summer quarter, 2020 we learn about god’s...

Preschool / Kindergarten Teacher’s Guide

Summer Quarter, 2020

We Learn About God’s People

Quarterly Objective: The learner will identify people in the Bible who listened to God.

June 7 Three Special Guests . . . . . . . . . . . . . . . 7

June 14 The Talking Donkey . . . . . . . . . . . . . . . . 12

June 21 Samuel’s Call from God . . . . . . . . . . . . . 17

June 28 The Fish God Prepared. . . . . . . . . . . . . . 22

July 5 Crossing the River. . . . . . . . . . . . . . . . . . 29

July 12 The Walls Came Tumbling Down. . . . . . 34

July 19 Power To Serve . . . . . . . . . . . . . . . . . . . . 39

July 26 Saul Sees a Bright Light . . . . . . . . . . . . . 44

We Help Others Learn About Jesus

August 2 Peter Learns To Tell Everyone . . . . . . . . 51

August 9 Paul Goes to Macedonia . . . . . . . . . . . . 56

August 16 Paul Tells the King . . . . . . . . . . . . . . . . . 61

August 23 Paul Tells the Men on the Ship . . . . . . . 66

August 30 Paul Tells the Island People . . . . . . . . . . 71

We LearnTo Do God’s Will

We LearnTo Listento God

Volume 4, No. 4, Summer Quarter, 2020Writer: Lena Case

Editor in Chief: Kyle Elkins, [email protected]

Business Manager: Dean Grigsby, [email protected]

© 2020, Bogard Press, 4605 N. State Line Ave. Texarkana, TX 75503-2928www.bogardpress.org; 1-800-264-2482

What Good Teachers Know

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Learning is an active verb. That is espe-cially true in Christian education and means we need to shift our focus from the teacher doing everything to involving the learner in the process. You may know the Bible stories in these lessons by memory, but just telling them to learners is not a very exciting experience for children. The challenge we have to meet is to lead—coach—guide—facilitate learn-ing so that your class is an unforgettable experience. Preparing children to live for Christ re quires Bible basics learned and made a part of life. The little ones in your class will be all grown up and away in a few short years. What they learn—or do not learn—NOW will make a difference in life choices. Teachers must use new strategies to tell the old, old story. Yesteryear holds precious mem-ories—for those who have lived that long—but teaching methods brought from just a genera-tion ago make listless learners today. The dominant theme for Christian education that works today is learner involvement. Children want to hear, see, smell, taste, touch, make and do. Ideas to provide active learning must be a priority in teachers’ preparations. This teacher’s guide provides weekly game plans for scoring with learning-centered activi-ties. Teachers who feel the urgency of the times want to effectively guide learners in applying God’s Word to daily life. You can do that by providing opportunities for active participation in the learning process. Telling alone does not make learning happen. This curriculum provides learning aids to communicate God’s Word. They make it easi-er for learners to understand Bible truths and make a life application of them. Each lesson furnishes active learning ideas that amplify the goal and Bible principle for it. Their proven usability gives creative teachers choices for guiding learners each week. Preparation time is an investment for eternity that returns the highest yield of all. Visuals offer a wide variety of presentation methods that illustrate the Bible stories. Artwork done in a simple, appealing style catches and holds the attention of learners. Visuals include posters, room decorations, paper bag puppets, flip charts, stand-up figures, magnetic storyboard figures, bulletin board pictures and stick puppets. Preschool Bible Stories and Kindergarten Bible Stories feature a Bible story picture and memory verse on the front page with an age-appropriate Bible story on the following pages. Delightful activities relate Bible truths to life which help learners develop spiritually. Make and take book furnishes doing projects that correlate meaningfully with each les-son. Its contents are designed especially for the age level using the book. Included also this quarter is a colorful attendance miniposter for an individual achievement record. A certifi-cate to give those involved in the study makes an attractive award for the end of the quarter. Stickers complete some of the enjoyable projects with delightful coloring pages, also.

The beginning of a new quarter is a time for starting over in your teaching ministry. You serve

in a most important position in the total church program because children form values during the first six years of life that

affect their entire future. Your teaching influences those beliefs in major proportion. They look to you to see what Christian living is all about.

Spiritual growth stretches as children learn new concepts, but attitudes are caught more than taught. When learners arrive to find a prepared teacher ready to involve them in doing activities focused on a central Bible theme, they learn that teaching God’s Word is important to you. It takes time, but you can make no better use of time than using it to teach little ones about God and His Word.

When you look at lesson preparation as an opportunity to give back to God the time that rightfully belongs to Him, it gives a new perspective. A tithe of our time belongs to the Lord as much as money or any other more tangible asset. Everyone has one hundred sixty-eight hours each week. What we put into each of the hours reflects our relationship with God. Preparing lesson materials for young children requires an investment of time, but compared to eternal results it is such a paltry thing. Dedicated teachers send lasting treasures to Heaven with each lesson. Advance preparation can save a great deal of time from week to week. Separating the learning materials at the beginning of the quarter actually saves a significant amount of time over sorting and choosing materials each week. Start with thirteen manila file folders and label them Lesson 1 through Lesson 13.

Separate Bible stories leaflets into thirteen stacks. Use one leaflet as a folder for the oth-ers. Remove make and take project sheets and stack them by lessons. (A time-saver tip for this is on the instruction page of the make and take book.) Place all make and take sticker pages in a separate folder. Cut out and separate visuals and resources. Collect all materials for each week and put them in the corresponding folder. File the folders in a brown expansion folder or portable box.

Rotate folders to the back as you use the materials each week. Use the folders next quarter to save time again. You need not do all the work yourself. Meet with the children’s ministry team of workers for a workday fellowship once a quarter. Involve a parent or other willing workers to separate materials. A senior adult may cut out visuals and assemble sample make and take projects. Learning Bible truths is kid’s stuff that you can cause to happen. Read the training article on the next page to prepare for using this course.

Dedicated teachers send lastingtreasures to Heaven with each lesson.

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Lesson 1

Learning

Is

Kids’ Stuff

Authentic Learning EmphasizesUnderstanding

So you teach young children. Nothing to it. Right? After all, you learned these Bible stories as a child and can remember most of the details without even reading the Scriptures again. Enough to get you through a thirty minute period with young children anyway. “If only that precocious child whose par-ents just started bringing him would lis-ten! Why, look at the other children who have been in my class since nursery pro-motion. They KNOW to come in, sit still and look at me while I talk.’’ Sound familiar? (Sigh!) Quietly sitting does not insure that learning happens. The Lord Jesus must feel intense disappointment when teachers invest only minimal time and effort in helping little children learn about Him. It is such a waste for children to attend class every week and remember little of what they hear. Young children learn eagerly, quickly and remember longer through active involvement in Bible story details. You may have seen these statistics:

We only remember 10% of what we hear. We remember 50% of what we hear and see. We remember 90% of what we hear, see and do.

Based on those educational findings, it makes sense to plan activities to help little minds remember Bible stories. To insure that learning happens, involve them in the story. This curriculum provides teachers with exciting and innovative weekly ideas for guiding children to experience learning each week. Pragmatic theme-related suggestions in the teacher’s guide make class time exciting, fun and beneficial. A variety of dynamic visuals in vibrant colors holds attention as you share the action of the Bible story. Follow it with the solidly beneficial take home Bible stories leaflet and outstanding children’s projects in the make and take book. Learning will happen when a teacher uses these resources together. The classroom itself should sparkle with colorful displays. Keep it current. Resources used last quarter or last year do not correlate with the present study. Each unit has a particular theme that is easy to illustrate with posters and wall displays. See the room through the eyes of a child. Make it a cheery, bright learning center that says, “We learn here!’’ Special teaching aids make memorable lessons. Assemble a Bible-time ark of the covenant with a cardboard box. Use cardboard tubes from kitchen wrap products for trumpets. Build city walls with cardboard building blocks. Wear Bible-time costumes. Provide toy or portable telephones. A handker-chief full of unclean animals illustrates a story detail. Make and wear crowns. Illustrate purple. Too much trouble? It depends on perspective. We cannot measure eternal values by earthly stan-dards. Time is precious for everyone, and it takes time to be an effective teacher. Investing in this most important ministry of the Lord’s church by planning and preparing exciting class sessions will help little ones to really learn. The investment you make in their lives will not be forgotten by the little ones nor by God. Hebrews 6:10 promises that.

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5

This Unit and Your Children

The art of listening is a learned skill. It requires concen-trated attention focused on the speaker. Sometimes, we hear spoken words without really listening to what a speaker says. This is especially true in hearing God’s message. God speaks through His Word, but we hear it only if we read with a listening spirit or tune in when another shares it. We have to focus on what God is saying to us through the Scriptures to hear it. God speaks through people whom He uses to convey His message to us. The counsel of dedicated Christians helps us listen to God through verbal or written words that guide us. God also communicates Spirit to spirit. He reveals His will and His way to those who take time to listen. Teaching children these important Bible principles while their minds are so receptive will help them develop listening skills that will prove invaluable throughout life.

Room Decoration A colorful banner, Item 1, provides a point of interest for the summer quarter. Laminate or cover with clear Con-Tact to make the visual more durable. Then, put it at learner’s eye level for maximum impact.

We Learn To Listen to GodA right relationship to God enables one to hear and recognize His voice as He speaks by the Holy Spirit.

Unit Objective One who belongs to God listens to what

God says through the Bible, prayer, cir-cumstances and godly counsel.

Learners in this unit willKnow—Bible people to whom God spoke. Feel—Respect for God’s message to us

today.Do—Listen to God to reveal Himself and

His will.

Overview of Bible Lessons The Bible characters chosen for these lessons are exam-ples of people who learned to listen to God’s Word.

Three Special Guests—Abraham welcomed three strangers to his home before knowing they were God’s angelic messen-gers. Abraham heard God’s promise to give him a baby boy.

The Talking Donkey—When God used a donkey to make Balaam listen, Balaam realized he must obey God’s direction.

Samuel’s Call from God—Samuel was still young when God called him in the night quietness. Samuel responded immediately but mistakenly at first. With adult counsel he recognized and listened to God’s message.

The Fish God Prepared—How Jonah wished he had lis-tened to God! His strange experience taught him he could not run away. He found life easier when he listened to and obeyed God’s direction.

Unit 1 Lessons 1-4

Bulletin Board There is nothing like a bulletin board to brighten a classroom and provide positive reinforcement of Bible truths expressed in the unit lessons. The mes-sage must be clear and easily understood by young learners without reading abilities. Resource Item 2 in the visuals provides an illustration for this display. Use a light blue background. Cut dark blue letters for the title which you or another worker can stress by reading it to the learners. At this stage of development the children listen to God by listening to parents, teach-ers, preachers or whoever shares God’s Word with them. Use the bulletin board display to emphasize their need to listen as you share Bible truths.

Materials Needed: light blue back-

grounddark blue lettersItem 2

Materials Needed: Item 1laminate or clear

Con-Tact paper

We Learn

To Listen

to God

6 Unit 1—Pattern Page

“Tea

ch m

e th

y w

ay,

O L

ord

.’’Ps

alm

86:

11

Less

on 4

Lesson 1 Peep Box Figure

7

Lesson Objective: The learner will say that God keeps all His promises and will repeat the Bible memory words.

God Promises a Special ChildGenesis 18:1-15; 21:1-8

Abraham set up his tent house by the oaks of Mamre near Hebron. God promised Abraham many descendants and an inheri-tance of all the land, but years passed with Abraham still having no child. He and Sarah, both passed child-bearing years, seemed unlikely prospects for a large family. One day God visited Abraham in the form of three angels who looked like men. Abraham showed gracious hospitality by preparing a meal for them. Sarah laughed when she heard one of the men promise Abraham a son but quickly denied it when confronted about her reaction. God kept His promise with Isaac’s birth.

Life Application: God knows what is best for me and loves me too much to do anything to hurt me. I can trust Him to keep all His promises.

Bible Principle: God keeps His promises even when a situation looks hopeless.

Abraham and Sarah listen to God’s messenger

promise them a baby.

Memory Verse:

“Hear the word of the Lord.’’

Isaiah 39:5

Genesis 18:1-15; 21:1-8

LESSON 1 • June 7, 2020

Three Special Guests

Vocabulary Wordsguests—people who visit in someone’s homeangel—a spirit being who does God’s will and may take

human form to give God’s message to manpromise—saying one will do or not do something

Prepare Your Room Get ready for summer quarter by giving your room a touch-up renewal. Arrange the learning tools in it to accent the theme of listening to God. File pictures and visuals from last quarter to have them in good condition when needed again. Put up the new bul-letin board display and resource Item 1 from the visuals. Make a large open Bible visual from poster board. Cut a rectangle about 11'' x 16'' and draw slight curves at the top to represent an open book. Cut along lines. Add pencil lines around the other three sides to show a cover and pages of an open Bible. Color with markers for accent. Glue a 12'' length of ¼'' ribbon at the top center back. Fold it to the front and let it hang down the center line as a Bible ribbon marker. Letter “Hear the word of the Lord. Isaiah 39:5’’ on a piece of paper. Trim the page to fit the right side of the open Bible visual. Attach it with Plasti-Tak. Cut out Item 3 in the visuals. Attach it to the left side of the open Bible shape. Glue a large folded triangle to the back to make

the visual stand or set it on a cardboard easel cut from the corner of a cardboard box. If you have access to a laminating machine, laminate the open Bible shape with Item 3 before adding the rib-bon and triangle easel. Then, print memory verse words directly on the laminated surface with an over-head projector marking pen. It wipes clean with a damp tis-sue or paper towel for you to letter a new verse each week. For each child, put up the attendance poster from the make and take book. Display them on the wall where they can remain for the three months of this quarter.

Early Time Activities “Fun is brain food.’’ Children ex peri-ence Bible learning while enjoying guided activities that direct their energies and thoughts toward the lesson

theme. Early Time—the fifteen to twenty minutes before class time begins—provides excellent teaching opportunities for introducing the Bible story and life application principles. Educational researchers found that direct experiences in doing provide the most permanent learning. This chart illustrates the value of active learning through involvement. Hearing alone is

Abraham’s story has many examples of his listening to God. Initially, he heard the call of God to move to a new country, and he began the trek right away. Each time God spoke to him, Abraham listened to the message with prompt obedience in faith. God reaffirmed over and over His promise to make a great nation of Abraham’s descendants. As the years passed, Sarah gave up her expectation of having a child because she and Abraham got so old, but God again told Abraham that Sarah herself would be the mother of the heir of promise (Genesis 17). Abraham fell on his face laughing, thinking it was too late for that. After all, he was a hundred years old, and Sarah was ninety. God promised, however, that His covenant would see fulfillment in the son which Sarah her-self would bear. God told Abraham to name the son Isaac. Some time later, three special guests came to Abraham’s tent house one day (Genesis 18). Abraham extended gracious hospitality and invited the men to rest in the shade while he and Sarah prepared a meal for them. He stood by the tree while the guests ate. “Sarah shall have a son,’’ one of the men said. Sarah was standing in the tent door and laughed to herself at his comment. The guest knew her thoughts and rebuked her. “Is any thing too hard for the Lord?’’ he asked. Absolutely not. God kept His promise, and Sarah became pregnant. She delivered for Abraham a healthy baby boy, and their laughter had new meaning. Isaac, which means he laughs, turned their laughter of disbe-lief to laughter of joy and thanksgiving. God’s promises are dependable. No matter how far-fetched a situation may be, if God makes a promise con-cerning it, He will make it come to pass.

Materials Needed: poster board pencils scissors paper markers glue ¼'' ribbon Plasti-Tak Items 1 and 3 cardboard box attendance poster

for each child (Make and Take)

Know God’s Word

8 Three Special Guests Lesson 1


Isaiah 39:5

Only Believe, Mark 5:36

Hear the word of the Lord: “Be not afraid, only believe.’’ Jesus said those words one day to a man whose daughter was very sick. He wants us to trust Him instead of being afraid. Caitlin’s mother got very sick one night. She had to go to the hospital. “Don’t be afraid, Sweetheart,’’ Daddy told Caitlin as they started to leave. “Mrs. Sandi is here with you. Jesus will protect you. You remember that and believe it. ‘Be not afraid, only believe.’ ‘’ He kissed her tears away then hurried to the car where Caitlin’s mom was lying down. “I want my mommy!’’ Caitlin cried. “Mommy doesn’t feel well right now,’’ Mrs. Sandi told her hugging her close. “She needs to let the doctor help make her feel better. We need to get some rest tonight so that we can see her tomorrow.’’ She carried Caitlin to her bed and made up a tune for the Bible words Daddy said as he left. (Sing the words to your own lullaby-type tune or a familiar one with a comforting rhythm.) “Be not afraid, only believe. Be not afraid, only believe. Be not afraid, only believe, and Jesus will do the rest.’’ “Sing it again,’’ Caitlin said. So Mrs. Sandi sang it again, softly this time. (Sing the words again softly.) Caitlin yawned. “Good night, Mrs. Sandi,’’ she said sleepily. Are you ever afraid sometimes? “Be not afraid, only believe.’’ Listen to Jesus’ words and trust Him.

the least effective method for absorbing information. In fact, telling may not be teaching at all. Seeing adds to the retention rate with simulation or copying making it more worthwhile. The best learning method is doing—active in volve ment in which the learner experiences information and remem bers it in the days ahead. They charted results this way:

That is the reason for providing Early Time Activities in which children can experience learning with all their senses. Involve them in thinking about life applications of the Bible truths. The weakest point in most Christian education programs is lack of a challenge to think about how the Bible applies to life.

Welcome Center—Children imitate what they expe-rience. Use this activity to show them a good example of welcoming people who come to visit. They are, in a sense, your special guests at God’s house. You repre-sent Christ to them. Wear a smile to greet each arrival, stooping to be at the child’s eye level. “Hello, Jon. I am so glad you can be here because I have thought about you as I got things ready for learning to listen to God. Do you like having people come to visit you? The Bible story tells about three special guests who visited Abraham.’’ Show the child the new attendance poster and give him the sticker with a name line. Letter his name neatly on the line after he puts it on the matching shape of the poster. He will remember which poster is his and add to it each week.

Home Center—This activity will give children the opportunity to practice welcoming visitors to their homes. Put a piece of masking tape on the floor to represent the door of a child’s house. Let learners take turns standing inside the line to welcome a guest, or outside the door to pretend to be the guest.

Discussion: Do you enjoy having guests in your home? What are things you like to do when someone comes to visit? You please God when you welcome visitors to your home. You may smile and let a child play with your toys. That is a friendly thing to do. It pleases Jesus when you are kind. Abraham had three special guests come to his tent house one day. The Bible story tells what he did to welcome them.

Materials Needed: attendance stickers masking tape 4 adult size chairs sheet or blanket pictures of animals

and things that make sounds

butcher paper Plasti-Tak pictures of children

listening to God’s Word

Materials Needed: Bible

Lesson 1 Three Special Guests 9

direct experiences

simulated

visual

verbal hear

do

see

identify

Worship Time Devotional

Drama Center—This activity will help learners know that Abraham lived in a tent when God’s angels came to give him a message from the Lord. Set four adult-sized chairs in a square, backs fac-ing each other about four feet apart. Drape a sheet or blanket over them to make a pretend Bible-time tent. Make a doorway on one side by pinning with safety pins the bottom edge of the sheet to the top fold line. Let children take turns sitting in the doorway as Abraham did with three other children walking by as the three men. Abraham greets them and encourages them to stop for food and rest under the tree.

Discussion: Abraham lived in a tent. When his guests came, Abraham and Sarah, his wife, hurried to prepare a meal for them. The men were actually angels of God with a special message for Abraham. God sent them. Abraham listened to the promise from God. He believed what God’s angels told him. The Bible story tells about the wonderful promise that God made and kept.

Art Center—Make a listening mural. This activity directs learners to appreciate ability to hear sounds and introduces the idea of listening to God. Bring a picture collection of animals and things that make a sound. Have another group of pictures showing children listening to God’s Word. Put a strip of butcher paper on the wall and title it I Can Hear. Provide Plasti-Tak for attaching the pictures because it comes off easily to recycle the pictures for another learning experience later. Invite learners to choose a picture of something they can hear. Ask a child to tell you the sound he might hear from the thing pictured. Then, show the pictures of children in listening situations and let them choose one or more of them to mount on the background.

Discussion: In Unit 1 you will hear about people who learned to listen to God. They found that when God speaks, it is very important for people to obey or believe what God says. You can listen to God speak to you. God speaks through the Bible, God’s Word. Anytime someone reads the Bible, we need to listen closely. God makes promises in the Bible, and He always keeps His promises. Pick up time is a happy time when there is antici-pation for what comes next. Little children enjoy being helpers. Sing a pick up time chorus to encourage partic-ipation. The tune is “Farmer in the Dell.’’

A helper I will be, A helper I will be, I’ll pick up paper, books and things, A helper I will be.

Substitute in the third line whatever fits for activi-ties done during Early Time.

Lesson Set Beforehand record someone distinctly reading two or three promises from the Bible. Use words which the children can understand so that they know God’s Word speaks to them. Say, “Hear the word of the Lord.’’ Then, play the tape while the children listen. “This is the promise that he hath promised us, even eternal life’’ (1 John 2:25). “I go to prepare a place for you. . . . I will come again’’ (John 14:2, 3). “Whatsoever ye shall ask in my name, that will I do’’ (John 14:13). “The things which are impossible with men are possible with God’’ (Luke 18:27).

Discussion: Today, we begin learning about listening to God. God speaks to us through the promises in the Bible. The Bible story tells about a man who believed God even when the promise God made seemed impossible.

Bible Story The Lesson Set prepares learners for the Bible story. The visuals instruction booklet has a suggested presentation for the story using visuals provided to illustrate the story action.

Stretch TimePeep Box—To make a peep box, cut a 1'' peephole in one end of a shoe box. Place a picture of a baby on the inside of the opposite end. A baby picture pattern to copy or trace is on Unit 1 Pattern Page. Cover the box with one thickness of white tissue wrapping paper. Let learners peep through the hole to see how God kept His promise to Abraham. God always keeps His promises even when it looks impossible. Remember God’s promise you heard earlier: “The things which are impossible with men are possible with God’’ (Luke 18:27).

Materials Needed: recording of Bible

promises

10 Three Special Guests Lesson 1

Materials Needed: shoe boxwhite tissue wrap-

ping paperbaby picture pat-

tern

Materials Needed: Lesson 1 visuals visuals instruction

booklet

Memory Verse Point out the open-Bible shaped memory verse visual made with instructions in Prepare Your Room section. Ask, “What are these children doing?’’ Someone will surely say listening. Then, say the words of the mem-ory verse and point to them on the display: “Hear the word of the Lord.’’ Ask, “What happens to your hearing when you put your fingers in your ears?’’ Let everyone try it. Say the Bible verse words aloud while they do the experiment. Wait for them to remove fingers before continuing. “Could you hear well with your fingers closing your ears? To hear the words of the Lord you have to listen.’’ Point out the bulletin board display. Ask learners to tell ways we can listen to God. (Pay attention when someone reads the Bible, listen to parents and teach-ers who teach God’s Word, hear music with words that say God’s Word.)

Telephone Line Game—Explain that you will whis-per the memory verse words into the ear of the first child. He will whisper the words to the second child. The second person will pass it on to the third and so on until all “hear the word of the Lord.’’ The last one to hear the verse should say it aloud for everyone to hear.

Bible Stories Leaflet

Review Bible story details with the picture on the cover of Bible stories leaflet. Let children tell as much as they can remember

about the three special guests. Do the activities printed to help the learner make a personal application of the lesson. Ask learners to tell you how many of God’s promises He keeps. All of His promises are sure to happen. Send a leaflet home with each child for rein-forcement of the Bible lesson.

Make and Take

The attendance poster in the make and take book should be in use already. Give the project to learners and guide them through the steps to make it. Show a com-pleted sample to help them know the goal. Teaching tips for using the weekly make and take projects as a learning tool are on the instruction pages of the book.

Saying Good-bye

The end of the class session provides an opportunity to show learners how to treat guests as they leave. Express appreciation for their coming, let them know you love them and tell them you will look forward to their being back next week for class time.

Supplemental Activities Review the Bible story by role-playing the action. Take time to allow the children to think about what happened and tell you how to dramatize it. Discuss the first action and imitate it. (Everyone pretends to be Abraham sitting in the tent door.) Then, discuss the next action and follow through. That will help them remember the sequence better than if you review the entire story before acting any of it. Very young children will need more guidance in what to do, but older learners like to direct themselves when possible.

Learning Center—Abraham was kind to his guests by bringing them good food to eat. He had meat, bread, butter and milk. Let the children make butter and enjoy the treat on crackers. Bring one pint whipping cream in a quart jar, crackers, plastic knives, bowl and water. Take the cream out of the refrigerator thirty minutes before using. Tighten the lid. Allow the children to shake the jar for about ten minutes. When the butter forms, remove the lid and pour off the whey. Rinse the butter with water. Provide plastic knives to spread the butter on crackers. Explain that Abraham and Sarah had butter to eat. They made butter from milk which God gave them the way we made butter from milk God gives us. (A bit of salt adds flavor to fresh made butter.)

Lesson 1 Three Special Guests 11

Materials Needed: leaflets crayons

Materials Needed: take-home papers

Materials Needed: whipping cream quart jar crackers plastic knives bowl water

Materials Needed: Make and Take

Project 1 paper fasteners craft knife

12

Lesson Objective: The learner will name ways Satan tries to keep him from doing what Jesus wants him to do.

A Donkey Talks BackNumbers 22:1-35

The Israelites, going to the Promised Land, camped in Moab, east of the Jordan River. Balak, king of Moab, feared their strength and sent for a prophet named Balaam to curse the Israelites and drive them from his land. God, however, told Balaam not to go and certainly not to curse the blessed Israelites. The king sent again with promises of great wealth and honor. God permitted Balaam to go with them, but only to speak what the Lord would give him. The angel of the Lord stopped Balaam on the way and made the donkey talk to her master. Balaam realized he needed to do things God’s way.

Life Application: Balaam obeyed God and refused what Satan wanted him to do. I will obey God every day. I will not do things I know are wrong.

Numbers 22:1-35

Bible Principle: God used a donkey to teach Balaam that he had to do God’s will and resist temptation.

Memory Verse:

“Enter not into temptation.’’

Luke 22:40

Balaam learns that he shouldalways listen to God.


The Talking Donkey

The Lord gave the Israelites such victories on the way to the Promised Land that cities and nations hearing of the conquests feared their presence. Balak, king of Moab, felt intimidated by the size of the Israelite camp next to him. “They cover the face of the earth,’’ he said. He felt the safest thing to do would be to place a curse on them. In Bible times, people believed a curse carried powerful force and that a supernatural deity would carry it out. A curse was more than just a wish. For Israel, a curse was God’s judgment for disobedience to His cove-nant. Balak tried to buy the services of Balaam, a prophet, to curse the massive nation whom he felt threatened his country. Balaam knew of the true God and knew some elements of pure and true religion in his home in the Far East. He prophesied in the name of the true God, but it was a business rather than a ministry. Balak’s solicitation proved to be a crisis in his career in which he failed miserably. Had Balaam chosen obedience to God’s directive will, the first instructions would have been a final decision. His aversion to God’s declared will surfaced when the second group of Balak’s government officials arrived with a bigger and better offer. God permitted Balaam to return with the princes but with the condition that he speak what God told him. But the angel of the Lord stopped him before arriving at his destination. When his donkey refused to follow the path, Balaam tried to force the animal into submission by beating her. A heated argument with the donkey ended when Balaam finally saw the angel himself. The donkey’s actions had actually saved Balaam’s life the angel said, and he commanded Balaam to go with the men of Moab only as a mouthpiece for God. Balaam learned to listen to God only when compelled to do so.

Know God’s Word

Lesson 2 The Talking Donkey 13

Vocabulary Words

donkey—a small animal resembling a horse but with longer ears and shorter mane

refuse—to reject doing or agreeing to something temptation—to try to get a person to do something

Prepare Your Room Continue emphasis on the theme of listening to God’s Word with pictures and activities designed to teach that truth. Children enjoy hearing a brief Bible story summary while building with blocks or using other learning centers. Before learners arrive, arrange materials for the Early Time Activities you choose to use. On the memory verse display, replace the memory verse words for Lesson 1 with those for this lesson.

Early Time Activities Have a donkey paper sack pup-pet on your hand and make it talk as you greet an

arriving child. Use a modified voice to pretend the donkey says, “Welcome, Josh. Glad you could make it today! How are you doing? The Bible story today tells about a talking donkey. Ever seen a donkey talk? Well, just you wait.’’

A helper can hand out stickers for the attendance poster while you stay at the door to greet other chil-dren.

Art Center—Talking Donkey Paper Sack Puppet. Copy Item 4 in the visuals instruction booklet for each learner to have one. Cut out the fig-ures and glue the top part of the donkey head to the flat bottom of the paper lunch sack. Align the bottom part evenly with the fold line under the top and glue in place. Insert hand into the sack and fold fingers over the inside fold line. Raise and lower fingers to make the puppet’s mouth move while you talk for it.

Discussion: God used a donkey to teach Balaam that he had to do God’s will. Ba laam’s donkey talked to him. We can pretend our donkey puppet talks to us, but where do we really find God’s Word for us today? The Bible is God’s Word. Satan tries to get us to do wrong things, but we can listen to God’s Word and know what God wants us to do. We can say no to Satan’s temptations when he tries to get us to do wrong.

Block Center—Introduce the story setting to learn-ers by building walls of blocks. Make a row of blocks side by side like a stone wall. Stack another row on top of it and a third row on top. Make another three-

Materials Needed: attendance stickers lunch-size paper

sack Item 4 visuals instruction

booklet cardboard or wooden

blocks picture of a Bible

for a puzzle poster board, glue

row wall about 6'' from the first to make a narrow passageway. While you build with the children, talk about Balaam’s trip on his donkey.

Discussion: Suddenly, the donkey left the path and walked out into the field. Balaam hit her with his stick to make her get back on the path. They came to a place where there was a wall on this side and a wall on that side, like our blocks. The donkey suddenly went to one side and crushed Balaam’s foot against the wall. Balaam fussed and hit her again. Then, they came to a very narrow place between the walls. The donkey just fell under Balaam. What caused the donkey to act so strangely? Listen for it in the Bible story.

Puzzle—Choose a picture of a Bible to make a puz-zle. Use a glue stick to cover the back of it. Firmly press to a piece of poster board and smooth out bub-bles and wrinkles. Press it flat while drying. Then, cut the picture into four or five pieces. Invite learners to assemble the puzzle to make a picture of God’s Word.

Discussion: The Bible is God’s Word. It tells us how to obey God every day. Satan tries to get us to do wrong, but we can say no to his temptations. We know what Jesus wants us to do because we listen to God. How do we listen to God?

A pick up time signal works well to let children know when it is time to put away supplies. Use the same signal each week so that they become familiar with it and what it means. Singing the helper song from Lesson 1 involves the learners in a rewarding experience. After storing materials, gather learners in a semicircle to sing and think about God’s Word.

Lesson Set

Show a picture of a donkey or let learners touch a stuffed toy donkey. (Use the paper sack pup-pet made with Item 4 if you have neither of the others.)

Discussion: Have you ever seen a real donkey? Do you think this donkey can talk to you? The Bible story tells about a donkey that talked! Listen for what the donkey said to Balaam, his owner.

Bible Story That God used a donkey to get Balaam’s attention is a fasci-nating part of the story, but that is not the main point to learn. Stress Balaam’s need to listen to

Delight in God’s Word, Psalm 1:1, 2

Teach this verse for “The B-I-B-L-E.’’ The B-I-B-L-E, Yes that’s the book for me. I’ll read it and do what it says, the B-I-B-L-E.’’

Have children join hands and stand in a circle. Sing these words to “Mary Had a Little Lamb.’’ Jesus said, “Obey my words, Obey my words, obey my words.’’ Jesus said, “Obey my words.’’ Obey His words today.

Substitute “Obey God’s Word’’ if you prefer. Lead the children to walk in a circle while singing. At the end, stop walking and ask two children to name one way they can obey Jesus’ words. (being kind, helping, going to church, praying) Sing the song again and at the end ask other children how they can obey. Continue until each child has a turn to respond. Hold your Bible open to Psalm 1. Read from verses 1 and 2, “Blessed is the man that . . . his delight is in the law of the Lord; and in his law doth he meditate day and night.’’ God promises that whoever has joy in obeying God’s Word and thinking about it day and night will be happy. Think about what you learn at church while you play. You can even play church and teach God’s Word that you remember to your little friends. You can pretend to teach with dolls or stuffed toys. Satan will try to keep you from doing what Jesus wants you to do. Temptations are things Satan wants you to do that are wrong. You can refuse his temptations by saying no to him. (Have prayer to ask God to help each one refuse Satan’s temptations.)

14 The Talking Donkey Lesson 2

Materials Needed: Item 4 or picture

of donkey or toy donkey


booklet



God and obey Him. Use the visuals provided to illus-trate the story action.

Stretch Time Satan tries to keep us from doing what Jesus wants us to do. What should we say to Satan, God’s enemy. A great big “NO! Go away Satan!’’ Sing “Satan, Don’t Bother Me’’ to “Shoo Fly, Don’t Bother Me’’ tune.

Memory Verse Our memory verse has a big word in it. Can you say temptation? Good job. You can say that big word very well. What is a temptation? It is what Satan does to try to get a person to disobey God’s Word. He wants to keep us from doing what Jesus wants us to do. Jesus said, “Enter not into temptation.’’ He meant we are to stay out of temptation. If we obey God’s Word, we will not do things that are wrong. Is dis-obeying parents wrong? Yes, that is a big temptation Satan puts in your way. Have a practice session to tell Satan no. Invite a volunteer to name a way Satan tempts us to do wrong or to keep us from doing what Jesus wants us to do. Repeat the temptation named and let the chil-dren respond with a firm “NO! Go away Satan!’’ Let another child name another temptation Satan uses and repeat the response. Continue until each child has named a way Satan tries to get us to disobey God’s Word. Let each child hold your Bible with both hands as he stands and says the words of the memory verse.

Bible Stories Leaflet Learners trained to study the cover pictures for details of the Bible story expect to do that each week. What part of the story action does it show? Did Balaam obey or disobey after talking with God’s angel? Direct learners in thinking about and doing other learning activities in the leaflet. Be sure each child takes home a Bible stories leaflet for this lesson. Parents need to know what children stud-ied to reinforce it during the week.

Make and Take Direct experiences in doing lesson-related projects help chil-dren make a life application of the Bible principle studied. Hand out the make and take pages for Lesson 2. As they work on them, talk about the picture and invite learners to share what they think is happening.

Saying Good-bye Encourage children to remem-ber the enemy, Satan, will try to keep them from doing what Jesus wants them to do. They can choose to obey God’s Word and do things that please Jesus. Gather the children in a group around you to use the talking donkey puppets while watching for par-ents to arrive. A teacher should greet parents at the door and come to get children one or two at a time as their parents arrive.

Lesson 2 The Talking Donkey 15



Project 2 crayons stickers watercolors


16 The Talking Donkey Lesson 2

Supplemental Activities Ask about the donkey paper sack puppets the children have. How could that donkey talk? (God made her able to say words that Balaam understood.) From your personal books or the church library children’s section, choose a picture book to read aloud. It should focus on a way to obey God’s Word such as sharing, being kind, helping, obeying or another related theme. Ask questions about what you read after finishing it, or let learners turn the pages to look at the pictures again.

Memory Verse—Use the memory verse display visual described in Lesson 1 or letter the memory verse words on the board or strip of paper. Repeat them together. Ask everyone who wants to obey God to raise his hand. Then, help learners recognize temptations that arise during the worship time together. Satan will tempt them to be unkind, disobey or in some way not to do what Jesus wants them to do. Jesus will forgive us when we do wrong things, but we must choose to do His will.

What If Game—Ask learners to show you what they would do if someone asks them to do things they know are wrong. Guide them to shake their heads and say “I can’t do that because I love Jesus.’’ Then, suggest wrong things that other children might ask them to do. After each suggestion, pause for them to respond with the refusal to do it. What if . . . a friend wants you to disobey your parents? someone tries to get you to lie about something? (Explain what a lie is for younger learners.) a friend suggests that you treat your brother or sister in an unkind way? someone wants you and him to hit each other (fight)?

Add other situations to help the children understand these suggestions are temptations Satan uses to get them to disobey God.

17

Lesson Objective: The learner will practice sit-ting quietly listening to God in his heart and name a way he can be God’s helper.

A Call in the Night1 Samuel 3:1-21

A childless woman prayed for a son, vowing to dedicate him for lifetime service to the Lord. Samuel was the answer to that prayer. At a very young age his mother, Hannah, took him to the Tabernacle to live and learn about God as he served the elderly priest Eli and the Lord. Samuel grew up helping with the responsibilities of Tabernacle worship and service. One night, the Lord spoke to the boy Samuel. From that time, all Israel knew that Samuel would be a prophet of the Lord. The Lord was with him and revealed Himself and His will to Samuel.

Life Application: Samuel helped at God’s house when he was just a little boy. He chose to obey God. I will obey God and be a helper for Jesus. He has a special plan for my life.

1 Samuel 3:1-21

Bible Principle: Even young boys and girls please the Lord by listening to and obeying His commands.

Memory Verse:

“Speak, Lord; for thy servant heareth.’’

1 Samuel 3:9

Samuel learned that when God calls he should listen

very carefully.


Samuel’s Call from God

Vocabulary Words

Tabernacle—the beautiful tent where God met with His people, Israel, as a place of worship

Prepare Your Room Get learning activities ready so that the first arrivals can get involved in doing lesson-related projects. During the week secure pictures of church staff members and helpers for a church helpers photo book. Prepare the book as described in the following section. Choose which of the active-learning ideas to use and prepare for them.

Early Time Activities Greet the children with a comment to compare their age with that of Samuel when he went to live at the Tabernacle. “Hello, Kevin. I am glad you come to God’s house each week to learn of Him.

Samuel was just about your age when he went to live at God’s beautiful tent, the Tabernacle. The Bible story for today tells about what happened to Samuel at the Tabernacle.’’ After adding a sticker to his personal attendance miniposter, invite the learner to participate in one of the learning activities.

Church Helpers—This activity will involve children in doing child-sized duties at church and help them feel a sense of responsibility for the church building. Allow them to be helpers in God’s house by doing little chores suited to their age. Arrange to have jobs for them to do like trash to pick up and put into the wastebasket; empty the wastebasket into a plastic

trash bag or other receptacle; dust classroom furniture; wipe the tabletop with a cleaning cloth; water a plant; put pic-tures on the wall with Plasti-Tak and other things which children enjoy doing.

Discussion: You are good help-ers like young Samuel when he went to live at the Tabernacle. He had chores to do each day, no doubt. What are things Samuel might have done? There were oil lamps to trim and fill with oil. Maybe he pol-ished the brass pieces of furni-ture. He opened the door of the Tabernacle each morning. He was a good helper like you. The Bible story will tell how God called Samuel one night. God has a special plan for your life as He had for Samuel.

Helpers for God Prints—Making the child aware of God’s purpose for his life is the goal for this activity. Use a 1'' or 2'' sponge paint paddle to brush tem-pera paint on the palms and fingers of a child’s hands. Then, show him how to make prints of his hands on paper. Have a pan of warm soapy water and some towels ready for washing hands when finished. Print “Helpers for God’’ as a title for the project.

18 Samuel’s Call from God Lesson 3

Samuel stands out among Bible children whom God used in a great way. His mother meant it when she prayed for a son and promised to give him to the Lord for service. She kept her vow and brought Samuel to the Tabernacle at Shiloh when he was about three years old. He lived there and ministered to the Lord, doing cer-tain duties suited to his age, which increased in number and importance as time went on. He was twelve years old, according to scholars, when he received God’s call in the night. Eli’s sight was fast failing him, and Samuel was a constant companion. Both slept in the Tabernacle in rooms provided for the high priest and his helpers. Samuel heard a voice calling him, and naturally he hurried to Eli expecting to meet a need. Eli had not heard the voice and told Samuel to go back to bed. Again, the voice called distinctly to Samuel. He ran to Eli again, only to receive the same instructions to lie down again. Samuel’s knowledge of God had not included personally receiving communication from the Lord, commands to obey and knowledge for doing His will. Eli, when Samuel came to him the third time, realized that the Lord was calling the young man. He encouraged Samuel to respond to God’s voice with receptive obedience and trustful submission. Samuel waited quietly until the Lord’s call came and then said, “Speak; for thy servant heareth.’’ God told Samuel about coming judgment against Eli’s family. When Eli asked about it the next morning, Samuel held nothing back. Samuel grew, and the Lord was with him. All Israel knew that Samuel would be a prophet of the Lord.

Know God’s Word

Materials Needed: attendance stickers 1'' or 2'' sponge

paint paddle paper tempera paint warm soapy water towels butcher paper body shapes easel with board CD player Children’s praise

songs index cards or

adhesive photo pages

photos of church staff

book rings or yarn pictures Plasti-Tak

Alternate Idea: Paint the children’s feet and help them walk across a piece of butcher paper. Letter “Walking with the Lord’’ across the top of the paper.

Discussion: God has a specific plan for Jon and Rachel and Lauren. (Name each child in the activity.) He wants you to give Him your life to serve Him all your days. Your hands and your feet can do His will. Samuel was not too little at three years old to be God’s helper. You are not too young to choose God’s way in obeying, in being kind to one another and helping. The Bible story tells about the Lord calling Samuel one night.

Easel Fun—This activity helps learners understand that God gave them a healthy body to use for His purpose. Cut a child’s body shape out of stiff paper. Cut it into sections for the different body parts—head, chest, arms, legs, feet and hands. Put the sections together on a board on an easel using Plasti-Tak. Let one child at a time take the body sections apart and put them together again while telling how he can use that part of his body for God’s purpose. “I can use my head to think and learn about Him. I can use my

arms to carry things. I can use my legs to walk and do errands for my mom.’’ Talk about Samuel using his body to be a helper at the Tabernacle.

Music Learning Center—Hearing other children sing praises to the Lord stimulates learners to sing along. Because singing is a way to worship the Lord, provide a listening experience with children’s praise songs. Select some that are easy to sing along with.

Church Helpers Photo Book—Attach photos of church staff members to large index cards. Label each with the position title the person holds. Laminate the photo cards and punch holes on the left side. Connect pages with book rings or use yarn to tie the cards together. If you prefer, use a photo album with adhe-sive pages.

Discussion: God uses these people for certain jobs at our church. God calls each of us to do something. He has a plan for your life that no one else can do. Pick up time today can be a learning experience in itself. Say, “We need helpers to do God’s work. Who will be a helper for Jesus and put away supplies from our learning activities? It pleases Jesus to see you being such good helpers.’’ Sing “A Helper I Will Be’’ from Lesson 1.

Lesson Set Explain that in Samuel’s time people slept on mats which they laid on the floor. In the morning they rolled or fold-

Lesson 3 Samuel’s Call from God 19

Known by Your Doings, Proverbs 20:11

Read Proverbs 20:11 aloud from your Bible. People know what you are by things you do. If someone keeps all his toys for himself with-out sharing with a guest in his home, what do we know about him? (He is selfish.) What if you see someone taking something that does not belong to him? What do we know about that per-son? (He is not obeying the Lord by being honest. He is stealing.) “Justin, come put your toys away,’’ his mother calls. Justin quickly goes to obey his mother. What does that say for Justin? (He obeys the Lord when he obeys his parents.) Our actions tell others what we are inside. I want others to know I love Jesus, so I will try to obey His commands. Pray a dedicatory prayer. “Dear Jesus, we love You. We want to do that special purpose You have for us. Help us to listen to your call and obey your Word.’’


Materials Needed: towel for each

learner


20 Samuel’s Call from God Lesson 3

ed the mats. At night they laid them out again. Give each learner a bath towel.

Discussion: We can pretend these are sleeping mats. Can you spread yours on the floor to lie on? How is a sleeping mat different from your bed? Samuel had a sleeping mat on which he slept in a room at the beau-tiful tent of worship. The Bible story tells something very special that happened one night.

Bible Story Let learners sit on the sleeping mats as you tell the story with the pictures provided in the visuals. A suggested story presentation is in the instruction booklet included in the visuals.

Stretch Time Invite the learners to stand and follow your actions in doing this rhyme: My arm can stretch so very high; (Stretch arms high over head.) My hands can wave to tell you ’bye. (Wave hands vigorously.) My feet can hop, but my legs come too, (Hop in place.) Thank You God, for all I can do. (Fold hands together in prayer.)

God gave you a healthy body and a bright healthy mind. He has a special plan for your life. It is a won-derful plan. He honors us by letting us serve Him where we live. You can begin carrying out God’s pur-pose for you by choosing God’s way, doing what Jesus wants you to do just like Samuel did.

Memory Verse “Speak, Lord; for thy servant heareth.’’ Talk about the voice of God which Samuel heard. Let volunteers describe what they think it might have been like to hear God calling and talking to Samuel. Explain that in Bible times God sometimes spoke aloud so that a person could hear it with his ears. Now, He does not talk to us in a voice we can hear. He speaks to us in the Bible, His Word. He also speaks to us inside, in our hearts and minds. The children will learn more about listening to God as they grow.

Tell the boys and girls to bow their heads and close their eyes to hear God speak to them in their hearts—the inside person we are. Say the words of the memory verse quietly and wait. One reason we do not hear God speak to us is a hurried lifestyle filled with noises that distract from listening to the quietness of God’s communication. This exercise introduces the child to the silence needed to allow God to impress us with His will. “Be still and know that I am God’’ means stop and listen to God. Wait until you sense it is the time to go on. In a soft voice sing “God You’re So Good’’ to the tune of “God Is So Good’’ with your head still bowed. Pray briefly: “Thank You, God, that we can listen to You in our hearts. Thank You for the special purpose You have for each of our lives.’’

Bible Stories Leaflet The goal in using the Bible stories leaflet is to help the chil-dren learn to think. Getting the leaflets done quickly, neatly and correctly does not insure that learning happened. Hand out the leaflets and talk about the story pic-ture on the front. Ask questions to help the children recall story details. Where did Samuel live? Who was the priest? What did Samuel hear? Who did Samuel think it was? What did he do? How many times did he go to Eli? What did Eli tell Samuel to say after the third time? Can we hear God speak out loud? How do we listen to God?

Make and Take Give each learner a project page and guide him to complete it. Emphasize the life application of the lesson as he works.

Saying Good-bye Help the children collect all their materials to send home. Remind them of the spe-cial purpose God has for them and encourage them to obey God’s Word they have learned in Bible stories and Bible verses. Review the Bible memory verse while waiting for the parents.

Materials Needed: Lesson 3 visuals visuals instruction booklet




Project 3 crayons scissors glue paper

Lesson 3 Samuel’s Call from God 21

Supplemental Activities Music is a good relaxer. Sing “Praise Him, All Ye Little Children.’’ Then, sing “Serve Him, serve Him, all ye little children.’’ Sing “I Will Serve the Lord’’ to “Farmer in the Dell’’ tune. I will serve the Lord, I will serve the Lord. In my home and at my church, I will serve the Lord.

Guide the learners in role-playing the story with these actions: 1. Pretend you are Samuel sleeping on your mat. (This is a good opportunity for a five minute rest time.) 2. You hear someone calling your name and sit up. (Call each child’s name like the Lord called Samuel’s.) 3. Run to Eli to see what he needs. 4. Go back and lie down. 5. (Repeat actions 2, 3 and 4 two more times.) 6. Say what Samuel said when you hear your name called again. (Speak, Lord; for thy servant heareth, or speak, and I will listen.)

22

Lesson Objective: The learner will say he can-not run away from doing what God wants him to do.

A Prophet Who Ran from GodJonah 1—3:3

Jonah’s commission said go and prophesy to the Ninevites. Jonah did not want to go because the Assyrians were enemies of Israel. Nineveh was a very wicked Assyrian city. Jonah tried to run away from God’s call and boarded a ship going far away to Tarshish, the opposite direction from Nineveh. When a violent storm threatened to destroy the ship and sailors, the men discovered Jonah was the reason. At his suggestion, they reluc-tantly threw him overboard. God’s providence caused a great fish to swallow Jonah and three days later to spit him out on dry land. Jonah immediately obeyed God’s second command to go to Nineveh to call the people of Nineveh to repentance.

Bible Principle: One should be ready to obey God’s call promptly.

Memory Verse:

“Teach me thy way, O Lord.’’

Psalm 86:11

Jonah 1—3:3

Jonah found life easier when hefollowed God’s will.

Life Application: Jonah was sorry when he tried to run from God. I know that God can see me all the time and knows everything I do. I will obey God.


The Fish God Prepared

Vocabulary Words

wicked—having an evil, sinful characterrepent—to feel such sorrow for sin that one turns from

it

Prepare Your Room Multi-use rooms require cooperation from all those who use the facility. It will help greatly for everyone using it to meet for coordination of ministries shared. Children’s work is basic to the total church program, and teachers should arrange the furniture and decor to enhance the learning atmosphere. If other children’s leaders use the room for other programs, work with them to allow each a wall space for display of teaching aids. A central supply source will sim-plify matters. A clear plastic organizer with drawers is useful for keeping scissors, glue, Plasti-Tak, stickers, tape and other standard materials ready for use. Working together to maintain an attractive learning station involves each teacher picking up after the session for which he is responsible.

Early Time Activities Give each child a verbal pat on the back as he arrives. “Hello, Jon. I am glad you obeyed God by coming to His house for learning about Him. That makes God happy.’’

Lead the learner to the attendance posters to add a sticker from the make and take book. A three-year-old girl learning to be a helper at home earned a nickel for each of three extra tasks

she did. She proudly showed her three nickels to her moth-er. “Oh, you can go shopping at the mall, can’t you?’’ the mother said with a smile. The little girl shook her head. “No. I’m going to put it in our mission box at church,’’ she said. “I get to give my very own money to God’s work.’’ The mission box was a simple box decorated with pic-tures of children in other lands. Teachers made the difference by making offerings a special part of the church program.

Play Dough Center—Use this learning activity to help learners know God created little fish and big fish and prepared a special fish to swallow Jonah. Provide soft, pliable play dough for children to shape ovals and triangles to make a fish. After working for a few minutes, invite the children to combine all their play dough to make a big fish like the one that swallowed Jonah.

Discussion: God cre-ated all kinds of fish. He made little fish for a special purpose, and He made big fish for other reasons. God can do anything. He pre-pared a great fish to

swallow Jonah. The Bible story tells the good ending that happened.

God called Jonah to preach repentance to the wicked people of Nineveh. Because of the sinful conditions, God wanted him to warn the people in this large city of the destruction that would occur if they did not repent. Instead of obeying God’s call, Jonah immediately arranged to take a sea voyage. He bought a ticket for a cruise to Tarshish, the opposite direction from Nineveh. He just wanted to get away from the Lord. He found a quiet berth below deck and went sound asleep. In a short time, however, he found his purpose was futile. The Lord sent a mighty windstorm to the eastern Mediterranean, engulfing the ship in the dangerous gale. The terrified sailors began frantically praying to their pagan gods and throwing cargo overboard to lighten the ship. The captain urged Jonah to pray also. In desperation, they decided to cast lots to determine who was responsible for the fury they were in. Jonah could hide no longer. The sailors wanted to know all about him. He told them of the true God of Heaven and confessed that he was running from the Lord. Jonah gave them the solution to the problem he caused; throw him overboard. Jonah might have thought that would be the end of the matter, but by divine appointment a great fish was there to swallow Jonah. In the belly of the fish, the fugitive prophet cried out to God, and the Lord gave him another opportunity to obey. God spoke to the fish, and on the third day the fish spit Jonah upon the shore. God again commanded Jonah to go to Nineveh and he immediately obeyed. He preached and the whole city repented and averted destruction.

Know God’s Word

Lesson 4 The Fish God Prepared 23

Materials Needed: attendance stickers play dough paper fish paper clip ½'' dowel string magnet pictures of children

from around the world

Con-Tact paper Plasti-Tak Unit 1 visuals

Fishing Game—Children who participate in this center say the words of the memory verse. With the pattern on Unit 1 Pattern Page, cut enough paper fish for each child to have one. The words of the memory verse are on the fish: “Teach me thy way, O Lord.’’ Psalm 86:11. Put a paper clip on each fish. Put the fish in a fishbowl or box. Use a 16'' length of ½'' dowel for a fishing pole with a 24'' long string tied on the end for a line. Attach a magnet to the loose end of the string. Let each child have a turn holding the pole so that the magnet picks up a fish by the paper clip. Read the words on the fish. Say them again with the child repeating them with you. He may keep the fish as a reminder of the Bible story and memory verse.

Discussion: God made a great fish be at the right spot when Jonah fell into the sea. The Bible story tells what happened. The Lord taught Jonah to obey Him. The words of the memory verse will help you remember to obey God: “Teach me thy way, O Lord.’’

Picture Study—This learning activity will help learners think about children in other countries who need to hear God’s Word. Use an assortment of rein-forced pictures showing children around the world. Make the pictures durable for little hands to hold by laminating them or covering them with clear Con-Tact. Use Plasti-Tak for children to attach the pic-tures on the wall. When all pictures are up, ask learn-ers to think about the people the pictures represent.

Discussion: We have a very big world with lots of people living in faraway countries. They need to hear God’s Word. Missionaries travel to their lands to tell them about Jesus. We can help by giving our offer-

ings to God’s work. The Bible story tells about Jonah whom God wanted to go tell people in another place what God wanted them to do. When Jonah ran away, God taught him to obey.

Unit Review—Provide the visuals for Unit 1 les-sons for learners to retell details they remember. The teacher in this center should put out one set of visuals at a time. Children enjoy pretending they are the teacher to tell the Bible story again. Ask leading questions if they need help to prompt thinking skills. Pick up time is a cooperative activity that children will help with when teachers sing a happy song about it. Most boys and girls quickly join in when they look forward to other active learning fun to come.

Lesson Set Show learners a picture of a huge fish or bring a stuffed toy fish for them to touch.

Discussion: Have you ever seen a fish this big? God used a big fish to teach Jonah a special lesson about listening to God. The Bible story tells about Jonah’s adventure.

Bible Story

Use the story and visuals in the visuals to present the Bible story.

24 The Fish God Prepared Lesson 4

God Sees Everywhere, Psalm 139:7-12

Sing these words reverently to “Farmer in the Dell’’ tune. God is everywhere, He sees everything, Wherever I am, He is there, I’m glad God goes with me.

Gather the children in a cozy circle or group with workers mingled among them so that each child has a loving touch as you quietly and distinctly read Psalm 139:7-12. God is so great. He goes with you everywhere. You can never run away from God’s presence. You can never hide from His seeing you. He sees and protects you all through the day. He sees and protects you all though the night. God loves you. Sing “God Is So Good’’ with heads bowed. Then, sing it to the Lord with “God You’re So Good’’ repeated. Pray two or three sentences of praise for God’s constant presence and care.


Materials Needed: fish picture or

stuffed toy fish



booklet

Lesson 4 The Fish God Prepared 25

Stretch Time Guide learners to playact the story with the follow-ing guidelines. Everyone . . . pretends to be Jonah hearing God’s call. (Learners cup hands behind ears to listen.) Use a majestic voice to say, “Jonah, go warn the people of Nineveh to repent of their sins.’’ shows what Jonah did. (Learners lower hands and run as if trying to sneak away.) pays for a ticket on the ship. (Put pretend money on a table.) gets on the ship and finds a place to go to sleep. (Lie down.) pretends to be sailors throwing cargo overboard when the great storm comes. (Imitate actions.) throws Jonah into the sea. (Pretend to watch Jonah splash into the water.) makes believe he is the great fish God prepared to protect Jonah from drowning in the sea. (Since it was a BIG fish, use your arms to represent the mouth. Put elbows together as a hinge, holding the right forearm over the left. Raise and lower the right arm over the left to show the fish opening and closing its mouth. Move about the room swaying arms back and forth to represent fish swimming action. Clap hands together to swallow Jonah and stop movement.) shows what Jonah did in the belly of the fish. (Kneel to pray.) imitates Jonah when the fish spit him out on dry land. (Run to Nineveh and call out, “Repent of sin!’’) sits in his seat again. (Children gather at work area.)

Memory Verse Use this action rhyme to teach the memory verse words. Say a line with actions called for. Pause for learners to repeat the words after you.

“Teach me thy way, O Lord.’’ (Place hands together in prayer.) I will listen and obey, (Touch ear and nod head.) I want to do your will. (Point to self, then upward.) I will not run away. (Point to self and shake head.)

Repeat the rhyme two or three times. Say, “Did you hear our Bible verse in the first line of the poem? Say it with me.’’ Say one line of the words and pause for learners to repeat them. Did Jonah listen and obey God? He tried to run away from God. He learned that it is better to obey God at once.

Bible Stories Leaflet Hand out the Bible stories leaflet to each child. Where is Jonah? Why is he in the sea? What did God use to protect Jonah from drowning? What did Jonah do while in the fish’s belly? What happened when the fish spit Jonah out on dry land? Who can say the memory verse? Let each child hold his memory verse reminder from the fishing game in Early Time Activities while saying the memory verse. Complete learning activities on the leaflet to help learners make life application of the lesson.

Make and Take Child-made lesson remind-ers are an integral part of the learning process. Through active involvement in doing the projects in the make and take book, learners remember more of the Bible story details and how they relate to life. Instruc-tions are in the front of the book and on individual project pages.

Saying Good-bye After collecting take-home items, ask learners to put them on the floor directly in front of them as you repeat the action rhyme together. Another teacher should stand at the door to greet parents and call the name of the child needed.




Project 4 lunch-size paper

bag scissors glue stickers

26 The Fish God Prepared Lesson 4

Supplemental Activities Tell the children to pretend they are Jonah after leaving the fish. They want to do God’s will and go to worship God. Talk about the large city of Nineveh and how people repented as Jonah told them God’s Word. Sing the chorus of “Trust and Obey.’’ Repeat the song printed in Worship Time Devotional section of the lesson. Provide transportation toys like cars, trucks, airplanes, boats or others things you can borrow from the children’s families. Call during the week and invite each child to bring one transportation toy to share. Let each child tell about the toy and show how it works.

Discussion: These are the ways we travel today. How did Jonah travel when he ran away from God’s call? (ship) What did God use to protect Jonah from drowning in the sea? (a special fish prepared to swallow Jonah) Jonah tried to run far away from God, but God knew exactly where he was. Jonah could not hide from God.

Sewing Card—Make sewing cards of the great fish on Unit 1 Pattern Page. Punch holes around the fish and let learners lace yarn around the outline. Talk about the kinds of fish God made and the special great fish He prepared to swallow Jonah. Why do you think Jonah prayed from inside the fish? (He praised God for His protection and power. He promised to do what he said he would do. “Salvation is of the Lord,’’ Jonah said.)

Wash Painting—Provide a simple fish shape cardboard pattern for each child to trace on a sheet of white paper. Color the fish. Give thinned blue tempera paint and large brushes for learners to paint over their fish drawing. The wash painting makes the fish look as if they are in the water.

Discussion: Was it just any kind of fish that swallowed Jonah? What kind was it? (A great fish that God prepared.)

Materials Needed: transportation toys sewing cards blue tempera paint brushes yarn

27

This Unit and Your Children We must listen to God (Unit 1) before we can do His will. He shows us His will through the Bible, prayer, circum-stances and the church or counsel of godly people. Young children do not usually choose to do God’s will without training and discipline to help them learn to do so. As they do God’s will in daily living at this age, they will more than likely accept and follow God’s will when they are older and making important life choices. Each child needs to experience choosing God’s way. Use teachable moments during class time to help learners know the happiness of doing what God says to do. You will pass on to the children whom you teach your faith in God through your example of following God’s will. They need role models of people who listen to God and do what He says. Help them begin to share with others how God is with them to help them choose to do right. Boys and girls are eager to please the important people in their lives. As you patiently and gently mold their character development, you will guide them toward doing God’s will. To know God’s will is the beginning point for living a God-centered life. When we focus on God and His activity around us, we deny self to choose God’s perspective for holy and godly living.

Overview of Bible Lessons Many Bible stories show examples of people who followed God’s will. These four lessons will show God at work and how He used people who wanted to do His will.

Crossing the River—The flooded Jordan River seemed impassable, but the Israelites obeyed God and began walk-ing. He opened a path for them to walk across on dry ground.

The Walls Came Tumbling Down—It was an unusual method of warfare just to march around a city for seven con-secutive days, but that was God’s command. The Israelites obeyed His will and conquered Jericho.

Power To Serve—Jesus sent out twelve apostles who obeyed His commission to preach to the Jewish people.

Saul Sees a Bright Light—Saul, the great persecutor of Christians after Jesus’ ascension, met the Lord personally, and it changed his life. He became a great preacher for Jesus and was willing to do God’s will wherever he was.

Unit 2 Lessons 5-8

We Learn To Do God’s WillObedience is essential to have a personal and real love relationship with God.

Unit Objective God has a special plan (will) for each

person. We have joy as we learn and obey His will.

Learners in this unit willKnow—God tells people His will.Feel—A desire to obey God’s will.Do—What is right and pleasing to God.

Bulletin Board On a purple or bright blue background ar range footprints with your learners’ names on them. Use the pattern on Unit 2 Pattern Page to cut them from tan paper or make the display more personal by drawing around a foot of each child. On an open Bible shape, letter “Obey my words . . .’’ Stick straight pins through the corners of the Bible and push straight into the board. Then, pull the shape away from the background to the head of the pins. Attach yellow letters for the title. During this unit emphasize doing God’s will by doing what Jesus did and obeying His commands.

Materials Needed: purple or blue back-

ground footprints (tan) Bible shape yellow letters


Less

on 7

Bulletin Board

Lesson 8

Less

on 7

29

Dry Land CrossingJoshua 3:14-17

The people of Israel were about to enter the Promised Land forty years after leaving Egypt. They looked forward to the inheritance God provided, but the Jordan River was uncrossable at that time. God told Joshua, Israel’s leader after Moses’ death, exactly how to prepare the people for the crossing and the procedure to follow. Joshua and all the Israelites obeyed God’s instructions. The priests carrying the ark of the covenant marched toward the flooded river. As soon as the bottom of their feet touched the water, the river stopped flowing. An invisible dam of God’s power held back the water upstream. The water downstream flowed away leaving dry ground on which the Israelites could walk across.

Joshua 3:14-17

Bible Principle: God loves His people and will always help them do His will.

Memory Verse:

“I delight to do thy will.’’ Psalm 40:8

Lesson Objective: The learner will tell how God helped the people of Israel cross the Jordan River and talk about ways God helps people today to do His will.

The Israelites obeyed Godin crossing the flooded

Jordan River.

Life Application: God made a dry path in the river for the people of Israel to cross. They obeyed God and made a memorial to remember the Jordan River crossing. I know that God is with me to help as I try to do His will.

LESSON 5 • July 5, 2020

Crossingthe River

Vocabulary Words

ark of the covenant—a gold-covered wooden box, a symbol of God’s covenant with Israel, holding the tables of stone, a pot of manna and Aaron’s rod

priest—a man whose duty was to make sacrificial offer-ings and perform other religious rites

Prepare Your Room Clear the room of clutter each week to maintain an orderly environment. Put up the new bulletin board dis-play for Unit 2. If you prefer to use learners’ footprints for it, plan to draw them during Early Time Activities. Older children may cut out their own and attach them to the board themselves. Learning happens more quickly and permanently when you involve children in active participation. Include them in making a model of the ark of the cove-nant. They will remember the story details longer than if they just hear about them and see a picture.

Early Time Activities Give a genuine smile and warm wel-come to children as they arrive for class. Make a name tag for each visitor so that all workers can call him by name. Invite each child to add a sticker to the mini-poster attendance record.

Ark of the Covenant Box—This project gives learn-ers a better understanding of the most treasured and sacred object in the nation of Israel. The ark of the covenant symbolized God’s covenant with Israel. Children who participate in this activity will have a

foundational knowledge about the ark when future lessons include it. The ark resembled a chest about 3 ¾' long by 2 ¼' wide and 2 ¼' high. It had frame-work of a strong durable wood overlaid with pure gold. A gold ring on each corner held carry-ing poles. A solid gold lid had two cherubim of beaten gold on top of it. Aaron and his sons, when dismantling the Tabernacle to move, covered the ark of the covenant with the veil, then a protective cov-ering of skins and a “cloth wholly of blue’’ covered it all. (See Numbers 4:5, 6.) With that description, make a model ark for a mean ingful object lesson. Ahead of time, get a card-board box of those dimensions. Hot glue or tape securely a brass ring to each corner of the box near the top. Reinforce the bond with a piece of florist or other soft wire wrapped around the rings and through holes in the box to keep them in place during use. This is an important step for the rings to hold. Spray paint the box, rings and two broomsticks or 1'' dowels with gold paint. Insert the rods through the rings.

Joshua followed Moses as a strong and wise leader for Israel. God’s assurance and encouragement gave Joshua confidence in the Lord’s power for his responsibilities (Joshua 1). When it was time to enter the Promised Land, Joshua sent two men ahead into the land to see what it was like. They found out that people in Canaan feared the coming of the Israelites because news had reached them of all that God had done for Israel. After the scouts returned to camp, Joshua began immediate preparations to enter Canaan. The whole camp moved to the Jordan River where they stayed for three days. Joshua sent officers through-out the camp with instructions for crossing the Jordan and then came moving day. Priests carrying the ark of the covenant went first. When their feet touched the water, suddenly the water stopped flowing and began backing up. The riverbed drained. The priests stood on dry ground in the middle of the Jordan while the people crossed into the Promised Land without getting their feet wet. At God’s direction, Joshua commanded the priests who carried the ark of the covenant to come up out of Jordan. As soon as their feet cleared the riverbed, the river returned to flood stage, overflowing the banks as it had before the miraculous crossing.

Know God’s Word

30 Crossing the River Lesson 5

Materials Needed: attendance stickers 2 broomsticks or 1'' dowels cardboard box 4 brass craft rings (3'') blue fabric gold spray paint dolls, blankets tote bags paper plates or car-

pet squares margarine tub cardboard stick


Obey God, Acts 5:29

Sing the chorus of “Trust and Obey.’’ God’s Word says, “We ought to obey God.’’ Learning to do God’s will is to obey what we already know He would have us do. Who can think of a Bible verse about children and obey-ing? “Children, obey your parents in the Lord: for this is right’’ (Ephesians 6:1). When you choose to obey your parents, you obey God’s Word. It pleases Jesus for you to obey. Can you think of a Bible verse about being kind? “Be ye kind one to another’’ (Ephesians 4:32). Is that a verse you can obey? When you choose to be kind to others, you obey God’s Word. It pleases Jesus for you to be kind. God will help you to obey His commands and do His will. He has a good plan especially for your life. You can obey God and please Him every day as you grow. Have prayer to ask God to help each child learn to obey and follow His will.

Lesson 5 Crossing the River 31

Cut two 12'' x 18'' pieces of corrugated cardboard into tablet shapes for the Ten Commandment tables of stone. Spray paint them gray. Put them inside the covenant box with a plastic margarine tub spray painted gold to represent the pot of manna and a stick for Aaron’s rod. Cover the box with a flat piece of cardboard cut to fit as a lid. The real one had two beautiful gold figures standing on top of the lid. Drape a piece of royal blue fabric over the covenant box sitting on the floor. Children will notice it right away. Explain that it is a model of the ark of the covenant in Israel and invite them to examine it. You can do a lot of teaching during this informal time when curious learners want to know what it was for and why it has the rings with the rods on the sides. Common people were not to look on the ark, exam-ine its contents or to touch it. Explain the special coverings were to protect the solid gold lid and the gold covered box from any damage as the people of Israel moved about. Four priests carried the ark by the staves or rods through the gold rings on the sides. Show the contents and talk about what was inside the golden box that was so special to Israel.

Discussion: Israel’s gold-covered ark of the covenant had a solid gold lid with two gold figures standing on it. The Bible story tells about a time when God helped the people of Israel cross the flooded river after they obeyed Him with the ark of the covenant.

Note: The covenant box will add an important visual prop to use during Stretch Time when learners will dramatize the story. After this lesson store it in a teacher resource room for future use.

Home Center—This center will prompt boys and girls to think about families in Israel who went across the Jordan River into the new homeland. Provide dolls, blankets and small bags, perhaps tote bags, to pack. The children may pretend to pack lug-gage if tote bags are not available. Introduce the idea of moving.

Discussion: Mothers and fathers in Israel had to get their belongings together. Maybe children helped. The Bible story tells how all the people in Israel walked on dry land through the Jordan River.

Paper Plate Stepping Stones—Learners will think about crossing the Jordan River as they participate here. Tape paper plates (or brown paper sack circles) to the floor all around the room. Tell learners to pretend the floor is the Jordan River. The only way to cross the river is to walk on the paper plate stepping stones. Then, let the children walk around the room, being careful to step only on the paper plates. Alternate Idea: Use carpet squares instead of paper plates for the stepping stones.


Discussion: The Bible story tells how the people of Israel crossed the Jordan River without stepping stones. Call the children to worship time with the signal you normally use for pick up.

Lesson Set Show learners a baking pan with about an inch of water in it. Ask, “How can we make a dry path through this water? Can we hold back the water with this sand?’’ Try it. Tilt the pan so that the water is all on one side. Add the sand to hold it back. Does it work?

Discussion: We cannot make water separate as God did. The Bible story tells how He made the river stop flowing so that the people of Israel could cross to the other side.

Bible Story Visuals to illustrate the story and a suggested method of pre-sentation are in the visuals. Use the covenant box model from Early Time Activities as an object lesson.

Stretch Time Dramatize the Bible story to make it real for the learn-ers. Boys’ or men’s bathrobes make good costumes if you have them, or use two-yard lengths of bold striped or solid color fabric. Towels, shawls or pieces of fabric can become headpieces. Lay two pieces of large blue paper or fabric on the floor as the river. Let the children use their imaginations in thinking of how to dramatize the story from the basic facts of

the story you presented or guide them in role-play with the following ideas. Choose one child to be Joshua and four others for priests to carry the ark model. (If there are fewer children than this, let two children carry the model of the ark, one in front, and the other behind.) Ask Joshua to lead the children of Israel about the class-room as if traveling right up to the river. Have the ark bearers touch the river with the bottom of their feet. Two people can each pull a piece of the river aside so that the priests can walk into the river and stand there. Joshua can lead all the other children across the river. Pretend to have animals, bundles of belongings, babies and all kinds of supplies to trans-port. When all the people reach the other side, every-one rejoices and praises God. After everyone was safely on the other side, the priests carried the ark on across the river. As soon as their feet left the riverbed, the water began flowing again. Let two people put the river back in place.

Memory Verse “I delight to do thy will.’’ Give each learner a piece of paper on which you have copied the words of the memory verse. Give happy face stickers to add all around the words. Older learners can draw happy faces with watercolor markers. Help each child letter his name on the paper after saying the words.


After each child has his Bible stories leaflet, ask every-one to point to the ark of the covenant. Who is carrying it? Where will they stop? What happened when their feet first touched the water in the Jordan River? Use the leaflet as a teaching aid with learners thinking to complete the activities. Engage thinking skills by asking questions requiring more than simple yes or no answers.

32 Crossing the River Lesson 5


booklet

Materials Needed: costumes towels or shawls blue paper or fabric

Materials Needed: happy face stickers

Materials Needed: leaflets

Kelsey

“I delight todo thy will.’’

Psalm 40:8

Materials Needed: baking pan water sand

Lesson 5 Crossing the River 33

Supplemental Activities

The people of Israel praised God when they arrived on the other side of Jordan. A rhythm band is a wonderful way to involve young children in making “a joyful noise unto the Lord’’ (Psalm 100:1). Before giving them the instruments, talk to the children about what it means to praise God. Making noise is not the goal. Lead the children to praise the greatness of God who made the great fish to swallow Jonah (last week’s lesson) and made the dry path through the Jordan River. We praise God for the dependable world of nature He gives us to enjoy for life, parents, family, Jesus, food, daily care and for His help in obeying His commands. Before naming all these things, ask learners to think of some things for which they praise God. Give each a chance to name something before suggesting things yourself. Whether you use homemade or manufactured instruments does not matter. Have fun with the children as you march around the room singing and playing your praises to God.

Jump Over Jordan Game—Lay two ropes or heavy cords about four feet long side by side on the floor about one foot apart. Children take turns jumping over the Jordan without touching the ropes. Spread the ropes apart to make the river wider for another turn. If a child misses, he becomes a watcher to catch anyone falling into the river. The player who can jump the widest river gets to tell how the people of Israel crossed the Jordan River.

Materials Needed: musical instruments 2 ropes or heavy

cord

Make and Take Making a reminder of the story helps learners think more about it to deepen the memory track it made. Guide them through the steps to complete the project and emphasize the truth of God’s help for all who want to do His will.

Saying Good-bye Help each child gather his papers to take home. Ask each to remember to have fun obey-ing God’s commands this week: “I delight to do thy will.’’ Treating others as if they never hurt you.


Project 5 scissors stickers


34

God Rewards His ArmyJoshua 5:13—6:25

God gave Canaan to the Israelites with the requirement that they defeat the idol worshiping, wicked residents of the country. God gave them a strategy for victory over Jericho, the first city to conquer. The people of Jericho feared the Israelites and their God and shut up the city for safety. Guards on the city wall watched Israel’s priests and troops march around the city silently for six days. Rams’ horns trumpets were the only sound. On the seventh day, they marched around seven times followed by a great victory shout. The walls fell, and God’s army entered in triumph.

Life Application: God gave His people victory because they obeyed Him. God blesses me when I obey Him.

Joshua 5:13—6:25

Bible Principle: God gives victory over enemies to those who obey Him.

Memory Verse:

“The Lord . . . will help thee.’’ Isaiah 41:13

God’s army, doing asGod commanded, is

victorious over Jericho.

Lesson Objective: The learner will say that the people of Israel obeyed God in defeating Jericho and do activi-ties to learn about obeying God today.

Victory!


The Walls Came Tumbling Down

Vocabulary Words

battle—a fight between armiestrumpet—a ram’s horn used as a musical instrument to

give signals for war

Prepare Your Room Getting ready for class early in the week has the advantage of allowing time to collect materials for Early Time Activities. An ani-mal’s horn may be difficult to find, but locate one before class unless there is one stored in a teacher resource cen-ter at the church. Ask church members or other people for 12'' cardboard tubes such as paper towels or kitchen wraps come on. Cut longer wrapping paper tubes to this size. Prepare the grocery bags for the wall of Jericho. Set up the learning center activities at the church before time for the children to come. Many teachers do this on Saturday to make sure they have plenty of time to put the room in readiness state. Class goes much more calmly with preparations already finished.

Early Time Activities

Announce each child’s arrival by blow-ing lightly on a horn. If you have an animal’s horn, let the learner look it over and hold it himself. Explain that

a ram’s horn trumpet is an important part of

the Bible story. “Today we will make a play trumpet to use in our parade around Jericho.’’ Let the learner add an at tendance sticker to his poster before going to the learning center.

Art Center—Cardboard Tube Trumpets. Give each child a cardboard tube to decorate with wash-able markers. Ask them to imagine that their tubes are trumpets. They may hold the tubes up to their mouths and pretend to blow into them as they make noises to sound like trumpets.

Discussion: The priests of Israel blew on trumpets as they marched around Jericho with the soldiers. We can have a parade with our trumpets. Would you like that?

Jericho March Parade—Participating in a parade will help learners better understand the story action when you tell about Israel’s march around Jericho. Have each pupil hold his cardboard tube. Seven can represent the priests of Israel who blew trumpets while marching around the city. Four can carry the ark of the covenant model used in Lesson 5. All other learners can be the armed men of Israel and pretend their cardboard tubes are swords. There were soldiers in front of the seven priests and soldiers behind the priests carrying the ark. For small classes, let one or two learners represent the group of priests, and one

While Jericho was not the largest city in Canaan, it was in a strategic area. Only a few miles west of the Jordan River, Jericho was a strong city able to defend itself against a large army. The fortified walls of the city would repel normal enemy attack. But Jericho’s government officials knew they were not dealing with the usual approach to battles. They recognized God as the power behind Israel and feared the result of an attack. The “captain of the Lord’s host’’ met Joshua and gave him specific instructions for taking the city. Joshua followed the Lord’s commands and organized a daily marching parade around the city. No one made a noise except the trumpets played by seven priests. Then everyone returned to camp. No doubt, guards watching from the top of the wall around the city reported all they saw. For six days the people of Israel repeated the march around Jericho. On the seventh day, the guards knew something was about to happen. The Israelites began marching at daylight and kept on after going around once. Seven times they marched around the walls of Jericho, then Joshua commanded them to shout in victory because the Lord had given them the city. Truly He had, for the wall crumbled and Israel’s army easily entered the city to conquer quickly. The only people saved were Rahab and her family. After bringing them to safety, they burned the city.

Know God’s Word

Lesson 6 The Walls Came Tumbling Down 35

Materials Needed: attendance stickers cardboard for horn newspapers paper sacks masking tape ark of covenant

model from Lesson 5

Materials Needed: animal’s horn

or more can be soldiers. Just tell the learners to imag-ine there are others beside them. Outline the boundary of Jericho with blocks. Then, organize the learners as Joshua organized his men. Caution everyone to be very quiet as they march. No one could say a word. The only sound was the rams’ horns trumpets played by the priests. Go around the city area once and pretend to go back to camp. The next day they did the same thing. Repeat the parade around Jericho and return to camp again. Do this six times. The seventh time keep going and count the times around until you complete seven marches around Jericho. Then, give a victory shout for the Lord.

Discussion: You will hear about Israel’s march around Jericho in the Bible story (or in the next activity). You will learn what happened to Jericho’s wall around the city when Israel’s army shouted.

Wall of Jericho Game—Giving understanding about Jericho’s wall that fell makes this game worth-while. Stuff crumpled newspaper into nine large paper grocery bags. Fold over the top and seal with masking tape. Stack three rows of three bags to make a wall. Give each child a turn being Joshua and toss-ing the extra stone (made from the extra paper gro-cery sack) at the wall to try to knock it down. Sing the chorus during the game.

Joshua fought the battle of Jericho, Jericho, Jericho, Joshua fought the battle of Jericho, And the wall came tumbling down!

Discussion: That was fun trying to knock down the wall of Jericho. The Bible story tells how Joshua led Israel’s army in the battle against Jericho. No one knocked the wall down. What made it fall? You will hear about it soon. Pick up time takes only a minute or two and serves as a transition from active learning to quieter listening times. Learners obey God’s will when they serve as helpers and follow your instructions about picking up Early Time supplies. Brag on them to encourage every-one to join in.

Lesson Set Large cardboard building blocks are best for this activity, but wooden blocks will work. Stack them high to make a tall pretend wall. As you work, talk about the high thick wall around Jericho. The wall protected the people inside the city from attacks from enemies. Tell the children when they hear a horn or loud noise, they can watch the blocks fall. Stack a few more blocks before blowing a toy horn or birthday

36 The Walls Came Tumbling Down Lesson 6

Praise Him, Psalm 100:5

Did you like it when I praised you for helping during pick up time? You enjoy hearing someone praise you for something you did. (Take time now to praise each child if you did not have a pick up time. Focus on character traits of attitudes and actions rather than on physical features which the child cannot control or material things that are temporal.)

God likes to hear our praise for Him, too. We honor God when we praise Him. He deserves our praise more than anyone. Let’s sing to praise our wonderful Lord. Sing “Praise Him, All Ye Little Children.’’ Why do we praise God? (Allow volunteers to comment.) Read Psalm 100:5 from your Bible. Sing “God Is So Good’’ and then sing it to Him, “God You’re So Good.’’ Have a circle prayer time with each one praising God.

Materials Needed: cardboard blocks toy horn



noisemaker. Watch the wall tumble down by moving the bottom row of blocks.

Discussion: The Bible story is about strong city walls that fell when the people of Israel blew trumpets and shouted. (Quickly stack the boxes out of the way.)

Bible Story Learners will have a good understanding of the story action after doing the active learning suggestions up to this point. Use the visuals to illus-trate the story and tell details about how God helped the people of Israel win the victory at Jericho.

Stretch Time

Invite learners to stand and march in place as you say this action rhyme. Use exaggerated march action to loosen muscle tension. Swing arms back and forth and step high as you march together.

March, march, march, march, March around Jericho. March, march, march, march, The priests and army go.

March, march, march, march, Once each day around. March, march, march, march, The walls fell to the ground.

Everyone tumbles to the floor after the last line.

Memory Verse Sing the memory verse words to “Jesus Loves Me’’ tune.

“The Lord . . . will help thee’’ every day, When you work or as you play. Always trust Him to be there, “The Lord . . . will help thee’’ everywhere.

Say the memory verse words. Ask, “Did you hear the memory verse words in the song? Listen for them as we sing it again.’’ Sing the words again slowly enough for learners to sing with you and emphasize the first and last lines. Invite learners to stand as a little choir in the front of the room to sing the words together. Tell them how it encourages another to hear words from God’s Word. Suggest they sing the verse on the way home from church today.


Children like getting a copy of the Bible stories leaflet. Use it as a teaching aid to involve children in thinking about Bible story details and life application of the truths learned.

Make and Take

“Are we going to make something today?’’ Doing—“making something’’—is an integral part of Christian education for young children. Make and take projects provide hands-on experiential learning and help learners absorb the Bible lesson more permanently. Have project pages prepared as directed in the instructions, but allow boys and girls to make the lesson reminder themselves.

Saying Good-bye

Give each child a word of en couragement as he leaves by saying the memory verse to him. Ask him to say it to parents so that they know God takes care of His children.

Lesson 6 The Walls Came Tumbling Down 37


booklet



Materials Needed: Make and Take Project 6 scissors tape crayons pencils or dowel rod

38 The Walls Came Tumbling Down Lesson 6

Supplemental Activities This story blends well with using blocks to illustrate details. Children enjoy playing with blocks to build their own ideas but cooperate readily to following suggestions for guided play with them. Review the Bible story with the blocks allowing learners to tell you as much as they can remember from the lesson. Follow the suggestions in the Early Time Activities and Stretch Time sections for dramatizing the Bible story.

Bible Verse Assurance Game—Ask learners to think of times when they may feel afraid or when they need to do something that is difficult for them. Invite a child to stand beside you to say, “I feel afraid when . . . ‘’ and finish with whatever it is that makes him afraid, or “It is difficult for me to . . . ‘’ and finish by naming something he has trouble doing. Repeat the child’s words clearly. Ask, “What can we tell Katie?’’ Lead the children to respond with “The Lord . . . will help thee.’’ Play until all have had a turn hearing the memory verse applied to them.

39

Lesson Objective: The learner will tell how Jesus’ helpers obeyed God’s will and share ways to tell oth-ers about Jesus today.

Twelve Men Serve JesusMatthew 10:1-8

Jesus called twelve men from various professions as disciples. They were con-stant companions as He traveled about doing good. Then, Jesus commissioned them to preach of Him and empowered them to work miracles. Jesus sent them on a preaching tour by themselves to be eyewitnesses of Jesus’ works and to announce the coming of Messiah to the whole Jewish nation. They had God’s power to heal the sick, cleanse the lepers, cast out devils and raise the dead. They obeyed this temporary assignment and later received a charge to go into all the world with the good news about Jesus.

Life Application: Jesus’ twelve apostles did what Jesus sent them out to do. I know God has a special plan for my life. I will love Him and do what He wants me to do.

Matthew 10:1-8

Bible Principle: Jesus has a special work for each of us to do.

Memory Verse:

“I am with you alway.’’ Matthew 28:20

Jesus chose twelve men to beapostles and do His work.


Power To Serve

Vocabulary Words

apostle—a disciple of Jesus commissioned to preach the gospel and lead in the first church

witness—one who tells what he knows about a person or situation

Prepare Your Room Getting ready for activities ahead of time is the mark of an effective teacher who facilitates learning for the children. Put up paper for the poster, make sure you have lots of pictures of people showing various occupations and races, and get the chalkboard or marker board ready with chalk or marker nearby. Copy finger puppets and cut them out for very young learners. Secure professional hats or play hats of various occupations.

Early Time Activities E v e r y c h i l d deserves a cheery greet ing with

sincere apprecia-tion that he came to church. He learns God’s will through Bible study. He is following God’s will by coming to class to learn about Jesus. That is

reason to be happy and give him a happy smile as you meet him at the door. Let the learner add a sticker to the attendance poster before going to a table to make finger puppets.

The Apostles Finger Puppets—The purpose of this project is for learners to know that Jesus called twelve men as special workers to tell others about Him. Learners make puppets as reminders of the apostles Jesus called. Copy the finger puppets on Unit 2 Pattern Page to beige or tan paper. Let learners color the clothing. Cut out the puppets for very young children, but let those who can do so cut out their own puppets. Fold tabs to the back and tape securely. Place a puppet over a learner’s first two fingers. Show him how to walk the figures as they go to tell others about Jesus and to heal the sick. Sing “The Twelve Disciples’’ after everyone has a puppet.

Materials Needed: attendance stickers finger puppets chalkboard or paper toy telephones pictures of people butcher paper chalk or marker

Jesus came to teach people about God and prepare a people for the kingdom of Heaven—the reign of God in their hearts. He knew He could not do the job alone and would need leaders to continue the work after He fin-ished His work on earth. As Jesus began His ministry, disciples of John the Baptist became His followers. Andrew brought his brother, Simon Peter. Philip found Nathanael (Bartholomew) and brought him along. Jesus found James and John fish-ing one day and called to them to come with Him. He asked Matthew, a tax collector, to follow. Another Simon whom Jesus chose was active in a Jewish group called the Zealots. Then, He called Thomas, another James and his brother Judas (called Lebbaeus Thaddaeus in Matthew’s record) and Judas Iscariot, the traitor. These men traveled with Jesus and often received private tutoring in the ways of the kingdom Jesus came to establish. They learned as they watched His miracles and deeds of kindness. Their faith grew as they experi-enced life in His presence. They were an inner circle of friends who accompanied Jesus in His ministry. Jesus widened the scope of His ministry by sending the twelve to preach to the Jews. The proclamation of the coming of Messiah must first go to the people of Israel. They were the chosen people of God, they had long looked for the Messiah, and it was right that the news of the kingdom of Heaven go to them. Jesus prepared them for the work with specific instructions in Matthew 10 with cautions and encourage-ment. “Freely ye have received, freely give,’’ He told them. Jesus gave them authority and power for this work; they must give their effort and energy of spirit and body to use that authority in telling about Jesus and heal-ing in His name. God provides His workers with whatever the occasion may demand.

Know God’s Word

40 Power To Serve Lesson 7

Tune: “Bringing in the Sheaves’’

There were twelve disciples, Jesus called to help Him. Simon Peter, Andrew, James, his brother, John, Philip, Thomas, Matthew, James the son of Alphaeus, Thaddaeus, Simon, Judas And Bartholomew.

Chorus: He has called us too. He has called us too. We are His disciples, I am one and you, He has called us too. He has called us too. We are His disciples, We His work must do. (Author unknown)

Discussion: Jesus chose twelve men as special help-ers called apostles. He sent them out to tell the Jewish people that Jesus was their Messiah. You can use your puppet to tell someone that Jesus loves him. The Bible story will tell how the twelve apostles obeyed God’s will in preaching and doing what Jesus said.

Jesus Loves My Friends List—Because Jesus loves all the children, we need to make sure they hear about Him. This activity will help learners be aware of whom they can tell about Jesus if some of their friends do not attend church. Let learners take turns naming all the children they know. Print the names on the board or piece of paper posted on the wall.

Discussion: Talk about how Jesus loves all these children and wants them to know Him. Jesus wants us to tell our friends that He loves them. Do you have a friend whom you can invite to come to church with you? Will you obey God’s will and ask him to come next week? Ask someone to help you call him on the telephone. Use two toy or disconnected telephones to let learn-ers practice doing this. They should be in separate areas of the room but close enough for the children to hear each other. Suggest words to say if anyone needs help. Try this sample conversation as if you are talking to a little friend on one of the phones. “Hi, Marty. This is Katie. We are learning how to do God’s will. Will you come to my class with me next week? You will? That’s great. I’ll ask my dad when we will pick you up. Thanks for going. I think you will like it as much as I do. Bye.’’ Give each one who wants to use the phone a turn at being a listener and then a caller.

Lesson 7 Power To Serve 41

Do Your Best, Ecclesiastes 9:10

You were good helpers for pick up time. Thank you! Helping pleases Jesus. Read Ecclesiastes 9:10 from your Bible. You show love to God when you do good things. If you see the trash needs emptying, do that cheerfully. If you find toys scattered, pick them up with a happy attitude. Do your best and get the job done. What are things you might find to do at your house? Some things mothers and dads need to do, but there are many things a big boy or girl your age can do to help. Can you think of something to tell us about? (dressing one-self, storing clothes where they belong, set the table or help clear the table after meals, wash hands before and after meals, do errands) Whatever you find that you can do, give it your best and do it for Jesus with a cheery attitude. Ask a volunteer to lead in prayer to ask God’s help in being good helpers.



Jesus Loves Everyone Poster—This activity will help make learners aware of God’s will that everyone in the world hear about Him and that all who love Him follow His will. Hang a piece of butcher paper at the children’s eye level on the wall or door. At the top print: Jesus Loves Everyone. Provide magazines or catalogs for children to find pictures of people, young and old, different races and occupations. Cut them out and glue the pic-tures on the poster.

Discussion: Does Jesus love people in other lands as much as He loves us? Jesus loves everyone the same. The Bible story tells how He sent His twelve special helpers, called apostles, to tell people about Him. He wants us to tell people everywhere Jesus loves them. Pickup time takes care of clutter that results from active learning as learners arrive. Teach children responsibility through picking up after themselves. This is a part of God’s will for them. They can obey God’s command, “Whatsoever thy hand findeth to do, do it with thy might’’ (Ecclesiastes 9:10). Sing the helper chorus from Lesson 1.

Lesson Set Bring as many professional hats as you can find. Use play hats or borrow them from pro-fessionals with the assurance that you will take good care of them. Keep them in a box out of sight until now. Ask a volunteer to come to you. Explain to the learner that he will put on a hat and the rest of the learners will guess what his job is. Place a hat on his head and let others name his occu-pation. (baseball player, construction worker, cowboy, police, king’s crown, baker, mail carrier, waiter, nurse, sailor or other armed service)

Alternate Method: Ask children to take turns pre-tending to do different jobs people have. Others try to guess what the job is. (Add to the above list secretary, banker, bus driver, pastor.)

Discussion: Can a fireman (or whatever) serve Jesus in his work? Yes. He can let others see by his life that he loves Jesus. Jesus wants people to follow His will no matter what they do for a living. The Bible story

tells how men from different jobs gave up their work to go with Jesus and do His work all the time.

Bible Story Show the visuals to illus-trate the lesson theme. The story presentation suggested in the visuals booklet gives a story-telling technique you may use.

Stretch Time Play “Telephone Line’’ with the children after fin-ishing the Bible story. Ask everyone to stand in a cir-cle. Whisper to the first child, “Jesus loves you.’’ That child whispers the message to the child next to him and so on around the class. Have the last child say the message aloud. Say, “Jesus wants us to tell others that He loves them. You can invite friends to come to church with you so that they can learn about Jesus.’’

Memory Verse Use the large stand-up fig-ure of Jesus from the visuals to teach the memory verse words. Hold it and say, “Jesus said, ‘I am with you alway.’ He promised to be with us as we do His work on earth. Say His promise with me.’’ (Repeat the words.) Invite each learner to come to the front, hold the figure and say Jesus’ words. When all have had a turn, ask, “Is there ever a time when Jesus will not be with you? When we love Him and do His will, Jesus will always be with us.’’

Bible Stories Leaflet Hand out Bible stories leaf-lets for each child to have one. Talk about the cover picture and ask thinking questions about the Bible story. How many men did Jesus call for His apostles? (Count them if learners do not remember.) What did Jesus want the apostles to do? (Tell others about Jesus, heal sick people and do other miracles.) The leaflet activities teach that God has a special plan for the child’s life. If he will do God’s will now, God will use him in greater ways as he grows up.

42 Power To Serve Lesson 7


booklet

Materials Needed: stand-up figure of

JesusMaterials Needed: professional hats


Make and Take

The projects in the make and take book provide ready-to-make lesson reminders. Use them as further teaching oppor-tunities by sharing the Bible truths they illustrate.

Saying Good-bye

Schedule five minutes at the end of your class session for closing. Have the children join hands

for prayer. Thank God for each learner by name. Ask Him to help each one see ways to be a good helper this week. Children need help remembering to get take-home papers and objects when their attention gets distracted by knowing it is time to leave. Be sure each child’s name is on his materials and place them in his hand neatly together so that they are easier to carry. Remind boys and girls to go out as workers for Jesus this week. Whatever they find to do for Him, do it with delight and tell others that Jesus loves them.

Lesson 7 Power To Serve 43

Supplemental ActivitiesSinging Songs—Sing two or three songs including “The Twelve Disciples’’ song in Early Time. Jesus sent His helpers out to tell others about God’s love. Jesus wanted people to know God loves them. We can be helpers for Jesus by singing. We can tell people about Jesus’ love in a song. When we sing our songs, we do God’s will. We sing together to make our songs sound nice.



Project 7 crayons yarn hole punch

44

Bible Principle: Those who are very sinful can be great servants of God after their salvation.

Lesson Objective: The learner will tell how he can share with someone that Jesus loves him.

The conversion of Saulchanges an enemy into

a friend willing to follow.

Life Application: Saul met Jesus and received Him as Savior. He became a great missionary for Jesus. I can tell my family and friends that Jesus loves them and wants them to go to Heaven.

Acts 9:1-22

Memory Verse:

“Go . . . tell them.’’

Mark 5:19

Saul Follows JesusActs 9:1-22

Saul, a young man who witnessed the stoning of Stephen, was a highly educated Hebrew who zealously worked to stop the spread of Christianity. After persecuting Jerusalem Christians, he looked for other cities where these heretics had begun sharing their faith in Jesus Christ. Damascus believers were his next target, but the Lord dramatically interrupted his trip and changed his life. A great light blinded Saul’s eyes, but his spiritual vision suddenly saw clearly the truth about himself and Jesus. Temporary blindness and three days of fasting gave Saul time for meditation and prayer. He used the rest of his life preaching the lordship of Jesus.

Jesuslovesyou!


Saul Sees aBright Light

Vocabulary Words

blind—unable to seemissionary—one sent to preach, teach and reach peo-

ple for the Lordpersecute—to mistreat or injure, to cause pain or

death

Prepare Your Room Arrange learning activities ahead of time so that you are ready to guide the children in them when they arrive. Leave up the Jesus Loves Everyone poster with pictures of people around the world from Lesson 7. If you have access to a high intensity reading light or a spotlight, bring it as an object to help learners better understand the story.

Early Time Activities Greet each child with an expression of gratitude for his being present. Ask, “Did you meet anyone who tried to keep you from coming to church?’’ When he shakes his head or says no, introduce

the lesson theme. “The Bible story tells about a man named Saul who tried to keep people from learning about Jesus. He hurt them and put them in prison because they told others about Jesus. I am glad we can

come to God’s house without being afraid. We can tell oth-ers about Jesus without some-one hurting us.’’ This conversation only takes a minute, but it starts the child’s thinking toward the Bible truth he will learn in class. Facilitate learning experiences for each child from the time he enters the room. After adding a sticker to his personal atten-dance poster, direct the child to an activity you have ready. This is not just busywork to keep him occupied but meaningful involvement in thinking and doing.

Art Center—A “Missionary’’ Fan. Because Jesus tells us to witness or tell others about Him, a “mission-ary’’ fan is a way to do God’s will. Before class, cut fans from poster board using the pattern on Unit 2 Pattern Page. Trace around the poster board fan on the paper back of clear Con-Tact. Cut along pencil line. Copy the memory verse strip for each child or letter the words on the fans. Enlarge the pictures of the children of the world from Unit 2 Pattern Page for each child. Let learners color the pictures if time permits.

Materials Needed: attendance stickers poster board clear Con-Tact paper jumbo craft stick or

tongue depressor gold, black, green,

red, white con-struction paper

Unit 2 Pattern Page

The apostles and early believers shared their faith with others so effectively that the church grew quickly. More and more people accepted the way Jesus taught. The rapidly expanding ministry disturbed and angered the religious leaders so much they began persecuting the believers. Saul, a young man trained in the strictest doctrines of Judaism, bitterly opposed the followers of the way the church taught. In Jerusalem, he received authority from the key religious leaders to put believers in prison. He testified against the people, leading to their deaths. He often went to the synagogues to catch those guilty of accepting Jesus. (See Acts 26:10, 11.) The holocaust spread to other cities, and Saul headed for Damascus to track down any believers who might be there. As he neared the city, however, the Lord stopped him with a dazzling bright light. Saul fell to the ground ready to listen. “I am Jesus whom you persecute,’’ the Lord told him. Saul in genuine humility answered, “Lord, what do You want me to do?’’ From that moment, Saul was a changed man. He had personally met Jesus Christ accepting Him as Savior. Saul lived the rest of his life for Jesus in gratitude for what Jesus did for him. After his baptism, Saul met with the Damascus disciples and “preached Christ in the synagogues, that he is the Son of God.’’ There was enough evidence to convict him of being a follower of Christ, and the Jews made plans to kill Saul. He was as zealous for Jesus after salvation as he had been to persecute believers before meeting Him. Saul fearlessly told about Jesus everywhere and became a great missionary whom God blessed with a tre-mendous ministry. His writings have guided Christians to abundant life for centuries. His evangelism had far-reaching effects on the world. An intense motivation and stamina kept him going until death.

Know God’s Word

Lesson 8 Saul Sees a Bright Light 45

Let each learner glue the top 2 ½'' of a jumbo craft stick or tongue depressor to the back of the fan at the bottom. Use craft glue for this step, or use a hot glue gun with supervision. As the glue dries, glue the Bible word strip to the front of the fan. (If you lettered the words directly on the fan, skip this step.) Let learners add the children of the world pictures to the front of the fan around the Bible words. Remove paper backing from Con-Tact and lay it on a flat surface. Carefully lay the front of the fan over the matching shape and press. Turn and smooth any air bubbles or wrinkles with fingertips. Trim edge if needed.

Discussion: Jesus wants us to tell everyone about Him. Children and their parents all around the world need to know Jesus loves them. We can help mis-sionaries by giving our money to help them go to tell

people in other places. You can share your fan with someone to remind them to give to missions. Residents of nursing homes or shut-in church members might enjoy receiving fans from your class. Grandparents appreciate a sharing gift, or older brothers and sisters going to camp can use them to keep cool.

Wordless Book—Children associate the color of each page of the “Wordless Book’’ with the spiritual truth it represents. Stimulate thinking by explaining Saul’s need for salvation and that each of us has that same need to receive Jesus as Savior. This may be the first time some of the children hear it; therefore, take time to let them ask questions and answer as simply as you can to make it clear. Cut squares or rectangles of gold, black, red, white and green construction paper. Give a set to each child and display a set arranged in correct order. Ask learners to put their colored squares in the same order you have yours. Put the edges together without overlapping and tape them in place. Turn over so that the taped side is on the back. Fold pages back and forth to make an accordion folded book.

Talk About Jesus—Psalm 105:1, 2

After everyone settles in the worship area, ask an older learner who is a little more developed in mental skills to read the Scriptures with you. Hold your Bible before him, opened to Psalm 105:1, 2. Read short sections quietly and pause for the child to say the words aloud. Read another section and pause while he repeats those words. Continue through both verses like that. Then, thank the child and let him return to his seat. We please God and do His will when we tell others about the good things He does for us. It pleases Him to hear us sing praises and to talk about the wonderful things He does. Right now, think of something God has done that makes you feel glad inside. Share it with us. “Talk ye of all his wondrous works,’’ our Bible verses say. (Give learners time to think about the idea and decide what they will tell.) Our Bible verses also say, “Sing unto him, sing psalms unto him.’’ What would you like to sing to praise the Lord? Let volunteers help you lead songs of praise. Our Bible verses say, “Give thanks unto the Lord; call upon his name.’’ How can we do that? Yes, through prayer. We are going to give thanks unto the Lord right now. You can each tell Him “thank You’’ for the wonderful thing you mentioned earlier, or whatever you want to thank Him for. (Let each child pray.)

46 Saul Sees a Bright Light Lesson 8



Lesson 8 Saul Sees a Bright Light 47

If you have access to a laminator and binding machine, use them to make a classroom copy of the “Wordless Book’’ to use for Unit 3.

Discussion: You can read this book! It does not have words, so you read the colors. Hold your book like I have mine—gold page in front. This page says Heaven is a beautiful place with a street of pure gold. Heaven is where God lives. Jesus prepared a place for everyone who accepts Him as Savior to live there someday. It is a perfect place with no sin and bad things at all. God will not allow sin there. What does this gold page in your book represent? (Be attentive to the children’s interest. Less mature children may need only a one sentence explanation for each page. Use voice accents to set a mood for each page: gold-excited anticipation; black-sad guilt feel-ings; red-hopeful; white-victory; green-enthu siastic joy.) Turn to your black page. What do you think this page means? Sin is right. The Bible says we all sin. We all do wrong things. We need God’s forgiveness for sin. The black page means sin. The red page (pause for everyone to point to it) has a very special message. It means “Jesus died to pay for our sins.’’ The red reminds us of the blood of Jesus when He died for us. His blood (point to red page) washes our hearts of sin (black page), and God forgives us (turn to white page). The white page means we are clean. The blood of Jesus paid sin’s punishment. Sing “Oh, the blood of Jesus.’’ Repeat those words three times. The last line is, “That cleanses from all sin,’’ or sing, “Nothing but the Blood.’’ The green page means grow, Grow, GROW! Grow in your love for Jesus. Grow in learning about Him. Jesus will help you! Now you can read your book to me. (Review what each page means with learners telling you what they can remember.) Pick up time provides a minute or two of exercise as learners move about to store supplies. It may be easier and quicker for you to scoop it all up and orga-nize it later, but then you miss an excellent teaching opportunity. Children need to learn responsibility and discipline through helping with classroom assign-ments. Sing the pick up time song to make it fun.

Lesson Set What would it be like to be blind—unable to see any-thing? If I put this blindfold over your eyes, you can pretend to be blind. You will

know a little about what a blind person feels. Would you like to try it? Let a volunteer wear the blindfold for a few sec-onds and try walking around the room with a seeing child to guide him. Very young children may not want to have something over their eyes. If so, ask them to close their eyes and pretend they cannot see.

Discussion: The Bible story tells about a man who was blind for three days before receiving his sight again.

Bible Story Present Saul’s experience in your best story-telling ability using the visuals provided and a very bright light to illustrate story detail. A suggested story presentation is in the visuals booklet.

Stretch Time After the story, let the learners pretend to be Saul walking the road to Damascus. Shine the bright light on them. They fall to the floor. Remind them of Saul’s words if needed and speak for the voice of the Lord Saul heard. Turn off the light. As the learners get up, ask them to close their eyes to pretend blindness while you guide them to the city—a place to sit. You can be Ananias who came to touch Saul’s eyes so that he could see. Saul began telling others about the won-derful Son of God, Jesus.

Memory Verse Sing the memory verse words to “Deep and Wide’’ tune. Practice ahead of time to know how to make the words fit the music.

“Go . . . tell them.’’ “Go . . . tell them.’’ Go tell of Jesus everywhere. (Repeat all three lines.)

Jesus wants us to tell our friends and family that Jesus loves them. “Go . . . tell them’’ is His command. Hold up a picture or model cross. Explain that you are pretending to be a boy or girl who has never heard about Jesus. You see the cross and wonder what it means. Ask the learners to tell you about it. Encourage the children to express in their own words what Jesus did on the cross and why. Then, ask them to tell a

Materials Needed: blindfold


booklet bright light

friend or family member that Jesus loved him enough to die in his place. They can share the “Wordless Book’’ story as they obey the memory verse.

Bible Stories Leaflet You will have the most effective use of the Bible sto-ries leaflet when children have time to think about the pictures and activities with-out rushing through to mark correct answers. Talk about story details in the picture to fix the event in their memory. Allow adequate thinking time to do the life application assignments.

Make and Take Make a project each week to have a finished sample to show the learners. Relate the lesson reminder to the Bible story or life application.

Saying Good-bye Review the “Wordless Book’’ story while waiting for par-ents to arrive. Encourage each learner to “Go . . . tell them’’ as he leaves with a parent.

48 Saul Sees a Bright Light Lesson 8

Materials Needed: leaflets crayons pencils

Materials Needed: Wordless Book take-home papers


Project 8 scissors marker curly ribbon or yarn

Supplemental ActivitiesRoad to Damascus—Let learners lay wooden blocks end to end to make a long road. Help each one walk on top of them as he pretends to go to Damascus. Let them tell how the Lord stopped Saul and what happened after that. Bible Thinking Game—Using the thoughts of the Worship Time Devotional Scriptures, play “I know something God gives to you. It’s . . . . . ‘’ Describe something without naming it. Make the first clue more difficult. Add clues to help them think of the wonderful thing the Lord has done. I know something God gives to you. It helps you grow strong. It tastes good. It comes in many different forms. You eat it every day. (food) I know something God gives to you. It shines in the sky. (sun, moon, stars) I know someone God gave you. She cooks your food and keeps your clothes ready to wear. She loves you and kisses away your hurts. (mother)

Materials Needed: wooden blocks

49

This Unit and Your Children Teaching children to be bold in sharing the good news of Jesus’ love cannot start too early. Our world is seething in wickedness, hurts and despair. The hope that Jesus pro-vides is a security that people are desperate to hear. Sharing one’s faith is a natural response of gratitude for what the Lord has done. Because of the children’s age in your class, they may not realize their need for salvation. Their innocent love for Jesus can be all the more mean-ingful, however, as their conversation reveals their sincere thankfulness to Him. Singing is probably the easiest and most effective way for young children to tell of Jesus’ love. They do not have a large vocabulary, but music touches their hearts when words might fail to do so. To wait until children grow up to begin sharing their faith is such a waste. They can know the certain joy of help-ing others learn about Jesus NOW. If we wait, they may never learn to tell someone, “Jesus loves you.’’

Room Decoration Display Items 5 and 6 from the visuals in a worship center arrange-ment. Set Item 6 on a cardboard easel like the one used for the memory verse display. See Lesson 1 for a sketch. The teaching posters illustrate many different people who need to learn about Jesus’ love.

Overview of Bible Lessons

Peter Learns To Tell Everyone—Peter’s vision of a sheet filled with unclean animals made him willing to tell Gentiles about Jesus.

Paul Goes to Macedonia—Paul never hesitated when he received God’s direction to go to a foreign country to share his faith.

Paul Tells the King—God chose Paul as His representa-tive to go to all classes of people including kings. Paul was always ready to tell anyone about Jesus’ love and salvation.

Paul Tells the Men on the Ship—Paul’s powerful faith and personal contact with God influenced the crew on a ship caught in a hurricane. Paul readily spoke of his faith in the Lord.

Paul Tells the Island People—When the ship crashed, the crew went to the island of Melita. The gracious and hos-pitable citizens there welcomed Paul’s ministry.

Unit 3 Lessons 9-13

We Help Others Learn About JesusKnowing Jesus in a personal love relationship is necessary before one can share that knowledge

with others. Children who are in Bible classes regularly have a strong base for faith inthe Lord Jesus Christ which can prompt them to involve others in learning.

Unit Objective Character studies of Peter and Paul

who shared their faith in Jesus with others.

Learners in this unit willKnow—God used Peter and Paul to reach

many people with the good news of Jesus.

Feel—Appreciation for great men of the Bible.

Do—Share Jesus’ love with others.

Bulletin Board Cut an irregular strip of poster board the length of the bulle-tin board width. Fold at the ends as shown to make it extend away from the background. Hang a word card for JESUS as a mobile from the top strip. Use invisible thread or fishing line to suspend it. The pictures on Item 7 in the visuals show children helping others learn about Jesus. Cut them out and attach as shown. Use the bul-letin board display as a learning experience for the children to help them know how to tell someone about Jesus.

Materials Needed: poster board thread or fishing line Item 7 Jesus word card

Materials Needed: Items 5 and 6


MissionFriends

“The gift of God is eternal life.’’

Romans 6:23

Pray

Send Bibles

Give Money

Tell Others

Lesson 13

Lesson 9

Lesson 10

Lesson 9Supplemental Activity

robe for puppet

51

Lesson Objective: The learner will name or point to pictures of boys and girls from other lands whom God loves and wants them to know Him.

Animals in a SheetActs 10:1-48

Cornelius, a military officer in command of a hundred Italian soldiers, apparently learned from the Jews to worship the true God. His almsgiving and prayers pleased God, but there was more that he needed to know. An angel told him to send for Peter who would explain it to him. Peter, meantime, experienced a vision of a sheet tied at the four corners, filled with all kinds of animals, dropped from Heaven. He correctly interpreted the vision to mean that God made no difference between the Jew and the Greek. He shared the good news about Jesus with Cornelius, his family and friends who readily believed and received baptism.

Life Application: Peter helped a man of another race learn about Jesus. I know Jesus loves everyone in the world. I will pray for them to hear about His love and do what I can to tell people.

Acts 10:1-48

Bible Principle: God loves everyone no matter where he lives or the color of his skin.

Memory Verse:

“God is no respecter of persons.’’ Acts 10:34

Peter learned through a vision that God wanted him to tell everyone

about Jesus.

LESSON 9 • August 2, 2020

Peter Learns To Tell Everyone

Vocabulary Words

missionary—one sent to preach, teach and reach peo-ple for the Lord

Jew—a person descended from the HebrewsGentile—any person not a Jewunclean—certain animals which the Law forbade Jews

to eat

Prepare Your Room The joy of seeing little children excited about coming to class is enough to make a teacher praise the Lord for the privilege and honor of leading little ones. If you enjoy your ministry with them, the learners will catch your enthusiasm and participate happily. To recapture attention with the Jesus Loves Everyone poster (made in Lesson 7) place it in a new position. We overlook something that remains in one spot for a while. The purpose for that activity relates especially well to this lesson. Display Item 6 on a cardboard easel in a worship center or on the wall. The picture will help learners understand about people in other lands who need to hear about Jesus. Item 5 correlates with this lesson especially well. We live among people of other nationalities. We need to share the gospel with everyone. Prepare materials for the class period early in the week to allow God to use your time and efforts most efficiently. Warning: if you wait too late to prepare adequately, you

will miss the blessing of seeing the children experience real learning.

Early Time Activities Every child needs a welcome! Beth was always in church for every ser-vice, but one day as she arrived after worship time began, she clung to her mother with determined strength. An

alert teacher quickly went to the door to meet Beth with a friendly smile and greeting. Beth needed the one-on-one contact with a caring adult to feel comfortable on that par-ticular day. Give each child an attendance sticker to add to his poster. Then, involve him in learning today’s life application and lesson objective.

Jesus Loves Everyone Poster—This activity helps learners see pictures of real children from other coun-tries and races who need to know Jesus loves them. Add to the pictures put up in Lesson 7 or look there for directions in using it now.

Discussion: Jesus loves you so much, Matthew, but there are lots and lots of other boys and girls in our world. We may never see them ourselves, but God knows where they are. Jesus loves them. He wants us to care enough to send missionaries to tell them about Jesus. Our Bible story tells how Peter learned God is

52 Peter Learns To Tell Everyone Lesson 9

The basic truth of this story is that Jews and Gentiles are under the grace of God on perfect equality. The great truth that burst upon Peter’s mind—that God is no respecter of persons—is one which we are all very slow to admit. The Law of Moses did not permit Jews and Gentiles to have social dealings. Jesus fulfilled the Law, however, and a new era began. Cornelius, though a Roman centurion, feared God and knew Jewish Scriptures. He taught his household to keep the way of the Lord. The mercy and grace of God gave him an opportunity to know the gospel. When an angel instructed Cornelius to send for Peter to learn more perfectly the way of the Lord, he obeyed promptly. Likewise, Peter, after the convincing display of animals in his vision, went with the messengers to Cornelius’ home. Cornelius called his relatives and friends to hear Peter speak, and a group of them waited to listen when Peter arrived. After exchanging stories of how the Lord brought them together, Peter preached the gospel of Jesus Christ. They received his sermon with believing hearts. The Holy Spirit came upon the Gentiles to the utter astonish-ment of the Jewish brethren from Joppa who accompanied Peter on the trip. After consulting those who had accompanied him, Peter baptized Cornelius and the others who were saved.

Know God’s Word

Materials Needed: Items 5, 6, 7 Lesson 7 poster

Materials Needed: attendance stickers poster board index cards play dough Unit 3 Pattern Page

no respecter of persons. He does not have favorites. He loves everyone alike.

Different and Alike Game—This activity will help learners recognize ways in which we are alike and ways we are different. Use it for each of the six les-sons in Unit 3. Make this game from poster board, 3'' x 5'' index cards and copies of the children’s pictures on Unit 3 Pattern Page. (Enlarge to size.)

Cut four 9 ½'' squares of poster board. Letter Jesus Loves Everyone at the top of each game board and divide the remaining space into nine sections as shown. Place a different child’s picture in each sec-tion. Write the words “Jesus Loves Me’’ beside each person. Repeat for each game board. Cut index cards in half. Place a picture on each half, using the same pictures as those on the larger game boards. Make a complete set of nine pictures for each board.

To play, mix cards, then stack them facing down. Each child in turn takes the top card and places it on his board. If he already has that picture, he returns it to the stack by putting it on the bottom. For very young children, give the game board and set of pictures for him to match and cover the large card sections.

Discussion: These pictures are of children from many places in our world. Do they look different or alike? In some ways they are different and in some ways they are alike. Tell me how they are different. (Learners may say things like the way they look, their dress and, if we could hear them, the way they talk.) Can you tell me ways they are like us? (They have hair, eyes, ears, nose, mouth, hands, feet; they need love; they feel hungry, sad, happy, angry; they need to know that Jesus loves them.) Peter learned the very important lesson that God wants everyone to hear about His love. Jesus died for you and for the boys and girls in faraway cities and communities. The Bible story tells about Peter going to tell someone about Jesus. Peter was a missionary.

Play Dough Animals—This activity will introduce children to the story detail of Peter and his vision. Provide play dough in various colors with animal cut-ters if available. Children will use their creativity to shape animals if you do not have cutters. Suggest they make a large collection of as many different animals as they can name.

Discussion: In the Bible story, God used many kinds of animals to teach Peter to accept all people.

Lesson 9 Peter Learns To Tell Everyone 53

Everyone Needs Jesus, Romans 3:23

Ask, “Of what songs do our posters remind you?’’ Point out Items 5 and 6 and the Jesus Loves Everyone poster from Lesson 7. Wait for learners to think of songs about Jesus’ love for people everywhere. Sing those songs the children mention. There is a very special way all these people are alike. This Bible verse tells what it is. Listen for it as I read the verse. Read Romans 3:23 aloud. Wait for the learners to think about this verse and tell what they think. All have sinned. Everyone needs Jesus. God wants all the children in our city (community) to know His Son died for their sins. None of us can be good enough to go to Heaven on our own. We need to trust Jesus and ask Him to forgive us. Some boys and girls you meet on the playground may not know about Jesus. God wants you to tell them about His love. He wants Jesus to be their best friend, too. Sing “My Best Friend Is Jesus’’ and pray for those who need to hear about Him.

Materials Needed: Bible Items 5 and 6 Lesson 7 poster


People Who Are Different—Helping children ac cept people who are not like them is a challenge for Bible teachers. Prejudices are a learned response, and adults tend to discriminate much more than chil-dren. To love as Jesus loves is to be a good neighbor and help those who need us. Display the teaching poster, Item 5, low on a wall in a learning center with space for sitting on the floor to talk about it. Ask learners to find someone in the picture who is different.

Discussion: The parents of children we meet on the playground may be from other nationalities or races. That makes them look a little different on the outside, but Jesus looks at their hearts. Jesus loves them, and they can love Jesus as you do. There is no difference between us in God’s sight. People who live in our country come from many other countries, but everyone is special to God because He made each one. Sing the pick up time song or sound the signal you use when it is time to change activities. Involve all the children in removing clutter and making the room tidy again.

Lesson Set This object lesson will help learners think about the vision Peter had. Show a man’s hand-kerchief tied at the four cor-ners and filled with plastic animals of the “unclean’’ variety. (monkey, pig, lion, elephant, tiger, zebra, giraffe, camel, snake, lizard, vul-ture, donkey, ostrich)

Discussion: What do animals such as these have to do with telling others about Jesus? Jewish people could not eat the meat of certain animals. The Law of Moses forbade them to use these animals for food. They were unfit to eat. Peter was careful not to eat what the Law forbade. The Bible story tells about a sheet full of animals such as this to help Peter under-stand the need to tell others about Jesus.

Bible Story The learning activities have all been leading to this time of presenting the Bible story and visuals from the visuals. Tell the story simply and let learners hold the visuals to review when you finish.

Stretch Time

Sing “Jesus Loves the Children’’ and “Jesus Loves the Little Children.’’ Play “Handful of Friends’’ two or three times. Every one stands in a circle holding hands. Walk clockwise while chanting.

Ring around our classroom, Handful of friends. 1-2-3 All fall down!

Memory Verse Say the words of the memory verse. “God is no respecter of persons’’ (Acts 10:34). The Bible words mean that God does not play favorites with peo-ple. He loves everyone. God’s love is so great there is enough for all people in the world. God loves us regardless of who we are, where we live or the color of our skin. He is not a respecter of persons. He loves us all. Can you say that big word—respecter? Do you understand what it means in our verse? (Repeat the verse and let someone tell you what you just shared—God loves us all alike.) Because music teaches words quicker than repeti-tion alone, use the tune of “Old Time Religion’’ to sing the memory verse words. Repeat the words three times, then say “Acts 10:34’’ for the last line. Practice ahead of time and pronounce each word clearly.


Give each child his copy of the Bible stories leaflet. Older learners may write their own names at the top of the front page, but a worker should letter the name in the space provided. Study the cover picture, repeat the memory verse words and review the meaning. Guide learners in doing the activities as further learning opportunities.

54 Peter Learns To Tell Everyone Lesson 9


booklets

Materials Needed: handkerchief plastic animals


Lesson 9 Peter Learns To Tell Everyone 55

Supplemental Activities Plan for music to praise God for His love and activities to involve learners in absorbing the life application. Peter helped a man of another race learn about Jesus. Because Jesus loves all the people in the world, I will pray for them to hear about His love and do what I can to tell people. Plan your schedule so that each thing you do amplifies or further stresses those ideas. Snacks may be heart-shaped cookies. Ask learners what hearts mean. (love) “What did you learn about love today? How much does Jesus love people in other lands? How did God show His love for all people in our world?’’ (He sent His only Son to earth to die for sin.)

Mission Friends Triptych—This experience helps children learn that missionaries serve in many countries of the world and to think of what we can do to help them. For each child cut a 6'' x 11'' piece of index paper. Fold in thirds lengthwise. Cut a curve at the top. Unfold. Copy the figures on Unit 3 Pattern Page for each child to have a set. In class, give the folded paper and a set of pictures to each learner. Explain that mission friends are people who help missionaries tell people about Jesus. This stand-up folder will help them think of how to help a missionary your church supports.

Learners cut apart the figures and decorate the folder with them. It may work best if you give the pictures out one at a time. Glue on the center picture and title first. Talk about being mission friends with your missionaries. The globe in the background shows a part of our big world. Many missionaries serve in this part of the world. Glue in place where shown in the sketch. Then, give one of the other figures to everyone and discuss how our doing that will help missionaries tell people about God’s love. Glue the figures to the side panels of the triptych.

Make and Take

Have project pages and supplies for completing them ready to use. Show learners how the finished work looks and allow each child to do his own work to make it.

Saying Good-bye

Allow time in your schedule to conclude the class session purposefully. Do a brief review of Bible truths learned and a final word about the life application. Sing the memory verse words again.


Project 9 scissors stickers crayons


Materials Needed: paper Unit 3 Pattern Page glue

56

Lesson Objective: The learner will pray for mis-sionaries by name and practice telling someone he knows about Jesus’ love.

Paul Makes New FriendsActs 16:9-15

Before the completion of Scriptures, God used angels and visions to com-municate His word to man. Paul had a vision of a man asking him to bring the good news of Jesus to Macedonia. Knowing it was God’s directive, Paul obeyed. He and his friends found a group of women having a prayer meet-ing by the riverside. Paul shared the gospel with them, and Lydia, a seller of purple, responded by accepting Jesus into her heart. She invited Paul, Silas and Luke to stay at her house while they worked in that area.

Life Application: Lydia and those in her house received the good news of Jesus and His love. I will tell my family and friends that Jesus loves them.

Acts 16:9-15

Bible Principle: Missionaries are sent by the church to tell people about Jesus.

Memory Verse:

“The gift of God is eternal life.’’

Romans 6:23

Paul shared his faithin Jesus with the

people in Macedonia.


Paul Goes to Macedonia

Vocabulary Words

missionary—one sent to preach, teach and reach peo-ple for the Lord

seller of purple—one who supplied purple dye or gar-ments for others to buy

Prepare Your Room If you have or can borrow purple-dyed garments or fab-ric, bring them for an object lesson for the Lesson Set time or for dress-up if they are suit-able. Purple nylon or chiffon fabric will be fun for children to use as scarves. Cut out pictures of purple clothing from a catalog to make a poster. A half yard of purple velour makes a beautiful backdrop for a worship center arrangement with an open Bible. On a low table lay the fabric arranged in soft folds with edges tucked under. Prepare learning activities correlated to the lesson theme to help learners understand story details or to emphasize the life application. Prepare Item 8, Paul paper bag puppet, to use for the remaining lessons in Unit 3.

Early Time Activities Use the Paul paper bag puppet, Item 8, and make your voice deeper as you

greet learners. “Hello, Alex. I am the apostle Paul. You will learn about my missionary work this morning.’’

Using the puppet will intro-duce the lesson theme and make learners look forward to hearing more about Paul. After each child adds a sticker to the attendance poster, the workers in the learning areas should guide children in learning Bible truths by experiencing them. If you are the only teacher, you can still involve learners in interesting learning activities related to the lesson. Plan, prepare and organize those you choose to prog-ress from one to another.

Who Are the Missionaries?—Missions mean more to young children who know a missionary personally.

Lesson 10 Paul Goes to Macedonia 57

The missionary work of the apostle Paul always reached out to new areas, for he was willing to go wher-ever the Spirit sent him. Macedonia in southeastern Europe was ready to receive the gospel when the Lord let Paul know an open door waited for him there. As Paul walked through it, the Spirit’s anointing of his ministry enabled him to reach the people waiting to hear. Paul, after seeing a vision of a man calling for help, immediately began the sea voyage to answer the Lord’s call to preach the gospel to another continent. He went to Philippi, the main city in that part of Macedonia. After looking over the situation a few days, Paul and his company attended a prayer meeting of a group of ladies. The missionary shared the good news about Jesus, and Lydia, a successful business woman, accepted Christ—the first known convert in Europe. She must have told those in her house about Jesus and His love. They may have been family members or, perhaps, employees. They, along with Lydia, received baptism to show they chose to be followers of Jesus. Lydia then offered a beautiful example of true hospitality by inviting Paul and his companions to stay in her home. She was not doing them a favor; she begged for the opportunity to share. Since there is no mention of her husband, and she owned her home, she may have been a widow. She was not by birth a Jewess but a con-vert or proselyte. Lydia worked at Philippi selling the famous purple dye or purple-dyed garments from her native area of Thyatira. People valued them highly, and they were very much in demand in the ancient world. Purple clothing was a symbol of nobility and distinction.

Know God’s Word

Materials Needed: attendance stickers Item 8 pictures of mission-

ary and family two telephones purple paper pictures of purple

clothes Items 5 and 6 Lesson 7 poster purple crayons blue and red food

coloring or tem-pera paint

three glasses white cloth newspaper construction paper paper towels droppers clothespins plastic soap dish bell

Materials Needed: purple-dyed garment

or fabric of differ-ent textures

Item 8 lunch-size paper sack

Take time early in the quarter to prepare for this unit with a mission emphasis. Does your church send out and support a missionary? Get pictures of him, any family members, pictures of people, especially chil-dren with whom he works and pictures of the coun-try. Make an attractive poster display of what you have. Missionaries often visit churches during a furlough from the mission field. If one comes to your church during this unit, ask him to stop by your room to visit with the children and tell them a little bit about what he does as a missionary. College students who serve as summer missionaries can also share insights in helping others learn about Jesus. Display resource Items 5 and 6 from the visuals and Jesus Loves Everyone poster made for Lesson 7 to help children know there are people whom they can tell about Jesus’ love for them.

Telephone Missionaries—See Lesson 7 for dis-cussion about this learning center. Provide two tele-phones for the children to use or make play tele-

phones with two cans and a long cord or string. Tie the cord through two holes punched in the bottom of each can. Let one child hold one can to his ear while another child speaks into the other can from across the room. Unless the noise level of the room is very high, the listener can hear the speaker as his voice travels along the cord. Have them practice telling about God’s love.

Discussion: You can tell someone that Jesus loves him when you talk to him on the telephone. Do you ever talk to Grandma or Grandpa on the phone? The next time you do, tell them you have some good news to tell them: Jesus loves them. Some grandparents are out of church and may receive the encouragement needed to participate by a grandchild’s sweet witness.

Purple for Sale Game—The purpose of this activity is to help learners recognize the color purple. Choose a “Lydia’’ as a “seller of purple.’’ She will have in her shop some purple items. Use purple paper to cut

58 Paul Goes to Macedonia Lesson 10

Into All the World, Mark 16:15

Do you like to take long trips in the car? Lauren’s family had a very long trip to make. They were going to a country far away from their homes. Her daddy was a missionary. They were going to Romania to tell people there about Jesus. (Pretend to pack.) Lauren’s family packed some of their things. They could not take everything. They took some clothes because they had to have those. They packed some toys and books for Lauren. They said good-bye to their friends. They said good-bye to grandparents. Grandma cried. They all held hands and prayed. Grandpa said God would be with them. And that is just what happened. God blessed them. It was a long trip, but they made it safely. Lauren’s family unpacked all their things. (Pretend to unpack.) They hung their clothes in their closet in Romania. Lauren played with her toys and looked at her books in their house in Romania. Lauren’s daddy went out every day to tell people Jesus loved them. One day Lauren met some children outside their apartment. “Why did you come to our country?’’ they asked Lauren. “Because Jesus loves you,’’ Lauren said. “My daddy is here to tell everyone that Jesus loves you.’’ That is what missionaries do. “Go ye into all the world, and preach the gospel to every creature,’’ Jesus said. (See Mark 16:15.) What are ways we can be missionary helpers? (Show the triptych from Lesson 9 Supplemental Activities project and talk about ways to be mission friends.) Ask all the children to kneel for prayer. Tell them the name of a missionary for whom you will all pray, and let each child ask God to be with him and his family.



bunches of grapes or have a real cluster of purple grapes for each child to have one or two. Display individual pictures of purple clothes on cards or pieces of paper. Have purple crayons and markers with a piece of plain paper for each. Use any purple items you have for the “store.’’ Let each learner use pretend money to pay as he comes to Lydia and says, “ I want to buy a purple . . . (name of item).’’

Fun with Purple—To help give a clearer understanding of what “seller of purple’’ means, give learners this opportunity for sensory development. This experiment will help learners understand how purple dye changes the color of cloth. Make the color purple with water and food coloring. Have two half-filled glasses of water and small amounts of blue and red food coloring or tempera paint. Add enough color to each glass to make a vivid red and blue water. Now combine about half the contents of the two glasses into a third glass. Let the children talk about what they see happening. Blue and red make purple. The purple dye that Lydia used was not a mixture. It was purple all by itself. People used it to make nice clothes. It was an expensive color. Kings wore purple robes to show their royalty. They put a purple robe on Jesus before they crucified Him to mock Him as King of the Jews.

Dye a Purple Cloth—Tear a white discarded sheet or other white cloth into 1'' x 6'' strips. Dip one at a time into the purple water allowing the color to soak into it. Remove with tongs and blot lightly with paper towels to remove excess dye. Use clothespins to hang them on a line to dry.

Dippity Do—Mix red and blue food coloring or tempera paint together to make purple. Put several drops in a plastic detergent scoop. Add water. Fold plain white paper towels several times until you have a small square. Let children dip corners into the purple mixture. Open the paper and see the interesting design. Dry them on newspaper. Staple the design to construction paper or thin cardboard.

Dropper Painting—Place slightly thickened purple tempera paint in plastic detergent scoops. Let children drop paint onto white construction paper with different-sized droppers.

Discussion: How do you like the color purple? Did you like dyeing with purple color? A woman who sold purple dye is in the Bible story. She heard what missionary Paul told about Jesus and accepted Jesus as Savior.

Ring a small bell or other signal to let learners know when pick up time comes. A child should help put away and clean the area to prepare for additional learning activities.

Lesson Set Learners examine purple fabrics of different textures. Fabric stores may donate or discount a few inches of vari-ous types of purple cloth if you explain your purpose for it. Let learners touch and enjoy the richness of color.

Discussion: The Bible story tells about a business lady who sold purple dye used to make beautiful cloth like this. Listen for what she did when she heard mis-sionary Paul preach.

Bible Story

Use the paper bag puppet and other visuals to tell the story of Lydia hearing Paul preach and accepting Jesus as Savior.

Stretch Time

What Is Missing? Game— Ask the children to sit in a circle. Put objects or pictures of things a missionary needs or can use in the center of the circle. Tell the children to look carefully at all the things and try to remember what is there. Then, have them close their eyes while you take away one of the objects. Let them open their eyes and see whether they can tell what is missing. After they guess the object, return it and repeat the action with another object removed. Suggested objects to choose from: Bible, money, clothes, shoes, car or other vehicle, house, tracts (explain that these are short messages for people to read), food.

Memory Verse

Talk about receiving gifts for birthdays or other special occasions. Ask, “Do you have to work for a gift? Do you buy

Lesson 10 Paul Goes to Macedonia 59

Materials Needed: Bible, money, car,

clothes, shoes, house, tracts, food

Materials Needed: gift wrapped box Unit 3 Pattern Page

Materials Needed: purple fabric of dif-

ferent textures


booklet

a gift by paying money to the person who gives it to you?’’ A gift is a present someone gives to you. (Show a small gift wrapped box with words of the memory verse lettered on it: “The gift of God is eternal life. Romans 6:23’’) God has a gift for each one of us. We cannot put His gift into a box and wrap it like this box. This is just an empty box that I wrapped to look like a gift. It reminds us of the words of our memory verse. (Repeat them.) God’s wonderful love for you is a gift. Invite each child to hold the gift box as he says the memory verse words. He should return it to you to give to the next child to repeat the action. Copy the gift wrapped box on Unit 3 Pattern Page for each child to have a memory verse reminder.


Give just a minute after handing out the Bible stories leaflets for learners to study

the cover picture. Who is the lady in the picture? Who is the missionary who told her about Jesus? Lydia believed in Jesus, and Paul baptized her as a follower of Christ. Go over the activities on the leaflet to help learners experience learning.

Make and Take Little children enjoy mak-ing a lesson reminder. Relate the project to the lesson theme to help learners know its pur-pose.

Saying Good-bye Encourage each child to be a little missionary this week by telling family and friends that Jesus loves them. Help learners collect take-home materials. Be sure to have names on everything.

Supplemental Activities Choose learning activities from the suggestions given in Early Time Activities section. Use the “Little Red Riding Hood’’ tract from Bogard Press. After reading the tract, give each learner a copy of the tract to take home. The children can share the tract with others to tell them about Jesus. Providing a tract for the children to give to someone is helping them do the life application. Let the children use the Paul paper bag puppet tract and Lesson 10 visuals to review the details of the lesson.

60 Paul Goes to Macedonia Lesson 10


Project 10 crayons sticker


Materials Needed: “Little Red Riding

Hood’’ tract Paul paper bag

puppetLesson 10 visuals

Materials Needed: leaflets pencils

61

Lesson Objective: The learner will discuss Paul’s courage and say that he can depend on God’s power to help him tell others about Jesus.

A King Hears About JesusActs 25; 26

Paul’s zeal for the Lord never changed because of adversities. He boldly pro-claimed the way of life to Jews and Gentiles alike. The Jews resented his daring chal-lenges to their traditions and often start-ed opposition to him. Paul’s arrest in Jerusalem led to a plot to kill him. Officers transferred Paul to Caesarea where they held him for about two years. When Paul had the opportunity to defend himself before rulers, governors or kings, he told of his personal meeting with the Lord on the road to Damascus. King Agrippa respond-ed, “Almost thou persuadest me to be a Christian.’’

Life Application: Paul was brave in telling the

king about Jesus. I will be unafraid to tell oth-ers Jesus loved them enough to die for them.

Acts 25; 26

Bible Principle: God wants His people to share their experiences of God with others even in difficult times.

Memory Verse:


Isaiah 1:10

Paul shared his faithwith King Agrippa.


Paul Tellsthe King

Vocabulary Words

prisoner—one kept in prison with limited freedom

Prepare Your Room Set up a throne chair with a solid color sheet over two adult-size chairs sitting side by side. A velour paper king’s crown from a novelty toy store or catalog is a great teaching aid for lessons about kings. If you cannot get one, make a special crown from poster board spray-painted gold with craft jewels available in discount department stores glued on. Ahead of time, cut crown shapes from yellow index paper, tagboard or construction paper for each child to have one. Use purple fabric or a velour bathrobe or gar-ment for a robe to role-play during Stretch Time.

Early Time Activities

Recognize the value in us ing learning activities from the moment the first child arrives. Not only does it

cut out running around the room and chasing disc ipl ine problems, it gives valuable time for involving learners in lesson related, fun-to-do situations. Wear a crown like the one the children will make as you greet them at the door. “Hello, Matthew. Our story today is about missionary Paul telling a king the good news about Jesus. After you add your sticker to the attendance poster, you can make a crown like this to wear this morning.’’ If anyone asks about the throne chair and special crown, explain that you will use them later in the session after the Bible story.

Craft Center—Make a Crown. This project will help learners know the important position of the man

62 Paul Tells the King Lesson 11

Paul’s enemies always spoke contemptuously of him in their accusations before authorities. They could not prove their allegations, however, and Paul, with his gift of oratory, responded with a clear conscience. He always used the opportunities to preach what the listeners needed to hear. It had been two years since the trial before Felix, but the Jews renewed their proceedings against Paul with bitter enmity and persistence. They could not prove their grievous charges, but Festus was willing to appease the Jews and asked Paul to return to Jerusalem. Paul then appealed to Caesar in Rome. Paul waited in custody for the legal processing that would allow him to stand before the highest authority to plead his innocence. Meantime, King Agrippa visited Festus and heard the details of Paul’s case. “I would like to hear the man myself,’’ King Agrip pa commented. Festus called a hearing and brought Paul before them. Festus introduced him by explaining that Paul had appealed to Caesar Augustus. Festus planned to send him there, but he had no definite charges of which to accuse Paul. “It is unreasonable to send a prisoner without any crimes charged,’’ he admitted. Then, Agrippa invited Paul to speak for himself. Paul was happy to do so and handled the situation with tact and wisdom along with boldness. He exempli-fied courtesy in acclaiming King Agrippa an expert in Jewish customs. Probably no king during the apostolic period knew Jewish beliefs and customs as well as Agrippa. Paul’s eloquent defense included a reminder that Jews in general knew Paul and his early life and education at Jerusalem. They were familiar with his intense sincerity in persecuting believers at Jerusalem. Paul shared in detail the experience he had with the Lord on the road to Damascus. Take time now to read the closing argument of Paul in Acts 26:16-28. Paul claimed to be obedient to God’s call to take the gospel to the Gentiles that they might know the truth. Festus shouted that Paul was beside himself—berserk from much education. King Agrippa on the other hand said, “Almost you convince me to be a Christian.’’

Know God’s Word

Materials Needed: 2 adult chairs solid color sheet velour paper king’s

crown crowns from paper purple fabric or

velour bathrobe

Materials Needed: attendance stickers Item 9 glue stapler glitter cookie sheet

with whom Paul shared his faith. Children love to wear crowns and will enjoy making one themselves.

Cut a crown for each child with Item 9 pattern page from the visuals booklet. The straight pieces are extensions to go around the child’s head and overlap to reinforce. Staple the

band at one side and write the child’s name on the back side. Make designs on the crowns with glue. Let the chil-dren sprinkle glitter to cover the glue. Shake off the excess glitter into a cookie sheet. Fit the crown to the child’s head and staple the remaining end in place. Then, lay them aside for the designs to dry while doing the following activity. Wait until Lesson Set time to wear them for the rest of the period. Conduct a pick up time after finishing the crowns since the next two activities do not involve supplies that need clearing away.

Crown the King Game—This variation of Drop the Handkerchief game provides interaction with other children and introduces the memory verse words. Have everyone hold hands to form a circle. Then, drop hands and remain in the circle. Explain how to play. Place a crown on one child’s head. He says the words of the memory verse, “Hear the word of the

Lord’’ and walks around inside the circle to place the crown on another child. The child he crowns steps in to the center and the first child takes his place in the circle. The second child says the memory verse words and then repeats the action of crowning another child. Repeat for each child to have a turn. Help with remembering the words to say since they have not learned them beforehand. The repetition will help them learn the words more quickly.

Lesson Set Give each learner his crown and help him put it on. He should leave it in place since kings do not take off their crowns to look at them. Show pictures of a king or queen wearing a crown.

Discussion: Who wears a crown? Kings and queens are important people who lead a country. The Bible story tells how a king reacted after Paul told him about Jesus.

Bible Story What a great role model the apostle Paul is. Use the visuals and presentation in the visuals to tell the story of his brave defense before the king.

Lesson 11 Paul Tells the King 63

Be Bold and Be Strong, Joshua 1:8, 9

Get a resin lion from a discount trading company and a toy mouse from a pet supplies department of a discount department store or show pictures of a strong ferocious lion and a timid little mouse if you cannot get models. Use a strong deep voice to describe the lion and a weak squeaky voice to illustrate the mouse. Which had you rather be, a bold strong lion who is not afraid of anything or a weak lit-tle mouse who acts scared of everything? (Let children respond.) Do you like being afraid? What are things that make you scared? (Wait for answers.) I have some very good news for you who get scared. Listen closely as I read God’s promises. (Read Joshua 1:8, 9.) Think about Bible verses you know as you go to sleep at night. Think about them when you wake up in the morn-ing. Think about them as you play during the day. God does not want you to be afraid like a scared little mouse. He wants you to be bold and strong. He will help you wherever you go and whatever you do. “The righteous are bold as a lion’’ (Proverbs 28:1). Have prayer to ask God to help each child overcome his fears by trusting the Lord Jesus for help.

Materials Needed: Bible lion toy mouse or pic-

tures of a mouse and lion

Materials Needed: picture of king or

queen with a crown


booklet Item 9


Stretch Time This activity will let children practice being bold in telling others the good news about Jesus. Explain that your throne chair represents the special seat for kings and queens. Let a worker be the king and put the special crown on his head. (If you choose a child as king, the focus of the game shifts from telling about Jesus to playing the part of the king.) Invite each vol-unteer to tell the king about Jesus in his own words. If learners need help, suggest one of the following sentences for each to say. Jesus is God’s Son. He came to earth as a baby. He lived a perfect life. He died on the cross to pay for sins. People buried Him, but after three days, He came back to life. Today, He lives in Heaven. Jesus loves you. You can go to Heaven by trusting Him as Savior. Very young children will need help saying the words. Each one may simply say, “Jesus loves you,’’ if that is all he can do. Practice helps overcome the fear of telling others—the purpose of this learning game.

Memory Verse

This memory verse, though a different reference, has the same words as Lesson 1. Like Isaiah repeated them at different times, children need the repetition to learn them well also. Use the open Bible described in Lesson 1 to help teach the words. Sing these words to “Row, Row, Row Your Boat’’ tune. Hear, hear, hear the Word, “Hear the word of the Lord.’’ It is true, very true. We must obey it, too.

Ask, “Did you hear the words of the memory verse in the song?’’ Sing it again with special emphasis on

the second line. Then, let individuals say the words alone.


A Bible stories leaflet should go home with every child. It gives parents an opportunity to strengthen the Bible learning you guided with activities in class time. Provide time for learn-ers to appreciate the cover art. Discuss details in the story picture and do the life application exercises printed on the leaflet.

Make and Take

Complete a make and take project ahead of time and dis-play it in your room. Children who notice it early look for-ward to making one like it. Point it out as you hand out the projects and encour-age learners to do the work on the project themselves. Relate it to the lesson as another teaching aid.

Saying Good-bye

With crowns on heads, make sure learners have their own Bible stories leaflet and make and take proj ect to take home. Invite learners to sing the memory verse song again and again while waiting for parents.

64 Paul Tells the King Lesson 11

Materials Needed: leaflets crayons glue

Materials Needed: Make and Take Project 11 scissors

Materials Needed: crowns take-home papers

Lesson 11 Paul Tells the King 65

Supplemental ActivitiesBanner for Jesus—This wall hanging for the church will give learners an opportunity to tell others about Jesus through art. Provide an 18'' x 25'' piece of red burlap fabric for a banner background. Fringe the 18'' ends by pulling threads to make a border. Make a casing at the top by folding 3'' forward and stitching or gluing with craft glue just above edge of the fringe. A 1'' dowel or cafe curtain rod will make a hanger for the banner. Cut rectangular shapes of brown felt for children to put together to form a cross. Glue in place on the left side. Cut gold fabric in the shape of a crown to glue at the upper right of the banner. Let learners glue craft jewels on the crown. Cut letters from adhesive backed paper or felt and arrange as shown with different learners helping you put them in place. Item 10 in the visuals booklet has two pages of letter patterns for this project and bulletin board titles. Have prayer to ask God to bless those who will see the banner by making them realize that Jesus came as a servant to be the King of kings.

Materials Needed: 18'' x 25'' red burlap glue 1''dowel brown felt gold fabric jewels Item 10

Life Application: Paul told the sailors about Jesus when they wereafraid. I will pray and ask God to help me when I am afraid. I will help my friends trust Jesus when they get scared.

66

Lesson Objective: The learner will say it is Jesus who cares for us and keeps us safe when we are in danger or afraid.

A Sinking Ship but Saved SailorsActs 27:1-44

Rather than return to Jerusalem for trial, Paul appealed to Caesar. His guard secured passage on a huge grain ship going to Italy. It was late in the year for sea travel, and Paul advised against continuing when progress against the wind delayed them. Fear gripped everyone. Paul confidently took charge and stopped the desertion of the crew, calmed everyone with assurance from God and urged them to eat so that they would have strength to survive. The ship wrecked, but none of the two hundred seventy-six men on board received injuries.

Acts 27:1-44

Bible Principle: God knows what is best for us and is able to keep us safe at all times.

Memory Verse:

“I believe God.’’ Acts 27:25

Paul encouraged the crewmen of the storm tossed ship

because he believed in God.


Paul Tells the Men on the Ship

Vocabulary Words

ship—a large sailing vessel that travels in deep water shipwreck—loss of a ship in a storm or other disaster

Prepare Your Room Get materials ready for learn-ers to begin using when they arrive. Find pictures of ships at sea on calendars, magazines or travel brochures. Resourceful teachers who collect pictures have a file to which they can go for them. If you have not begun one already, start it. Such teaching aids are free and help children understand lesson details. Choose pictures showing situations which might cause fear in a child. Use them during the devotional time. Coloring books and Bible study literature are good sources for them. Include but do not limit them to bedtime, a doctor or dentist visit, a storm, staying with a babysitter or away from home, meeting a big dog, getting lost in a store or going into a new place alone. Give extra emphasis to the Book Nook for this lesson with a reading rug or floor pillows arranged comfortably.

Early Time Activities A cheerful greet-ing means much to a young child especially those

who may fear leaving the secu-rity of parent’s side. Use the paper bag puppet of apostle Paul, Item 8, to welcome each child. Have the learner add a sticker to the attendance mini-poster before going to one of the learning centers.

Book Nook—The reason for this area is to stimulate discus-sion about God’s wonderful love and care that helps us be safe. Provide an inviting area where children can enjoy sitting to look at pictures in books or listen to a read-aloud time. The pos-itive affirmation of God’s

In Paul’s letter to the Roman believers, he told them of his intense desire to go to them. Now, he was on his way to Rome, but not in the manner he intended. Paul had appealed to Caesar for trial, exercising his right as a Roman citizen. Look at a Bible map marked with Paul’s trip to Rome as you read Acts 27 to get a better understanding of the trip. Julius, the centurion guarding Paul and other prisoners, gave Paul freedom to visit friends at one of the stops. Julius found a grain ship from Alexandria, Egypt, headed for Rome, Italy, at another port city. He put Paul, his companions and the other prisoners on it. It was late in the year for sailing such a long distance. Paul advised the crew of the ship to wait for the safer sailing season. Since the harbor was small, the crew did not want to spend a winter there. They wanted to go to a larger port. Soon after leaving, a terrible storm caught them. It tossed the big grain ship about mercilessly, and the crew gave up trying to control it. On the second day they threw part of the freight overboard to make the ship lighter. The following day they disposed of the ship’s tackling—equipment and supplies. Then, Paul confidently spoke to them. He encouraged them to be happy because no one would lose his life. Paul boldly told how an angel spoke to him. He told of his allegiance to God and his faith that God would do what the angel promised. The crew cast anchors that night as they came near a land area. Then, Paul stopped a desertion attempt by the crew and urged everyone to eat while waiting for daylight. Paul gave thanks to God for the food and every-one ate. The next morning the crew tried to move the ship to an inlet, but it got stuck and broke apart. Shipwreck! Those who could swim went to shore first. Others grabbed a board or pieces of the ship to use as a raft. All of the two hundred seventy-six persons aboard the ship escaped safely to land.

Lesson 12 Paul Tells the Men on the Ship 67

Know God’s Word

Materials Needed: pictures showing

things a child might fear

Materials Needed: attendance stickers Item 8 several books pictures of ships play dough straw paper triangle construction paper

circles craft stick glue reading rug floor pillows tape marking pen

68 Paul Tells the Men on the Ship Lesson 12

When I Am Afraid, Psalm 56:3

(Give learners their puppets again to participate in the discussion.) Show the puppet face that looks like your face when you feel safe. (happy face) Have you ever been lost in a store when shopping with your mother or dad? Show me the pup-pet face that shows how you felt. (scared) (Use situations mentioned in Prepare Your Room section to further discuss times when children feel frightened.) When you feel like this (hold up scared face puppet), what makes you feel happy again? (Turn puppet to happy face side and wait for learners to respond. They may say having someone hold them, having someone talk to them, hugs, kisses.) Something that really helps me when I feel scared is talking to Jesus. I can pray to ask Jesus to help me. He always does. Jesus loves you and is always with you even when you are afraid. Listen to God’s Word. Read Psalm 56:3. When I feel fear growing inside me, I try to remember that God is greater than anything I have to fear. I depend on Him to care for me all the time.

constant safekeeping gives a basis for a child’s faith to grow when adversities come.

Picture Center—The goal for this center is to help learners know it was a big freighter carrying grain that Paul was on. Display pictures of big ships at children’s eye level. Allow two or three feet between pictures. Take your children on a picture walk. Stop in front of each pic-ture. Talk about what the ship might carry. Some ships today carry large wooden containers of missionaries’ belongings as they move to a foreign country. Others have food products like rice and corn that go to coun-tries needing them.

Discussion: How do you think you would like to ride on one of these great ships? The Bible story tells about the grain ship on which Paul was going to Rome. They had a shipwreck when a storm came. Paul was very brave through it.

Play Dough—Learners in this activity will shape play dough to make boats with guided conversation about God’s constant care wherever we may be.

Provide play dough, a straw and a small tri-angle of paper for each child’s boat. Show how to mold a boat shape from the play dough. Cut a straw in three pieces for each boat.

Help them tape the triangle of paper to a piece of straw. Stick the straw in the middle of the boat to make a sail. The two remaining pieces of straw can be oars. Put one on each side of the boat.

Discussion: Have you ever been in a boat on the water? Can God keep you safe there? The Bible story is about a time when Paul traveled on a very big ship. Everyone else was afraid when a terrible storm tossed the boat about, but Paul trusted God.

Art Center—Puppet Faces. Use this activity to dis-cuss common fears of children. Provide two 3'' con-struction paper circles for each learner. Help draw a hap py face on one and a frightened face on the other. Glue a craft stick to the back of one circle; glue the other circle over the stick and to the back of the first circle. Children use the puppet faces during Worship Time Devotional. Letter names neatly on the stick handles with an extra fine marking pen. Lay them aside during pick up time. Children who enjoy working together to do active learning projects help well in pick up time to clear and store supplies used. “Sing the song,’’ some-one says as they begin helping. Be ready to sing “A



Helper I Will Be’’ from Lesson 1. Singing the rhyth-mic chorus each week makes it fun to put the room back in order.

Lesson Set Use a marker board, chalk-board or large piece of paper attached to the wall for the background of this learning activity. Provide paper, cray-ons, felt-tipped watercolor markers and colored chalk for learners to draw their version of the story introduction. Draw water and let learn-ers tell you what it is. Pause for them to draw water on their papers. Then, draw the boat on the water, and let them copy your lines. Add a sail at the top. Draw a circle for the sun. Add a cloud on the opposite side of the picture.

Discussion: Have you ever been on a ship? A ship is much larger than a boat. We use boats on rivers and lakes for fun or fishing. A ship is huge and carries big loads of things inside it. It takes deep water for a ship to travel. Paul traveled a lot by ship. The Bible story tells about one trip that ended in shipwreck. It was sunny (point to the sun in your sketch) when they started on their long trip by ship. After a few days, dark storm clouds covered the sun. (Point to the cloud.)

Bible Story

Invite learners to help you make the sound of the strong wind that blew the big ship about on the sea. Visuals to illustrate the story and a sug-gested presentation are in the visuals.

Stretch Time

Involve learners actively in reviewing story details with this variation of “Going on a Lion Hunt’’ chil-

dren’ s game. You say a sentence and do the motions. Learners say the words after you and repeat the motions.

Going on a sea trip. (Walk in place.) Get on board the ship. (Continue walking.) Set the sails to catch the wind. (Pretend to pull sails up.)

Travel far away. (Shade eyes to look in distance.) The sailing ship is slow. (Hold open hands together and move from right to left.) Storm winds begin to blow. (Make wind sounds.) The ship starts tossing about. (Rock back and forth abruptly.) It scares the sailors so! (Show a scared face.)

“Throw out the heavy stuff.’’ (Throwing motion.) Still the sea is rough. (Make big waves with hands.) Everyone feels sad. (Show a sad face.) Their faith in not strong enough. (Shake head.)

See Paul calmly stand? (Hold up finger and smile.) “We are in God’s hands. (Cup hands together.) “Do not be afraid! (Shake head.) “He will take us safely to land.’’ (Point up and nod.)

The ship breaks apart! (Clap hands and make wreckage sounds.) Toward land the sailors start. (Arms swimming motion.) God protects them all. (Point up.) Because Paul believes God in his heart. (Place hand over heart.)

Memory Verse

Let each child hold the happy puppet face and say the words of the memory verse: “I believe God.’’ Say the following

Lesson 12 Paul Tells the Men on the Ship 69

Materials Needed: marker board, chalk-

board or large paper

crayons, felt-tipped water color mark-ers or colored chalk

paper


booklet

Materials Needed: happy puppet

face

recitations with learners responding with the memory verse after each line.

Teacher: God says He is with us in times of trouble.Learners: I believe God.Teacher: God says He will help us.Learners: I believe God.Teacher: God says He gives peace to those who trust Him.

(Continue the pattern with other promises from God’s Word.)

Bible Stories Leaflet Talk about the cover pic-ture on the Bible stories leaf-let with learners sharing details as you ask questions

about it. Help each child do the activities included and relate them to life.

Make and Take

Hand out the lesson re minder project pages and show completed sample. Tell in structions one step at a time. Let learners finish their own work.

Saying Good-bye

Help each child collect papers

to have his own take-home

materials. Read a book while

waiting for parents.

70 Paul Tells the Men on the Ship Lesson 12

Supplemental Activities Unit Review Game—Helping others learn about Jesus was the purpose for Paul’s life after salvation and baptism. Cut pictures from the front of extra Bible stories leaflets for Lessons 8 through 13. Place them on the floor and use a small piece of tape to hold each picture in place. Let learners sit in a row a few feet from the pictures in front of them. Learners take turns throwing a beanbag. When it lands on a picture, the child who threw it tells one thing about the picture. He may tell who is in the picture, what happened, what will happen next or tell some details about that Bible story. Emphasize how Paul and Peter shared their faith in Jesus with others. God wants us to do that.

Materials Needed: extra leaflets from

Lessons 8—13 tape beanbag


Project 12 glue sticker scissors



71

Friendly Islanders LearnAbout JesusActs 28:1-10

Paul, other passengers and the crew of the ship came to the island of Melita after the shipwreck. The residents quickly built a fire to dry wet clothes and warm the chilled victims. Paul helped gather fire-wood to throw on the fire. A snake, hidden in the wood, struck Paul’s hand with its deadly poison. He shook it loose into the fire and suffered no ill effects from the bite. The respect of the people offered Paul an open door to share God’s love with them. He healed their sick and made a difference in their lives.

Life Application: Paul helped others on the island by healing sick people. I will tell people about Jesus and pray for sick people to get well.

Acts 28:1-10

Bible Principle: We should share God’s love with those who are friendly to us.

Memory Verse:

“God is love.’’ 1 John 4:8

Lesson Objective: The learner will make a reminder of God’s love to share with others and name someone to invite to church.

Paul shared his faith throughhealing the sick on the island.


Paul Tells the Island People

Vocabulary Words

island—an area of land surrounded by waterdisease—sickness

Prepare Your Room Emphas i ze the memory verse, “God is love,’’ by placing lettered placards with the words in several places in the room. Choose the learning activities to use and get supplies ready.

Early Time Activities G r e e t t h e children again with Paul paper b a g p u p p e t ,

Item 8. “Hello, Jon! Today, you will learn what happened after the big shipwreck that we talked about in last week’s lesson. I am glad you are here.’’ Learners will put the last sticker on the attendance chart. The next week they will glue the chart to a sheet of construction paper.

Art Center—“God Is Love’’ motto. This activity will make learners more familiar with the memory verse and give them something with which to share God’s love.

Prepare the back-ground ahead of time. Print God Is Love in large letters on index paper or construction paper. If you have several learners, write the letters once and

copy for each child on a copy machine. Older learners can outline the letters with glue. Younger learners need help to control the amount used and to follow lines. Place your hand over theirs to guide them so that they feel they are doing the project. Then, give each child a small paper cup with 1 ½'' of birdseed. Show how to sprinkle the seed on the glue. Let the glue dry for a minute. Help the children hold the motto over a cookie sheet and pour off the extra birdseed.

Alternate Methods: Use colored rice, macaroni or large dry beans to outline the glue-covered letters or use yarn for the letters, cutting after completing each letter. These will require more time to finish than using birdseed. If you prefer, provide a variety of seals for learners to add wherever they choose.

Discussion: God is love. These are our Bible memory words. How do we know God is love? How do you know God loves you? (Help children think of and name blessings God gives them.) God loved Paul. He

This Bible story continues the narrative from Lesson 12. The escape of all two hundred seventy-six men from injury during the shipwreck was God’s providential care. They scrambled to safety on the shore of Melita in the Mediterranean Sea, modern Malta. The cold driving rain whipped their soggy wet clothes about them and made a miserable situation for the shipwreck victims. The islanders graciously welcomed them and somehow built a fire to provide a touch of comfort in the adverse conditions. Paul, not one to stand idly by, helped gather sticks for the fire. As he laid them on the fire, a poisonous snake grabbed his hand in a vicious bite and hung on. A murmur rustled through the island people. “Must be a murderer,’’ they surmised. “He escaped death in the sea, but justice has found him.’’ Paul quickly shook the snake loose into the fire. He felt no pain or other ill effects. The island people kept watching him expecting to see the usual results of such a bite—even death. When nothing happened, they concluded that Paul must be a god. The chief man of the island, Publius, lived nearby. He offered Paul and his companions a place to stay for three days while officers found living quarters for the winter months. Publius’ sick father caught Paul’s atten-tion. He went in, prayed, laid his hands on the man and healed him. News of the healing spread quickly. Other residents with diseases came for healing and knowing Paul’s zeal, he shared the gospel with them also. When time came for them to leave, the islanders honored Paul greatly and gave them supplies needed.

Know God’s Word

72 Paul Tells the Island People Lesson 13

Materials Needed: attendance sticker Item 8 God Is Love motto birdseed glue cookie sheet Unit 3 Pattern Page spring clothespin cloth chenille stems yarn

Materials Needed: memory verse placards

kept him safe in the storm and gave him new friends on the island where the shipwreck happened. You can give your motto to someone as a special gift. It will remind him that God loves him.

Craft Center—Clothespin Apostle Paul. This activity will help learners see Paul as a hero to admire and follow. Draw a face on a piece of paper or copy the pattern on Unit 3 Pattern Page. Glue the face to the top of a spring clothespin. Twist a chenille stem around the clothespin under the face leaving ends straight out at the sides. Cut a small cloth robe for the puppet. (See pattern on Unit 3 Pattern Page.) Put the robe over the head of the figure. Tie a piece of yarn around the waist of the figure to secure the robe. Add a headpiece or leave bare.

Discussion: You can use your Apostle Paul puppet to role-play the Bible stories about this wonderful hero. Do a puppet show to tell someone what a great man of God Paul was.

Happy Church Game—The purpose of this game is to help learners think of people whom they can invite to all church services. This is a variation of London Bridge. Two adults form an arch with clasped hands raised high. The

children walk under it while you sing the following verse to “London Bridge’’ tune.

Our church is a happy place, Happy place, happy place. Our church is a happy place, Will you go with me?

The arch falls on the last word to catch the child who is there. Ask the child to think of one person whom he can invite to your happy church. We can be missionaries for Jesus by asking someone to come with us to hear God’s Word. After naming a per-son, resume play to catch a different child this time. Repeat until each child has a chance to tell the name of someone to invite. The pick up time bell or other signal helps learners make a transition from active moving about to qui-eter listening activities to hear God’s Word. Tidy the room by picking up and storing supplies from Early Time Activities. Then, begin singing “Praise Him, All Ye Little Children’’ as you gather in the worship area.

Lesson Set Invite learners to role-play with you a review of the shipwreck and swimming to the island. Make noises for the ship breaking apart. Use arm motions to imitate swimming to shore. Shiver from the cold wind, rain and wet clothes. Build a pretend fire to dry clothes and get warm. Ah-h-h! How good it feels to be warm and dry again.

Discussion: The Bible story tells about the helpful people on the island and how Paul helped them in a special way.

Lesson 13 Paul Tells the Island People 73

Walk as Wise, Ephesians 5:15, 16

What do you do all day? (Encourage learners to respond by naming things they do during a normal day.) Did you know that Jesus cares about what you do every day? This is true. Jesus loves you and wants the very best for your life. He knows it is bad for your character to watch certain television programs. Even cartoons sometimes show things that Jesus would not do. I will read some words from my Bible. What I want you to do is listen to the words until I finish. Then, tell me one word you heard while I read. Read Ephesians 5:15, 16 slowly and distinctly. Ask for input of words that caught the attention of learners. Talk about the words they remember. Jesus wants us to do everyday things that His Word teaches. God’s way of living is not for Sunday’s only. It is for Monday, Tuesday, Wednesday, Thurs day, Friday and Saturday also. Every day we should do things that please Jesus and let others know we love Him. Have prayer to thank God for His church where you can learn about Jesus and how to help others learn of Him.



Bible Story The joy of seeing boys and girls eager to learn makes teach ing them a most rewarding experience. Share with them the Bible story using the visuals provided in the visuals. The story presentation there will give you an idea for telling it in your words with an open Bible at hand.

Stretch Time

Arrange the children in a circle. Hold a beanbag or sponge ball in your hand. Say, “Jesus loves Anna.’’ Gently toss the beanbag or ball to Anna to catch. Anna holds it to say, “Jesus loves Brian,’’ and she tosses it to Brian. He repeats the action with another child. Help younger children with the words if needed. Play until each child has had a turn catching and tossing the beanbag and especially hearing his name called.

Memory Verse

Hold up a seed motto made during Early Time. Ask someone to tell you what it says. “God is love’’ is part of the song, “Praise Him, All Ye Little Children.’’ (Sing it again to listen for the memory verse words.) Because God is love, we can love one another. God’s love makes it possible for us to share love. Invite learners to think quietly about a tune for the memory verse words to sing as a praise song to God. When they get one fixed in their minds, let each share how he would like to sing the words. Try “Deep and Wide’’ tune. Paul knew God loved him. He did not worry about what others thought about him, he only wanted them to know his Savior. He forgot about himself by mak-ing Jesus more important in his life. You can find real happiness by honoring Jesus and helping others know Him.


Letter names on Bible stories leaflets beforehand to save time when you hand them out. Ask everyone to look at the Bible story picture on the front. Invite each child to tell some detail he sees and share what he heard in the Bible story about it. Very young learners cannot always articulate what they understand. They may only point to some part

of the picture. Help them by saying a single sentence about that aspect of the story. Use the activities printed on the leaflet to make the life application of the Bible lesson.

Make and Take

Give each child a make and take project page and relate the activity to the lesson theme. Show the children your completed lesson reminder and guide them in making their own. The award certificate in the back of the make and take book is for achievements by learners. Letter the information on it ahead of time and congratulate each learner who earned it. Glue the completed attendance miniposter to a construction paper background. Create the corners of the construction paper frame around the poster. Names on the pieces help identify them. Those who did not have perfect attendance may take the missed stickers home to add to the poster later. Paper clip or staple them to the poster for doing at home. Be sure the parents know children earned the stickers by attending church. Explain the missing stickers are for days the child was absent.

Saying Good-bye

Get take-home papers and put each child’s together in a place where he can get them before going home. Suggest sharing the seed motto with someone who does not go to church with an invitation to come to your church. Wrap the motto in clear kitchen wrap overlapped on the backside to keep seed from falling off when bumped. Let the children use the clothespin puppets to review the Bible story. This week ends the summer quarter. Some of your students may promote to the next age-group next week. Prepare them for the transition. They are grow-ing up physically, and they will go to a church class especially for big girls and boys like them. It will be fun, but they will have a different teacher. Collect take-home papers and materials for each child. Include the attendance poster and award certifi-cate.

74 Paul Tells the Island People Lesson 13

Materials Needed: beanbag

Materials Needed: Make and Take Project 13 craft knife award certificate construction paper glue scissors

Materials Needed: leaflets pencils

Materials Needed: take-home papers clear kitchen wrap


booklet

Lesson 13 Paul Tells the Island People 75

Supplemental Activities Letter the word missionary on the board or a piece of paper attached to the wall. Who can tell what a missionary does? Who is a missionary we heard about in the last few Bible stories? Paul was a missionary who was bold and strong in telling others about Jesus. You can do that, too. Who are some people you can tell about Jesus? (people in your family, people who come to your home to visit, people whom you meet in the store when shop-ping with Mother)

Paper Plate Mirror—This craft idea gives the child something to use to stress the Bible truth of Jesus’ love for everyone. For each child provide a small paper plate, 12'' of narrow ribbon or yarn and 3'' square of smooth aluminum foil. Keep the foil as wrinkle free as pos-sible to make the reflection better. Help the child tape the foil to the center of his plate. Letter “God is love’’ at the top of the plate. Letter “Look who Jesus loves’’ at the bottom. Punch two holes near the top edge of the plate. Tie ribbon or yarn through them to make a hanger. Encourage children to let someone else look into their mirrors to see who Jesus loves. Let them practice telling someone that Jesus loves him or invit-ing someone to church. They can be a friend of Jesus by sharing the mirror with people to let them know Jesus loves them.

Materials Needed: paper plates ribbon or yarn aluminum foil tape hole punch

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