Young Teen (Junior High) Teacher

CreationSummer Quarter, 2020

Quarterly Objective: Young teens will utilize their knowledge of God’s creation as an effective witnessing tool.

A Look at the Universe

(Unit 1)

Young teens will gain logical facts that show true science always agrees with God’s Word.

A Look atPlanet Earth

(Unit 2)

Young teens will compare the earth’s pre-flood environment with its environment after the flood and will learn the proper Christian principles of environ-mental stewardship.

A Look at Ourselves

(Unit 3)

Young teens will recognize that they are special creations of God and will make plans to practice stewardship of their bodies to honor and glorify God.

June 7 The Big Bang Is a Big Bust! ................................................ 9 Genesis 1; 2

June 14 A Problem in Paradise ....................................................... 13 Genesis 3

June 21 A New Creation—the Problem Solved ............................. 17 Romans 8:18-25

June 28 To Every Man an Answer—a Belief Defended ................ 21 Psalm 33:6, 9; Romans 1:19, 20; Colossians 1:16, 17; 1 Peter 3:15

July 5 Jurassic Park, Planet of the Apes or Paradise? .............. 27 Genesis 1:6-29; 2:6

July 12 Whatever Happened to the Good Life? ........................... 31 Genesis 6—9:3

July 19 Environmental Stewardship—Worshiping “Mother Earth” or Honoring God the Father? ............................... 35 Genesis 1:26-31

July 26 The Bible Says It—That Settles It! .................................... 39 Romans 1:16-23

August 2 The Second Law of Thermowhat? .................................... 43 2 Timothy 3:13

August 9 Zits, Arthritis and Wrinkles ............................................... 49 Genesis 3—5

August 16 It May Not Look Like Much to You, But God Says My Body Is a Temple ........................................................ 53 1 Corinthians 6:12-20

August 23 Accountability Is Not a Course in Economics! ............... 57 Luke 16:19-31

August 30 A Narrow Look at the Broad Way ..................................... 61 2 Peter 3:1-18

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Volume 23, No. 3, Summer Quarter, 2020Editor in Chief: Kyle Elkins, kyle.elkins@bogardstore.org

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Learning to use the materials . . .STEP ONE: Acquaint yourself with the Quarterly Theme. During this quarter, young teens will examine many interesting facts about God’s cre-ation and understand how to use what they learn to help them be effective Christian wit-nesses.

STEP TWO: Read and study the Lesson Strategy. The quarter is divided into three units. Each unit begins with two pages containing information about the lessons in the unit, a preview of teaching posters that can be used as bulletin board ideas and information relating to teaching young teens.

STEP THREE: Develop an understanding of the teacher’s guide. The Young Teen (Junior High) Teacher is designed to help you develop, follow and apply a four-step active learning procedure that should lead your students to focus on the subject, examine the Scriptures relating to the subject, define the subject’s meaning and apply the subject to their lives.

STEP FOUR: Plan for student involvement. Each lesson contains questions that are difficult for students to answer with a simple yes or no. The questions are designed to teach students to think through a question before giv-ing a reply. Each lesson also includes activities that illustrate a particular principle uncov-ered in the lesson discussion.

STEP FIVE: Check out the student’s leaflet. Each student receives a four-page, full-color leaflet for each lesson that contains scrip-tural applications of each lesson along with facts, illustrations or stories that help apply the lesson to the student’s life.

STEP SIX: Examine the visuals. To help with your lesson presentations, the Young Teen (Junior High) Visuals contain a quarterly theme poster, three unit theme posters and a poster for each lesson. The visuals also contain photomasters which may be used as transparencies or handouts and two pages of instructions explaining how to use the visuals.

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UNDERSTANDING YOUR ROLE AS A TEACHER

Teaching a Sunday School class is a tremendous responsibil-ity—one that you should not take lightly. Why? One reason is that you convey spiritual truths to an eternity-bound group of young people. Because the job is so important, any person who accepts the responsibility should be willing to do whatever is necessary to become the best teacher possible. Effective teach-ers are made, not born. A few individuals possess natural abil-ities that help them be exceptionally good teachers, but every really great teacher has to work at the job. Another reason why being a Sunday School teacher is a tre-mendous responsibility is that in some cases a Sunday School

teacher may offer a student the only biblical teaching he will ever receive. You are not a babysitter. You are not a referee, a sports commentator, a matchmaker or a movie critic. You are a teacher, and a teacher’s job is to teach. You can be a friend, a confidant, an advisor, a mentor, but first and foremost, you must be a teacher. Communicating scriptural information effectively requires adequate preparation. Therefore, you cannot wait until Saturday night to start preparing your lesson and expect to be effective. Becoming an effective teacher requires work, but the rewards are well worth the effort.

UNDERSTANDING HOW STUDENTS LEARN

Experts in the field of education refer to a learning cycle. This learning cycle includes listening to ideas, thinking through ideas, testing ideas and analyzing the content and context of ideas. Every student has a place in the cycle where he is most comfortable, where he can take in the most information and where he can contribute his best work. Those experienced in the field of education inform us that this learning cycle consists of four types of learners. Some students are imaginative learners who easily draw from their experiences to provide a context for learning. Some students are analytic learners who must learn something new in every lesson. Some students are common sense learners who need to see that what they are taught makes sense. Some students are dynamic learners who are able to find creative ways to apply what they learn. Teachers are most effective when they are aware of these types in the learning cycle and are able to affirm them by the way they teach.

UNDERSTANDING YOUR STUDENTS

Young teens are experiencing a difficult time of life. They are on the journey from childhood to maturity. This process involves three stages. Young teens go through a period of discovery that is marked by physical, intellectual, social and emotional changes. Young teens go through a period of experimentation. There are very few things a young teen will not try. Fortunately, this means they are willing to listen and experiment with new ideas and those who are not attached to a church fellowship usually are willing to try out a church’s youth program if they are invited. In the third stage, young teens develop a desire for information. Believe it or not, young teens can be taught. Regardless of how it appears, they do not think they know it all. A teacher who will allow open discussion and questions will have a wonderful time teaching biblical principles to young teens.

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UNDERSTANDING YOUR STUDENTS’ SPIRITUAL NEEDS

Before they entered the teen years, many young people operated on a type of hand-me-down system of beliefs. That is, they believed certain things because they were told to believe them by people they respected. But once they become young teens, they begin to ques-tion beliefs about God, about the church and about the Bible. They frequently ask, “How do I know that is true?” The answer, “Because I said so,” will no longer suffice. Someone wrote, “Modern youth are looking for new answers so they

can question them.” Asking questions is part of a young person’s learning process. Asking ques-tions about biblical principles is not the same as unbelief, nor does questioning a belief equal heresy. But ignoring basic beliefs and being indifferent to biblical principles are wrong. To ques-tion and to think through what one should believe before those beliefs become internalized are healthy practices. You should be proud of students who always have questions to ask you. Even if you do not always have an answer, you know they are listening, and you have an opportunity to teach them the truth. Students who never ask questions and never express doubt are the prime targets for cult groups.

WANT TO KNOW HOW TO GET TO HEAVEN?

An evangelist walked down the street from the hotel where he was staying. A young boy stopped him and asked, “Can you tell me how to get to the post office?” Being from out of town, the evangelist said that he was sorry but he could not help the young man. As the boy left, the evangelist said, “Young man would you like me to show you the way to Heaven?” The boy replied, “No sir. If you don’t know the way to the post office, how can you show me the way to Heaven?” Telling someone how to get to Heaven is not difficult at all. In fact, it may be easier to tell someone how to get to Heaven than it is to give them directions to the post office. Simply have them follow the Roman Road to salvation.

1. “For all have sinned, and come short of the glory of God,” Romans 3:23.

2. “For the wages of sin is death,” Romans 6:23.

3. “The gift of God is eternal life through Jesus Christ our Lord,” Romans 6:23.

4. “But God commendeth his love toward us, in that, while we were yet sinners, Christ died for us,” Romans 5:8.

5. “For whosoever shall call upon the name of the Lord shall be saved,” Romans 10:13.

6. “That if thou shalt confess with thy mouth the Lord Jesus, and shalt believe in thine heart that God hath raised him from the dead, thou shalt be saved,” Romans 10:9.

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FOUR-STEP LESSON STRATEGY

Capture the learners’ attention by using an appropriate motivational activity or an exer-cise that encourages them to think.

Introduce the Bible Text and encourage the learners to discover what the Scripture says by analyzing it, investigating it and then comparing it to other passages.

Explain the meaning of difficult words and phrases and clarify them through the use of hands-on projects and exercises.

Illustrate and reinforce the lesson with concrete examples and lead them to use a les-son’s Bible Principle in everyday situations.

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FOCUS

EXAMINE

DEFINE

APPLY

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IllustrateReinforceEmploy

CaptureMotivateExplore

IllustrateReinforceEmploy

CaptureMotivateExplore

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Creation

QUARTERLY PREVIEW “Creation” is this quarter’s theme. This study should help students gain a knowledge of God’s creation and show them how they can use this information as an effective witnessing tool. The unique theme presents ways for students to consider how God reveals Himself to mankind and how the amazing features of the universe speak of a divine Creator to whom every human being owes his allegiance. Lessons in this quarter examine the universe, the earth and man himself.

UNIT DIVISIONS The thirteen lessons in this quarter are divided into the three following units: Unit 1—A Look at the Universe; Unit 2—A Look at Planet Earth; Unit 3—A Look at Ourselves.

LESSON OBJECTIVES The lessons in Unit 1 should help young teens appreciate God’s authority as Creator, discover the result of Adam’s rejecting that authority and discover God’s promise to one day bring into existence a new Heaven and a new earth. The lessons in Unit 2 discuss conditions of the earth prior to the flood, the earth’s environment after the flood and man’s stewardship of the planet. The lessons in Unit 3 examine the effects of sin on the human body—disease—and include a discussion about taking care of our bodies. In each unit there is a lesson on how to defend these scriptural beliefs. Lesson 13 investigates how denying scriptural truths affects mankind.

PREVIEWING THE UNIT— Creation as it is revealed in the Bible, especially in the book of Genesis, is a foundational tenet of the Christian faith because it establishes God as the source of all that exists. Unit 1 takes students on a journey through the expanse of God’s creation. The lessons examine many of its marvels and show students how a knowledge of these wonders will enable them to defend their faith. Lesson 1 shows that the universe is a direct product of God’s creativity and estab-lishes the fact that “without him was not any thing made that was made” (John 1:3). Lesson 2 points out the effects of Adam’s sin upon everything in our world. Lesson 3 reminds the student of God’s promise that one day He will remove the curse that sin brought upon the earth and will bring into existence a new Heaven and a new earth. Lesson 4 helps young teens give a sound and logical defense that God is the Creator of the universe. The information contained in these lessons will help them effectively witness to the lost.

Lesson Posters for Unit 1

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Lesson 1

Lesson 2

Lesson 3

Lesson 4

1Unit Theme:

A Look at the Universe

The challenge— Paul’s words to the Corinthian church remind us of the responsibility of presenting these lessons. Never forget that understanding biblical truths is dependent upon the aid of the Holy Spirit.

By the aid of the Holy Spirit, an effective teacher can

• understand and practice Scripture passages.

• discover the students’ needs as they relate to the passages. • select appropriate ways to involve students in the lesson.

• lead students to apply biblical principles in an everyday setting. Likewise, the Holy Spirit aids the students to

• receive the truths they study.

• understand the Scripture passages.

• see specific ways the Bible applies to them.

• have the strength and courage to apply biblical principles to their lives.

Discovering what makes them tick— When it comes to maturity, development, popularity and spiritual inter-est, young teens are all over the chart. There is no such thing as a typical teenager. The same is true when it comes to determining what will peak the interest of young teens the most. Every teen is different, so, plan your lesson presentations to include activities that target the following three categories of students:

3 Young teens who are unchurched or disinterested. 3 Young teens who are moderately interested in spiritual matters.

3 Young teens who willingly accept spiritual challenges. Look at your lesson and check out the activities that are offered in them. No one else can tell you what method will interest your students. If you feel the suggested activities do not fit your situation, use them only as an example or guide and change them to fit your needs.

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Vocabulary Builder— At the beginning of each lesson, there will be a box containing difficult words you might use in presenting the les-son. The box will also contain simple definitions to help you convey the meaning of the words to your students.

LESSON 1 Young Teen (Junior High) TeacherJune 7, 2020

The Big Bang Is a Big Bust!

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u Quarterly Theme: Creation

u Unit Theme: A Look at the Universe

u Unit Objective: Young teens will gain logical facts that show true science always agrees with God’s Word.

u Lesson Theme: Examining the Act of Creation.

u Lesson Objective: Young teens will be able to see God’s logical orderliness in His creative works.

u Bible Principle: God is the purposeful and sole Creator of all things that make up our universe.

u Bible Text: Genesis 1; 2

LESSON EXPOSITION I Am Created! All things are made. Only God is infinite, having neither beginning nor ending; therefore, He is not a made entity. Everything to which our senses respond is a made thing. We live in houses which some builder constructed. We ride in automobiles which some carmaker built. We wear clothing which some clothing manufacturer made. We check the time of day from a watch which a watchmaker delicately fabricated. We sit before computers which some computer company assembled. We admire paintings which some artist painted. We enjoy delicious dishes which some chef prepared. Yes, all things are made. If it is so reasonable to believe that these objects are the product of a maker, is it not reasonable to believe that this universe is the creative product of a Master Craftsman. We live in and admire a universe which God has created! Logic compels one to conclude that, since everything about us is the product of a maker, this universe, as extremely massive and vast as it is, is the result of the majestic creative power of Almighty God. However, we are not limited to simple logic; we have a further sure word. “In

the beginning God created the heaven and the earth” (Gen. 1:1). This first verse in the Bible establishes a firm foundation upon which to rest our conclusions about the origin of the cosmos. I Am Convinced! We are informed about the vastness of creation. Our solar system is comprised of nine planets, beginning with Mercury nearest to the sun, reaching to Pluto the farthest away. Earth is the third planet in that order. This galaxy in which our planet Earth comfortably resides is so large that it has a visible diameter of about one hundred thousand light-years. Traveling at a speed of one thousand miles per hour, a supersonic jet would require more than eighteen million years just to cross it (a light-year is the distance light travels in one year at 186,281 miles per second). But wait! Outside of our galaxy are extragalactic systems of enormous assemblages of stars with diameters ranging up to possibly eight hundred thousand light-years. There are normal galaxies and radio galaxies or quasars. Our vocabularies are extremely incapable of describing the awesome magnitude of the vastness of the heavens, the biblical firmament.

o Life Application: Because God is real and creates for a purpose, we can have assurance that our lives are important and also have a purpose.

Vocabulary Builder—Big Bang Theory: the theory that a huge explosion created the universe and life

evolved from a single-celled organismSpontaneous Generation: the idea that life simply emerged from nonliving matterPantheism: the belief that gods exist in everything and together helped create the universe

God made all of this and holds it in the palm of His hand. Does this not overwhelm you with the greatness of God? God made it, and man cannot duplicate it. In fact, Biosphere 2, that costly experiment in creating a closed, self-sustaining ecosystem in Arizona, failed because the concrete walls consumed all the oxygen and left humans inside with barely enough oxygen to breathe. A University of Minnesota scientist said, “It was the boldest attempt ever to create a closed ecosystem but it failed miserably. This suggests that there are areas of nature that are of such great mysteries that we don’t know how to manage them or make them better. This is humbling.” The more information scientists discover concerning this great expanse in which we dwell, the more a believer is convinced of the greatness of the creative power of God. David wrote these words, and they become more applicable as knowledge of the universe increases: “The heavens declare the glory of God; and the firmament sheweth his handywork. Day unto day uttereth speech, and night unto night sheweth knowledge. There is no speech nor language, where their voice is not heard” (Psalm 19:1-3). Can an intelligent person with an open mind gaze into the starry heavens, having the knowledge of the order of the planets, the times of their orbits around the sun, realizing that this whole system is so meticulously designed and not believe it is the product of Almighty God? Carefully observe the language in the verses of the psalmist. “The heavens declare.” “The firmament sheweth.” Speech is uttered. Knowl-edge is shown. It further states that there is no place where their speech or language is not heard. The universe declares the glory of God. Why do members of the human race not readily accept what is being declared? It is because their minds have been blinded by the power of sin. That subject will be discussed in the lesson for next week. I Am Changed! Not only has God revealed Himself in the vastness of this marvelous universe in which we live, but He has also chosen to make

further revelation in the Bible. John 1:1-3 are revealing statements. “In the beginning was the Word, and the Word was with God, and the Word was God. The same was in the beginning with God. All things were made by him; and without him was not any thing made that was made.” In His marvelous act of making all things, God has explicitly declared that Jesus Christ was involved in this making. Who is the Word of verses 1 and 2? John 1:14 reveals the answer to us. “And the Word was made flesh, and dwelt among us, (and we beheld his glory, the glory as of the only begotten of the Father,) full of grace and truth.” Who was made flesh and came to dwell with us? It was “the only begotten of the Father” the Son of God, Jesus Christ. Not one galaxy, not one solar system, not one star, not one planet, not one tree, not one animal, not even man was made without Christ being involved. “All things were made by him; and without him was not any thing made that was made” (verse 3). Additional commentary about the involvement of Christ in creation was written by the apostle Paul. He stated in Colossians 1:15, 16, “Who is the image of the invisible God, the firstborn of every creature: for by him were all things created, that are in heaven, and that are in earth, visible and invisible, whether they be thrones, or dominions, or principalities, or powers: all things were created by him, and for him.” Why does it matter that this universe has a Creator? It matters because it changes our whole lives. It gives meaning to life. It means that we are not aimlessly drifting through a vast nothingness. It gathers us into a marvelous plan which the Creator has for mankind. We are not left to believe that we are simply creatures of chance that evolved from lower forms of life. We are vital elements of a greater plan. Therefore, I become highly interested in what that plan is and will have an insatiable appetite to learn everything I can about it. That is why I will study the Bible, the greatest source of information about all of these things and about me.

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o Devotional: Jesus Christ Is in Creation, Colossians 1:15-17; John 1:1.

Nothing was created without the involvement of Jesus Christ the Son of God. Creation exalted Christ. It is through the essence and power of Jesus Christ that redemption is effected for all of God’s creation. It begins in the heart of the sinner who accepts Christ as Savior and continues with all of the material creation being restored through the sacrifice of Christ at Calvary.

4 Quarterly Theme Poster4 Unit 1 Poster4 Lesson 1 Poster4 student leaflets4 aluminum foil4 modeling clay or Play-Doh

Focus—(10 Minutes)

After giving the groups their assignment, allow them three to four minutes to complete their project. Have each group display its creation and give it a name.

Examine—(15 Minutes)

Hand out student leaflets.

. Checklist of Supplies:

FOCUS

+ Before class begins, put up the Quarterly Theme Poster and Unit 1 Poster.

+ For the activity, provide a sufficient supply of craft material such as alumi-num foil, modeling clay or Play-Doh. When students arrive, say: since we are going to study about the creation of the universe, I am going to have you do a little creating of your own. Have stu-dents divide into groups of twos or threes. Then say: with the supplies that are available, each group is to create an animal that has never existed before. Ask: How difficult was it for you to think of a new animal to create? How difficult was it to create that animal? How difficult would it have been to create your animal if I had not provided materials for you to use? How was the way you created your animals like or unlike the way the world was created? If there were people watching you conduct this exercise and they were asked how you created your animals, most would agree on the method. But people do not all agree on how our universe was created. In today’s lesson we will examine the subject of creation. As we do, think about why you agree or disagree with this statement: God created all things.

EXAMINE

+ Student leaflet, page 1. Read the article and passage of Scripture on page 1. How did our complex universe get here? Is it reasonable to believe that such an intricate environment as ours happened to explode into existence? Perhaps if you believe that idea, you also believe that by throwing a handful of miner-als into the air it is possible that a Rolex watch would appear. Considering the orderliness of the universe, why do so many people want to exclude God from its creation? How do you think the creation declares the glory of God?

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Focus Examine Define Apply 10 minutes 15 minutes 10 minutes 10 minutes

Explain each theory.

Put up Quarterly Theme Poster and Unit 1 Poster before class begins.

Student leaflet, page 1. Hand out student leaflets. Read article and Scripture.

Define the words in the Vocabulary Builder.

Student leaflet, page 4. Read amazing and marvelous facts about the universe.

Have material for Focus activity avail-able. See Focus section.

Ask questions in Examine section for page 1.

Hand out copies of Photomaster 1-1.Complete activity.

Discuss how facts point to a divine creator.

Allow three to four minutes to complete activity.Ask discussion ques-tions.

Student leaflet, page 2. Read the articles “It’s Just Logical!” and “Some say . . . but the Bible teaches.”

Read Psalm 139:13, 14 and answer the questions.

Ask students why they agree or dis-agree with the state-ment “God created all things.”

Student leaflet, page 3. Read the article and answer questions in “Think About It!”

Hand out copies of Photomaster 1-2. Complete exercise. Emphasize Lesson Objective.

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Define—(10 Minutes)

Apply—(10 Minutes)

(Suggested answers, page 4 col-umn two:1. We are God’s workmanship—His masterpieces—Ephesians 2:10.2. Our worth comes from the fact that we are uniquely created by God.3. Both passages attribute cre-ation to God.)

+ Student leaflet, page 2. Call attention to the exercise “It’s Just Logical!” Have students complete the statements. Using the material from the Lesson Exposition, explain why Genesis 1:1 is the foundation for our conclusion about how the universe began. Have stu-dents read John 1:3 and then answer the question. Next read Hebrews 1:3 and discuss the answer to the question. Read the article “Some say . . . but the Bible teaches” in column two.

+ Student leaflet, page 3. Read “Mice in the Piano.” Then answer the two questions under “Think About It!” (Possible answers: (1) The story describes how some human beings feel they can account for the existence of creation without the presence of a creator. (2) The feelings of a father who is rejected by his own children might in some way illustrate how the Heavenly Father feels when He is rejected by the creatures He brought into existence.)

DEFINE

+ The words in the Vocabulary Builder are used in discussion about creation. Be sure students are aware of what they mean. Big Bang Theory: According to this theory, at some time in the distant past, matter existed in suspension in the universe. This matter compressed until it exploded to create the universe. After the big bang, life sprang from single-celled organisms and evolved into multicelled organisms and eventu-ally into humans. Spontaneous Generation: This theory suggests life emerged from non-living matter. According to this theory, life appeared spontaneously. Pantheism: This theory suggests that forces or gods exist in material things such as trees, rocks and mountains. In some way these forces contrib-uted to the creation of the universe.

+ Hand out copies of Photomaster 1-1. Have students complete the exercise. (Panels A and D are a set and represent things that God created. Panels B and C are a set and represent things man can make.) None of these things appear spontaneously. Regardless of whether it is God or man, things in each set of panels have a creator.

APPLY

+ Student leaflet, page 4. In column one read the facts about God’s amaz-ing and marvelous universe and discuss how these point to a divine creator. In column two read Psalm 139:13, 14 and then answer the three questions. See margins for answers.

+ Hand out copies of Photomaster 1-2. Have as many volunteers read their answers as time will permit. End the lesson with this exercise and use it to emphasize the Lesson Objective.

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Vocabulary Builder—

Big Bang Theory: the theory that a huge explosion created the universe and life evolved from a single-cell organism

Spontaneous Generation: the idea that life simply emerged from nonliv-ing matter

Pantheism: the belief that gods exist in everything and together helped cre-ate the universe