UNIT 5 - Sonseekers

Transcription

UNIT 5 - Sonseekers

TEACHER
RESOURCE
UNIT 5
From the Prophets to Restoration
LEVEL ONE
u
a
.
m
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AGES 4-5
Jonah
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Dumm
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Name:
Cool
See more at www.sonseekers.com.au
Teacher Resource - Unit 5 Level One
Teacher Resource
Contents
Teaching Sonseekers........... 1
A teacher’s guide................. 2
Publisher’s note................... 3
Teaching Sonseekers …
Unit 5 (Lessons 65 - 80):
Dear Teacher
65. The widow’s oil,
a boy raised.........................4
66. Naaman................................8
67. Famine in Samaria.............12
68. Jonah..................................16
69. The captivity of Israel
(the northern kingdom).......20
70. Hezekiah and Sennacherib.24
71. Isaiah.................................28
72. Josiah.................................32
73. Jeremiah.............................36
74. The captivity of Judah
(the southern kingdom).....38
75. Daniel interprets the king’s
dream.................................40
76. The fiery furnace................44
77. The writing on the wall......48
78. Daniel in the lions’ den......52
79. Esther.................................58
80. Restoration.........................62
Unit 5 Awards...........................67
Curriculum Outline.......... 68
Published by
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Australia
Phone: 1300 885 048
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Email: info@visionone.org.au
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Teaching young people about God’s Word is a great honour and privilege.
We note God chose Abraham, a man of faith because he “would teach his
children and his household after him, to know the Way of The Lord” (Gen
18:19)
One who undertakes such a task will understand they have accepted a
responsibility to become a witness of God’s great love and faithfulness.
As an example of Christian faith and integrity they have a wonderful
opportunity to share their love for God’s Word. The tremendous blessing
for those who commit themselves to this task is that the Holy Spirit will
strengthen and equip you to shine as a light to your class.
Recent trends away from Sunday School structures towards child minding
activities have, we believe, been unfortunate as they fail to recognise the
impact and effect the message of God’s love through Christ has on young
people.
Children are the Church’s future. As such they are precious and well worth
any investment in quality resources and dedicated teachers.
The ‘Sonseekers’ curriculum offers children Sunday School material that
gives them a sound background in Biblical events, people and places.
Secondly it offers a pastoral approach for the children to know God is able
to help them and change their lives.
Structurally, any program will operate effectively if those teaching are
faithful, zealous and committed to a team approach that might include:
●● regular prayer and discussion in relation to curriculum issues,
student needs and upcoming events and presentations;
●● organisation and management of resources;
●● training and development needs of teaching staff.
Teaching Sunday School is a rich and rewarding task. May God bless and
guide you as you serve in this way.
Yours in Christ
The Sonseekers Team
©All rights reserved
July 2009
Introduction
Teacher Resource - Level One
Page 1
A teacher’s guide to using the
Sonseekers materials . . .
Timeline
What are the Sonseekers materials?
4000BC
2500BC
2000BC
1900BC
1800BC
1750BC
1360BC
1280BC
1240BC
1220BC
1100BC
1070BC
1063BC
1020BC
980BC
940BC
900BC
839BC
814BC
749BC
662BC
576BC
540BC
527BC
457BC
4BC
26AD
28AD
29AD
30AD
33AD
45AD
60AD
The Sonseekers Sunday School materials are a four year course of
128 Bible lessons. The lessons are written with the twin aims of
teaching the students an accurate chronology of Biblical events and
also drawing from each lesson pastoral points relevant to the age
and stage of each child. They are written at four levels to cover
from Prep to 12+ age groups. The 128 lessons are organised into
8 units, each of sixteen lessons. The table below indicates the
suitable age group for each level:
Page 2
Creation
Adam and Eve
The Fall
Noah
The Flood
Tower of Babel
Abraham
Isaac
Esau and Jacob
Joseph
Moses
Exodus from Egypt
and Journeys
Joshua
Entry into and
Conquest of Land
Judges
Gideon
Samson
Samuel
Saul as King
David as King
Solomon as King
Kingdom Divided
Elijah Emerges; Mt Carmel
Jehoshaphat
Elisha’s Ministry
Jonah
Hezekiah; Isaiah
Josiah
Daniel taken to Babylon
Exile into Babylon
Restoration from Babylon
Birth of Jesus
Baptism of Jesus
Call of Disciples
Feeding of 5000
Parables
Miracles; Transfiguration
Raising of Lazarus
Parables
Palm Sunday
Jesus’ Crucifixion and
Resurrection
Day of Pentecost
Peter’s Ministry
Conversion of Paul
Paul’s Missionary Journeys
Paul as Prisoner to Rome
Sonseekers
Level
Level One
Level Two
Level Three
Level Four
Student
Age
4 - 5
6 - 7
8 - 10
11 – 12+
School
Level
Kindergarten, Prep
Lower Primary
Middle Primary
Upper Primary
The Sonseekers materials comprise two related elements:
•
•
Teacher Resource – including lesson plans & activity masters
which can be photocopied;
Student Handbooks – including homework activities.
There is also a Bible timeline showing chronology of major events,
with the dates of the current unit’s lessons highlighted, included in
each Teacher Resource.
What’s in my Sonseekers
Level One Teacher Resource?
Each Level One Teacher Resource contains sixteen lesson plans for
the relevant age of your students. Each lesson plan comprises:
●●
●●
●●
●●
the key thought or focus for the lesson;
a suggested way to introduce the lesson;
a summary of the relevant bible story;
a memory verse for the lesson, together with a suggested way
of teaching that verse;
●● an activity which can be used in the lesson;
●● a number of extra ideas involving fun, practical activities.
Note: The photocopy masters for each activity are included with
the lessons in this Teacher Resource book.
…/cont’d
Introduction
. . . teacher’s guide . . .
How do I best use my Teacher Resource?
The art of serving as an effective Sunday School teacher is linked to the degree of diligence in preparing for
each lesson. The Sonseekers materials are only designed to assist the teacher in this process. They do not
take away from the teacher his or her responsibility to prayerfully consider the needs of the children in the
class and to seek God’s revelation and wisdom in presenting each Bible lesson. The following suggestions
are then made with regard to using this resource.
Prior to the lesson
♦♦ Prayerfully read the Bible passage for the lesson. The reference is provided in the header on the first
page of the lesson plan. All Scripture references are taken from the New King James Version (1983
edition).
♦♦ Read through the lesson plan and decide which activities will be most appropriate for the students in
your class. Generally, aim for a variety of activities over a unit.
♦♦ Think about how you will combine the various elements of your lesson. Refer to the suggested teaching
approach for ideas if necessary. Link the activity to the story so that the significance of the activity is
clear to the students.
♦♦ Prepare all activities thoroughly prior to the lesson. Rehearse any planned activity at home to make
sure:
●●
that you know how to do it yourself;
●●
that you have all the relevant materials in the quantities you will need;
●●
that you know the length of time that the children will need for the activity.
During the lesson
♦♦ Review the memory verse from the previous lesson with the children. Also check on the completion of
the homework activity page.
♦♦ Revise the previous lesson before going on to a new story. You may like to use the timeline to help you
do this.
Publisher’s note:
The publisher wishes to acknowledge the use of clip art from Coreldraw, Clickart, Bible View Clip Art by Pastoral
Computer Services and Logos Bible Clips.
The publisher gives permission for artwork masters to be photocopied for the use of the students in the Sonseekers
classes. However, no other part of this publication may be produced or transmitted in any form without permission in
writing from the publisher.
Introduction
Page 3
The widow’s oil,
a boy raised
II Kings 4
Focus
Teaching Suggestion
For the children to understand that through
Elisha, God was able to help these two women
in their great need.
The children sit down in a circle with the teacher. Demonstrate to
the children by clapping hands together as you say the first three
words and then clapping their neighbour’s hands as you say the
last two words. Have the children join in with you until they are
confident with the verse.
Memory Verse
“God shall supply … your need.”
(Philippians 4:19).
Extra Ideas
Lesson Introduction
1. Photocopy the required figures from the
Teaching Aid Sheet to tell the story. Back
them with sandpaper and use with a feltboard and or back with cardboard and add
a paddlepop stick and use as stick puppets.
2. At the appropriate time in the story, talk
about oil – What does it look like, feel
like, taste like? Why was it important?
What was it used for? Have some samples
to show the children of oil or oil-based
substances, eg. cooking oil, perfumed oil,
salad oil, small oil lamp, soap, etc.
Story Summary
1. A woman, whose husband had loved God,
came to Elisha. She had no money and all
she had in her house was a jar of oil.
2. Elisha told her to collect lots of jars
from neighbours and to pour the oil into
them. When all the jars were full, the oil
stopped.
3. Elisha told her to sell the oil, pay her bills
and use the rest to live on.
4. Another woman, a Shunammite, knew
Elisha was a godly man and prepared
a room for Elisha to stay whenever he
wished.
5. Elisha was blessed and asked how he
could help her.
6. The woman and her husband had no
children, so Elisha prayed, and after a year
a son was born.
7. One day the boy became sick and died and
was laid on Elisha’s bed.
8. Elisha eventually arrived. He stretched
himself over the boy twice and the boy
rose from the dead, sneezing seven times.
Page 4
1. Water Play. Free play with lots of different sized unbreakable
containers promoting pouring, measuring and counting.
Provide funnels and hosing (if possible) and one or two large
containers (eg. baby’s bath).
2. Throwing. Use buckets or basins, or draw outlines of jars on
concrete with chalk, or use just a length of string in the shape
of a jar. Throw beanbags or similar into the ‘container’ to see
how many jars the widow might fill.
3. Memory Game. Use jars of different shapes, oil, the picture
of the woman and of Elisha from the Extra Ideas Activity
Sheet, bills (a window envelope) and money. Have the
children close their eyes or cover the items while the teacher
removes one of the items. Children open their eyes or the
cover is removed and the children guess which item is missing.
4. Free Play. To reinforce the hospitality of the Shunammite
woman, set up an area for free play with a table and chairs
and pretend stove, playdough and utensils for food, cutlery,
crockery, dolls and a bed. Encourage the children to pretend
to be cooking for Elisha. They can also pretend to be Elisha
healing the widow’s son (one of the dolls).
5. Simon Says. Use events from the story of the boy raised, eg.
Simon says: fill a jar with oil; make up Elisha’s bed; make food
for Elisha; cuddle your baby son; cry like a baby; lie down
because you are sick; heal the boy like Elisha did; sneeze seven
times.
6. Morning Tea. To encourage giving, sharing and hospitality,
the class could make a morning tea for another Sonseeker
class, or for their parents. Involve the children in simple tasks
like making fairy bread (use soft butter and blunt knives) or
preparing Jatz biscuits with pre-prepared toppings. They can
also set up the morning tea area by spreading tablecloths and
setting out cups and serviettes.
It is always enjoyable for the
children to start the term off
with a game eg. Duck Duck
Goose
Lesson 65
Activity - Magic Painting
Materials
• White paper (several sheets per child).
• White candles or white crayon, large paint brushes, thin but deeply coloured paint eg. water coloured with paint
dyes to a deep hue.
• Paint containers, paint aprons, clean-up washers, newspaper or cover for tables or floor.
Steps
Before Class
• On each sheet of white paper using the candle or crayon, draw outlines of the jars and vessels the widow may have
filled, or trace over the ones on the Extra Ideas Activity Sheet. Make sure you press firmly.
• If each page has a different number of jars the ‘painting’ will be more exciting.
• Consider where paintings will be put to dry.
In Class
• Each child paints over the whole of their page using thin paint and thick brush.
• The paint will not adhere to the candle wax, so that the oil jars will show out against the now coloured background.
• Encourage the children to brush over each area just once. If they paint backwards and forwards over the same spot,
the wax may be worn away and the drawing of the jars less obvious.
• Discuss with the children how God met the woman’s need by filling lots of jars and He can also meet our needs.
Lesson 65
Page 5
The widow’s oil, a boy raised
Extra Ideas Activity Sheet
Page 6
Lesson 65
The widow’s oil, a boy raised
Teaching Aid Sheet
Please note that these
figures can be used to tell
the eight stories for this
term. Copy and colour
the figures to create
various characters. Back
with sandpaper and use
with a felt-board or back
with cardboard and add
a paddlepop stick and
use as stick puppets for
use Blu-tack and create
your own backgrounds to
attach them to.
Lesson 65
Page 7
Naaman
II Kings 5:1-19
Focus
Teaching Suggestion
For the children to understand that Naaman
was angry when first given instructions by
Elisha, but he humbled his heart.
Use a rope or dowel rod for the children to duck under. As each
child comes up from under the rope/rod, the child says the verse
with the teacher.
Memory Verse
Extra Ideas
“Humble yourselves.” (James 4:10).
Lesson Introduction
Tell the story using the various characters
from the Lesson 1 Teaching Aid Sheet. For
the Israelite maid just use another copy of the
woman and colour her differently to Naaman’s
wife.
Story Summary
1. Naaman was a captain in the Syrian army.
2. He was a very brave man but he was a
leper.
3. Naaman’s wife had a young Israelite
maid who said she believed the prophet in
Samaria could heal Naaman.
4. A letter was sent from the king of Samaria
to the king of Israel asking for help. The
king of Israel was angry because he knew
he could not heal Naaman. Elisha heard
about this and asked the king to send
Naaman to him.
5. When Naaman arrived at Elisha’s house,
Elisha just sent him a message to go and
wash seven times in the River Jordan.
6. Naaman wasn’t happy with what Elisha
said and went off in a rage, but his servant
persuaded him to be obedient, which he
was, and he was healed.
7. He went back to his country knowing that
God was real.
Page 8
1. Leprous Spots Removed (static electricity). Use a large
coloured-in drawing of Naaman. Tear some thin white paper
(tissue paper works best) into a few very small pieces (approx
1 or 2 mm square). Lay these on Naaman to represent his
leprous spots. Six times, pass a sheet of blue paper over him,
to represent him bathing in the Jordan. On the seventh time,
use a similar sheet of blue paper, either covered with contact
or inserted in a plastic sleeve (eg. for ring binders). Rub the
plastic briskly with a fluffy woolly jumper and press it quickly
onto the figure of Naaman. The pieces of paper will jump onto
the plastic due to the static electricity.
2. Sticker Spots. Cover a picture of Naaman (eg. Activity Sheet)
with clear contact and a sheet of blue paper with clear contact.
Use small white label stickers (available from newsagents) or
pieces of white contact to represent leprosy on Naaman. Cover
this picture seven times with the blue sheet, and then peel off
the white sticker spots from Naaman and stick them onto the
blue sheet. The story can then be repeated as often as desired.
This could be used as a demonstration or an individual activity.
3. Washing. Have a big blue sheet or quilt to represent the
Jordan River. Give the children a few small label stickers each
to stick on themselves (suggest they avoid any hairy surfaces).
All pretend to bathe in the Jordan six times, actually going
right under the sheet each time and pretending to wash. On the
seventh time, remove the stickers and attach them to the sheet
or the floor before re-emerging ‘healed’.
4. Washing Dolls. Draw spots on dolls with chalk and then wash
them off. You will need washable dolls, a baby bath, chalk,
soap, face washers, towels or hand towels for drying etc.
5. 7’s. Play games where each child thinks of an action (clap
hands, hop, etc.) and everyone does it seven times.
6. Songs. “This is the way we wash our face,” etc.
Lesson 66
Activity - Naaman Healed
Materials
•
•
•
•
•
1 water scene Activity Sheet per child, photocopied or mounted on cardboard.
2 Naamans per child (1 leprous and 1 healed), photocopied or mounted on cardboard.
Scissors, glue, Stanley knife.
1 paddlepop stick per child.
Colouring pencils, crayons, felt pens.
Steps
At Home
• Cut out the Naaman figures and glue, 1 leprous and 1 healed, back to back at one end of the paddlepop stick.
• Using the Stanley knife, cut along the dotted line in the water scene sheets.
In Class
• Children colour both Naamans and the water scene.
• Now they can dip leprous Naaman into the slit in the picture seven times.
• On the seventh dip, the children turn the paddlepop stick around so that when Naaman comes up he is healed.
• Tell the children that God healed Naaman when he did what he was told.
Lesson 66
Page 9
Naaman
Activity – Naaman Healed
Page 10
Lesson 66
Naaman
Activity – Naaman Healed
Lesson 66
Page 11
Famine in Samaria
II Kings 6:24 – 7:20
Focus
Teaching Suggestion
For the children to understand that what God
said happened – demonstrating His words are
true.
The children sit in a circle around the teacher. As the teacher rolls a
ball to each child, the child says the verse.
Memory Verse
1. Guess Who? Have pictures or drawings of Elisha, the king
and the messenger. Show the pictures to the children and then
select one of the pictures (unseen by the children but seen by
the teacher) and place the picture in a large envelope placed
on the other side of the room. Now give the children simple
hints as to ‘who’ is in the palace. Start with general, nonspecific clues, allowing the children to guess who it might
be. Gradually make the clues more specific and more obvious
until someone gives the right answer. That child then goes and
collects the envelope to check the picture is in the envelope.
They then without looking select the next picture for the
envelope.
2. Chariots and Horses. Act out the part of the story where the
Syrians hear the noise of chariots and horses. Have props such
as hats, coats, shoes, bags, swords, shields, etc. Also have a
percussion instrument. The children can play with, and try on,
the clothing items, until they hear the sound of the ‘chariots
and horses’ – the instruments playing loudly. Then the children
must put down the items and run to a designated part of the
room. Each child can have a turn at producing the sound of the
chariots for the others to hear and flee.
3. Famine and Plenty. Before class, find some pictures of
drought and some of lots of food. In class, make a chart using
the pictures. The children can stick them on, one at a time,
under the correct heading. Encourage the children to talk
about the chart and the consequences of drought and famine
– no water, no food, no money, etc. Impress on the children
the point that God provides for all our needs and revise the
memory verse from Lesson 1.
4. Messenger at the Door. Photocopy one Extra Ideas Activity
Sheet per child. Cut out picture and door (leaving glue tab on.
If capable, children may cut out in class using safety scissors).
Children draw the messenger in doorway visiting Elisha, then
colour the picture and glue the door in position so that it can
open and reveal Elisha.
5. Morning Tea. Set up three tables (or areas). On the first table
have empty plates and cups. On the second table also have
empty plates and cups. Set up the third table, out of sight if
possible, and have a generous morning tea on it. Gather the
children around the first table and tell them that there is a
famine here so there is nothing to eat or drink for morning tea.
Do the same at the second table. Lead the children to the third
table and make the point that there is plenty to eat.
“Your words are true.” (II Samuel 7:28).
Lesson Introduction
Tell the story using the figures needed from
the Lesson 1 Teaching Aid Sheet, as stick
puppets, with a felt-board or using Blu-tack.
(For this age group there is no need to mention
the mothers boiling and eating the child,
just suggest that the mothers had a quarrel.
The children will repeat the story at a more
advanced age in the Sonseeker curriculum.)
Story Summary
1. As a result of their disobedience, Israel
was surrounded by the Syrian enemy
camp and was suffering from severe
famine.
2. Because of this situation, the king became
very angry with Elisha because of this
situation and wanted to kill him.
3. God warned Elisha and gave him a word
for the king saying that the next day food
would be plentiful.
4. God caused the Syrians to hear the noise
of chariots and horses so that they left in a
hurry, not taking anything.
5. When the Israelites found out the Syrians
had left their camp, they went out and
took everything including food so the
people were no longer starving.
Page 12
Extra Ideas
Lesson 67
Activity - Famine in Samaria Story Board
Materials
•
•
•
•
•
1 Activity Sheet per child.
Colouring pencils/crayons/felt pens.
Scissors.
Sticky tape/stapler.
Cardboard for frame.
Steps
At Home
• Cut cardboard to A4 size.
• Cut 2 horizontal slits in portrait cardboard – 10 cm and 20 cm down the page (make them approximately 13 cm
long).
• Cut the Activity Sheets along the line indicated.
• Using sticky tape or a stapler join these together, end to end, making sure the numbers or consecutive from 1 to 5.
In Class
• Children use crayons, pencils etc to colour the drawings.
• Help the children weave the pictures through the cardboard frame so that the pictures appear in the centre of the
frame as they pull it through.
• Remind the children of the main points of the story and encourage them to ‘show and tell’ the story to mum and dad
Lesson 67
Page 13
Famine in Samaria
3
1
4
5
2
Activity – Story Board
Page 14
Lesson 67
Famine in Samaria
Extra Ideas Activity Sheet – Messenger at the Door
Lesson 67
Page 15
Jonah
II Kings 14:23-25; Jonah
Focus
Teaching Suggestion
For the children to understand that no matter where
we go God is with us.
Memory Verse
“I am with you always.” (Matthew 28:20).
Lesson Introduction
1. A picture book or felt-board figures from the
Lesson 1 Teaching Aid Sheet could be used to
tell the story.
2. Intersperse this with action activities. This
story is full of them, eg. be Jonah counting out
his fare for the ship journey; pretend to walk
up a gang plank; be the wind, the storm; row
like sailors; be frightened like the sailors; jump
overboard; swim like the big fish, like Jonah;
pretend to have three sleeps like Jonah in the
fish; vomit like the big fish; be angry and sulk
like Jonah, etc.
3. Use props and discussion to enhance the telling
of the story eg. water spray bottles as sea spray,
fish sauce/cod liver oil/fish emulsion on cotton
wool to highlight the dark and smelly insides
of a fish.
Story Summary
1. God told Jonah to take a message to the people
of Nineveh.
2. Jonah was afraid and tried to escape from God
and caught a ship to Tarshish.
3. On the voyage God sent a great wind and
rough seas. The sailors became afraid and
thought the ship would sink, but Jonah
admitted to running away from God and told
them to throw him overboard.
4. When they did this the sea calmed, God caused
a big fish to swallow Jonah and Jonah was in
the belly of the big fish for three days – during
this time Jonah repented and cried out to God.
5. God caused the fish to vomit Jonah onto dry
land.
6. Again, God told Jonah to go to Nineveh, which
he did and told the people what God had said.
7. So the people believed God and God relented
from the disaster He had threatened.
8. But Jonah sulked, so God explained to Jonah
about His love and mercy to the people of
Nineveh.
Page 16
Teacher says the memory verse then takes one child by the hand;
together they say the verse. The child chooses another child and
so on until all the children and the teacher are holding hands; all
say the verse together.
Extra Ideas
1. Fish Prints. Have a large fish drawn onto A4 paper (2 or
3 copies per child). Use a collection of small round-ended
objects, eg. corks, small lids, film containers, etc. and a
purchased stamp pad or sponge on a shallow container with
a small amount of thick paint. Use the small objects to
stamp overlapping scales on the fish. Two fish prints could
be joined together.
2. Hand Puppet. Draw around the outline of each child’s
open hand onto cardboard. Round off the wrist end, and
draw an eye and a mouth as shown in diagram at the bottom
of the next page. Children colour-in the ‘fish’ with spots,
stripes or scales. Teacher cuts out the outline. Child draws
a picture of Jonah on the reverse side. Attach a paddlepop
stick to the ‘fish’ with sticky tape, so the fish can twist and
wriggle to swim and reveal Jonah in its belly.
3. Balloon Game. Before class place a small picture of Jonah
in one balloon, and pictures of quite different things, eg. a
cow, book, car (but not a man) in the other balloons. Draw
eyes, mouths and fins on the balloons to represent large
fish. The children pop the balloon fish to find which one
swallowed Jonah.
4. Magnetic Fishing Game. Cut out some fish (approx 4 or 5
cm long) from coloured cardboard, and draw eyes, mouth,
fins. Slide a paper clip onto each fish at the mouth, and
place the fish into a plastic bowl. For a fishing rod, use a
stick or piece of dowel rod, and tie a horseshoe magnet onto
the end of a piece of string. The children try their hand at
fishing! The magnet should pick up the fish by the paper
clip.
5. Recall Game. Use 5-10 diverse objects and pictures to
represent the different parts of the story, eg. picture of
Jonah, a plastic fish or picture of a fish, a small boat or ship,
something to represent sackcloth, a plant, etc. Children can
retell the story using the objects.
Lesson 68
Activity - Sea Creatures Kites
Materials
•
•
•
•
•
•
•
•
1 photocopy of Jonah per child.
1 large paper bag per child.
String, paper, ring reinforcements (or masking tape).
Hole punch, sticky tape and dispensers if available.
Streamers from tissue paper and/or crepe paper.
Scissors.
Thick marking pen.
Crayons/colouring pencils/felt pens.
Steps
At Home
• Cut out Jonah, folding along the dotted line so he is double sided.
• Punch holes at the top edge of the paper bag, at least 3 cm from the edge.
• Reinforce the holes with ring reinforcements or masking tape.
• Cut two pieces of string approx 80 cm long. Tie each end into a hole on the bag to form two loops.
• Cut another piece of string approx 80 cm long and tie one end to the centres of the previous loops – this will form
the handle or holding string of the kite, note the diagram:
In Class
• The children colour in Jonah.
• Help the children sticky tape Jonah to the inside of the paper bag (he is in the belly of the big fish).
• Children decorate the outside of the bag with colouring pencils, streamers (for tails), eyes and perhaps fins or whole
fish drawn with marking pens.
• If possible, take the sea creature kites outside – open the bag, hold onto the string and run into the wind so that the
wind catches in the bag and makes the kite fly. It will look as though the sea creature is swimming up and down
with Jonah in its belly. (Keep the sticky tape handy for repairs.)
• Remind children that although Jonah was in the belly of the big fish and no one could see him, God was with him
and He is always with us too.
Hand Puppet, Extra Ideas Number 2
Lesson 68
Page 17
Jonah
Activity – Sea Creatures Kite
Page 18
Lesson 68
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Lesson 68
Page 19
The captivity of Israel
(the northern kingdom)
II Kings 17
Focus
Teaching Suggestion
For the children to understand that the children
of Israel persisted in being disobedient to
God’s word.
Have the children sit in a line or circle with the teacher. Teacher
turns to the child next to her, cups hands behind ears and softly says
the verse. That child then turns to the child next to him/her and
repeats the process until all the children have had a turn saying the
verse. Say the verse aloud together to reinforce that the children
have all heard the same message.
Memory Verse
“Obey … the Lord.” (Deuteronomy 27:10).
Lesson Introduction
1. Introduce the story by demonstrating and
then asking the children to pat their head
with one hand. Then demonstrate and ask
them to rub in a circle on their tummies
with the other hand. Then ask them to do
both actions consistently together. (Preschoolers have great difficulty doing this.)
Then explain that the people of Israel tried
to do two things that could not be done
at the same time, (ie. to fear and obey the
Lord, while worshipping other gods and
traditions at the same time).
2. Use some of the figures from the Lesson
1 Teaching Aid Sheet and use other visual
aids to tell the story, perhaps including a
large map of the area, pictures of people in
different coloured clothing to represent the
different nationalities, and a few pictures
of idols, statues, money, etc.
Story Summary
1. The children of Israel sinned against God
by worshipping other gods and in spite
of God’s continual warnings through His
prophets, they hardened their hearts.
2. God then allowed all the children of Israel
to be taken away into other lands as slaves
and people from other lands came and
took over their lands.
3. Still the children of Israel would not listen
and kept being disobedient.
Page 20
Extra Ideas
1. Ears to Hear. You will need 1 Extra Ideas Activity Sheet per
child, scissors, colouring pencils. Before class, cut out a set
of ears for each child. In class, the children colour the ears.
Teacher cuts along the dotted line to make a slit. Fit the ears
over the children’s ears.
2. Playdough Faces. Playdough could be flattened on small
paper plates to make ‘faces.’ Use materials pressed into the
playdough to make the ‘features’ (showing ears that hear
God’s word, eyes that see His ways, etc. rather than the closed
ears and eyes in the story.) You could use large uncooked
pasta shells for ears, and buttons, straws, small sticks, stones,
seed pods, other pasta, etc. for the mouth, nose, teeth, etc.
Uncooked noodles or extra playdough squeezed through a
garlic press would make good hair.
3. Listening Game. Have some instruments and other soundmaking objects that you can use behind a small screen for
the children to guess what they are. At home, record some
common sounds from around the home that the children would
recognise easily, eg. clock ticking, telephone ringing, vacuum
cleaner, dog barking, etc. Play the tape for the children to
guess the sounds.
4. Musical Bobs. Use a tape and dance or walk to the music.
When the music stops, bob down. For variety, have a couple
of percussion instruments ready. The instruments will have
different instructions, eg. the shaker means stand still and the
drum means lie down. Explain that when the music stops the
children must listen for which instrument you will play so they
will know what to do.
5. Listen and Do. Explain that you will tell the story again
(a simple version will do). The children are to listen very
carefully. Whenever you say ‘God’ the children are to stand
up and raise their arms, when you say ‘sin’ or ‘disobeyed’ (or
similar) they are to roll up in a ball, hiding their heads.
6. Discussion Ideas. Have a short, simple discussion with the
children about why parents won’t allow certain things to
become number one in their lives, eg. TV. Parents are giving
words of warning, so ‘listen and live.’ A related picture or TV
guide, etc. could provide a visual focus to begin the discussion.
7. Morning Tea. Have a variety of heart-shaped food, again
relating it to not having a heart that is hard towards God. Food
suggestions – fairy bread cut in heart shapes, heart shaped jelly
(made in heart shape mould) and heart shaped biscuits.
Lesson 69
Activity - Soft and Hard Hearts
Materials
•
•
•
•
•
Clay (or something of similar texture).
Uncoloured, cooked playdough (recipe below).
Heart shaped cookie cutters.
Small paper plate/plastic tray – 1 per child (to take their ‘heart’ home).
Rolling pins or other accessories, spatula/egg flip (for easy removal of ‘hearts’ from worktop onto paper plates).
Steps
At Home
• Make the playdough.
In Class
• Allow some time for free play with the clay and playdough. Do not mix them. Talk about how they are different in
terms of being hard and soft.
• After free play, each child cuts a heart from rolled out playdough and clay to take home. Reinforce that God wants
to be able to shape our lives.
Cooked Playdough
• 1 cup flour.
• ½ cup salt.
• 2 teaspoons cream of tartar.
• 1 cup water.
• 2 tablespoons oil.
• Mix flour, salt and cream of tartar. Add oil and water and mix well. Cook slowly until mixture thickens, stirring
constantly. Store in an airtight container (will keep for about 3 months).
Lesson 69
Page 21
The captivity of Israel (the northern kingdom)
Fold
Fold
Cut
Cut
Fold
Page 22
Fold
Lesson 69
Lesson 69
Page 23
Hezekiah and
Sennacherib
II Kings 18 – 20;
Isaiah 36 - 38
Focus
Teaching Suggestion
For the children to understand that when we
have a soft heart and attitude, this is when God
can help us.
Use a different version of Simon Says – play the game as per usual
including the instruction ‘Simon Says,’ say the memory verse, ‘seek
the Lord.’ Intersperse this fairly regularly during the game.
Memory Verse
Extra Ideas
“Seek the Lord.” (Isaiah 55:6).
Lesson Introduction
Make two photocopies of the king from
the Lesson 1 Teaching Aid Sheet. Also use
Hezekiah and Isaiah from the Extra Ideas
Activity Sheet. Glue these to paddlepop sticks
and use them in a sand tray; they can be easily
moved around and stood in the damp sand.
Using some strips of cardboard, make some
building enclosures such as Hezekiah’s palace
and Sennacherib’s palace, and the temple.
Story Summary
1. King Hezekiah was a good king who did
right in the sight of God.
2. Sennacherib, king of Assyria, was at war
with King Hezekiah and overpowered him
and tried to torment him saying his God
was not able to win because He was not
strong enough.
3. Hezekiah sought the Lord with tears
and fasting and because of his soft
heart toward God, God promised that
Sennacherib and his people would be
punished because of their arrogance.
4. Later, Hezekiah became very ill and God
told him through the prophet Isaiah that he
would die.
5. Again Hezekiah turned to the Lord with
tears and humility.
6. Again God heard him and healed him
and he lived another 15 years to serve the
Lord.
1. Puffed-up Sennacherib (he was puffed-up with arrogance).
You will need 1 balloon per child, a permanent marking
pen, pictures to illustrate Sennacherib’s sources of pride
(eg. money, a big army, horses, previous victories, always a
‘winner,’ strong, brave, many slaves, etc.) Before class, draw
a simple figure of Sennacherib on each balloon. Insert one
of the pictures, folded, into each balloon. In class, give each
child a balloon to inflate as far as possible. (Point out how
Sennacherib gets bigger and bigger as the balloon inflates.)
Tie the balloons, then have each child burst his/her balloon.
Collect the pieces of paper from inside the balloons, and use
them to discuss the differences between Sennacherib’s selfimportance and Hezekiah’s humility.
2. Telling the Truth. This activity is to illustrate that Hezekiah’s
people had to decide whether Sennacherib or Hezekiah was
telling the truth about God’s power. Retell the story, alerting
the children to listen very carefully and to let you know
immediately they hear something ‘wrong’! You can make very
obvious ‘errors’ eg. “the stars were shining in the morning
when Hezekiah went into his teapot and prayed to the Lord.”
Or, you can make the errors a little more subtle, according
to the ability of the class. (You might like to practise before
class, telling the story like this, as it is much more difficult than
you think.)
3. Seeking the Lord. Buy or make your own party masks that
cover eyes only. Children decorate the masks with heart
shapes. Write the memory verse on each mask and discuss
with the children that to seek the Lord we need a soft heart.
4. Songs. “Some Trust in Chariots,” “They that Trust in the
Lord,” “Trust in the Lord,” or appropriate songs known to
you.
5. Morning Tea. This activity is to illustrate that God looks at
the heart and is not impressed with self-importance. Have
some special items (eg. lollies, special biscuits, strawberries,
etc.) wrapped like presents in small boxes with plain wrapping.
Also, have some boxes with just tissue paper in them wrapped
in pretty paper, and larger boxes with ribbons, etc.
Enjoying a morning tea together
is a great opportunity for you to
demonstrate how you care for other
people by offering them food before
you take some yourself.
Page 24
Lesson 70
Activity - Hezekiah in the Temple
Materials
• Large pieces of paper approx. 30 cm x 1 m, brown paper would look best but butcher’s paper would be fine for a
sackcloth outfit (for this age group cutting paper is much easier than cutting material).
• Strip of material or cord to tie around waist.
• Marking pen.
• Scissors.
• Rug or mat.
Steps
At Home
• In the centre of the sheet, cut a hole large enough for a child’s head.
• Using the marking pen, draw fringing lines for the children to cut along the hemline of the garment – both front and
back, approx. 1 cm apart.
In Class
• Children cut along fringing lines. Help the children to dress in their ‘sackcloth’ and tie at the waist with the strips
of material or cord.
• The children can now go into the temple and pray – have a rug for the children to sit on. Encourage the children to
pray for each other or themselves in areas that they need help, eg. healing, being obedient to parents, etc.
Lesson 70
Page 25
Hezekiah and Sennacherib
Page 26
Lesson 70
Lesson 70
Page 27
Isaiah
Isaiah 1 – 3; 6
Focus
Teaching Suggestion
For the children to understand that God wants
us to be obedient and walk in His ways.
Memory Verse
Footprints. Trace around adult footprints with chalk on concrete
(or onto paper) in a walking pattern for children to walk along.
Write one word of the memory verse in each footprint in order. The
children say the word as they step on each footprint.
“Walk in His ways.” (Deuteronomy 19:9).
Extra Ideas
Lesson Introduction
The content of this lesson focuses on Isaiah’s
life of obedience and walking in God’s way,
calling Israel to do the same. Although
there is no obvious storyline, the activities
can reinforce being obedient from the heart
and walking in God’s ways linking back to
previous lessons.
Story Summary
1. Isaiah was a prophet chosen by God,
who throughout his life preached God’s
righteousness and who warned the people
of the judgement of sin.
2. Isaiah also comforted the people with the
knowledge of God’s love, forgiveness,
and the rewards in store for those who
remained faithful to Him.
3. Isaiah was chosen to show God’s
people that they could not escape the
consequences of faithlessness and
disloyalty to God.
4. Assyria was one of the nations that God
allowed to chasten His people and to
prompt them to return to their God. Isaiah
saw a vision of God and His throne room
including angels.
5. Again, Isaiah is exhorted to preach
warnings about the people’s disobedience.
When playing active
games or doing noisy
activities, ensure your
class is in an area
where you will not
disturb other classes or
meetings.
Page 28
1. Foot Print Painting – to illustrate walking in God’s ways.
You will need thick paint, large flat tray, long sheet of paper
(eg. fax roll, etc. but try to avoid shiny paper which can
become slippery), water, soap, towels, etc. for cleaning up.
Children step in the paint which has been spread in a thin layer
in the tray, then walk along the paper leaving their footprints.
2. The Mountain of the Lord. If a sandpit is available make
a very large sand castle, and use small pebbles or similar to
make paths going up the mountain. Before class, set out a
track to be followed, either by laying a continuous piece of
string, or a path of arrows or footprints, to lead in a circuitous
path to a high point (a playground jungle gym would make a
great ‘mountain’). Children take turns being the leader and
following a section of the path.
3. Songs. “Come let us go up to the mountain of the Lord,” “O
Let is come to the house of the Lord” or other suitable songs
known to you.
4. Red and White Playdough. Use red playdough and white
uncoloured playdough to illustrate Isaiah 1:18. Make and talk
about some things that are red and some things that are white.
5. Red and White Hearts. Draw two hearts on each sheet for
each child. Have small red pieces of paper and material, cotton
wool, plus some glue. The children make one heart red with
the red pieces and the other white with the cotton wool. This
activity also illustrates Isaiah 1:18
6. Balloon Popping. On the outside of each balloon write
actions that hinder us from walking in God’s ways eg.
disobedient, proud, not listening, unkind etc. Write the
opposite to each word on a piece of paper and place inside
the corresponding balloon before blowing it up eg. obedient,
humble, listening, loving etc. Discuss with the children the
meaning of each word and how it applies to their life. Pop the
balloon to find out what we need to do to walk in God’s ways.
7. Morning Tea. Red jelly and white ice cream or crushed ice
in paper cups with red cordial for colouring. Children suck
out the cordial to reveal the white snow. This activity also
illustrates Isaiah 1:18
Lesson 71
Activity - Invitation
Materials
• 1 Activity Sheet per child.
• Pencils/colouring pencils, colourful stickers.
Steps
• Promote a discussion on having a party, ie. things to do when having a party: preparation before the party; send out
invitations to friends; know what to do at the party; telling friends where the party is and how to get there; what to
wear.
• Also discuss the feelings of anticipation that the children may feel about going to a party, going to someone else’s
house and being with the person who has invited them.
• Then discuss what is required when we go to the Lord’s house – preparation, etc. including the abovementioned
points.
• Have the children fill in the invitation, which is to be their own invitation to come to the Lord’s house.
• Colour and decorate the invitation.
Lesson 71
Page 29
Isaiah
Activity - Invitation
Invitation
To: ___________________
When: ________________
What to
Bring:
What Sharing,
to helping,
Do: fun, enjoyment.
A
What to
garment
of
Wear:
praise.
Page 30
Lesson 71
Lesson 71
Page 31
Josiah
II Kings 22:1 – 23:25
Focus
Teaching Suggestion
For the children to understand that it is
much better to live in God’s way than to live
wickedly.
Have a piece of rope/string and lay it along the floor. Make the
rope/string trail as interesting and challenging as you like. Have
each child take turns to walk along the rope/string saying the verse.
Memory Verse
Extra Ideas
“Walk after the Lord.” (Hosea 11:10).
Lesson Introduction
1. Introduce the story with a birthday cake
for King Josiah. (Perhaps a plain cake,
iced, with a ‘J’ marked out with Smarties
and eight candles.) Have a gold cardboard
crown gift-wrapped as a ‘mystery’ present
for the new king’s eighth birthday, and let
the children help you open it.
2. Photocopy the boy and the man from the
Lesson 1 Teaching Aid Sheet. Use these
as stick puppets or with a felt-board or
Blu-tack to your own backgrounds.
3. Make use of the Extra Ideas, numbers 1
and 2 especially, in the telling of the story.
Story Summary
1. Josiah was eight years old when he
became king.
2. He did right in the sight of the Lord and
walked in the way of his forefather David.
3. The kings before Josiah had made God
angry because they did evil things and
worshipped idols.
4. When repairing the house of the Lord,
Hilkiah found the Book of the Law of
God.
5. Josiah gathered his people together and
said that they were to live by the laws
of God, and threw out all of the idols
(and God destroyed all the men and their
houses who didn’t worship Him).
6. Josiah also re-established the Feast of
Passover, which hadn’t been celebrated
for many years because God’s ways had
not been listened to.
Page 32
1. Make a Scroll (God’s word). Photocopy the Extra Ideas
Activity Sheet for each child. The children can colour the
picture. Attach a piece of dowel to each end of the picture so
it can be rolled up as a scroll or simply roll up and tie with
ribbon.
2. Follow the Leader. This can be played using a ‘follow the
leader’ song, “Punchinello,” or other. Use a simple course
around the room walking in different ways, eg. with a balloon
between knees; backwards, sideways, quickly, slowly; on one
leg; on tip toe, on heels (sing “Mr Funny Feet”); take turns
using a few pairs of Milo tin stilts (make from Milo tins, nylon
cord threaded through the tins and long enough for the children
to hold onto when standing on the tins.)
3. Obstacle Course. Set out a course, or path, using a rope,
chalk line, or cut out footprints, and encourage the children not
to step off the path.
4. Kings and Queens. Have a crown that the children can take
turns wearing. When a child wears the crown, the ‘king/queen’
can think of different movements for the class to copy – eg.
hopping, jumping, crawling, etc.
5. Shoe Race. You will need at least one pair of shoes per child,
sized at least as large as the largest child’s foot. Children
stand, barefoot at one end of the room. Give each of them one
shoe and put the second shoe of the pair in a pile at the other
end of the room. At the starting signal, the first child runs to
the pile, finds their matching shoe, puts them both on and runs
back to tap the second child’s hand to repeat the procedure.
6. Finding the Law. Hide some or all of the following items in
the room (pictures are fine – they can be sticky taped under
chairs etc.) a Bible (or scroll), hammer, chisel, money, timber,
bricks, anything else to do with the repairing of the temple.
Explain clearly to the children that they are workmen repairing
the house of the Lord, and that these are the items they might
find. (If you use chocolate coins for money, they could be
shared as a reward.)
7. Morning Tea. Share the ‘birthday cake’ for Josiah from the
story.
Lesson 72
Activity - Foot Print Painting
Materials
• Thick paint.
• Large flat tray (eg. baking tray).
• Long pieces of plain paper eg. end of paper roll from printers, continuous computer paper, fax roll, etc. (Try to
avoid shiny paper, which becomes slippery.)
• Water, soap, towels, etc for cleaning up.
Steps
• The children step in the paint which has been spread in a thin layer in the tray.
• They walk along the paper leaving their footprints.
• As the children walk along the paper reinforce making the link to the memory verse.
Lesson 72
Page 33
Josiah
Page 34
Lesson 72
Lesson 72
Page 35
Jeremiah
Jeremiah 18 - 20
Focus
Teaching Suggestion
For the children to understand that we need
to be soft like clay in God’s hands so He can
mould us.
Pair up the children and have each pair face one another. Children
hold their hands out and clap partner’s hands with the words of the
verse - clap on the words ‘Your’, ‘hands’, ‘made’ and ‘me’.
Memory Verse
Extra Ideas
“Your hands … made me.” (Psalm 119:73).
1. Songs. “He’s Got the Whole World in His Hands”, “If I Were
a Butterfly” or any similar song known to you relating to being
in God’s hands.
2. God’s Hands. Use an OHP to project an adult hand onto large
paper on the wall. Trace around the projected image then
discuss about being in God’s hands.
3. Decorate Pots. Paint small terracotta pots with poster paints.
Pots can be purchased from your local nursery for approx. $1.
4. Floor Jigsaw. Enlarge a picture of a pot on a photocopier,
attach to cardboard and then cut to form a SIMPLE jigsaw, eg.
10 pieces.
5. Statues. Using a large floppy doll or an adult helper (or a
child) as a ‘dummy’, the teacher positions the dummy into a
particular stance. All the class copy the stance and pretend to
be statues, standing still while the teacher counts to 5. Let the
children take turns in positioning the model. Relate this to our
need to be soft in God’s hands so we can be formed.
Lesson Introduction
1. Talk with the children about pottery,
having some examples in class, eg. a
terracotta pot, a pottery mug, jug, etc.
Why is each one made in a particular
shape? How was it made? What is it
made of? Let the children feel some soft
clay. Talk about why the potter has to use
soft clay.
2. Tell the story. A helper could act out the
part of the potter while the teacher takes
the role of Jeremiah, or a simple puppet
could be used as Jeremiah telling the story
about the potter. Use pictures of a potter,
and actual pottery to illustrate.
3. Review summary sheet.
Story Summary
1. The Lord told Jeremiah to go to the
potter’s house.
2. While there, God told Jeremiah that His
people were like clay in His hand - if they
did not walk in His way they were like a
ruined vessel, but if they turned to God,
He would make them into a new vessel.
3. The people were stiff-necked and chose
their own way, so Jeremiah demonstrated
this by breaking an earthen jug.
Page 36
It is often beneficial
to have another
adult in the room
when doing messy
activities. He or she
can assist individual
children or help tidy
up after the lesson.
Lesson 73
Activity - Creating Sculpture/Modelling
Materials
• Any one of the modelling medium listed below (recipes below). These will need to be prepared before class.
Those marked with an ‘*’ will become hard, like pottery and can be painted and varnished when completely dry:
play dough; soda play clay*; salt ceramic*; clay*; plasticine - (purchase from a department story); salt dough*.
• Any implements to help shape the modelling material, eg: biscuit cutters; rolling pins; blunt knives and forks; lids
and lego blocks to imprint patterns; straws; pastry wheels.
• A surface on which the children can work their modelling material, eg. vinyl placemats, paper plates - those can
also be used for taking their creation home.
• Clean up cloth, drop sheets, etc.
• If appropriate, written specific instructions for parents if the modelling medium needs baking and hardening.
Steps
• Allow free creative play with the chosen medium. While the children play, talk about what they are doing. Does
the material mould easily? Are they planning to make anything in particular? Can they change the modelling
material into any shape? Can they re-work it completely? Relate what they are doing to the story.
• If the material is one which will harden, you may like, after free play, to direct the children towards making a
simple, functional item appropriate to their level, eg. a plate or bowl, and discuss with them why the shaping must
be done while the material is soft (as related to the story).
Recipes:
• Cooked Playdough (this is very pliable and keeps well)
4 cups flour; 1 cup salt; 2 tblsp cream of tartar; 1 tblsp oil; 4 cups water; food colouring (optional).
Mix flour, salt and cream of tartar. Add oil and water and mix well. Cook slowly until mixture thickens, stirring
constantly. Store in an airtight container (will keep for about 3 months).
• Soda Play Clay
2 cups bi-carbonate soda; 1 cup cornflour; 1¼ cups cold water.
Mix bi-carb with cornflour, add water and mix till smooth. Boil for 1 minute to consistency of mashed potato,
stirring constantly. Spoon out onto plate. Cover with a damp cloth and allow to cool. Knead and roll out on waxed
paper.
• Salt Ceramic
1 cup table salt; ½ cup cornflour; ¾ cup cold water.
Mix the ingredients together in a saucepan. Stirring constantly, cook until thick (bread dough consistency). Place
on waxed paper or foil to cool. When cool enough to handle, knead for several minutes. Store in a plastic bag or
airtight container. (Hardens to a stone-like consistency over several days.)
• Salt Dough (Non-edible)
4 cups plain flour; 1 cup salt; 1½ cups water.
In a large bowl, mix together the flour and salt, then add the water. When the mixture is too thick to stir with a
spoon, begin kneading it with your hands - the longer the dough is kneaded the smoother it becomes (average time
10 minutes). If it is not kneaded it will develop cracks during baking and will rise and puff up if it is too moist.
Finished sculpture should be a flattish shape, up to 2 cm thick. Bake at 160o C till totally dry (could be up to 2
hours).
Lesson 73
Page 37
The captivity of Judah
II Chronicles 36:1-21;
(the southern kingdom) Jeremiah 52; Daniel 1
Focus
Teaching Suggestion
For the children to appreciate that Daniel and
his friends made a decision to stand for the
Lord in the midst of a wicked people.
Use a tape of chorus music or just use a percussion instrument.
Make a circle and hold hands. Side step to the music around in
the circle. When the music stops, raise hands and say the memory
verse together. Repeat this to reinforce the memory verse.
Memory Verse
Extra Ideas
“Serve the Lord.” (Joshua 24:15).
Lesson Introduction
1. To introduce the idea of God’s protection
if we continue to walk with Him
throughout all circumstances in life.
Show the children an umbrella and talk
about what we use an umbrella for, and
what happens when we walk out in the
rain without an umbrella or raincoat.
2. Explain that the people of Judah and
Jerusalem decided they did not need God’s
protection any more. This was shown by
how they chose to live seeking other gods.
3. The story wheel (see Extra Ideas
below) could be used to tell the story, or
photocopied, re-coloured pictures from a
picture Bible.
Story Summary
1. The people of Israel were taken into
captivity by the king of Babylon and the
temple was plundered.
2. Certain youths were set apart for three
years training to serve in the king’s palace.
3. Their diet was to be the daily portion of
the king’s rich food.
4. One of the youths was Daniel and he
requested that he and his three friends
might eat only vegetables and drink only
water for 10 days.
5. God blessed them and they stood out as
the best in the land.
Page 38
1. Make your own Fruit and Vegies. You will need some fresh
fruit and vegetables or pictures of some for inspiration, two
or three sheets of A4 paper cut in half per child, paints - red,
green, yellow, orange and purple. Children paint each piece of
paper with one colour only, per sheet. When dry, children then
draw their own original fruit or vegetable on their painting with
a thick black felt pen. Teacher cuts out the shapes. You can
extend this activity by having large plastic trays or paper plates
for the children to paste their fruit and vegetable creations on.
2. Four Friends Standing. Fan-fold rectangles of paper and
draw the outline of half a person so that when it is cut out and
unfolded you have a chain of four people to represent Daniel
and his friends. Children can .draw faces and colour them in.
3. God’s Protection. Prior to class, draw Jerusalem (a walled
city and stick people are OK) on a large long piece of paper
using water based pens or bright water colour (not acrylic)
paint. In class, attach the mural to an outside wall. Cover
the picture with a piece of clear plastic (eg. available from
newsagents for covering books - not contact). Give each child
a spray bottle filled with water and let them try to destroy the
city (which, of course, is protected by the plastic, representing
God’s protection). Then remove the plastic and let them squirt
and wash away the drawings as God allowed Jerusalem to be
destroyed. (This activity is especially good for active boys!)
4. Story Wheel. This activity enables the children to retell
the story themselves. You will need to provide four pictures
relating to the story, two pieces of paper cut into circle
shape, one divided into four sections, the other with a quarter
missing and a split pin for each child. Examples of pictures –
Jerusalem destroyed and the people taken captive, young men
set apart, rich king’s food, food Daniel and his friends chose
to eat, Daniel and his friends happy and healthy. In class,
children assemble the story wheel ensuring the adult fastens
the split pin.
5. Threading. Hole punch small pictures of Daniel and his
friends as well as the food they chose to eat. The children
thread pictures onto wool with a bodkin or coloured matchstick
sticky taped to wool. To space out the pictures use cut out
straws etc.
6. Morning Tea. Have a selection of fresh fruit, raw vegetables
(cut into bite-sized pieces and presented appealingly) and
water. Alternatively make fruit and vegetable kebabs with the
children.
Lesson 74
Activity - Vegetable People (Daniel, Shadrach, Meshach, Abed-Nego)
Materials
•
•
•
•
Toothpicks.
Pipe cleaners.
Paper plate on which to take home their men.
Variety of vegetables, fruit and dried fruit eg. potatoes, carrots, zucchini, cherry tomatoes, lettuce, celery, sultanas,
sprouts small mushrooms, etc. (When choosing fruit and vegetables, choose some large ones to form bodies or
head, smaller items for facial features, leaves and herbs or sprouts for hair.)
Steps
At Home
• Slice and chop some of the vegetables into different sized and shaped pieces. Store in separate containers.
In Class
• Using the toothpicks and pipe cleaners, stick a selection of the fruit and vegetables together to form ‘men’ (or just
their heads), and vegies. While creating, talk about what Daniel and his friends chose to eat instead of the king’s
rich food, emphasising the stand they made for the Lord.
ZUCCHINI
MAN
Lesson 74
POTATO
HEAD
PAPER PLATE
FACE
Page 39
Daniel interprets
the king’s dream
Daniel 2
Focus
Teaching Suggestion
For the children to understand that because
Daniel had chosen to stand for the Lord, God
was able to use him in a special way.
All you will need is a ball. Have the children kneel like Daniel in
a circle. One child rolls the ball to another who says the memory
verse before rolling it on to a different child. Repeat until all
children have had a turn.
Memory Verse
Extra Ideas
“God gave … wisdom.” (I Kings 4:29).
Lesson Introduction
1. Talk briefly to the children about dreams.
Do they sometimes have dreams? Can
they remember what the dream was
about? Do they ever realise they have had
a dream but cannot remember what it was
about? Mention that God sometimes uses
dreams, and talk about how some dreams
are hard to make sense of. Then begin the
story.
2. To help the children to visualise the statue,
use either the wall jigsaw or cardboard
box statue (see Extra Ideas below) at the
appropriate place in the story. Use either
simple puppets or pictures for Daniel,
Nebuchadnezzar and the wise men.
Story Summary
1. King Nebuchadnezzar had a dream that
troubled him and he called for the dream
to be told and interpreted.
2. His magicians and wise men could not
tell what the dream was or interpret it, so
he ordered the wise men of Babylon to be
killed - Daniel being one of these.
3. Daniel requested of the king for more time
to interpret the dream.
4. Daniel, with his friends, sought God for
the dream and its meaning.
5. Daniel revealed the secret of the dream
and its meaning to the king, giving God
the glory.
6. The dream entailed a great image which
depicted current and future events.
7. Nebuchadnezzar worshipped God and
promoted Daniel, who asked for the king
to promote his friends.
Page 40
1. Role Play. Use basic props for the children to retell the
story eg. pillow, rug and crown for king; hats for magicians
and wise men, towel headgear for Daniel and other suitable
garments. Include a picture of a statue in a ‘dream frame/
cloud’. Emphasise that Daniel prayed to God for the dream
and its meaning.
2. Jigsaw Game. Copy Extra Ideas Activity Sheet for each child.
In class, children colour in both pictures. Children cut into 5
segments along lines. Pictures can now be used as a puzzle
or as a game. If using as a game, make a spinner using extra
copies of the king and Daniel pictures. Cut each picture into 5
segments and glue corresponding pictures onto a circle of card
marked into 5 equal sections. Use a split pin to attach spinner
to centre of card ensuring it spins freely. In class, children take
turns to spin the spinner and select the body part indicated,
continuing the game until their picture is completed.
3. Wind Twirler. Each child needs two copies of both pictures
from the Extra Ideas Activity Sheet. Children colour both
pictures then glue them back to back. Hole punch at the top of
the picture and thread a piece of string/wool through the hole.
The picture can now be hung to twirl in the breeze.
4. Songs. “God is good to me” or other similar songs known to
you about standing with and for the Lord.
Pre school aged children enjoy
choosing songs for the whole class
to sing. At the beginning of a lesson,
ask each child to share a song that
they would like to sing and sing it
together as a class.
Lesson 75
Activity - Picture Sequence
Materials
•
•
•
•
1 Activity Sheet per child.
1 piece of paper or card per child to mount picture sequence (approximately 14cm x 60cm).
Pencils, crayons or felt pens for colouring in.
Glue.
Steps
At Home
• Cut out the picture sequences.
In Class
• Children colour in pictures.
• Children put the pictures in the correct order (teacher can assist by retelling the story as needed).
• Once the children’s pictures are in the right sequence, glue the paper onto the card.
• Throughout the activity, make reference to Daniel’s choice to stand for the Lord and how he was used in a special
way.
• Encourage the children to ‘show and tell’ the story to mum and dad.
Lesson 75
Page 41
Daniel interprets the king’s dream
Activity – Picture Sequence
Page 42
Lesson 75
Daniel interprets the king’s dream
Extra Ideas Activity Sheet– Jigsaw Game and Wind Twirler
Lesson 75
Page 43
The fiery furnace
Daniel 3
Focus
Teaching Suggestion
For the children to understand that because the
three friends loved God, He protected them
and stood with them in the fire.
Do actions to correspond with the words: ‘He is’ - point
heavenward, ‘my’ - point to self, ‘refuge’- make a roof shape using
both hands.
Memory Verse
Extra Ideas
“He is my refuge.” (Psalm 91:2).
Lesson Introduction
1. Briefly discuss what things the children
think are important in their lives and then
lead into the story as being about men
who put God as the most important thing
in their lives.
2. As part of the story discuss what a furnace
is. What sorts of things are hot? How hot
is fire? Light a candle and burn a hair, or a
small picture of one of the characters (held
by tongs) in the flame (ensure appropriate
safety precautions are implemented).
3. Many of the activities listed below could
be made as a demonstration model which
could then be used to tell the story.
Story Summary
1. Nebuchadnezzar set up an enormous gold
statue and sent for the governors, rulers
etc. to attend a dedication ceremony.
2. The king ordered that every time they
heard the musical instruments play, they
should bow down and worship the image
and whoever did not, would be thrown
into the fiery furnace.
3. Shadrach, Meshach and Abed-Nego
loved and worshipped God and so did not
worship the image and were reported.
4. The king gave them another chance but
they refused.
5. He was furious and ordered the furnace to
be heated seven times hotter than normal
and the faithful men were bound and
thrown into the fire.
6. Nebuchadnezzar saw four men in the fire
and knew that the fourth man with them
looked like the Son of God.
7. Nebuchadnezzar blessed God, changed the
decree and gave Shadrach, Meshach and
Abed-Nego a promotion.
Page 44
1. Magic Slate Painting. Put a dessert spoon of tomato sauce in
a small zip-lock bag, ‘burp’ it and seal it (one per child). Using
your finger or a blunt implement, trace the figures of the men
on the plastic to show them in ‘the fiery furnace.’ The picture
can be erased by smoothing over the sauce with a flat hand and
can be drawn again and again.
2. Magic Pictures. Before class, draw four men (stick figures
will do) on a piece of white paper, using white crayon or white
candle. In class, children use water based red and yellow paint
and wide soft brushes to paint over the page. The paint will
not adhere to the wax drawing and the men will ‘appear’ in the
flames.
3. Printing Activity. You need 1 Extra Ideas Activity sheet of the
four men per child, thick red and yellow paint in a thin layer
in shallow trays and clean-up equipment. Use foam or potato
pieces cut to various flame shapes and print over the picture.
4. Finger Painting. Use red and yellow finger paint for the
children to make ‘flame-like’ patterns. Take a print of their
flame-like patterns by placing a sheet of paper over the painted
pattern and gently pressing over the back of the sheet, remove
paper and dry. Use photocopies of the Extra Ideas Activity
Sheet for taking prints and the four figures will appear to be
behind the flames.
5. Sewing Cards. Paste photocopies of the Extra Ideas Activity
Sheet onto cardboard - one per child. When dry, punch holes
a good distance apart to form the outline of flames. In class,
children use red and yellow wool threaded on thick blunt
needles (bodkins) and tied to edge of the card to sew along the
lines of the flames.
6. Candle Demo. Repeat the candle demonstration (see ‘Lesson
Introduction’). This time talk about what‘fire’ and ‘burning’
smell like. Discuss that Shadrach, and his friends, did not
smell even a little smoky when they came out of the furnace.
Ensure appropriate safety precautions are implemented.
7. Morning Tea. Children spread arrowroot biscuits with fluffy
icing coloured with yellow and red food colouring. Then top
each with four jelly baby lollies to represent the four men in
the flames.
Lesson 76
Activity - Finger Puppets and Fiery Furnace
Materials
•
•
•
•
Felt pens (small circular stickers optional).
Plain red material, preferably firmly woven material eg. medium weight cotton, approximately A4 size per child.
6 mm wide elastic.
Scissors, needle, thread, etc (if you do not sew, see alternative suggestion at end of activity.)
Steps
At Home
• Construct the ‘fiery furnace’, which will resemble workmen’s shoe/sock protectors. For each child, sew together
the short ends of the piece of material to form a tube. Then form a casing at one end, thread with elastic and pull up
the elastic so it will sit firmly on a child’s wrist. (There is no need to hem or neaten seams.)
In Class
• Using felt pens and stickers draw simple faces on four fingers of the child’s non-dominant hand. (They may draw
on their own hand or with a partner.) Draw in any other clothing details, as desired, to depict Shadrach, Meshach,
Abed-Nego and one like the Son of God. The teacher may draw Nebuchadnezzar on one of the fingers on each
child’s dominant hand. Put the fiery furnace tube over the child’s hand with the four fingers as shown below. To
illustrate throwing them into the furnace. Simply pull the ungathered end of the fabric tube up over the hand. The
children can look down into the furnace and see four figures, if they hold their thumb on their palm.
• Alternative for those who don’t sew - Instead of the fabric sleeve, use red crepe/tissue paper, cellophane or medium
sized brown paper bags with red flames drawn on the sides, and a hole large enough to fit the child’s hand, cut in
the bottom. Gather the bottom end of the bag around the child’s wrist and hold together with a firm rubber band.
The Son of God
Shadrach
Meshach
Abed-Nego
Lesson 76
Page 45
The fiery furnace
Page 46
Lesson 76
Lesson 76
Page 47
The writing
on the wall
Daniel 5
Focus
Teaching Suggestion
For the children to understand that the king’s
heart was proud and the kingdom was taken
from him.
Musical Bobs - Children move around the room to music. When
the music stops, children bob down and repeat the memory verse
together.
Memory Verse
Extra Ideas
“Humble yourselves.” (James 4:10).
1. Mural of ‘Writing’. As preschoolers are often beginning to
experiment with letters and written symbols, let them make
a ‘wall of writing’ in one of the following ways: 1. On an
unpainted cement wall or floor, using large paint brushes (eg.
size 8) and plain water. Let the children paint any letters or
symbols they know. They could also paint around their hands.
2. Use large sheets of paper and wet coloured chalk (soaked
in water). 3. Use large sheets of paper. Add children’s hand
prints or draw around their hands on the paper. For each of
these activities you could glue a photocopy of Belshazzar and
the banquet (from the main activity) under the writing.
2. Let’s Role Play. Pretend to be: Belshazzar’s men carrying all
the gold and silver vessels which his ancestor Nebuchadnezzar
had taken from the temple; Belshazzar with his knees shaking;
at the banquet; watching quietly as the moving hand is writing.
3. Feely Bag. Show the children the following items and then
place them in a pillow slip: a cut out crown; a rubber glove
stuffed and securely fastened at the wrist; a piece of rich purple
cloth and a gold chain (the reward given to Daniel); writing on
a slate or piece of wood; and 1 or 2 items to symbolise a party.
Let the children take turns to feel inside the pillow slip and try
to identify the item by touch alone. Relate the item to the story
and focus.
4. Shadow Play. Retell the story using the silhouettes cast by
placing the items in the stream of light, or ask the children to
identify the items by looking only at the shadow and then work
out where it fits in the story.
Lesson Introduction
Refresh the children’s memory by talking
briefly about what they remember from
the previous few weeks. Tell the story in
conjunction with the Activity (use the master)
and at the point where the writing appears on
the wall, brush over with paint to reveal the
message. Alternatively, a shadow play could
be used to tell the story.
Story Summary
1. King Belshazzar, arranged a great feast
for 1000 of his lords and they drank from
the holy vessels from God’s temple,
worshipping other gods.
2. Suddenly the king saw the fingers of a
man’s hand write words on the wall.
3. The king was afraid, calling for his wise
men to read and interpret the writing but
they could not.
4. He offered rewards but to no avail.
5. Belshazzar was told of Daniel who was
able to interpret dreams because the Spirit
of the Holy God was in him.
6. The king sent for Daniel who interpreted
the words but he didn’t want the rewards.
7. God had judged Belshazzar because his
heart was not humble toward God so He
ended Belshazzar’s kingdom.
8. That night the king was killed and Darius
became the next king.
Page 48
When acting out role plays,
do them two or three times
and allow the children
to swap characters and
costumes each time.
Lesson 77
Activity - Secret Writing – Crayon Resist
Materials
•
•
•
•
•
At least one photocopy of the Activity Sheet per child.
White candles or white crayons.
Strongly coloured thin water paint.
Wide soft brush.
Clean-up cloths, paint aprons, etc.
Steps
At Home
• Using the candles/crayons, write a line of symbols or letters on the paper above the heads of the banquet party.
In Class
• Using the candle or crayon, draw around each child’s hand on their sheet of paper. (They could do this individually,
or in pairs or with teacher’s assistance.) Paint broad washes of colour over the page - the paint will not adhere to
the wax writing and hand outline, which will appear ‘by magic’.
Lesson 77
Page 49
The writing on the wall
Activity – Secret Writing – Crayon Resist
Page 50
Lesson 77
Lesson 77
Page 51
Daniel in
the lions’ den
Focus
Teaching Suggestion
For the children to understand that God
worked a miracle to save Daniel whom He
loved, and destroyed the plans of wicked men.
Memory Verse
“God is faithful.” (I Corinthians 1:9).
Trains - have children in a line. First child walks around the row of
children repeating the memory verse (with the teacher’s assistance).
When first child comes to the head of the line, the first child stops
and the next child places his hands on the first’s waist and they
move off together repeating the memory verse until they reach the
top of the line again. Continue in this way until all children are part
of the train and have said the memory verse.
Extra Ideas
Lesson Introduction
1. Talk briefly and generally about all sorts
of things that can be scary for us. Then
talk about scary large animals, perhaps
acting out some roaring, growling,
stalking, etc. Then begin the story of
God’s protection of Daniel.
2. If possible use a book with lots of pictures
of this story with some of the following
action activities, etc:
• roar like lion;
• prowl like lions;
• toss and turn in restless sleep like
Darius;
• pretend to be a lion whose mouth has
been closed by God; pretend trying to
open your mouth.
Story Summary
1. King Darius raised up leaders over the
people and wished to set Daniel, because
he had an excellent spirit, over the whole
kingdom.
2. The other leaders were jealous and tried to
find something against Daniel but he was
faithful in everything.
3. They persuaded the king to pass a law that
no one was to pray to another god or man
for thirty days.
4. Daniel continued to pray to God and was
reported to the king who tried to save him
but failed.
5. Daniel was thrown into the lion’s den.
6. King Darius spent a sleepless night and
hurried to the den in the morning to see
how Daniel was.
7. Daniel told how God had sent His angel
to shut the lions’ mouth because he was
blameless.
Page 52
Daniel 6
1.Role Play. Set up a section of the room as a lions’ den. One child
is Daniel, one is the ‘angel’, and the rest are lions who prowl and
roar around the den (wearing lion masks from the main activity).
The angel taps the lions twice on the shoulder and they have to
stop growling. Daniel then walks through unharmed.
2.Lion Sock Puppets. You will need an old grey/yellow/brown
sock per child, scraps of lion-coloured wool or material, felt
pens, stickers, thin white cardboard, strong craft glue. (The socks
are used with your thumb in the heel and fingers in the toe, so
that the sole of the foot becomes the lion’s mouth.) Before class,
glue on some material or wool to form the mane (unravelled
wool from an old jumper works well). For each child cut 2
pieces of cardboard (approx. 6 cm x 1 cm), making the shorter
ends pointed in the middle - these will be the lion’s large ‘fangs’.
In class, children use felt pens and/or stickers to form the eyes,
nose, whiskers, etc. To add the fangs, bend the points of the
strips of cardboard at right angles and then glue the flat section of
cardboard into the lion’s mouth (one set at top and one set at the
bottom). Children can make their lion ‘roar’ and the mouth can
be wrinkled together to indicate God stopping its mouth.
3.Spaghetti Lions. You need 2 paper dinner plates glued together
per child, crayons, bowls, spaghetti, yellow food colouring and
a colander. In the morning, cook the spaghetti (with the food
colouring) until just tender. Drain until spaghetti is just covered
and take to class like this. Children draw facial features of a lion
on the paper plates. Drain the spaghetti. Children arrange wet
spaghetti, a few strands at a time around the edge of their plate to
represent the lion’s mane. The starch makes the spaghetti stick.
4.Daniel and Hairy Lions. Photocopy or mount lions and Daniel
praying from the Extra Ideas Activity Sheet onto cardboard and
cut them out. In class, children apply thick paint to the lions then
scratch it over with toothbrushes/toothpicks to look like rough
fur. Glue Daniel with lions around him onto another sheet of
paper.
5.Feeding Time. Use the lion’s faces from the Activity Sheet
and attach it to a wall at ½ metre height from the floor. Attach a
shopping bag by one handle to just below the lion’s face (this is
the lion’s mouth). Scrunch up some paper into balls (of meat) and
see how many pieces of ‘meat’ each child can feed to the lion.
Lesson 78
Activity - Paper Plate Lion Puppets
Materials
•
•
•
•
•
•
2 small paper plates per child.
1 of each 2 Activity Sheets per child.
Scissors.
Strong craft glue.
Felt pens/pencils/crayons.
Brown coloured paper or wool and collage materials.
Steps
At Home
• Cut out the lion mouth and face circles from the Activity Sheets.
• Fold one paper plate in half, glue the back of the bottom half of the folded plate to the bottom half of the other plate
(see diagram below).
• With the second plate folded in half, glue the lion’s face to the plates (top half to the top of plate 1 and bottom half
over the folded section of plate 2.
• Unfold plate 2 and glue the lion’s mouth circle over it.
• Cut out the section marked ‘cut out’ on the lion’s face.
In Class
• Children colour the plates and use whatever is available to make the lion’s mane, around the edge of the rear plate.
• Add any other collage materials you think appropriate to decorate the puppet.
• The puppet is operated by putting the index, middle and ring fingers through the semi-circular cut-out section in
the first plate and out onto the nose, with the thumb right behind both plates. The fingers open and close the lion’s
mouth by pushing down on its snout.
Lesson 78
Page 53
Daniel in the lions’ den
Activity – Paper Plate Lion Puppets
Page 54
Lesson 78
Activity – Paper Plate Lion Puppet
Lesson 78
Page 55
Page 56
Lesson 78
Lesson 78
Page 57
Esther
Esther
Focus
Teaching Suggestion
For the children to understand that because
Esther obeyed Mordecai’s instructions, her
people were saved.
Children sit in a circle and pass an item around. As each child
receives the item they say the memory verse then pass it on.
Continue until all children receive the item.
Memory Verse
Extra Ideas
“Obey God.” (Acts 5:29).
Lesson Introduction
Begin with a brief ‘reflection about obedience
and then move into the story as one about a
woman whose obedience was very important.
To tell the story, use a felt board and figures
backed with sandpaper. You will need 1
female figure for Esther, and 3 male figures to
represent Mordecai, the king, and Haman. Use
as many visual aids as possible - crowns; make
up and small jars that Esther would have used
to prepare herself; tea set or picnic set for the
banquet; sackcloth type material that Mordecai
wore; robes; crowns; golden scepter; ashes;
horse; scroll etc.
Story Summary
1. Esther was a beautiful young Jewish
woman raised by a relative, Mordecai,
when her parents had died.
2. Mordecai brought Esther to the palace of
King Ahasuerus, where she was chosen by
the king to be his new queen.
3. Mordecai told Esther that Haman, one of
the king’s top men, had devised a plan to
kill every Jew in the kingdom.
4. Mordecai also told Esther that she must
speak to the king on behalf of her people,
even though he knew the danger.
5. The king did not know that Esther was a
Jew. Esther called for all the Jews to fast
for three days and then she approached the
king.
6. Ester told the King of the devious plan,
Haman was hung, the plot to kill the Jews
was overthrown, and Esther and Mordecai
were rewarded by the king.
Page 58
1. Esther Made Queen. Photocopy 1 Extra Ideas Activity
Sheet per child, and cut out. In class, children use glue sticks
or quick drying glue and collage materials such as scraps
of brightly coloured material or paper, glitter, wool, etc. to
decorate Esther’s clothes. Glue the side flaps together to make
her stand up.
2. Dressing Up. Provide scarves, shawls, coats and jewellery
and accessories suitable for a queen, king, Mordecai (when
he is dressed in the king’s coat and also when he is dressed in
sackcloth) and Haman. Children can dress up and act out the
story with the emphasis being on Esther’s obedience which
resulted in her people being saved.
3. Tell Me How They Feel. Show children pictures of people’s
faces displaying obvious emotional expressions eg. afraid,
happy, crying/wailing etc. Ask questions about how the person
in the pictures feels, who in the story felt like this and why,
and have the children ever felt like that. End the discussion
highlighting that obedience doesn’t depend on how we feel.
Even though Esther was afraid she still obeyed.
4. Songs. “Obedience is the key”, “Let Obedience be my First
Response” or similar songs known to you about obedience.
5. Concentration. To emphasise the fact that God chose Esther
for a special job and how He chooses us today. Cut from
books, magazines or draw small pictures of people occupied
in a job, plus something they use in that job, eg. a cook and a
rolling pin, a teacher and a black board, a builder and a saw,
a musician and his instrument, a housewife and a washing
machine or vacuum cleaner, making approx. 10 pairs. Glue the
pictures to cardboard cards all cut to the same size. In class,
play concentration/ memory pairs, emphasising throughout that
God has special tasks for each of us. Help the children think of
special things God might want them to do.
6. Morning Tea. Wear props from Extra Ideas Activity number
two if you have prepared this activity and add some special
morning tea for a ‘banquet’ - eg. red cordial for wine, cake,
perhaps some lollies, bread with hundreds and thousands, etc,
all served in splendour!
Lesson 79
Activity - Esther and Mordecai Sewing Cards
Materials
•
•
•
•
•
1 Activity Sheet per child photocopied or mounted on cardboard.
Hole punch (skewer).
Wool - richly coloured or glittery pieces for Esther, and black or grey for Mordecai (in sackcloth).
Thick blunt needles (bodkins or coloured matchstick taped to end of wool) - 1 per child.
Colouring pencils, glitter, etc.
Steps
Before Class
• Cut out ‘Esther’ and ‘Mordecai’ along the thick black line.
• Use a hole punch to punch holes approx. every centimetre. Pre-thread needles, tying one end of the wool to the eye
of the needle, and the other end to the sewing card (at the first hole).
In Class
• Children sew around the figures, in and out of the holes, using the appropriate coloured wool.
• If desired, children can also colour in the figures, adding glitter, etc.
• As the children sew around the figures talk together about each person and the importance of what they did with
emphasis on obedience.
Lesson 79
Page 59
Esther
Activity – Esther and Mordecai Sewing Cards
Page 60
Lesson 79
Esther
Lesson 79
Page 61
Ezra 3; 5:1-2; 6:15;
Haggai 1:3-6; 2:6-9;
Zechariah 4;
Nehemiah 1:1-3;
6:15-16
Restoration
Focus
Teaching Suggestion
For the children to understand that God placed
great importance on the building of His temple
for that is where He came to meet with them.
Play a version of ‘Duck, duck, goose’ - Have the children in a circle
and choose a child to begin. Child walks around the outside of the
circle tapping each child on the shoulder, saying ‘you are, you are,
...’ until he chooses a child and says, as he taps him on the shoulder,
‘the temple’. First child then runs around the circle, chased by
second child, until he finds his own place and sits down then
repeats the memory verse. Now second child begins again, ‘you
are, you are, ....’. etc.
Memory Verse
“You are the temple.” (I Corinthians 3:16).
Lesson Introduction
Explain to the children the special love the
Jews had for Jerusalem and the temple, then
begin the story. This could be told using
cut out pictures and blue tack, and a simple
drawing of the temple on the black board (or
on a large sheet of paper) at the appropriate
part of the story. The children could help
draw some of the bricks of the temple.
Alternatively, use a felt board and felt figures
or pictures backed with sandpaper, and small
brick shaped pieces of felt to make up the
temple.
Story Summary
1. After 70 years of captivity, the children of
Israel returned to Jerusalem to rebuild the
temple.
2. At the laying of the foundation stone, the
people praised and worshipped God.
3. The other people of the land tried to stop
them from building, but the king forced
the opponents to stop hindering the work.
4. The Jews were discouraged, so God sent
His prophets, Haggai and Zechariah to
encourage them, and so the temple was
completed.
5. The temple dedication was celebrated with
joy.
Page 62
Extra Ideas
1. Temple/Body Floor Puzzle. Enlarge (by several times) the
picture of the temple or body from the Extra Ideas Activity
Sheets and glue to cardboard. When dry, colour and cut into
approx. 10 pieces. If using the body picture, relate this to how
we are the temple of God.
2. Construction. This can be done either individually or as a
whole group. Use appropriate various sized boxes, cardboard,
tubes, milk cartons, masking/sticky tape or strong glue, and
a heavy piece of cardboard for the base. In class, talk about
finding the right sized/shaped boxes to be the foundations and
about how the pieces fit together. If desired, the constructions
can be painted using thick, opaque paint and large brushes.
3. Tools of the Trade. Draw or cut out pictures of various tools
used to build, or worship, or serve in the temple (eg. hammer,
saw, stone mason’s chisel, ruler, some musical instruments,
etc). Place the pictures in a ‘mystery bag’. Children take turns
to draw out a picture, and as a group try to identify what the
tool is, how it is used, and by whom, and pretend to use it.
Talk about how all the workers worked together and needed
each other to complete the restoration.
4. Block Play. Borrow as many blocks as you can, and mark
some large ones with stickers with the words of the memory
verse, to identify them as ‘foundation stones.’ Allow free play,
instructing the children to find the ‘foundation stones’ to use
first in their building.
5. Celebration. Have a time of celebration when you have built a
wall or the temple (using any of the above activities), by using
instruments for the children and choruses that the children
enjoy.
6. Body Outlines. Have children lie down on a large piece of
paper and trace around their outlines. Children then decorate
these and add the memory verse. Discuss how we are the
temple of God.
7. Morning Tea. Make a butter cake in a lamington tin. In class,
make white fluffy icing and ice the cake. Using the side of a
Duplo block dipped in cocoa, children help make brick patterns
on the white icing to resemble a brick wall.
Lesson 80
Activity - God’s Temple Today - A Paper, Stone-wall Collage
Materials
•
•
•
•
•
•
•
A large sheet of firm paper or cardboard.
Smaller sheets of paper (approx 20 x 7 cm) - at least 1 per child.
Felt pens/colouring pencils/crayons.
Glitter.
Stickers.
Glue.
Small pieces of bright paper or cardboard, etc.
Steps
At Home
• Draw a stone wall on the cardboard or paper, making each stone just a little larger than the children’s pieces of
paper.
In Class
• Give each child one of the small pieces of paper.
• Those who can, write their names. Children who cannot write their name, may write their ‘letter’, or do a drawing
of themselves and teacher can write on their name, if desired.
• Children personalise their piece of paper with decorations of their choice.
• Use blue tack or glue to attach the ‘stones’ to the temple. (The children may like to do more stones for friends or
family members.)
Lesson 80
Page 63
Restoration
Page 64
Lesson 80
Restoration
Lesson 80
Page 65
Sonseekers Curriculum
Unit One
Unit Two
Unit Three
Unit Four
1.
2.
3.
4.
5.
6.
7.
17.
18.
19.
20.
33.
34.
35.
36.
37.
38.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Creation 1
Creation 2
Adam and Eve
The fall
Cain and Abel
Noah builds an ark
The flood, Noah and his
sons
The tower of Babel
Abram called, Abram
and Lot
The covenant with
Abraham
Ishmael and Isaac
Sodom and Gomorrah
The sacrifice of Isaac
Rebekah, Isaac’s bride
Jacob and Esau
Jacob’s ladder, Leah and
Rachel
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
Jacob becomes Israel
Joseph, the favourite son
Joseph goes to Egypt
Joseph interprets the
dreams
Joseph’s brothers
Israel in Egypt
Israelite slaves, Moses
born
Moses flees and returns
to Egypt
“Let My people go”
The first passover, Israel
delivered
Crossing the Red Sea
Manna, water from the
rock
Sinai and the ten
commandments
Moses and the tabernacle
The golden calf
Twelve spies, 40 years of
wandering
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
Aaron’s rod
Moses hits the rock
The bronze serpent
Balaam and his ass
Joshua and Rahab
Crossing the Jordan,
Jericho
The sin of Achan
The sun stands still
Gideon’s fleece
Gideon and his army
Samson
Samson and Delilah
Ruth, Naomi and Boaz
Hannah
Samuel hears God speak
Eli, Hophni and Phinehas
61.
62.
63.
64.
Saul chosen
Saul and the Amalekites
David chosen
David and Goliath
David and Jonathan
David and Saul
David crowned
David and the ark
Absalom
Solomon becomes king
Solomon’s temple
Israel divided, Rehoboam
and Jeroboam
Elijah and the widow
Elijah on Mount Carmel
Good King Jehoshaphat
Elisha and the double
portion
Unit Five
Unit Six
Unit Seven
Unit Eight
65. The widow’s oil, a boy
raised
66. Naaman
67. Famine in Samaria
68. Jonah
69. The captivity of Israel
(the northern kingdom)
70. Hezekiah and
Sennacherib
71. Isaiah
72. Josiah
73. Jeremiah
74. The captivity of Judah
(the southern kingdom)
75. Daniel interprets the
king’s dream
76. The fiery furnace
77. The writing on the wall
78. Daniel in the lions’ den
79. Esther
80. Restoration
81. Zacharias, Elizabeth,
Mary and John
82. The birth of Jesus
83. Jesus in the temple
84. John the Baptist
85. Jesus baptised and
tempted
86. The call of the disciples
87. Water turned to wine
88. The temple cleansed,
Nicodemus
89. The woman at the well
90. Healing of the paralysed
man
91. The house built on the
rock
92. Jesus stills the storm
93. The feeding of the 5000
94. The centurion’s servant
95. Forgiveness in Simon’s
house
96. The sower and the seed
97. Jairus’ daughter, a
woman touches Jesus
98. Jesus walks on the water
99. Miracles of healing
100.The transfiguration
101.A boy is healed
102.The unmerciful servant
103.A man born blind
104.The good Samaritan
105.Prayer
106.The raising of Lazarus
107.The lost sheep, coin and
son
108.Attitudes of a servant
109.The marriage of the
king’s son
110.The ten lepers
111.The ten virgins
112.The talents
113.Palm Sunday
114.The last supper and
Gethsemane
115.The crucifixion
116.The resurrection
117.Peter restored
118.The risen Christ and His
ascension
119.The day of Pentecost
120.Peter and John
121.Peter and the Gentiles
122.Stephen
123.Philip
124.Paul’s conversion
125.Paul’s first missionary
journey
126.Paul’s second and third
missionary journeys
127.Paul’s capture and
imprisonment
128.Paul’s final journey
Curriculum
Page 68

UNIT 5 - Sonseekers

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