cmin 610 three lessons on creation

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Liberty Theological Seminary

Curricular Plan for a Three Lesson Series for a Third Grade Sunday School Class:Three Lessons on Creation

A Paper

Submitted to Dr. Michael Mitchell

In Partial FulfillmentOf the Requirements for the course

Discipleship and Education of Children

CMIN 610

By

Deborah M. Baskin

11 October 2013


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Table of Contents

Introduction ....................................................................................................................................4

The Process ....................................................................................................................................4

The Preparation: the Why and How ................................................................................4

The Decision as to What to Teach ....................................................................................4

The Teaching Methods, Materials and Activities ...........................................................5

The Lesson Plan Sequence ................................................................................................5

The Class Environment .....................................................................................................6

The Determination of Teacher Success ............................................................................6

The Evaluation of Student Learning ................................................................................6

Lesson One: Creation Days 1 & 2 ................................................................................................6

Hook ....................................................................................................................................8

Book .....................................................................................................................................9

Look ...................................................................................................................................11

Took ...................................................................................................................................12

Lesson Two: Creation Days 3 & 4 ..............................................................................................12

Hook ..................................................................................................................................13

Book ...................................................................................................................................14

Look ...................................................................................................................................16

Took ...................................................................................................................................17

Lesson Three: Creations Days 5, 6 & 7 ......................................................................................17

Hook ..................................................................................................................................18

Book ...................................................................................................................................19


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Look ...................................................................................................................................21

Took ...................................................................................................................................21

Teacher-Student Agreement .......................................................................................................22

Project Instructions with Illustrations .......................................................................................23

Lesson Two Photos for Hook ......................................................................................................26

Song Sheet for Lesson Three .......................................................................................................27

Bibliography .................................................................................................................................28


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Introduction

The following scenario as been presented: You have been asked to serve as a substitute

teacher for a third grade Sunday school class of eleven students for three weeks. The regular

teacher has taken ill in the middle of a special project that he wants to continue when he returns,

so you are free to teach anything you select for three consecutive Sundays.1

The Process

Based on the provided information and after ascertaining that the teacher was doing a

series from the New Testament, I decided to create a three-lesson unit on Creation. I chose the

Old Testament to make sure that I did not inadvertently cover a lesson that the regular teacher

was planning to teach. Creation was also chosen because the content could be divided nicely into

a three-lesson series. The scripture and the activities will not have to be rushed.

The Preparation: the Why and How

I will find out what the teacher is currently teaching. I will find out any particular needs

of the children (i.e., learning difficulties, those who have made professions of faith, challenges

that they might be facing). This information will help me to be sensitive to their needs. Also, I

can augment any learning activities if needed. I would also create a teacherstudent agreement in

order to help maintain classroom order while the normal teacher is out.

The Decision as to What to Teach

The current teacher is doing a series from the New Testament. Therefore, the Old

Testament was selected. Creation was chosen because most students will already have some

prerequisite knowledge. These can be built upon to discover some deeper biblical truths: Why do

1This was taken from CMIN 610 course assignment rubric created by Michael Mitchell.


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you think plants were created before the sun? At this age, students should know that sunlight is

needed for both plant and animal life.

The Teaching Method, Materials and Activities

In order to try to accommodate all the various learning modalities, differentiated

instruction will be used. Many teachers and teacher educators have recently identified

differentiated instruction as a method of helping more students in diverse classroom settings

experience success.2

As much attention to teaching detail should be incorporated into a Sunday

school setting as a math lesson setting would because the goal of the Sunday school teacher is to

reach children with the message of the gospel. Therefore, the teacher should modify her teaching

in order to reach the most students. This age group of children is able to read; therefore, the Bible

will be utilized. Instruction will include both limited lecture and class discussion. Small group

activities will be incorporated into the teaching plan. Visual aids will be used to help the students

create a picture in their minds. Also, employed will be sounds of rushing water or a storm at sea,

and animal and bird sounds.

The Lesson Plan Sequence

The sequence of the creation lessons will be presented in chronological order. The lesson

plan will utilize the HBLT approach. This approach opens up the student to learning biblical

truth and to making meaningful application of the truth in his or her life.3

The first ten minutes

of class will be announcements and prayer time. This will leave forty-five to fifty minutes of

lesson time.

2Tracey Hall, Nicole Strangman, and Anne Meyer, Differentiated Instruction and Implications for UDLImplementation, National Center on Accessible Instructional Matericals, October 5, 2012, accessed October 9,

2013,http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8 .3Lawrence O. Richards and Gary J. Bredfeldt, Creative Bible Teaching (Chicago: Moody Publishers,

1998), 152.
http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8


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The Class Environment

The classroom will be arranged with chairs in a circle around a large table. The rooms

temperature will be confortable. There will be water and juice (in bottles or boxes) provided for

the students. On the table (in addition to the materials that will be used during class activities)

there will be small objects that kinesthetic learners can hold in their hands during teaching time

to help them stay engaged. These might include plastic figures like Gumby, small finger puzzles,

or items to squeeze in ones hand.

The Determination of Teacher Success

This will most likely be determined by observation of students: 1) Did they stay engaged?

2) Did they ask appropriate questions? Also, I could get feedback from parents to their

childrens comments about the class.

The Evaluation of Student Learning

Again, observation would allow one to see if students are learning. Oral responses would

be noted in regard to questions. As the weeks progress, it could be determined if students are

retaining knowledge and if they were able to make the proper connections.

Lesson One: Creation Days 1 & 2

Items needed for lesson:

Bibles Get well card for regular teacher Color pencils 12 regular pencils Notebook paper 12 copies of the Teacher-Student Agreement Empty 10 gallon aquarium Small fish bowl A gallon or two of water Light blue, black and white foam sheets Scissors Tape


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Download ocean wave sounds on a laptop or tablet (IPad) Praise song to be played on IPad, laptop or tablet. Twelve blindfolds Brown packing paper (if there are windows in classroom) Small items such as: Gumby, small finger puzzles, or items to squeeze in ones hand Waters and juice boxes

Before students arrive, tape the brown paper up at the windows to darken room when the

lights are turned off. Place the small items on the large table; these should be spaced out so that

all students can reach them when seated. On the center of the table place the empty aquarium.

The other items should be on a small cart. Have praise music softly playing when students arrive

in room. As students are coming into the classroom, have them take a seat at the table. Allow

them to play with the small items on the table if they pick them up.

The first fifteen minutes of class time will used for announcement, prayer time, and

worship.

TeacherMy name is Mrs. Debbie. Unfortunately, your teacher has gotten sick and will not be

able to be here for the next three weeks. (At this point pick up the get-well card and show it to the

students and read the message in it.) I would like for each of us to sign this card so that I can let

your teacher know that we are praying for her. As I continue with our mornings announcements,

I would like for you to sign the card with a colored pencil. (Hand card and three different

colored pencils to a child near you.) Please sign your name and pass the card to the person on

your right.

Each of you may have either one juice box or a bottle of water this morning. The little

toys on the table may be quietly played with during the lesson. Please do not mistreat or throw an

item or they will be removed from the table. (Show students copies of the Teacher-Student

agreement and go over it with the class. Ask everyone to sign his or her copy. Ask for prayer


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needs or requests while the children are signing the card. Allow no more than five to six minutes

for the requests. Take the card from the students. Lead the children in prayer.)

Hook

(Allow 5 to 6 minutes for the Hook)

Instruct a student to pass out the blindfolds. Tell the students to put the blindfolds on.

Also, have them fold their hands and place them on the table. Ask them to remain quiet and

listen. Play the sounds of ocean waves or hurricanes. While, they are listening, put the small fish

bowl inside the larger tank and pour about an inch of water in the large tank and fill the small

fish bowl up half way. Turn off the light in the room. Let the sounds continue for three to four

minutes. Stop the ocean sounds.

TeacherKeep your blindfolds on and raise your hand if you want to answer a question. What

did you hear? (Hopefully, they will say things like a storm, ocean waves, water, rain, etc.)As

you heard the sound of the water, how did it make you feel? (There should be a variety of

answers.) I normally love the sound of the ocean, but this past summer we were on an island

during a topical storm. When I could see the water, waves, and rain, I was not very afraid. But,

when nighttime came and it was dark and I could hear the crashing sounds of the water and the

loud rushing winds, I was fearful. The next morning, all of us went outside to see if there was

any damage. So many palm branches had fallen into the pool, you couldnt see the water. The

yard surrounding our bungalow was a mess. I was glad that it was morning and the storm had

passed and I could see the ocean again. (Turn the light back on.)

Transitional Statement

Everyone please take your blindfold off. As (students name) is collecting them, will

(students name)pass out our Bibles. Boys and girls, we are going to be studying days one and


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two of creation that is recorded in the first book of the Old Testament. Does anyone know the

name of that book? (Call on a student.) Great! Yes, its Genesis. Our lesson today is taken from

Genesis 1:1-8. Everyone, please turn to that in your Bible. If your neighbor is having difficulty

finding that passage, please help him or her.

Book

(Allow 20 minutes for the Book.)

TeacherIf you would like to read the scripture, raise your hands. I need three volunteers. (Split

the scripture up as separated below and tell each student which verses he/she will read. Have the

students read the verses in order.)

Genesis 1:1-8 (NIRV)

(The Beginning of the World)

1 In the beginning, God created the heavens and the earth.2

The earth didnt have any shape.

And it was empty. Darkness was over the surface of the ocean. At that time, the ocean covered

the earth. The Spirit of God was hovering over the waters.

(The First DayLight)

3God said, Let there be light. And there was light.

4God saw that the light was good. He

separated the light from the darkness.5

God called the light day. He called the darkness

night. There was evening, and there was morning. It was day one.

(The Second DaySky)

6God said, Let there be a huge space between the waters. Let it separate water from

water.7

And thats exactly what happened. God made the huge space between the waters. He

separated the water that was under the space from the water that was above it.8

God called the

huge space sky. There was evening, and there was morning. It was day two.


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Notice in verse one, we only have one character in this story. That character is God. Who

can tell me what God was doing in verse one? (Call on student.) Correct, He was creating the sky

and the earth but notice what is says about the earth. It didnt have a shape and it was empty. It

was dark and the ocean covered all of the earth. Only God was present with the big formless

ocean.

So, we see that God got busy. He decided to make light. And, then he separated the light

from the dark. What did He call the light? (Call on student.) What did He call the dark? (Call on

student.) On the first day of creation God made the light. Why do you think that God made the

light? (There will be various answers. If anyone says that the light was the sun, moon, or stars,

be sure to correct him.) When you turn on a light, does it give off heat? Have you ever

accidently touched a hot light bulb? (Wait for responses.) I have too, and guess what? I burned

my finger. God knew that He was going to make more things like plants and those plants would

need to be warm. God had an order in mind when he created this earth. It wasnt just an accident.

He planned it.

On day two God decided to separate the waters. He made the heavens or sky. The earth

was beginning to have an organization. Now, we have water below and water above in the sky.

Water has three different formswater, ice, or gas. Have you ever watched your mom boil a pan

of water and steam rises off of it? Well, that steam went up high in the heavens probably forming

clouds. Could there have been steam if God hadnt already created the light? (Call on student.)

Why? (Possible answer: heat was needed aid in evaporation so that some of the water could

form clouds and rise above the earth.)


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Lets form two groups, so that we can create a visual of what God did on the first and

second days of creation. (Have a student help pass out the tape, scissors, pencils and foam sheets

that have been cut into four-inch strips and entire sheets of white foam.)

Look

(Allow 10 to 15 minutes for the Look.)

Look at this aquarium. Try to imagine that it is formless and that it is just a big mass of

twirling, churning water. Also, remember that Gods Spirit was over the water. God was present

and He had a plan. What was his first action? (Call on student. If necessary, have student read it

from Genesis 1:3-5.) God made light and separated it from the darkness. This side of the table is

the dark or night and this side is the light or day. I have cut the blue and the black into four-inch

wide strips. I want you to tape the blue on this side of the aquarium right at the top to represent

the light. Make sure you tape them at the top so we can still see inside the tank. And, those of

you with the black will do the same on the other side. This represents what God did on day one.

(Give the students a few minutes to complete the task.)

What happened on the second day? (Wait for responses and then have a volunteer read

verses 6-8.) Now, you need to draw some clouds and cut them out and tape them on either the

blue strips (representing light) or the black strips (representing dark). The clouds represent the

sky with the water above the earth. God made the sky and separated the waters above and below

the earth. (Give the students a few minutes to complete the task.)

(Instruct students to clean up any mess and put remaining supplies on the cart.)


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Now, we are going to read the scripture one more time. Please turn the Bible back to

Genesis One.

Took

(This should take the remaining class time of about 10 minutes.)

TeacherI am going to read the passage again. Please follow along with me in your Bible.

(Read Genesis 1:1-8 and have a student pass out a sheet of notebook paper to everyone along

with a pencil.) I want everyone to write Genesis 1:1-2. These two verses will be your memory

verses for the week. Please review these verses daily so that next Sunday you can repeat them

without looking at your Bibles. (As the students are copying the verses, play the ocean sounds

again. When they are done writing the verses, ask them if the music gave them the same feelings

as the beginning of class when the room was dark and they were blindfolded. Allow the children

to discuss the difference.)

TeacherI have enjoyed teaching your class today. Please remember to pray for your teacher

this week. Lets recite our memory verses as a group. (Say verses with children.) Practice the

verses with your parents this week. (Dismiss the class with a prayer. If there is time, sing a song

with the class.)

Lesson Two: Creation Days 3 & 4


Bibles 12 regular pencils Notebook paper 10 gallon aquarium Small fish bowl now inside tank A gallon of water Yellow sun and white moon cut from foam sheets Small gold star stickers


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Tape Praise song to be played on IPad, laptop or tablet. Aquarium gravel Potting soil, and 2 small garden shovels. A variety of small plants Small items such as: Gumby, small finger puzzles, or items to squeeze in ones hand Waters and juice boxes

Before students arrive, take the brown paper down from the windows. Place the small

items on the large table; these should be spaced out so that all students can reach them when

seated. On the center of the table place the decorated aquarium. The other items should be on a

small cart. Have praise music softly playing when students arrive in room. As students are

coming into the classroom, have them take a seat at the table. Allow them to play with the small

items on the table if they pick them up.

The first fifteen minutes of class time will used for announcements, prayer time, and

worship.

Teacher - (Greet the children and give any needed announcements. Ask for prayer requests. Ask

students about their week. Ask for a student to volunteer to lead in prayer.)

Hook


TeacherTwo summers ago I traveled out west to the desert. Here are a few photos from my

trip. I thought that the desert and the river were beautiful. However, it was also lonely. There was

often no vegetation. None of Georgias tall pine trees or azalea bushes were in bloom. Look at

the photos? Do you see any luscious green plants or trees? (Wait for students to respond. Get

them to describe what they see.) Last summer, we went to the beach in Florida. Again, the beach

was lovely but look at these photos. Describe to me what you see? (Allow the students time to

answer. Ask them if they have been to the beach or desert.)


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This week we are going to study about the third and fourth day of creation. We are going

to find out that God wanted more on this earth than oceans, seas, rivers, and land. He wanted the

earth to have life.

Lets all recite our memory verses together. (Recite Genesis 1:1-2.)


Teacher(Ask a student to pass out the Bibles.) Before we read this weeks scripture, lets

review what God made on day one? (Call on a student.) Great! God made the light and separated

it from the darkness. What did God create on day two? (Call on a student.) Yes, He made the sky

and made water above it and below it.

Book

(Allow 20 minutes for the Book)

Teacher - Now, please turn to Genesis 1: 9-19. (Ask students to raise hands if they would like to

read the scripture. Split the scripture up by two and three verses and have the children read.)

Genesis 1:9-19 (NIRV)

(The third dayland and plants.)

9God said, Let the water under the sky be gathered into one place. Let dry ground appear. And

thats exactly what happened.10

God called the dry ground land. He called the waters that

were gathered together oceans. And God saw that it was good.11

Then God said, Let the land

produce plants. Let them bear their own seeds. And let there be trees on the land that bear fruit

with seeds in it. Let each kind of plant or tree have its own kind of seeds. And thats exactly

what happened.12

The land produced plants. Each kind of plant had its own kind of seeds. The

land produced trees that bore fruit with seeds in it. Each kind of tree had its own kind of seeds.

God saw that it was good.13

And there was evening, and there was morning. It was day three.


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(The fourth daysun, moon, and stars.)

14God said, Let there be lights in the huge space of the sky. Let them separate the day from the

night. Let them serve as signs to mark off the seasons and the days and the years.15

Let them

serve as lights in the huge space of the sky to give light on the earth. And thats exactly what

happened.16

God made two great lights. He made the larger light to rule over the day. He made

the smaller light to rule over the night. He also made the stars.17

God put the lights in the huge

space of the sky to give light on the earth.18

He put them there to rule over the day and the night.

He put them there to separate light from darkness. God saw that it was good.19

And there was

evening, and there was morning. It was day four.

TeacherThank you for reading Gods word. What was the first thing God did on day three?

(Call on student.) Yes, He made the dry land appear. (Hold up one of the photos.) Was there

anything on the land yet? Why do you think that there was not any plants or flowers? (Wait for

responses, the one you are looking for is: God hadnt made them yet! ) Well, God simply had not

made the plants yet. The earth was taking form with great landmasses and oceans, rivers, and

lakes but there were not any plants. Who would like to read Genesis 1:11? (Call on student.)

What did God think about His creation? (Call on student.)

Now, lets talk about day four. What did God make on the fourth day? (Call on student.)

In verse 14, we are told that the sun, moon, and stars will mark off seasons, days and years.

Think about the moon. When we look at the moon, does it always appear as a ball on the sky?

(Call on student.) Right, it changes shapes. Sometimes, it is a crescent moon, or it looks like half

a pizza. People use the North Star to guide them; in the past ships at sea used the stars to guide

them across the ocean. Pretty amazing! After God placed the sun, moon, and stars in the sky,

what did He say? (Call on student.) Yes, he saw that it was good.


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Now, we are going to say our memory verses to each other. (Pair the students up in

groups or twos and one group of three. Have them say their memory verses to each other.)


TeacherIt sounded like some of you had really worked on your memory verses this week.

Thats wonderful. Now, lets continue with our little creation display.

Look

(Allow 15 minutes for the Look.)

Teacher - Lets form into three groups this morning. (Call on a couple of students to pass out

supplies. Take the fish bowl out of the tank and put it along with pre-measured and rinsed gravel

in front of a couple of students. Put a larger amount of gravel in front of one of the other groups.

Finally, put the potting soil in front of the third group.) Listen to all of my instructions before

you begin. Heres what we are going to do. The group with the fish bowl, carefully put your

gravel inside the bowl. Wait until the other groups have put in the gravel and soil, and then put

the fish bowl inside of the tank. I will help you lift the bowl. Group two with the gravel, spread

the gravel in the bottom of the tank. Group three, after the gravel is in the tank, spread your soil

on top of it. This will represent day three of creation. Any questions? You may begin. (Supervise

students as needed.)

After the students are done, ask them if the think that the dirt and gravel are pretty. (Wait for

responses.)

TeacherWhat do you think would make our world look a little nicer? What did God do next

on day three? (Call on student.) Right, he made trees, flowers, grass, and all kinds of plants.

(Pass out the plants. Let each group plant a plant or two. Quickly clean the dirt off the table.

Give one child the sun, one children the moon, and all other children a gold star sticker. Tell the


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child with the sun to tape it on the blue foam strip. Tell the child with the moon to tape it on the

black foam strip, and have the other child take turns putting their star on the black foam strips.)


TeacherYou each did a great job with our project. After we clean up, we are going to look at

the Bible again.

Took

(This should take the remaining class time of about 5 to 10 minutes.)

Teacher(Pass out a sheet of paper and pencil to each student.) Our memory verses for this

week are going to be Genesis 1:9-10. Please find that in your Bible. Put your finger on the verses

when you locate them. (Wait for everyone to find it.) I am going to say a few words and when I

pause, you will repeat it after me. (Say verse 9 - pauseallow students to say it. Say verse 10

pauseallow students to say it. Then, instruct students to copy the two verses so that they can

take them home to work on during the week.)

Everyone did a great job this week. I look forward to seeing you next week. Please

remember to pray for your teacher this week. (Dismiss the class with a prayer.)

Lesson Three: Creation Days 5, 6 & 7


Bibles 12 regular pencils Notebook paper 10 gallon aquarium as it was left last week. Song sheet: Hes Still Working on Me. Praise song to be played on IPad, laptop or tablet. Small plastic birds Two live gold fish (and fish food) Small plastic animals Small dolls (e.g. Barbie and Ken to represent Adam and Eve) Small items such as: Gumby, small finger puzzles, or items to squeeze in ones hand Waters and juice boxes


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Before students arrive, place the small items on the large table. These should be spaced

out so that all students can reach them when seated. On the center of the table place the

decorated aquarium. The other items should be on a small cart. Have praise music softly playing

when students arrive in room. As students are coming into the classroom, have them take a seat

at the table. Allow them to play with the small items on the table if they pick them up.

The first fifteen minutes of class time will used for announcements, prayer time, and

worship.

Teacher - (Greet the children and give any needed announcements. Ask for prayer requests. Ask

students about their week. Ask for a student to volunteer to lead in prayer.)

Hook


Teacher - Today, we will be studying about days 5, 6, and 7 of creation. There is a wonderful

little song that I want to teach you before we read the scriptures. (Pass out song sheets. Go over

the words with the students. Sing the song for the students. Have the students sing it with you a

couple of time. Then, lead them as they sing it without you.)


God did an amazing job of making this wonderful world. And, He did a great job when

he made you. However, God is still working on us to become more like his Son, Jesus. I want

you to realize that God loves each of you very much. He created this world for us to live on and

He created our hearts for His Spirit to live in. Remember, that God is always with you. (Pass out

Bibles.)


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Book

(Allow 20 minutes for the Book)

Teacher - Now, please turn to Genesis 1: 20 -.2:3. (Ask students to raise hands if they would like

to read the scripture. Call on a student to read 20 - 23. Teacher will read 2431. Student will

read Genesis 2: 1- 3.)

Genesis 1:20 - 2:3 (NIRV)

(Day FiveFish and Birds.)

20And God said, Let the water teem with living creatures, and let birds fly above the earth cross

the vault of the sky.

21

So God created the great creatures of the sea and every living thing with

which the water teems and that moves about in it, according to their kinds, and every winged

bird according to its kind. And God saw that it was good.22

God blessed them and said, Be

fruitful and increase in number and fill the water in the seas, and let the birds increase on the

earth.23

And there was evening, and there was morningthe fifth day.

(Day SixAnimals and Adam and Eve.)

24 And God said, Let the land produce living creatures according to their kinds: the livestock,

the creatures that move along the ground, and the wild animals, each according to its kind. And

it was so.25

God made the wild animals according to their kinds, the livestock according to their

kinds, and all the creatures that move along the ground according to their kinds. And God saw

that it was good.6

Then God said, Let us make mankind in our image, in our likeness, so that

they may rule over the fish in the sea and the birds in the sky, over the livestock and all the wild

animals, and over all the creatures that move along the ground.27

So God created mankind in

his own image, in the image of God he created them; male and female he created them.28

God

blessed them and said to them, Be fruitful and increase in number; fill the earth and subdue it.


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Rule over the fish in the sea and the birds in the sky and over every living creature that moves on

the ground.29

Then God said, I give you every seed-bearing plant on the face of the whole

earth and every tree that has fruit with seed in it. They will be yours for food.30

And to all the

beasts of the earth and all the birds in the sky and all the creatures that move along the ground

everything that has the breath of life in itI give every green plant for food. And it was so.

31God saw all that he had made, and it was very good. And there was evening, and there was

morningthe sixth day.

(Day SevenGod rested.)

2 Thus the heavens and the earth were completed in all their vast array.

2

By the seventh day God

had finished the work he had been doing; so on the seventh day he rested from all his

work.3

Then God blessed the seventh day and made it holy, because on it he rested from all the

work of creating that he had done.

(Split the children into two groups. Give the group paper and pencils. Have one group list all of

the things that happened on days 5 and 7. Have group two do the same for day 6. Give them

about 5 minutes to write and discuss. Call students back into the large group. Allow each group

to tell what they discovered. Make sure that they cover the scriptures.)


TeacherBoth groups did a wonderful job. One of the things that is important to remember is

that men, women, boys and girls were all created in Gods image. We are not like the animals.

We have a spirit, which will live forever long after our bodies have died. God created us to have

a relationship with Him. In order for us to live with Him forever, we must believe in his Son,

Jesus. We must confess our sins to Him and ask Him to be our Savior.


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Look

(Allow 15 minutes for the Look.)

Teacher - I am very excited to be completing our project today. (Have a student help pass out

the plastic birds, and you take out the goldfish. Give some of the students the birds and have

another student help you put the goldfish in the water.) God made the birds and the fish on day

five. Along with fish, what else would have been made? (Call on student. See if they include

whales, sharks, seahorses, octopuses, and other ocean creatures.)

What did God make first on the sixth day? (Call on student.) Correct, He made the animals.

(Give animals to the students who did not get a bird. Have them put them in the tank.) Finally,

God made man and woman. (Give the dolls to two students to put in the tank.)


Teacher - Remember God expects men and women to take care of the earth and the animals in

it.

Took

(This should take the remaining class time of about 5 to 10 minutes.)

Teacher - Tell me some ways that you can help take care of Gods world and his creation?

(Allow students to discuss this.Include things like weeding their moms flowerbed, picking up

trash, taking care of their pets. Split the children into small groups and have them repeat their

memory verses from last week.)

I would like to ask each of you to ask God to help to be excellent caretakers of His creation. This

week, look for something that you can do to help take care of Gods masterpiece. Next week,

share whatever you did with your teacher and classmates. Now, as we leave, lets dismiss by

singingHes Still Working on Me.


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Teacher-Student Agreement

Between

Teacher and Student

As your Sunday School teacher, I promise the

following to my students

I ask that each of my students promise the

following to me1. I will create an atmosphere in our

classroom that engages and encourages the

desire to learn.

1. Every Sunday, I will come to class with a

positive attitude and a desire to learn

something new from Gods Word.

2. I will prepare for class by praying for

you, and studying the materials so that I can

present thought-provoking lessons.

2. I will be respectful to you by paying

attention to the lesson and asking questions

to help with my understanding.

3. I will provide you the opportunity to

study and assist you when needed.

3. I will study and engage in the learning

activities.

4. I will celebrate with you as you show

understanding of Gods Word.

4. I will triumph in my understanding and

grow in wisdom.

5. I will be satisfied with your application

and response to Gods Word in your life.

5. I will take my new knowledge and

understanding and apply it to my daily life

so that I can be a faithful follower of

Christ.4

___________________________________ ___________________________________

Teachers Signature Students Signature

___________________________________ ___________________________________

Date Date

4Mitchell,Leading, Teaching, 194.


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Project Instructions with Illustrations

Day One

(Water is already in small fish

bowl and about 1 inch in the largetank.)

1. Tape 4-inch wide blue foam

strips on outside of the tankone

side only.

2.Tape 4-inch wide black foam

strips on the other side of the

tank.

Day Two

1. Cut clouds out of white foam

and tape on blue strips.

2. Cut clouds out of white foam

and tape on black strips.


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Day Three

1. Put gravel in bottom offish bowl.

2. Put gravel in the tank.3.

Cover gravel with pottingsoil.

4. Plant small plants in soil.Day Four

1. Cut a sun out of yellowfoam and tape on blue

strips.

2. Cut a moon out of whitefoam and tape on black

strips.

3. Put gold star stickers ondark strips.

Day Five

1. Put two goldfish in smallfish bowl.

2. Put plastic birds in largetank.


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Day Six

1. Put plastic animals in tank.

2. Put a small boy and girl doll in

tank.

5

Day Seven

GOD RESTED.

5Michael Baskin did the project illustrations per my instructions.


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Lesson Two: Photos for Hook


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Song Sheet for Lesson Three

HE'S STILL WORKING ON ME

By: Joel Hemphill

CHORUS:

He's still working on me to make me what I ought to be.

It took Him just a week to make the moon and stars,

The sun and the earth and Jupiter and Mars.

How loving and patient He must be, He's still working on me.

1. There really ought to be a sign upon the heart,Don't judge her yet, there's an unfinished part.

But I'll be perfect just according to His plan

Fashioned by the Master's loving hands.

CHORUS:

2. In the mirror of His Word reflections that I see

Make me wonder why He never gave up on me.

He loves me as I am and helps me when I pray

Remember He's the Potter, I'm the clay.

CHORUS:6

6Joel Hemphill, He's Still Working On Me, Lyrics to Some Great Old Songs, October 11, 2013, accessed

October 11, 2013,http://www.pine-net.com/~joanbab/hesstill.htm.
http://www.pine-net.com/~joanbab/hesstill.htmhttp://www.pine-net.com/~joanbab/hesstill.htmhttp://www.pine-net.com/~joanbab/hesstill.htmhttp://www.pine-net.com/~joanbab/hesstill.htm


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Bibliography

Hall, Tracey, Nicole Strangman, and Anne Meyer. Differentiated Instruction and Implicationsfor UDL Implementation. National Center on Accessible Instructional Matericals. October

5, 2012. Accessed October 9,

2013.http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8.

Hemphill, Joel. He's Still Working On Me. Lyrics to Some Great Old Songs. October 11,

2013. Accessed October 11, 2013.http://www.pine-net.com/~joanbab/hesstill.htm.

Mitchell, Dr. Michael R.Leading, Teaching, and Making Disciples: World-Class Christian

Education in the Church, School and Home. Nashville: CrossBooks Publishing, 2010.

Richards, Lawrence O., and Gary J. Bredfeldt. Creative Bible Teaching. Chicago: Moody

Publishers, 1998.
http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8http://www.pine-net.com/~joanbab/hesstill.htmhttp://www.pine-net.com/~joanbab/hesstill.htmhttp://www.pine-net.com/~joanbab/hesstill.htmhttp://www.pine-net.com/~joanbab/hesstill.htmhttp://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8

cmin 610 three lessons on creation

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