Level One Page 7 Naaman II Kings 5:1-19 Focus Teaching Suggestion For the children to understand that Naaman was angry when first given instructions by Elisha, but he humbled his heart. Use a rope or dowel rod for the children to duck under. As each child comes up from under the rope/rod, the child says the verse with the teacher. Memory Verse Extra Ideas “Humble yourselves.” (James 4:10). Lesson Introduction Tell the story using the various characters from the Lesson 1 Teaching Aid Sheet. For the Israelite maid just use another copy of the woman and colour her differently to Naaman’s wife. Story Summary 1. Naaman was a captain in the Syrian army. 2. He was a very brave man but he was a leper. 3. Naaman’s wife had a young Israelite maid who said she believed the prophet in Samaria could heal Naaman. 4. A letter was sent from the king of Samaria to the king of Israel asking for help. The king of Israel was angry because he knew he could not heal Naaman. Elisha heard about this and asked the king to send Naaman to him. 5. When Naaman arrived at Elisha’s house, Elisha just sent him a message to go and wash seven times in the River Jordan. 6. Naaman wasn’t happy with what Elisha said and went off in a rage, but his servant persuaded him to be obedient, which he was, and he was healed. 7. He went back to his country knowing that God was real. Page 8 1. Leprous Spots Removed (static electricity). Use a large coloured-in drawing of Naaman. Tear some thin white paper (tissue paper works best) into a few very small pieces (approx 1 or 2 mm square). Lay these on Naaman to represent his leprous spots. Six times, pass a sheet of blue paper over him, to represent him bathing in the Jordan. On the seventh time, use a similar sheet of blue paper, either covered with contact or inserted in a plastic sleeve (eg. for ring binders). Rub the plastic briskly with a fluffy woolly jumper and press it quickly onto the figure of Naaman. The pieces of paper will jump onto the plastic due to the static electricity. 2. Sticker Spots. Cover a picture of Naaman (eg. Activity Sheet) with clear contact and a sheet of blue paper with clear contact. Use small white label stickers (available from newsagents) or pieces of white contact to represent leprosy on Naaman. Cover this picture seven times with the blue sheet, and then peel off the white sticker spots from Naaman and stick them onto the blue sheet. The story can then be repeated as often as desired. This could be used as a demonstration or an individual activity. 3. Washing. Have a big blue sheet or quilt to represent the Jordan River. Give the children a few small label stickers each to stick on themselves (suggest they avoid any hairy surfaces). All pretend to bathe in the Jordan six times, actually going right under the sheet each time and pretending to wash. On the seventh time, remove the stickers and attach them to the sheet or the floor before re-emerging ‘healed’. 4. Washing Dolls. Draw spots on dolls with chalk and then wash them off. You will need washable dolls, a baby bath, chalk, soap, face washers, towels or hand towels for drying etc. 5. 7’s. Play games where each child thinks of an action (clap hands, hop, etc.) and everyone does it seven times. 6. Songs. “This is the way we wash our face,” etc. Teacher Resource - Level One Lesson 66 Activity - Naaman Healed Materials • • • • • 1 water scene Activity Sheet per child, photocopied or mounted on cardboard. 2 Naamans per child (1 leprous and 1 healed), photocopied or mounted on cardboard. Scissors, glue, Stanley knife. 1 paddlepop stick per child. Colouring pencils, crayons, felt pens. Steps At Home • Cut out the Naaman figures and glue, 1 leprous and 1 healed, back to back at one end of the paddlepop stick. • Using the Stanley knife, cut along the dotted line in the water scene sheets. In Class • Children colour both Naamans and the water scene. • Now they can dip leprous Naaman into the slit in the picture seven times. • On the seventh dip, the children turn the paddlepop stick around so that when Naaman comes up he is healed. • Tell the children that God healed Naaman when he did what he was told. Lesson 66 Teacher Resource - Level One Page 9 Naaman Activity – Naaman Healed Page 10 Teacher Resource - Level One Lesson 66 Naaman Activity – Naaman Healed Lesson 66 Teacher Resource - Level One Page 11 Famine in Samaria II Kings 6:24 – 7:20 Focus Teaching Suggestion For the children to understand that what God said happened – demonstrating His words are true. The children sit in a circle around the teacher. As the teacher rolls a ball to each child, the child says the verse. Memory Verse 1. Guess Who? Have pictures or drawings of Elisha, the king and the messenger. Show the pictures to the children and then select one of the pictures (unseen by the children but seen by the teacher) and place the picture in a large envelope placed on the other side of the room. Now give the children simple hints as to ‘who’ is in the palace. Start with general, nonspecific clues, allowing the children to guess who it might be. Gradually make the clues more specific and more obvious until someone gives the right answer. That child then goes and collects the envelope to check the picture is in the envelope. They then without looking select the next picture for the envelope. 2. Chariots and Horses. Act out the part of the story where the Syrians hear the noise of chariots and horses. Have props such as hats, coats, shoes, bags, swords, shields, etc. Also have a percussion instrument. The children can play with, and try on, the clothing items, until they hear the sound of the ‘chariots and horses’ – the instruments playing loudly. Then the children must put down the items and run to a designated part of the room. Each child can have a turn at producing the sound of the chariots for the others to hear and flee. 3. Famine and Plenty. Before class, find some pictures of drought and some of lots of food. In class, make a chart using the pictures. The children can stick them on, one at a time, under the correct heading. Encourage the children to talk about the chart and the consequences of drought and famine – no water, no food, no money, etc. Impress on the children the point that God provides for all our needs and revise the memory verse from Lesson 1. 4. Messenger at the Door. Photocopy one Extra Ideas Activity Sheet per child. Cut out picture and door (leaving glue tab on. If capable, children may cut out in class using safety scissors). Children draw the messenger in doorway visiting Elisha, then colour the picture and glue the door in position so that it can open and reveal Elisha. 5. Morning Tea. Set up three tables (or areas). On the first table have empty plates and cups. On the second table also have empty plates and cups. Set up the third table, out of sight if possible, and have a generous morning tea on it. Gather the children around the first table and tell them that there is a famine here so there is nothing to eat or drink for morning tea. Do the same at the second table. Lead the children to the third table and make the point that there is plenty to eat. “Your words are true.” (II Samuel 7:28). Lesson Introduction Tell the story using the figures needed from the Lesson 1 Teaching Aid Sheet, as stick puppets, with a felt-board or using Blu-tack. (For this age group there is no need to mention the mothers boiling and eating the child, just suggest that the mothers had a quarrel. The children will repeat the story at a more advanced age in the Sonseeker curriculum.) Story Summary 1. As a result of their disobedience, Israel was surrounded by the Syrian enemy camp and was suffering from severe famine. 2. Because of this situation, the king became very angry with Elisha because of this situation and wanted to kill him. 3. God warned Elisha and gave him a word for the king saying that the next day food would be plentiful. 4. God caused the Syrians to hear the noise of chariots and horses so that they left in a hurry, not taking anything. 5. When the Israelites found out the Syrians had left their camp, they went out and took everything including food so the people were no longer starving. Page 12 Extra Ideas Teacher Resource - Level One Lesson 67 Activity - Famine in Samaria Story Board Materials • • • • • 1 Activity Sheet per child. Colouring pencils/crayons/felt pens. Scissors. Sticky tape/stapler. Cardboard for frame. Steps At Home • Cut cardboard to A4 size. • Cut 2 horizontal slits in portrait cardboard – 10 cm and 20 cm down the page (make them approximately 13 cm long). • Cut the Activity Sheets along the line indicated. • Using sticky tape or a stapler join these together, end to end, making sure the numbers or consecutive from 1 to 5. In Class • Children use crayons, pencils etc to colour the drawings. • Help the children weave the pictures through the cardboard frame so that the pictures appear in the centre of the frame as they pull it through. • Remind the children of the main points of the story and encourage them to ‘show and tell’ the story to mum and dad Lesson 67 Teacher Resource - Level One Page 13 Famine in Samaria 3 1 4 5 2 Activity – Story Board Page 14 Teacher Resource - Level One Lesson 67 Famine in Samaria Extra Ideas Activity Sheet – Messenger at the Door Lesson 67 Teacher Resource - Level One Page 15 Jonah II Kings 14:23-25; Jonah Focus Teaching Suggestion For the children to understand that no matter where we go God is with us. Memory Verse “I am with you always.” (Matthew 28:20). Lesson Introduction 1. A picture book or felt-board figures from the Lesson 1 Teaching Aid Sheet could be used to tell the story. 2. Intersperse this with action activities. This story is full of them, eg. be Jonah counting out his fare for the ship journey; pretend to walk up a gang plank; be the wind, the storm; row like sailors; be frightened like the sailors; jump overboard; swim like the big fish, like Jonah; pretend to have three sleeps like Jonah in the fish; vomit like the big fish; be angry and sulk like Jonah, etc. 3. Use props and discussion to enhance the telling of the story eg. water spray bottles as sea spray, fish sauce/cod liver oil/fish emulsion on cotton wool to highlight the dark and smelly insides of a fish. Story Summary 1. God told Jonah to take a message to the people of Nineveh. 2. Jonah was afraid and tried to escape from God and caught a ship to Tarshish. 3. On the voyage God sent a great wind and rough seas. The sailors became afraid and thought the ship would sink, but Jonah admitted to running away from God and told them to throw him overboard. 4. When they did this the sea calmed, God caused a big fish to swallow Jonah and Jonah was in the belly of the big fish for three days – during this time Jonah repented and cried out to God. 5. God caused the fish to vomit Jonah onto dry land. 6. Again, God told Jonah to go to Nineveh, which he did and told the people what God had said. 7. So the people believed God and God relented from the disaster He had threatened. 8. But Jonah sulked, so God explained to Jonah about His love and mercy to the people of Nineveh. Page 16 Teacher says the memory verse then takes one child by the hand; together they say the verse. The child chooses another child and so on until all the children and the teacher are holding hands; all say the verse together. Extra Ideas 1. Fish Prints. Have a large fish drawn onto A4 paper (2 or 3 copies per child). Use a collection of small round-ended objects, eg. corks, small lids, film containers, etc. and a purchased stamp pad or sponge on a shallow container with a small amount of thick paint. Use the small objects to stamp overlapping scales on the fish. Two fish prints could be joined together. 2. Hand Puppet. Draw around the outline of each child’s open hand onto cardboard. Round off the wrist end, and draw an eye and a mouth as shown in diagram at the bottom of the next page. Children colour-in the ‘fish’ with spots, stripes or scales. Teacher cuts out the outline. Child draws a picture of Jonah on the reverse side. Attach a paddlepop stick to the ‘fish’ with sticky tape, so the fish can twist and wriggle to swim and reveal Jonah in its belly. 3. Balloon Game. Before class place a small picture of Jonah in one balloon, and pictures of quite different things, eg. a cow, book, car (but not a man) in the other balloons. Draw eyes, mouths and fins on the balloons to represent large fish. The children pop the balloon fish to find which one swallowed Jonah. 4. Magnetic Fishing Game. Cut out some fish (approx 4 or 5 cm long) from coloured cardboard, and draw eyes, mouth, fins. Slide a paper clip onto each fish at the mouth, and place the fish into a plastic bowl. For a fishing rod, use a stick or piece of dowel rod, and tie a horseshoe magnet onto the end of a piece of string. The children try their hand at fishing! The magnet should pick up the fish by the paper clip. 5. Recall Game. Use 5-10 diverse objects and pictures to represent the different parts of the story, eg. picture of Jonah, a plastic fish or picture of a fish, a small boat or ship, something to represent sackcloth, a plant, etc. Children can retell the story using the objects. Teacher Resource - Level One Lesson 68 Activity - Sea Creatures Kites Materials • • • • • • • • 1 photocopy of Jonah per child. 1 large paper bag per child. String, paper, ring reinforcements (or masking tape). Hole punch, sticky tape and dispensers if available. Streamers from tissue paper and/or crepe paper. Scissors. Thick marking pen. Crayons/colouring pencils/felt pens. Steps At Home • Cut out Jonah, folding along the dotted line so he is double sided. • Punch holes at the top edge of the paper bag, at least 3 cm from the edge. • Reinforce the holes with ring reinforcements or masking tape. • Cut two pieces of string approx 80 cm long. Tie each end into a hole on the bag to form two loops. • Cut another piece of string approx 80 cm long and tie one end to the centres of the previous loops – this will form the handle or holding string of the kite, note the diagram: In Class • The children colour in Jonah. • Help the children sticky tape Jonah to the inside of the paper bag (he is in the belly of the big fish). • Children decorate the outside of the bag with colouring pencils, streamers (for tails), eyes and perhaps fins or whole fish drawn with marking pens. • If possible, take the sea creature kites outside – open the bag, hold onto the string and run into the wind so that the wind catches in the bag and makes the kite fly. It will look as though the sea creature is swimming up and down with Jonah in its belly. (Keep the sticky tape handy for repairs.) • Remind children that although Jonah was in the belly of the big fish and no one could see him, God was with him and He is always with us too. Hand Puppet, Extra Ideas Number 2 Lesson 68 Teacher Resource - Level One Page 17 Jonah Activity – Sea Creatures Kite Page 18 Teacher Resource - Level One Lesson 68 This page is intentionally blank Lesson 68 Teacher Resource - Level One Page 19 The captivity of Israel (the northern kingdom) II Kings 17 Focus Teaching Suggestion For the children to understand that the children of Israel persisted in being disobedient to God’s word. Have the children sit in a line or circle with the teacher. Teacher turns to the child next to her, cups hands behind ears and softly says the verse. That child then turns to the child next to him/her and repeats the process until all the children have had a turn saying the verse. Say the verse aloud together to reinforce that the children have all heard the same message. Memory Verse “Obey … the Lord.” (Deuteronomy 27:10). Lesson Introduction 1. Introduce the story by demonstrating and then asking the children to pat their head with one hand. Then demonstrate and ask them to rub in a circle on their tummies with the other hand. Then ask them to do both actions consistently together. (Preschoolers have great difficulty doing this.) Then explain that the people of Israel tried to do two things that could not be done at the same time, (ie. to fear and obey the Lord, while worshipping other gods and traditions at the same time). 2. Use some of the figures from the Lesson 1 Teaching Aid Sheet and use other visual aids to tell the story, perhaps including a large map of the area, pictures of people in different coloured clothing to represent the different nationalities, and a few pictures of idols, statues, money, etc. Story Summary 1. The children of Israel sinned against God by worshipping other gods and in spite of God’s continual warnings through His prophets, they hardened their hearts. 2. God then allowed all the children of Israel to be taken away into other lands as slaves and people from other lands came and took over their lands. 3. Still the children of Israel would not listen and kept being disobedient. Page 20 Extra Ideas 1. Ears to Hear. You will need 1 Extra Ideas Activity Sheet per child, scissors, colouring pencils. Before class, cut out a set of ears for each child. In class, the children colour the ears. Teacher cuts along the dotted line to make a slit. Fit the ears over the children’s ears. 2. Playdough Faces. Playdough could be flattened on small paper plates to make ‘faces.’ Use materials pressed into the playdough to make the ‘features’ (showing ears that hear God’s word, eyes that see His ways, etc. rather than the closed ears and eyes in the story.) You could use large uncooked pasta shells for ears, and buttons, straws, small sticks, stones, seed pods, other pasta, etc. for the mouth, nose, teeth, etc. Uncooked noodles or extra playdough squeezed through a garlic press would make good hair. 3. Listening Game. Have some instruments and other soundmaking objects that you can use behind a small screen for the children to guess what they are. At home, record some common sounds from around the home that the children would recognise easily, eg. clock ticking, telephone ringing, vacuum cleaner, dog barking, etc. Play the tape for the children to guess the sounds. 4. Musical Bobs. Use a tape and dance or walk to the music. When the music stops, bob down. For variety, have a couple of percussion instruments ready. The instruments will have different instructions, eg. the shaker means stand still and the drum means lie down. Explain that when the music stops the children must listen for which instrument you will play so they will know what to do. 5. Listen and Do. Explain that you will tell the story again (a simple version will do). The children are to listen very carefully. Whenever you say ‘God’ the children are to stand up and raise their arms, when you say ‘sin’ or ‘disobeyed’ (or similar) they are to roll up in a ball, hiding their heads. 6. Discussion Ideas. Have a short, simple discussion with the children about why parents won’t allow certain things to become number one in their lives, eg. TV. Parents are giving words of warning, so ‘listen and live.’ A related picture or TV guide, etc. could provide a visual focus to begin the discussion. 7. Morning Tea. Have a variety of heart-shaped food, again relating it to not having a heart that is hard towards God. Food suggestions – fairy bread cut in heart shapes, heart shaped jelly (made in heart shape mould) and heart shaped biscuits. Teacher Resource - Level One Lesson 69 Activity - Soft and Hard Hearts Materials • • • • • Clay (or something of similar texture). Uncoloured, cooked playdough (recipe below). Heart shaped cookie cutters. Small paper plate/plastic tray – 1 per child (to take their ‘heart’ home). Rolling pins or other accessories, spatula/egg flip (for easy removal of ‘hearts’ from worktop onto paper plates). Steps At Home • Make the playdough. In Class • Allow some time for free play with the clay and playdough. Do not mix them. Talk about how they are different in terms of being hard and soft. • After free play, each child cuts a heart from rolled out playdough and clay to take home. Reinforce that God wants to be able to shape our lives. Cooked Playdough • 1 cup flour. • ½ cup salt. • 2 teaspoons cream of tartar. • 1 cup water. • 2 tablespoons oil. • Mix flour, salt and cream of tartar. Add oil and water and mix well. Cook slowly until mixture thickens, stirring constantly. Store in an airtight container (will keep for about 3 months). Lesson 69 Teacher Resource - Level One Page 21 The captivity of Israel (the northern kingdom) Extra Ideas Activity Sheet Fold Fold Cut Cut Fold Page 22 Fold Teacher Resource - Level One Lesson 69 This page is intentionally blank Lesson 69 Teacher Resource - Level One Page 23 Hezekiah and Sennacherib II Kings 18 – 20; Isaiah 36 - 38 Focus Teaching Suggestion For the children to understand that when we have a soft heart and attitude, this is when God can help us. Use a different version of Simon Says – play the game as per usual including the instruction ‘Simon Says,’ say the memory verse, ‘seek the Lord.’ Intersperse this fairly regularly during the game. Memory Verse Extra Ideas “Seek the Lord.” (Isaiah 55:6). Lesson Introduction Make two photocopies of the king from the Lesson 1 Teaching Aid Sheet. Also use Hezekiah and Isaiah from the Extra Ideas Activity Sheet. Glue these to paddlepop sticks and use them in a sand tray; they can be easily moved around and stood in the damp sand. Using some strips of cardboard, make some building enclosures such as Hezekiah’s palace and Sennacherib’s palace, and the temple. Story Summary 1. King Hezekiah was a good king who did right in the sight of God. 2. Sennacherib, king of Assyria, was at war with King Hezekiah and overpowered him and tried to torment him saying his God was not able to win because He was not strong enough. 3. Hezekiah sought the Lord with tears and fasting and because of his soft heart toward God, God promised that Sennacherib and his people would be punished because of their arrogance. 4. Later, Hezekiah became very ill and God told him through the prophet Isaiah that he would die. 5. Again Hezekiah turned to the Lord with tears and humility. 6. Again God heard him and healed him and he lived another 15 years to serve the Lord. 1. Puffed-up Sennacherib (he was puffed-up with arrogance). You will need 1 balloon per child, a permanent marking pen, pictures to illustrate Sennacherib’s sources of pride (eg. money, a big army, horses, previous victories, always a ‘winner,’ strong, brave, many slaves, etc.) Before class, draw a simple figure of Sennacherib on each balloon. Insert one of the pictures, folded, into each balloon. In class, give each child a balloon to inflate as far as possible. (Point out how Sennacherib gets bigger and bigger as the balloon inflates.) Tie the balloons, then have each child burst his/her balloon. Collect the pieces of paper from inside the balloons, and use them to discuss the differences between Sennacherib’s selfimportance and Hezekiah’s humility. 2. Telling the Truth. This activity is to illustrate that Hezekiah’s people had to decide whether Sennacherib or Hezekiah was telling the truth about God’s power. Retell the story, alerting the children to listen very carefully and to let you know immediately they hear something ‘wrong’! You can make very obvious ‘errors’ eg. “the stars were shining in the morning when Hezekiah went into his teapot and prayed to the Lord.” Or, you can make the errors a little more subtle, according to the ability of the class. (You might like to practise before class, telling the story like this, as it is much more difficult than you think.) 3. Seeking the Lord. Buy or make your own party masks that cover eyes only. Children decorate the masks with heart shapes. Write the memory verse on each mask and discuss with the children that to seek the Lord we need a soft heart. 4. Songs. “Some Trust in Chariots,” “They that Trust in the Lord,” “Trust in the Lord,” or appropriate songs known to you. 5. Morning Tea. This activity is to illustrate that God looks at the heart and is not impressed with self-importance. Have some special items (eg. lollies, special biscuits, strawberries, etc.) wrapped like presents in small boxes with plain wrapping. Also, have some boxes with just tissue paper in them wrapped in pretty paper, and larger boxes with ribbons, etc. Enjoying a morning tea together is a great opportunity for you to demonstrate how you care for other people by offering them food before you take some yourself. Page 24 Teacher Resource - Level One Lesson 70 Activity - Hezekiah in the Temple Materials • Large pieces of paper approx. 30 cm x 1 m, brown paper would look best but butcher’s paper would be fine for a sackcloth outfit (for this age group cutting paper is much easier than cutting material). • Strip of material or cord to tie around waist. • Marking pen. • Scissors. • Rug or mat. Steps At Home • In the centre of the sheet, cut a hole large enough for a child’s head. • Using the marking pen, draw fringing lines for the children to cut along the hemline of the garment – both front and back, approx. 1 cm apart. In Class • Children cut along fringing lines. Help the children to dress in their ‘sackcloth’ and tie at the waist with the strips of material or cord. • The children can now go into the temple and pray – have a rug for the children to sit on. Encourage the children to pray for each other or themselves in areas that they need help, eg. healing, being obedient to parents, etc. Lesson 70 Teacher Resource - Level One Page 25 Hezekiah and Sennacherib Extra Ideas Activity Sheet Page 26 Teacher Resource - Level One Lesson 70 This page is intentionally blank Lesson 70 Teacher Resource - Level One Page 27 Isaiah Isaiah 1 – 3; 6 Focus Teaching Suggestion For the children to understand that God wants us to be obedient and walk in His ways. Memory Verse Footprints. Trace around adult footprints with chalk on concrete (or onto paper) in a walking pattern for children to walk along. Write one word of the memory verse in each footprint in order. The children say the word as they step on each footprint. “Walk in His ways.” (Deuteronomy 19:9). Extra Ideas Lesson Introduction The content of this lesson focuses on Isaiah’s life of obedience and walking in God’s way, calling Israel to do the same. Although there is no obvious storyline, the activities can reinforce being obedient from the heart and walking in God’s ways linking back to previous lessons. Story Summary 1. Isaiah was a prophet chosen by God, who throughout his life preached God’s righteousness and who warned the people of the judgement of sin. 2. Isaiah also comforted the people with the knowledge of God’s love, forgiveness, and the rewards in store for those who remained faithful to Him. 3. Isaiah was chosen to show God’s people that they could not escape the consequences of faithlessness and disloyalty to God. 4. Assyria was one of the nations that God allowed to chasten His people and to prompt them to return to their God. Isaiah saw a vision of God and His throne room including angels. 5. Again, Isaiah is exhorted to preach warnings about the people’s disobedience. When playing active games or doing noisy activities, ensure your class is in an area where you will not disturb other classes or meetings. Page 28 1. Foot Print Painting – to illustrate walking in God’s ways. You will need thick paint, large flat tray, long sheet of paper (eg. fax roll, etc. but try to avoid shiny paper which can become slippery), water, soap, towels, etc. for cleaning up. Children step in the paint which has been spread in a thin layer in the tray, then walk along the paper leaving their footprints. 2. The Mountain of the Lord. If a sandpit is available make a very large sand castle, and use small pebbles or similar to make paths going up the mountain. Before class, set out a track to be followed, either by laying a continuous piece of string, or a path of arrows or footprints, to lead in a circuitous path to a high point (a playground jungle gym would make a great ‘mountain’). Children take turns being the leader and following a section of the path. 3. Songs. “Come let us go up to the mountain of the Lord,” “O Let is come to the house of the Lord” or other suitable songs known to you. 4. Red and White Playdough. Use red playdough and white uncoloured playdough to illustrate Isaiah 1:18. Make and talk about some things that are red and some things that are white. 5. Red and White Hearts. Draw two hearts on each sheet for each child. Have small red pieces of paper and material, cotton wool, plus some glue. The children make one heart red with the red pieces and the other white with the cotton wool. This activity also illustrates Isaiah 1:18 6. Balloon Popping. On the outside of each balloon write actions that hinder us from walking in God’s ways eg. disobedient, proud, not listening, unkind etc. Write the opposite to each word on a piece of paper and place inside the corresponding balloon before blowing it up eg. obedient, humble, listening, loving etc. Discuss with the children the meaning of each word and how it applies to their life. Pop the balloon to find out what we need to do to walk in God’s ways. 7. Morning Tea. Red jelly and white ice cream or crushed ice in paper cups with red cordial for colouring. Children suck out the cordial to reveal the white snow. This activity also illustrates Isaiah 1:18 Teacher Resource - Level One Lesson 71 Activity - Invitation Materials • 1 Activity Sheet per child. • Pencils/colouring pencils, colourful stickers. Steps • Promote a discussion on having a party, ie. things to do when having a party: preparation before the party; send out invitations to friends; know what to do at the party; telling friends where the party is and how to get there; what to wear. • Also discuss the feelings of anticipation that the children may feel about going to a party, going to someone else’s house and being with the person who has invited them. • Then discuss what is required when we go to the Lord’s house – preparation, etc. including the abovementioned points. • Have the children fill in the invitation, which is to be their own invitation to come to the Lord’s house. • Colour and decorate the invitation. Lesson 71 Teacher Resource - Level One Page 29 Isaiah Activity - Invitation Invitation To: ___________________ When: ________________ What to Bring: What Sharing, to helping, Do: fun, enjoyment. A What to garment of Wear: praise. Page 30 Teacher Resource - Level One Lesson 71 This page is intentionally blank Lesson 71 Teacher Resource - Level One Page 31 Josiah II Kings 22:1 – 23:25 Focus Teaching Suggestion For the children to understand that it is much better to live in God’s way than to live wickedly. Have a piece of rope/string and lay it along the floor. Make the rope/string trail as interesting and challenging as you like. Have each child take turns to walk along the rope/string saying the verse. Memory Verse Extra Ideas “Walk after the Lord.” (Hosea 11:10). Lesson Introduction 1. Introduce the story with a birthday cake for King Josiah. (Perhaps a plain cake, iced, with a ‘J’ marked out with Smarties and eight candles.) Have a gold cardboard crown gift-wrapped as a ‘mystery’ present for the new king’s eighth birthday, and let the children help you open it. 2. Photocopy the boy and the man from the Lesson 1 Teaching Aid Sheet. Use these as stick puppets or with a felt-board or Blu-tack to your own backgrounds. 3. Make use of the Extra Ideas, numbers 1 and 2 especially, in the telling of the story. Story Summary 1. Josiah was eight years old when he became king. 2. He did right in the sight of the Lord and walked in the way of his forefather David. 3. The kings before Josiah had made God angry because they did evil things and worshipped idols. 4. When repairing the house of the Lord, Hilkiah found the Book of the Law of God. 5. Josiah gathered his people together and said that they were to live by the laws of God, and threw out all of the idols (and God destroyed all the men and their houses who didn’t worship Him). 6. Josiah also re-established the Feast of Passover, which hadn’t been celebrated for many years because God’s ways had not been listened to. Page 32 1. Make a Scroll (God’s word). Photocopy the Extra Ideas Activity Sheet for each child. The children can colour the picture. Attach a piece of dowel to each end of the picture so it can be rolled up as a scroll or simply roll up and tie with ribbon. 2. Follow the Leader. This can be played using a ‘follow the leader’ song, “Punchinello,” or other. Use a simple course around the room walking in different ways, eg. with a balloon between knees; backwards, sideways, quickly, slowly; on one leg; on tip toe, on heels (sing “Mr Funny Feet”); take turns using a few pairs of Milo tin stilts (make from Milo tins, nylon cord threaded through the tins and long enough for the children to hold onto when standing on the tins.) 3. Obstacle Course. Set out a course, or path, using a rope, chalk line, or cut out footprints, and encourage the children not to step off the path. 4. Kings and Queens. Have a crown that the children can take turns wearing. When a child wears the crown, the ‘king/queen’ can think of different movements for the class to copy – eg. hopping, jumping, crawling, etc. 5. Shoe Race. You will need at least one pair of shoes per child, sized at least as large as the largest child’s foot. Children stand, barefoot at one end of the room. Give each of them one shoe and put the second shoe of the pair in a pile at the other end of the room. At the starting signal, the first child runs to the pile, finds their matching shoe, puts them both on and runs back to tap the second child’s hand to repeat the procedure. 6. Finding the Law. Hide some or all of the following items in the room (pictures are fine – they can be sticky taped under chairs etc.) a Bible (or scroll), hammer, chisel, money, timber, bricks, anything else to do with the repairing of the temple. Explain clearly to the children that they are workmen repairing the house of the Lord, and that these are the items they might find. (If you use chocolate coins for money, they could be shared as a reward.) 7. Morning Tea. Share the ‘birthday cake’ for Josiah from the story. Teacher Resource - Level One Lesson 72 Activity - Foot Print Painting Materials • Thick paint. • Large flat tray (eg. baking tray). • Long pieces of plain paper eg. end of paper roll from printers, continuous computer paper, fax roll, etc. (Try to avoid shiny paper, which becomes slippery.) • Water, soap, towels, etc for cleaning up. Steps • The children step in the paint which has been spread in a thin layer in the tray. • They walk along the paper leaving their footprints. • As the children walk along the paper reinforce making the link to the memory verse. Lesson 72 Teacher Resource - Level One Page 33 Josiah Extra Ideas Activity Sheet Page 34 Teacher Resource - Level One Lesson 72 This page is intentionally blank Lesson 72 Teacher Resource - Level One Page 35 Jeremiah Jeremiah 18 - 20 Focus Teaching Suggestion For the children to understand that we need to be soft like clay in God’s hands so He can mould us. Pair up the children and have each pair face one another. Children hold their hands out and clap partner’s hands with the words of the verse - clap on the words ‘Your’, ‘hands’, ‘made’ and ‘me’. Memory Verse Extra Ideas “Your hands … made me.” (Psalm 119:73). 1. Songs. “He’s Got the Whole World in His Hands”, “If I Were a Butterfly” or any similar song known to you relating to being in God’s hands. 2. God’s Hands. Use an OHP to project an adult hand onto large paper on the wall. Trace around the projected image then discuss about being in God’s hands. 3. Decorate Pots. Paint small terracotta pots with poster paints. Pots can be purchased from your local nursery for approx. $1. 4. Floor Jigsaw. Enlarge a picture of a pot on a photocopier, attach to cardboard and then cut to form a SIMPLE jigsaw, eg. 10 pieces. 5. Statues. Using a large floppy doll or an adult helper (or a child) as a ‘dummy’, the teacher positions the dummy into a particular stance. All the class copy the stance and pretend to be statues, standing still while the teacher counts to 5. Let the children take turns in positioning the model. Relate this to our need to be soft in God’s hands so we can be formed. Lesson Introduction 1. Talk with the children about pottery, having some examples in class, eg. a terracotta pot, a pottery mug, jug, etc. Why is each one made in a particular shape? How was it made? What is it made of? Let the children feel some soft clay. Talk about why the potter has to use soft clay. 2. Tell the story. A helper could act out the part of the potter while the teacher takes the role of Jeremiah, or a simple puppet could be used as Jeremiah telling the story about the potter. Use pictures of a potter, and actual pottery to illustrate. 3. Review summary sheet. Story Summary 1. The Lord told Jeremiah to go to the potter’s house. 2. While there, God told Jeremiah that His people were like clay in His hand - if they did not walk in His way they were like a ruined vessel, but if they turned to God, He would make them into a new vessel. 3. The people were stiff-necked and chose their own way, so Jeremiah demonstrated this by breaking an earthen jug. Page 36 It is often beneficial to have another adult in the room when doing messy activities. He or she can assist individual children or help tidy up after the lesson. Teacher Resource - Level One Lesson 73 Activity - Creating Sculpture/Modelling Materials • Any one of the modelling medium listed below (recipes below). These will need to be prepared before class. Those marked with an ‘*’ will become hard, like pottery and can be painted and varnished when completely dry: play dough; soda play clay*; salt ceramic*; clay*; plasticine - (purchase from a department story); salt dough*. • Any implements to help shape the modelling material, eg: biscuit cutters; rolling pins; blunt knives and forks; lids and lego blocks to imprint patterns; straws; pastry wheels. • A surface on which the children can work their modelling material, eg. vinyl placemats, paper plates - those can also be used for taking their creation home. • Clean up cloth, drop sheets, etc. • If appropriate, written specific instructions for parents if the modelling medium needs baking and hardening. Steps • Allow free creative play with the chosen medium. While the children play, talk about what they are doing. Does the material mould easily? Are they planning to make anything in particular? Can they change the modelling material into any shape? Can they re-work it completely? Relate what they are doing to the story. • If the material is one which will harden, you may like, after free play, to direct the children towards making a simple, functional item appropriate to their level, eg. a plate or bowl, and discuss with them why the shaping must be done while the material is soft (as related to the story). Recipes: • Cooked Playdough (this is very pliable and keeps well) 4 cups flour; 1 cup salt; 2 tblsp cream of tartar; 1 tblsp oil; 4 cups water; food colouring (optional). Mix flour, salt and cream of tartar. Add oil and water and mix well. Cook slowly until mixture thickens, stirring constantly. Store in an airtight container (will keep for about 3 months). • Soda Play Clay 2 cups bi-carbonate soda; 1 cup cornflour; 1¼ cups cold water. Mix bi-carb with cornflour, add water and mix till smooth. Boil for 1 minute to consistency of mashed potato, stirring constantly. Spoon out onto plate. Cover with a damp cloth and allow to cool. Knead and roll out on waxed paper. • Salt Ceramic 1 cup table salt; ½ cup cornflour; ¾ cup cold water. Mix the ingredients together in a saucepan. Stirring constantly, cook until thick (bread dough consistency). Place on waxed paper or foil to cool. When cool enough to handle, knead for several minutes. Store in a plastic bag or airtight container. (Hardens to a stone-like consistency over several days.) • Salt Dough (Non-edible) 4 cups plain flour; 1 cup salt; 1½ cups water. In a large bowl, mix together the flour and salt, then add the water. When the mixture is too thick to stir with a spoon, begin kneading it with your hands - the longer the dough is kneaded the smoother it becomes (average time 10 minutes). If it is not kneaded it will develop cracks during baking and will rise and puff up if it is too moist. Finished sculpture should be a flattish shape, up to 2 cm thick. Bake at 160o C till totally dry (could be up to 2 hours). Lesson 73 Teacher Resource - Level One Page 37 The captivity of Judah II Chronicles 36:1-21; (the southern kingdom) Jeremiah 52; Daniel 1 Focus Teaching Suggestion For the children to appreciate that Daniel and his friends made a decision to stand for the Lord in the midst of a wicked people. Use a tape of chorus music or just use a percussion instrument. Make a circle and hold hands. Side step to the music around in the circle. When the music stops, raise hands and say the memory verse together. Repeat this to reinforce the memory verse. Memory Verse Extra Ideas “Serve the Lord.” (Joshua 24:15). Lesson Introduction 1. To introduce the idea of God’s protection if we continue to walk with Him throughout all circumstances in life. Show the children an umbrella and talk about what we use an umbrella for, and what happens when we walk out in the rain without an umbrella or raincoat. 2. Explain that the people of Judah and Jerusalem decided they did not need God’s protection any more. This was shown by how they chose to live seeking other gods. 3. The story wheel (see Extra Ideas below) could be used to tell the story, or photocopied, re-coloured pictures from a picture Bible. Story Summary 1. The people of Israel were taken into captivity by the king of Babylon and the temple was plundered. 2. Certain youths were set apart for three years training to serve in the king’s palace. 3. Their diet was to be the daily portion of the king’s rich food. 4. One of the youths was Daniel and he requested that he and his three friends might eat only vegetables and drink only water for 10 days. 5. God blessed them and they stood out as the best in the land. Page 38 1. Make your own Fruit and Vegies. You will need some fresh fruit and vegetables or pictures of some for inspiration, two or three sheets of A4 paper cut in half per child, paints - red, green, yellow, orange and purple. Children paint each piece of paper with one colour only, per sheet. When dry, children then draw their own original fruit or vegetable on their painting with a thick black felt pen. Teacher cuts out the shapes. You can extend this activity by having large plastic trays or paper plates for the children to paste their fruit and vegetable creations on. 2. Four Friends Standing. Fan-fold rectangles of paper and draw the outline of half a person so that when it is cut out and unfolded you have a chain of four people to represent Daniel and his friends. Children can .draw faces and colour them in. 3. God’s Protection. Prior to class, draw Jerusalem (a walled city and stick people are OK) on a large long piece of paper using water based pens or bright water colour (not acrylic) paint. In class, attach the mural to an outside wall. Cover the picture with a piece of clear plastic (eg. available from newsagents for covering books - not contact). Give each child a spray bottle filled with water and let them try to destroy the city (which, of course, is protected by the plastic, representing God’s protection). Then remove the plastic and let them squirt and wash away the drawings as God allowed Jerusalem to be destroyed. (This activity is especially good for active boys!) 4. Story Wheel. This activity enables the children to retell the story themselves. You will need to provide four pictures relating to the story, two pieces of paper cut into circle shape, one divided into four sections, the other with a quarter missing and a split pin for each child. Examples of pictures – Jerusalem destroyed and the people taken captive, young men set apart, rich king’s food, food Daniel and his friends chose to eat, Daniel and his friends happy and healthy. In class, children assemble the story wheel ensuring the adult fastens the split pin. 5. Threading. Hole punch small pictures of Daniel and his friends as well as the food they chose to eat. The children thread pictures onto wool with a bodkin or coloured matchstick sticky taped to wool. To space out the pictures use cut out straws etc. 6. Morning Tea. Have a selection of fresh fruit, raw vegetables (cut into bite-sized pieces and presented appealingly) and water. Alternatively make fruit and vegetable kebabs with the children. Teacher Resource - Level One Lesson 74 Activity - Vegetable People (Daniel, Shadrach, Meshach, Abed-Nego) Materials • • • • Toothpicks. Pipe cleaners. Paper plate on which to take home their men. Variety of vegetables, fruit and dried fruit eg. potatoes, carrots, zucchini, cherry tomatoes, lettuce, celery, sultanas, sprouts small mushrooms, etc. (When choosing fruit and vegetables, choose some large ones to form bodies or head, smaller items for facial features, leaves and herbs or sprouts for hair.) Steps At Home • Slice and chop some of the vegetables into different sized and shaped pieces. Store in separate containers. In Class • Using the toothpicks and pipe cleaners, stick a selection of the fruit and vegetables together to form ‘men’ (or just their heads), and vegies. While creating, talk about what Daniel and his friends chose to eat instead of the king’s rich food, emphasising the stand they made for the Lord. ZUCCHINI MAN Lesson 74 POTATO HEAD Teacher Resource - Level One PAPER PLATE FACE Page 39 Daniel interprets the king’s dream Daniel 2 Focus Teaching Suggestion For the children to understand that because Daniel had chosen to stand for the Lord, God was able to use him in a special way. All you will need is a ball. Have the children kneel like Daniel in a circle. One child rolls the ball to another who says the memory verse before rolling it on to a different child. Repeat until all children have had a turn. Memory Verse Extra Ideas “God gave … wisdom.” (I Kings 4:29). Lesson Introduction 1. Talk briefly to the children about dreams. Do they sometimes have dreams? Can they remember what the dream was about? Do they ever realise they have had a dream but cannot remember what it was about? Mention that God sometimes uses dreams, and talk about how some dreams are hard to make sense of. Then begin the story. 2. To help the children to visualise the statue, use either the wall jigsaw or cardboard box statue (see Extra Ideas below) at the appropriate place in the story. Use either simple puppets or pictures for Daniel, Nebuchadnezzar and the wise men. Story Summary 1. King Nebuchadnezzar had a dream that troubled him and he called for the dream to be told and interpreted. 2. His magicians and wise men could not tell what the dream was or interpret it, so he ordered the wise men of Babylon to be killed - Daniel being one of these. 3. Daniel requested of the king for more time to interpret the dream. 4. Daniel, with his friends, sought God for the dream and its meaning. 5. Daniel revealed the secret of the dream and its meaning to the king, giving God the glory. 6. The dream entailed a great image which depicted current and future events. 7. Nebuchadnezzar worshipped God and promoted Daniel, who asked for the king to promote his friends. Page 40 1. Role Play. Use basic props for the children to retell the story eg. pillow, rug and crown for king; hats for magicians and wise men, towel headgear for Daniel and other suitable garments. Include a picture of a statue in a ‘dream frame/ cloud’. Emphasise that Daniel prayed to God for the dream and its meaning. 2. Jigsaw Game. Copy Extra Ideas Activity Sheet for each child. In class, children colour in both pictures. Children cut into 5 segments along lines. Pictures can now be used as a puzzle or as a game. If using as a game, make a spinner using extra copies of the king and Daniel pictures. Cut each picture into 5 segments and glue corresponding pictures onto a circle of card marked into 5 equal sections. Use a split pin to attach spinner to centre of card ensuring it spins freely. In class, children take turns to spin the spinner and select the body part indicated, continuing the game until their picture is completed. 3. Wind Twirler. Each child needs two copies of both pictures from the Extra Ideas Activity Sheet. Children colour both pictures then glue them back to back. Hole punch at the top of the picture and thread a piece of string/wool through the hole. The picture can now be hung to twirl in the breeze. 4. Songs. “God is good to me” or other similar songs known to you about standing with and for the Lord. Pre school aged children enjoy choosing songs for the whole class to sing. At the beginning of a lesson, ask each child to share a song that they would like to sing and sing it together as a class. Teacher Resource - Level One Lesson 75 Activity - Picture Sequence Materials • • • • 1 Activity Sheet per child. 1 piece of paper or card per child to mount picture sequence (approximately 14cm x 60cm). Pencils, crayons or felt pens for colouring in. Glue. Steps At Home • Cut out the picture sequences. In Class • Children colour in pictures. • Children put the pictures in the correct order (teacher can assist by retelling the story as needed). • Once the children’s pictures are in the right sequence, glue the paper onto the card. • Throughout the activity, make reference to Daniel’s choice to stand for the Lord and how he was used in a special way. • Encourage the children to ‘show and tell’ the story to mum and dad. Lesson 75 Teacher Resource - Level One Page 41 Daniel interprets the king’s dream Activity – Picture Sequence Page 42 Teacher Resource - Level One Lesson 75 Daniel interprets the king’s dream Extra Ideas Activity Sheet– Jigsaw Game and Wind Twirler Lesson 75 Teacher Resource - Level One Page 43 The fiery furnace Daniel 3 Focus Teaching Suggestion For the children to understand that because the three friends loved God, He protected them and stood with them in the fire. Do actions to correspond with the words: ‘He is’ - point heavenward, ‘my’ - point to self, ‘refuge’- make a roof shape using both hands. Memory Verse Extra Ideas “He is my refuge.” (Psalm 91:2). Lesson Introduction 1. Briefly discuss what things the children think are important in their lives and then lead into the story as being about men who put God as the most important thing in their lives. 2. As part of the story discuss what a furnace is. What sorts of things are hot? How hot is fire? Light a candle and burn a hair, or a small picture of one of the characters (held by tongs) in the flame (ensure appropriate safety precautions are implemented). 3. Many of the activities listed below could be made as a demonstration model which could then be used to tell the story. Story Summary 1. Nebuchadnezzar set up an enormous gold statue and sent for the governors, rulers etc. to attend a dedication ceremony. 2. The king ordered that every time they heard the musical instruments play, they should bow down and worship the image and whoever did not, would be thrown into the fiery furnace. 3. Shadrach, Meshach and Abed-Nego loved and worshipped God and so did not worship the image and were reported. 4. The king gave them another chance but they refused. 5. He was furious and ordered the furnace to be heated seven times hotter than normal and the faithful men were bound and thrown into the fire. 6. Nebuchadnezzar saw four men in the fire and knew that the fourth man with them looked like the Son of God. 7. Nebuchadnezzar blessed God, changed the decree and gave Shadrach, Meshach and Abed-Nego a promotion. Page 44 1. Magic Slate Painting. Put a dessert spoon of tomato sauce in a small zip-lock bag, ‘burp’ it and seal it (one per child). Using your finger or a blunt implement, trace the figures of the men on the plastic to show them in ‘the fiery furnace.’ The picture can be erased by smoothing over the sauce with a flat hand and can be drawn again and again. 2. Magic Pictures. Before class, draw four men (stick figures will do) on a piece of white paper, using white crayon or white candle. In class, children use water based red and yellow paint and wide soft brushes to paint over the page. The paint will not adhere to the wax drawing and the men will ‘appear’ in the flames. 3. Printing Activity. You need 1 Extra Ideas Activity sheet of the four men per child, thick red and yellow paint in a thin layer in shallow trays and clean-up equipment. Use foam or potato pieces cut to various flame shapes and print over the picture. 4. Finger Painting. Use red and yellow finger paint for the children to make ‘flame-like’ patterns. Take a print of their flame-like patterns by placing a sheet of paper over the painted pattern and gently pressing over the back of the sheet, remove paper and dry. Use photocopies of the Extra Ideas Activity Sheet for taking prints and the four figures will appear to be behind the flames. 5. Sewing Cards. Paste photocopies of the Extra Ideas Activity Sheet onto cardboard - one per child. When dry, punch holes a good distance apart to form the outline of flames. In class, children use red and yellow wool threaded on thick blunt needles (bodkins) and tied to edge of the card to sew along the lines of the flames. 6. Candle Demo. Repeat the candle demonstration (see ‘Lesson Introduction’). This time talk about what‘fire’ and ‘burning’ smell like. Discuss that Shadrach, and his friends, did not smell even a little smoky when they came out of the furnace. Ensure appropriate safety precautions are implemented. 7. Morning Tea. Children spread arrowroot biscuits with fluffy icing coloured with yellow and red food colouring. Then top each with four jelly baby lollies to represent the four men in the flames. Teacher Resource - Level One Lesson 76 Activity - Finger Puppets and Fiery Furnace Materials • • • • Felt pens (small circular stickers optional). Plain red material, preferably firmly woven material eg. medium weight cotton, approximately A4 size per child. 6 mm wide elastic. Scissors, needle, thread, etc (if you do not sew, see alternative suggestion at end of activity.) Steps At Home • Construct the ‘fiery furnace’, which will resemble workmen’s shoe/sock protectors. For each child, sew together the short ends of the piece of material to form a tube. Then form a casing at one end, thread with elastic and pull up the elastic so it will sit firmly on a child’s wrist. (There is no need to hem or neaten seams.) In Class • Using felt pens and stickers draw simple faces on four fingers of the child’s non-dominant hand. (They may draw on their own hand or with a partner.) Draw in any other clothing details, as desired, to depict Shadrach, Meshach, Abed-Nego and one like the Son of God. The teacher may draw Nebuchadnezzar on one of the fingers on each child’s dominant hand. Put the fiery furnace tube over the child’s hand with the four fingers as shown below. To illustrate throwing them into the furnace. Simply pull the ungathered end of the fabric tube up over the hand. The children can look down into the furnace and see four figures, if they hold their thumb on their palm. • Alternative for those who don’t sew - Instead of the fabric sleeve, use red crepe/tissue paper, cellophane or medium sized brown paper bags with red flames drawn on the sides, and a hole large enough to fit the child’s hand, cut in the bottom. Gather the bottom end of the bag around the child’s wrist and hold together with a firm rubber band. The Son of God Shadrach Meshach Abed-Nego Lesson 76 Teacher Resource - Level One Page 45 The fiery furnace Extra Ideas Activity Sheet Page 46 Teacher Resource - Level One Lesson 76 This page is intentionally blank Lesson 76 Teacher Resource - Level One Page 47 The writing on the wall Daniel 5 Focus Teaching Suggestion For the children to understand that the king’s heart was proud and the kingdom was taken from him. Musical Bobs - Children move around the room to music. When the music stops, children bob down and repeat the memory verse together. Memory Verse Extra Ideas “Humble yourselves.” (James 4:10). 1. Mural of ‘Writing’. As preschoolers are often beginning to experiment with letters and written symbols, let them make a ‘wall of writing’ in one of the following ways: 1. On an unpainted cement wall or floor, using large paint brushes (eg. size 8) and plain water. Let the children paint any letters or symbols they know. They could also paint around their hands. 2. Use large sheets of paper and wet coloured chalk (soaked in water). 3. Use large sheets of paper. Add children’s hand prints or draw around their hands on the paper. For each of these activities you could glue a photocopy of Belshazzar and the banquet (from the main activity) under the writing. 2. Let’s Role Play. Pretend to be: Belshazzar’s men carrying all the gold and silver vessels which his ancestor Nebuchadnezzar had taken from the temple; Belshazzar with his knees shaking; at the banquet; watching quietly as the moving hand is writing. 3. Feely Bag. Show the children the following items and then place them in a pillow slip: a cut out crown; a rubber glove stuffed and securely fastened at the wrist; a piece of rich purple cloth and a gold chain (the reward given to Daniel); writing on a slate or piece of wood; and 1 or 2 items to symbolise a party. Let the children take turns to feel inside the pillow slip and try to identify the item by touch alone. Relate the item to the story and focus. 4. Shadow Play. Retell the story using the silhouettes cast by placing the items in the stream of light, or ask the children to identify the items by looking only at the shadow and then work out where it fits in the story. Lesson Introduction Refresh the children’s memory by talking briefly about what they remember from the previous few weeks. Tell the story in conjunction with the Activity (use the master) and at the point where the writing appears on the wall, brush over with paint to reveal the message. Alternatively, a shadow play could be used to tell the story. Story Summary 1. King Belshazzar, arranged a great feast for 1000 of his lords and they drank from the holy vessels from God’s temple, worshipping other gods. 2. Suddenly the king saw the fingers of a man’s hand write words on the wall. 3. The king was afraid, calling for his wise men to read and interpret the writing but they could not. 4. He offered rewards but to no avail. 5. Belshazzar was told of Daniel who was able to interpret dreams because the Spirit of the Holy God was in him. 6. The king sent for Daniel who interpreted the words but he didn’t want the rewards. 7. God had judged Belshazzar because his heart was not humble toward God so He ended Belshazzar’s kingdom. 8. That night the king was killed and Darius became the next king. Page 48 When acting out role plays, do them two or three times and allow the children to swap characters and costumes each time. Teacher Resource - Level One Lesson 77 Activity - Secret Writing – Crayon Resist Materials • • • • • At least one photocopy of the Activity Sheet per child. White candles or white crayons. Strongly coloured thin water paint. Wide soft brush. Clean-up cloths, paint aprons, etc. Steps At Home • Using the candles/crayons, write a line of symbols or letters on the paper above the heads of the banquet party. In Class • Using the candle or crayon, draw around each child’s hand on their sheet of paper. (They could do this individually, or in pairs or with teacher’s assistance.) Paint broad washes of colour over the page - the paint will not adhere to the wax writing and hand outline, which will appear ‘by magic’. Lesson 77 Teacher Resource - Level One Page 49 The writing on the wall Activity – Secret Writing – Crayon Resist Page 50 Teacher Resource - Level One Lesson 77 This page is intentionally blank Lesson 77 Teacher Resource - Level One Page 51 Daniel in the lions’ den Focus Teaching Suggestion For the children to understand that God worked a miracle to save Daniel whom He loved, and destroyed the plans of wicked men. Memory Verse “God is faithful.” (I Corinthians 1:9). Trains - have children in a line. First child walks around the row of children repeating the memory verse (with the teacher’s assistance). When first child comes to the head of the line, the first child stops and the next child places his hands on the first’s waist and they move off together repeating the memory verse until they reach the top of the line again. Continue in this way until all children are part of the train and have said the memory verse. Extra Ideas Lesson Introduction 1. Talk briefly and generally about all sorts of things that can be scary for us. Then talk about scary large animals, perhaps acting out some roaring, growling, stalking, etc. Then begin the story of God’s protection of Daniel. 2. If possible use a book with lots of pictures of this story with some of the following action activities, etc: • roar like lion; • prowl like lions; • toss and turn in restless sleep like Darius; • pretend to be a lion whose mouth has been closed by God; pretend trying to open your mouth. Story Summary 1. King Darius raised up leaders over the people and wished to set Daniel, because he had an excellent spirit, over the whole kingdom. 2. The other leaders were jealous and tried to find something against Daniel but he was faithful in everything. 3. They persuaded the king to pass a law that no one was to pray to another god or man for thirty days. 4. Daniel continued to pray to God and was reported to the king who tried to save him but failed. 5. Daniel was thrown into the lion’s den. 6. King Darius spent a sleepless night and hurried to the den in the morning to see how Daniel was. 7. Daniel told how God had sent His angel to shut the lions’ mouth because he was blameless. Page 52 Daniel 6 1.Role Play. Set up a section of the room as a lions’ den. One child is Daniel, one is the ‘angel’, and the rest are lions who prowl and roar around the den (wearing lion masks from the main activity). The angel taps the lions twice on the shoulder and they have to stop growling. Daniel then walks through unharmed. 2.Lion Sock Puppets. You will need an old grey/yellow/brown sock per child, scraps of lion-coloured wool or material, felt pens, stickers, thin white cardboard, strong craft glue. (The socks are used with your thumb in the heel and fingers in the toe, so that the sole of the foot becomes the lion’s mouth.) Before class, glue on some material or wool to form the mane (unravelled wool from an old jumper works well). For each child cut 2 pieces of cardboard (approx. 6 cm x 1 cm), making the shorter ends pointed in the middle - these will be the lion’s large ‘fangs’. In class, children use felt pens and/or stickers to form the eyes, nose, whiskers, etc. To add the fangs, bend the points of the strips of cardboard at right angles and then glue the flat section of cardboard into the lion’s mouth (one set at top and one set at the bottom). Children can make their lion ‘roar’ and the mouth can be wrinkled together to indicate God stopping its mouth. 3.Spaghetti Lions. You need 2 paper dinner plates glued together per child, crayons, bowls, spaghetti, yellow food colouring and a colander. In the morning, cook the spaghetti (with the food colouring) until just tender. Drain until spaghetti is just covered and take to class like this. Children draw facial features of a lion on the paper plates. Drain the spaghetti. Children arrange wet spaghetti, a few strands at a time around the edge of their plate to represent the lion’s mane. The starch makes the spaghetti stick. 4.Daniel and Hairy Lions. Photocopy or mount lions and Daniel praying from the Extra Ideas Activity Sheet onto cardboard and cut them out. In class, children apply thick paint to the lions then scratch it over with toothbrushes/toothpicks to look like rough fur. Glue Daniel with lions around him onto another sheet of paper. 5.Feeding Time. Use the lion’s faces from the Activity Sheet and attach it to a wall at ½ metre height from the floor. Attach a shopping bag by one handle to just below the lion’s face (this is the lion’s mouth). Scrunch up some paper into balls (of meat) and see how many pieces of ‘meat’ each child can feed to the lion. Teacher Resource - Level One Lesson 78 Activity - Paper Plate Lion Puppets Materials • • • • • • 2 small paper plates per child. 1 of each 2 Activity Sheets per child. Scissors. Strong craft glue. Felt pens/pencils/crayons. Brown coloured paper or wool and collage materials. Steps At Home • Cut out the lion mouth and face circles from the Activity Sheets. • Fold one paper plate in half, glue the back of the bottom half of the folded plate to the bottom half of the other plate (see diagram below). • With the second plate folded in half, glue the lion’s face to the plates (top half to the top of plate 1 and bottom half over the folded section of plate 2. • Unfold plate 2 and glue the lion’s mouth circle over it. • Cut out the section marked ‘cut out’ on the lion’s face. In Class • Children colour the plates and use whatever is available to make the lion’s mane, around the edge of the rear plate. • Add any other collage materials you think appropriate to decorate the puppet. • The puppet is operated by putting the index, middle and ring fingers through the semi-circular cut-out section in the first plate and out onto the nose, with the thumb right behind both plates. The fingers open and close the lion’s mouth by pushing down on its snout. Lesson 78 Teacher Resource - Level One Page 53 Daniel in the lions’ den Activity – Paper Plate Lion Puppets Page 54 Teacher Resource - Level One Lesson 78 Daniel in the lions’ den Activity – Paper Plate Lion Puppet Lesson 78 Teacher Resource - Level One Page 55 Daniel in the lions’ den Extra Ideas Activity Sheet Page 56 Teacher Resource - Level One Lesson 78 This page is intentionally blank Lesson 78 Teacher Resource - Level One Page 57 Esther Esther Focus Teaching Suggestion For the children to understand that because Esther obeyed Mordecai’s instructions, her people were saved. Children sit in a circle and pass an item around. As each child receives the item they say the memory verse then pass it on. Continue until all children receive the item. Memory Verse Extra Ideas “Obey God.” (Acts 5:29). Lesson Introduction Begin with a brief ‘reflection about obedience and then move into the story as one about a woman whose obedience was very important. To tell the story, use a felt board and figures backed with sandpaper. You will need 1 female figure for Esther, and 3 male figures to represent Mordecai, the king, and Haman. Use as many visual aids as possible - crowns; make up and small jars that Esther would have used to prepare herself; tea set or picnic set for the banquet; sackcloth type material that Mordecai wore; robes; crowns; golden scepter; ashes; horse; scroll etc. Story Summary 1. Esther was a beautiful young Jewish woman raised by a relative, Mordecai, when her parents had died. 2. Mordecai brought Esther to the palace of King Ahasuerus, where she was chosen by the king to be his new queen. 3. Mordecai told Esther that Haman, one of the king’s top men, had devised a plan to kill every Jew in the kingdom. 4. Mordecai also told Esther that she must speak to the king on behalf of her people, even though he knew the danger. 5. The king did not know that Esther was a Jew. Esther called for all the Jews to fast for three days and then she approached the king. 6. Ester told the King of the devious plan, Haman was hung, the plot to kill the Jews was overthrown, and Esther and Mordecai were rewarded by the king. Page 58 1. Esther Made Queen. Photocopy 1 Extra Ideas Activity Sheet per child, and cut out. In class, children use glue sticks or quick drying glue and collage materials such as scraps of brightly coloured material or paper, glitter, wool, etc. to decorate Esther’s clothes. Glue the side flaps together to make her stand up. 2. Dressing Up. Provide scarves, shawls, coats and jewellery and accessories suitable for a queen, king, Mordecai (when he is dressed in the king’s coat and also when he is dressed in sackcloth) and Haman. Children can dress up and act out the story with the emphasis being on Esther’s obedience which resulted in her people being saved. 3. Tell Me How They Feel. Show children pictures of people’s faces displaying obvious emotional expressions eg. afraid, happy, crying/wailing etc. Ask questions about how the person in the pictures feels, who in the story felt like this and why, and have the children ever felt like that. End the discussion highlighting that obedience doesn’t depend on how we feel. Even though Esther was afraid she still obeyed. 4. Songs. “Obedience is the key”, “Let Obedience be my First Response” or similar songs known to you about obedience. 5. Concentration. To emphasise the fact that God chose Esther for a special job and how He chooses us today. Cut from books, magazines or draw small pictures of people occupied in a job, plus something they use in that job, eg. a cook and a rolling pin, a teacher and a black board, a builder and a saw, a musician and his instrument, a housewife and a washing machine or vacuum cleaner, making approx. 10 pairs. Glue the pictures to cardboard cards all cut to the same size. In class, play concentration/ memory pairs, emphasising throughout that God has special tasks for each of us. Help the children think of special things God might want them to do. 6. Morning Tea. Wear props from Extra Ideas Activity number two if you have prepared this activity and add some special morning tea for a ‘banquet’ - eg. red cordial for wine, cake, perhaps some lollies, bread with hundreds and thousands, etc, all served in splendour! Teacher Resource - Level One Lesson 79 Activity - Esther and Mordecai Sewing Cards Materials • • • • • 1 Activity Sheet per child photocopied or mounted on cardboard. Hole punch (skewer). Wool - richly coloured or glittery pieces for Esther, and black or grey for Mordecai (in sackcloth). Thick blunt needles (bodkins or coloured matchstick taped to end of wool) - 1 per child. Colouring pencils, glitter, etc. Steps Before Class • Cut out ‘Esther’ and ‘Mordecai’ along the thick black line. • Use a hole punch to punch holes approx. every centimetre. Pre-thread needles, tying one end of the wool to the eye of the needle, and the other end to the sewing card (at the first hole). In Class • Children sew around the figures, in and out of the holes, using the appropriate coloured wool. • If desired, children can also colour in the figures, adding glitter, etc. • As the children sew around the figures talk together about each person and the importance of what they did with emphasis on obedience. Lesson 79 Teacher Resource - Level One Page 59 Esther Activity – Esther and Mordecai Sewing Cards Page 60 Teacher Resource - Level One Lesson 79 Esther Extra Ideas Activity Sheet Lesson 79 Teacher Resource - Level One Page 61 Ezra 3; 5:1-2; 6:15; Haggai 1:3-6; 2:6-9; Zechariah 4; Nehemiah 1:1-3; 6:15-16 Restoration Focus Teaching Suggestion For the children to understand that God placed great importance on the building of His temple for that is where He came to meet with them. Play a version of ‘Duck, duck, goose’ - Have the children in a circle and choose a child to begin. Child walks around the outside of the circle tapping each child on the shoulder, saying ‘you are, you are, ...’ until he chooses a child and says, as he taps him on the shoulder, ‘the temple’. First child then runs around the circle, chased by second child, until he finds his own place and sits down then repeats the memory verse. Now second child begins again, ‘you are, you are, ....’. etc. Memory Verse “You are the temple.” (I Corinthians 3:16). Lesson Introduction Explain to the children the special love the Jews had for Jerusalem and the temple, then begin the story. This could be told using cut out pictures and blue tack, and a simple drawing of the temple on the black board (or on a large sheet of paper) at the appropriate part of the story. The children could help draw some of the bricks of the temple. Alternatively, use a felt board and felt figures or pictures backed with sandpaper, and small brick shaped pieces of felt to make up the temple. Story Summary 1. After 70 years of captivity, the children of Israel returned to Jerusalem to rebuild the temple. 2. At the laying of the foundation stone, the people praised and worshipped God. 3. The other people of the land tried to stop them from building, but the king forced the opponents to stop hindering the work. 4. The Jews were discouraged, so God sent His prophets, Haggai and Zechariah to encourage them, and so the temple was completed. 5. The temple dedication was celebrated with joy. Page 62 Extra Ideas 1. Temple/Body Floor Puzzle. Enlarge (by several times) the picture of the temple or body from the Extra Ideas Activity Sheets and glue to cardboard. When dry, colour and cut into approx. 10 pieces. If using the body picture, relate this to how we are the temple of God. 2. Construction. This can be done either individually or as a whole group. Use appropriate various sized boxes, cardboard, tubes, milk cartons, masking/sticky tape or strong glue, and a heavy piece of cardboard for the base. In class, talk about finding the right sized/shaped boxes to be the foundations and about how the pieces fit together. If desired, the constructions can be painted using thick, opaque paint and large brushes. 3. Tools of the Trade. Draw or cut out pictures of various tools used to build, or worship, or serve in the temple (eg. hammer, saw, stone mason’s chisel, ruler, some musical instruments, etc). Place the pictures in a ‘mystery bag’. Children take turns to draw out a picture, and as a group try to identify what the tool is, how it is used, and by whom, and pretend to use it. Talk about how all the workers worked together and needed each other to complete the restoration. 4. Block Play. Borrow as many blocks as you can, and mark some large ones with stickers with the words of the memory verse, to identify them as ‘foundation stones.’ Allow free play, instructing the children to find the ‘foundation stones’ to use first in their building. 5. Celebration. Have a time of celebration when you have built a wall or the temple (using any of the above activities), by using instruments for the children and choruses that the children enjoy. 6. Body Outlines. Have children lie down on a large piece of paper and trace around their outlines. Children then decorate these and add the memory verse. Discuss how we are the temple of God. 7. Morning Tea. Make a butter cake in a lamington tin. In class, make white fluffy icing and ice the cake. Using the side of a Duplo block dipped in cocoa, children help make brick patterns on the white icing to resemble a brick wall. Teacher Resource - Level One Lesson 80 Activity - God’s Temple Today - A Paper, Stone-wall Collage Materials • • • • • • • A large sheet of firm paper or cardboard. Smaller sheets of paper (approx 20 x 7 cm) - at least 1 per child. Felt pens/colouring pencils/crayons. Glitter. Stickers. Glue. Small pieces of bright paper or cardboard, etc. Steps At Home • Draw a stone wall on the cardboard or paper, making each stone just a little larger than the children’s pieces of paper. In Class • Give each child one of the small pieces of paper. • Those who can, write their names. Children who cannot write their name, may write their ‘letter’, or do a drawing of themselves and teacher can write on their name, if desired. • Children personalise their piece of paper with decorations of their choice. • Use blue tack or glue to attach the ‘stones’ to the temple. (The children may like to do more stones for friends or family members.) Lesson 80 Teacher Resource - Level One Page 63 Restoration Extra Ideas Activity Sheet Page 64 Teacher Resource - Level One Lesson 80 Restoration Extra Ideas Activity Sheet Lesson 80 Teacher Resource - Level One Page 65 This page is intentionally blank 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 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 Teacher Resource - Level One Page 68
Similar documents
UNIT 5 - Sonseekers
. . . 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 S...
More information