Sample - Gospel Publishinggospelpublishing.com/.../EssBibCur_SamLesson.pdfUsing Essentials Bible...

Sample

Gospel Publishing HouseSpringfield, Missouri

75-2139

• Week at a Glance• Lesson Format• Evaluation• Resource Listing• Sample Lesson (Level 1)• Sample Lesson (Level 6)• Teacher Helps

Using Essentials Bible Curriculum (Continued)

Explanation of This Week at a Glance

❶The curriculum is divided into six units.

❷Each age-level of curriculum is mapped out.The map is developed from six strands, orthemes, that run throughout the curriculum.Each lesson in turn is written with one of thesestrands as its foundation.

❸Each lesson is based on a foundational doctrine.

❹A title summarizes the theme for the week.

❺This Week’s Bible Passage is the referenceScripture passage for the week.

❻A memory verse is tied into the weekly theme.

❼This is an overview of the objectives that willbe taught during the week. Each objective isobtainable and measurable. They are designed tomeet the perceptual modality (auditory, visual,tactual, and kinesthetic) needs of students. Theobjectives are also intended to challenge the stu-dent’s thinking by using a variety of methods atdifferent levels of difficulty. Occasionally two ormore objectives are given, allowing the teacherto choose one.

❽A list of supplies for each lesson is provided.

❾Notes to the Teacher gives informationabout the lessons for the week. It may includeresearch, an inspirational thought, helpfulhints, or preparatory ideas.

NOTES TO THE TEACHER

THIS WEEK AT A GLANCE

*Student Activity Sheet

This Week’s Title: God’s Creation and the Planet’s ProvisionThis Week’s Bible Passage: Genesis 1:1 to 2:25This Week’s Memory Verse: Through him all things were made.

—John 1:3

MATERIALS


Week 2

Unit 1: Heavenly Hands Strand: Old Testament

Doctrine: Creation

Lessons 6-10

Our Planet: God gave us a wonderful planet. When seen from space, the earth is a beautiful blue and white ball. The thirdplanet from the sun, it is the largest of the inner planets. Earth is the only planet in our solar system known to support lifeand to have liquid water at the surface. The atmosphere surrounds the earth and protects us by blocking out dangerous raysfrom the sun. The atmosphere is a mixture of gases that becomes thinner until it gradually reaches space. It is divided intofive layers. Most of the weather occurs in the first layer. The earth’s interior is divided into four layers, which is typical ofrocky planets. The core can get as hot as 9000 degrees Fahrenheit. Mountains, valleys, rivers, volcanoes, and deserts are allexamples of surface features on the earth. God’s creation truly is amazing.

Music: To emphasize the lesson throughout the week, use the song “Nothing Is Impossible” from the cassetteShine My Light.�

Lesson 6� SAS*: “God Created

Ways for Us ToSurvive”

� Construction paper

� Shine My Light �

Lesson 7� SAS: “God Made

Plants for Food”

� Plastic or polystyrenecups

� Potting soil

� Cucumber seeds


� Glue

� Mustard seeds


Lesson 8� SAS: “God Provides

Water”

� Four 4-quart bowls

� Two 1-cup measures

� Two houseplants: onewell-watered and onewilted


Lesson 9� SAS: “We Thank God

for Food”

� Box of animal crackers

� Blank sheets of paper

� Shine My Light �� Magazines (food)

� Glue

� Scissors

� Teacher Lesson Help9/106

Lesson 10� SAS: “God’s Creation

and the Planet’sProvision”

� “Mustard Seed”memory verse ideafrom Lesson 7

� “Work Detail” fromthe introduction inLesson 6

39Level 1 Essentials

OBJECTIVESThe students will be able to

�Lesson 6: Name ways peoplework to provide for their fami-lies.�Lesson 7: Explain how God

provided food for His creation.�Lesson 8: Explain the necessity

of water for God’s creation.�Lesson 9: Decide why they are

thankful for food.�Lesson 10: Describe why we

need to work or explain howwe get food.

1 Using Essentials Bible Curriculum

See pages 6 and 10 for samples.

Level 6 includes“project ideas.”


●Practical suggestions are offered for guidingthe student through the lesson. Differentapproaches are used, including storytelling,building models, role-playing, discussion, andgame-playing.

●Story Steps is a storytelling teaching tool, giv-ing teachers points to remember in a story whileallowing them to use their unique style of sto-rytelling with their class.

Explanation of Lesson Format

❶The daily lesson title summarizes the themeof the lesson. It corresponds with the title of theSAS (Student Activity Sheet) in the StudentActivity Book.

❷Each lesson is taken from a particular pas-sage of Scripture.

❸A memory verse is offered each week to helpthe child integrate learning and living.

❹Lesson numbers correspond to theReproducible Teacher Lesson Helps section inthis manual and to the Student Activity Book.

❺The behavioral objective is designed as a guide.All objectives are attainable and measurable.❻Theological and educational concepts havebeen woven into each lesson. They are referencedwith icons in the lesson to remind the teacher ofthe concept being reinforced in that section.

❼A list of items shows what will be needed inthe lesson. Common items, such as crayons,writing paper, pencil, will not be listed. It isalso assumed that the teacher will have a Bibleavailable to use in every lesson. Sheets of paperwill be listed if the student is to draw.

❽Definitions are provided for significantwords or concepts in the lesson. The teachercan use these as reference or as part of the cur-riculum.

❾Each lesson includes an inspirational sayingto encourage the teacher. It can also be expressedto the students in the form of a devotional.

❿The Introduction gives the teacher ideas forintroducing the concept of the lesson. A varietyof learning styles are addressed. An introduc-tion may use a tactile prompt (the studentstouch an object), a visual prompt (pictures,objects, a demonstration) or an auditory prompt(questions, discussions, brainstorming).

●The Explanation guides the teacher inexplaining the concept that is being addressedin the lesson.

1311

12

Lesson X

When you send your Spirit, they are created, and you renew the face of the earth.—Psalm 104:30.

INTRODUCTION

EXPLANATION

THEOLOGICAL CONCEPTS

EDUCATIONAL CONCEPTS

☺ God provides for us through naturalresources.

� God wants us to appre-ciate the wonderfulthings He made.

� God made allthings.

� Concepts and Information (uses wordsto describe the characteristics of objects)

� Fine Motor Skills (generaleye/finger/hand manipula-tive skills)

�Readiness (demon-strates appropriateexperience with books)

MATERIALS� SAS

� Two sheets of black poster board

� Paper lunch sacks (one for each student)

� Objects from nature (or cutouts frommagazines)

� Glue

� Set of nature pictures

� Blank sheets of paper

� List of 10 nature items (one copy foreach student)

� Slips of paper with one word of thememory verse on each slip


Bring two sheets of blackposter board. On one write“In the Beginning” and onthe other write “After Creation.” In paper lunch sacks, place a small itemfrom nature, e.g., rocks, flowers, leaves. (If you prefer, you may clip differentobjects from magazines instead.) Distribute the paper lunch sacks to all thestudents, and ask them to look at their items without showing their class-mates. Give each student a turn to describe the item and what a personmight like about it, and let the other students guess what is beingdescribed. After a short time of guessing, have the student display the itemto the rest of the class and then glue it to the black poster board that says“After Creation.” When all the items are on the board, show the contrastbetween the empty “In the Beginning” poster board and the full “AfterCreation” poster board.��

When all the items are on the board, discuss the dif-ferences between the empty “In the Beginning” poster

board and the full “After Creation” poster board.Today we are going to talk about how God created the world

and filled it.

1. Prepare two sets of papers. One set should contain blank orblack pages. The other should depict scenes from creation (asunset, ocean, landscape, wild animals, tame animals, stars,sun, moon, etc.). Arrange the sets so that the blank pages areinterspersed with the creation scenes. After reviewing the story steps,play the “before and after” game by holding up a picture from the set.Blank pages represent what the world was like before creation, and thecreation scenes represent what the world was like after creation. Let thestudents respond orally. Or have them print “Before” and “After” on asheet of paper (one word on each side) and ask them to hold up theiranswers.��

2. Tell the story of creation, found in Genesis 1.Story Steps

•A long time ago, the things you see today did not exist.•The earth was empty. •There were no plants, no animals, and no people.•No sun, no moon, and no stars.

Create: to make something new thatdid not exist before

D

GUIDED PRACTICE

efinitions

Today’s Objective: The students will be able to describe the world “in the beginning” and after the seventh day of creation.


Lesson Title: God Created the WorldToday’s Bible Passage: Genesis 1This Week’s Memory Verse: God saw all that he had made, and it was very good.—Genesis 1:31

Lesson 1



❶The daily lesson title summarizes the theme of thelesson. It corresponds with the title of the SAS (Student Activity Sheet) in the Student Activity Book(K–3) or the SGS (Study Guide Sheet) in the Student Study Guide (4–6).

❷Each lesson is taken from a particular passage of Scripture.

❸A memory verse is offered each week to help the child integrate learning and living.

❹Lesson numbers correspond to the reproducible Teac-her Lesson Helps section in the teacher’s manual and tothe Student Activity Book or Student Study Guide.

❺The behavioral objective is designed as a guide. Allobjectives are attainable and measurable.

❻Theological and educational concepts have beenwoven into each lesson. They are referenced with iconsin the lesson to remind the teacher of the concept beingreinforced in that section. (Note: Level 6 has only theo-logical concepts.)

❼A list of items shows what will be needed in the les-son. Common items, such as crayons, writing paper,pencils, will not be listed. It is also assumed that theteacher will have a Bible available to use in every lesson. Sheets of paper will be listed if the student is to draw.

❽Definitions are provided for significant words orconcepts in the lesson. The teacher can use these as ref-erence or as part of the curriculum.

❾Every lesson for K–5 includes an inspirational sayingto encourage the teacher. It can also be expressed to thestudents in the form of a devotional.

❿The Introduction gives the teacher ideas for introduc-ing the concept of the lesson. A variety of learning stylesare addressed. An introduction may use a tactile prompt(the students touch an object), a visual prompt (pictures,objects, a demonstration) or an auditory prompt (ques-tions, discussions, brainstorming).

The Explanation guides the teacher in explaining theconcept that is being addressed in the lesson.

The Guided Practice gives suggestions for guiding the studentsthrough the lesson. Different approaches are used, including story-telling, building models, role-playing, discussion, and game-playing.

Story steps is a storytelling teaching tool, giving teachers pointsto remember in a story while allowing them to use their unique styleof storytelling with their class. (Note: Levels 5 and 6 do not includeStory Steps. The story is included in the Student Study Guide forLevels 5 and 6.)




❷Each lesson is written with one of six strandsas its foundation.

❸Each lesson is based on a foundational doc-trine.


❺Independent practice gives students anopportunity to practice the skills or conceptstaught. It is designed so that the students canexplore what they’ve learned with the oversightof the teacher, but without direct input. Theteacher may select any of the options listed inthis section.

❻At the end of the lesson, teachers are givenan opportunity to review the lesson and rein-force concepts explored.

❼The evaluation section of the lesson plan isreflective, allowing the teacher to assesswhether the behavioral objective was met.

❽Enrichment Activities offer the teacheroptional ideas to connect the Bible lesson withother subject areas. Additional activities toreinforce the lesson, such as Memory VerseIdeas, are also found in this section.

❾FYI is a reference tool, giving the teachermore background about what is being taughtin the lesson. It may include history or customsabout a story or concept.

❿A reduced page from the Student ActivityBook shows the teacher which page goes withthe lesson. Instructions give the teacher direc-tion in using the activity to reinforce the les-son. Answers are provided when necessary.

Explanation of Lesson Format

INDEPENDENT PRACTICE

Instructions: Ask the students, “Whatis one thing in the picture that theBible tells us God made?” After a stu-dent answers correctly, ask the class tounderline that object in the picture.Repeat the process for other parts of thescene. The students may discuss andcolor items in the scene.

Crafts: Using modeling compound, let the students shape different objects that Godcreated.�

Science: Study the different geographical features of different parts of the world,e.g., mountains, deserts, prairies, oceans, rivers.�

Books: Provide some books with pictures of plants, animals, and different parts ofthe world for the students to look through.�

Music: Use the song “God Made Me” from the cassette Shine My Light.�Memory Verse Idea: Write the memory verse on slips of paper by placing one word oneach slip. Mix the slips and have the students arrange the words in proper sequence.

ENRICHMENT ACTIVITIES

The Earth, Sun, and MoonThe sun is made up of gases, and itsradius is about 432,000 miles, or695,000 kilometers. God made the sunexactly the right size and placed theearth at exactly the right distance fromit. He placed them close enough togeth-er so we could benefit from the light andthe heat the sun produces, but farenough away so it would not burn upthe earth. While the earth is spinning, itrevolves around the sun, so that onlypart of the earth is facing the sun at anyone time. The sun gives light towhichever part of the earth is facing thesun, and on that part of the earth it isdaytime. To the part of the earth that isnot facing the sun, it is night. At night,the sun reflects off the moon to givelight.☺�

STUDENT ACTIVITY SHEET

•God decided to fill the world He made with many beautiful things.•In 6 days He filled the empty world.•He made day and night.•He made sky, sea, and land.•He made flowers, plants, and trees.•He made sun, moon, and stars.•He made animals.3. Possible discussion questions:

a. Why do you think God created everything? (It was in His plan, His enjoyment.)

b. What is your favorite thing that God made and why? (Answers will vary.)

Choose any of the following options:1. Make a list of 10 nature items for the students to find

and make a copy for each student. Give each a paper lunchsack (from the Introduction activity) and the list of items. Take the stu-dents to the playground and instruct them to collect each item indepen-dently. When finished, ask how they feel about each item Godcreated.��

2. Have the students draw something that God created. After they finish,ask them to show the class and to explain what they like aboutwhat God has made.��

3. SAS ��

31© 1999 by Gospel Publishing House. All rights reserved. 3

God Created the WorldLESSON1

Level 1 Essentials

Unit 1: Heavenly HandsStrand: Old TestamentDoctrine: Creation

Lesson 1

This Week’s Title: God’s Creation of the World This Week’s Bible Passage: Genesis 1:1 to 2:25

Review the day’s lesson:Let the students use the two sets of pages from the Guided

Practice to review the lesson.☺��

CLOSURE

Can the students describe the differences in the world before and aftercreation?

EVALUATION



❷Each lesson is written with one of six strands as its foundation. These strands can be found on the Scopeand Sequence.

❸Each lesson is based on a foundational doctrine.


❺Independent practice gives students an opportunityto practice the skills or concepts taught. It is designedso that the students can explore what they’ve learnedwith the oversight of the teacher, but without directinput. The teacher may select any of the options listedin this section.

❻At the end of the lesson, teachers are given anopportunity to review the lesson and reinforce theconcepts explored.

❼The Evaluation section of the lesson plan is reflec-tive, allowing the teacher to assess whether thebehavioral objective was met. (Not included in Level 6.)

❽Enrichment Activities offer the teacher optionalideas to connect the Bible lesson with other subjectareas. Additional activities to reinforce the lesson,such as Memory Verse Ideas, are also found in thissection. (Not included in Level 6.)

❾FYI is a reference tool, giving the teacher morebackground about what is being taught in the les-son. It may include history or customs about a story or concept.

❿A reduced page from the Student Activity Book(K–3) shows the teacher which page goes with thelesson. Instructions give the teacher direction in usingthe activity to reinforce the lesson. Answers are pro-vided when necessary. For Levels 4–6 the Teacher’sManual includes a reduced size Student Study Guide.

(continued)



Explanation of Evaluation Format


❶A title summarizes the theme for the week.❷Each lesson number corresponds to theReproducible Teacher Lesson Helps and to theStudent Activity Book.❸The behavioral objective is designed as aguide. When more than one objective is pre-sented the teacher selects which one to use.❹Each evaluation contains several opportuni-ties to evaluate the students in a group setting.Options use a variety of perceptual modalitylearning styles. One or all of the options can beused based on the objective choices of theteacher. The Student Activity Sheet (SAS) isdesigned to be used with this assessment tool.❺Each evaluation has a Student Activity Sheetopportunity that can be completed by the stu-dent and used for evaluation purposes at the endof the lesson. A portfolio or file can be kept thatcontains the student’s work. Evaluations can bemade based on this collection.❻Each evaluation page contains three opportu-nities to assess the student regarding the memo-ry verse. The first option is a traditional rotememory exercise. The student is asked to quotethe verse from memory. The second optioninvolves using a sensory prompt to cue the stu-dent’s memory so that she or he can recall theverse. The third option is a critical thinking exer-cise that asks the students to consider the mean-ing of the verse and discuss it within the contextof the lessons and their own experience.❼Each evaluation contains several opportuni-ties for the teacher to assess each student in anindividual setting. The options contain a vari-ety of perceptual modality learning styles. Oneor all of the options can be utilized. Since it isprobably not practical to individually assessevery student, this tool can be utilized withstudents who need one-on-one attention orevaluation. A reproducible rubric is providedin the Reproducible Evaluation Tools.

❽The rubric is designed so the teacher can moni-tor the student’s responses and check an appropri-ate box. An ongoing record of the student’sability can be kept for evaluative purposes.

GROUPASSESSMENT

Choose an activity that best evaluates studentcomprehension.1. Using the SAS, ask the students to draw and

tell the story of creation. 2. Ask the students to list several things that

God created.3. Ask the students to describe what they espe-

cially like about God’s creation.4. Ask the students to pantomime the creatures

God created.

This Week’s Memory Verse: God saw all that he had made, and it was very good.—Genesis 1:31

Choose one memory verse activity to best evaluatethe students’ recollection or understanding of theverse.1. Ask the students to recite the memory verse.2. Write the words “made” and “good” on the board.

Use the words as a visual prompt. Instruct thestudents to recite the memory verse.

3. Ask the students to explain what they know aboutcreation.

MEMORY VERSEASSESSMENT

INDIVIDUAL ASSESSMENT(ORAL RESPONSE)

Week 1 EvaluationThis Week’s Title: God’s Creation of the WorldLesson 5

Choose an activity that best evaluates student com-prehension.A. Ask the students to describe the world before cre-

ation.B. Ask the students to compare and contrast animals

and people.C. Ask the students to list what God created on each

day and why people are special to God.Use the Individual Assessment Rubrics in the

Teacher Resources to monitor each student’s responsesand determine the scores for eachquestion. A B C

123

© 1999 by Gospel Publishing House. All rights reserved. 7

God’s Creation of the WorldLESSON5

Week 1 EvaluationThis Week’s Title: God’s Creation of the WorldLesson 5

The students will be able to

OBJECTIVEThe students will be able to �Describe and distinguish between the

different things that God created or�Demonstrate an understanding of the importance

of God’s creation.

Level 1 38 Essentials



❶A title summarizes the theme for the week.

❷Each lesson number corresponds to the ReproducibleTeacher Lesson Helps and to the Student Activity Bookor Student Study Guide.

❸The behavioral objective is designed as a guide. Whenmore than one objective is presented the teacher selectswhich one to use.

❹Each evaluation contains several opportunities toevaluate the students in a group setting. Options use avariety of perceptual modality learning styles. One or all of the options can be used based on the objective choices of the teacher. The Student Activity Sheet (K–3),Study Guide Sheet (4–5), or Exam (6) is designed to beused with this assessment tool.

❺Each evaluation has a Student Activity Sheet (K–3),Study Guide Sheet (4–5), or Exam (6) opportunity thatcan be completed by the student and used for evaluationpurposes at the end of the lesson. A portfolio or file canbe kept that contains the student’s work. Evaluationscan be made based on this collection.

❻Each evaluation page contains three opportunities to assess the student regarding the memory verse. Thefirst option is a traditional rote memory exercise. Thestudent is asked to quote the verse from memory. Thesecond option involves using a sensory prompt to cuethe student’s memory so that she or he can recall theverse. The third option is a critical thinking exercise thatasks the student to consider the meaning of the verseand discuss it within the context of the lessons and hisor her own experience.

❼Each evaluation contains several opportunities for theteacher to assess each student in an individual setting.The options contain a variety of perceptual modalitylearning styles. One or all of the options can be utilized.Since it is probably not practical to individually assessevery student, this tool can be utilized with studentswho need one-on-one attention or evaluation. (Notincluded in Level 6.)

❽A reproducible rubric is provided in the ReproducibleEvaluation Tools. The rubric is designed so the teachercan monitor the student’s responses and check anappropriate box. An ongoing record of the student’sability can be kept for evaluative purpose. (Not includedin Level 6.)

Essentials (K–5) provides 3 opportunities in the Teacher’sManual to evaluate the students:• Memory verse assessment• Group assessment• Individual assessementEach assessment provides a variety of options that canbe used to track student progress. Level 6 contains a memory verse assessment and assess-ment options including a weekly exam.


Essentials Teacher Manuals Include

PreschoolLittle Explorer Preschool CD 1& 2

KindergartenJesus, the Holy Spirit, and Me Coloring BookBible Fact Pak (NIV)Fun Songs for Fun Kids Cassette, split-track

Level 1Jesus, the Holy Spirit, and Me Coloring BookBible Fact Pak (NIV)Shine My Light Cassette, split-track

Level 2Jesus, the Holy Spirit, and Me Coloring BookBible Fact Pak (NIV)Little Hands of Praise Cassette, split-track

Level 3Jesus, the Holy Spirit, and Me Activity BookBible Fact Pak (NIV)Little Hands of Worship Cassette, split-track

Level 4Jesus, the Holy Spirit, and Me Activity BookBible Fact Pak (NIV)Level 4 Student Study Guide (one copy)Call to Prayer

Level 5Jesus, the Holy Spirit, and Me Activity BookBible Fact Pak (NIV)Level 5 Student Study Guide (one copy)Call to Prayer

Level 6Level 6 Student Study Guide (one copy)Call to Prayer

BIBLE FACT-PAK

The Bible Fact-Pak is an educational and fun resource that will help your stu-dents master Bible knowledge and gain doctrinal understanding. It contains576 carefully selected questions covering major persons, places, events, andteachings of the Bible. Each question is on a card with the answer on theback, so the Bible Fact-Pak can be used for individual study or in Bible gamesto reinforce the lesson.

JESUS, THE HOLY SPIRIT, AND ME COLORING BOOK

Jesus, the Holy Spirit, and Me Coloring Book will help young children learn impor-tant truths of the Bible. Each page teaches one of four major doctrines: Salvation,the Holy Spirit, healing, and the Second Coming. A Scripture reference and briefexplanation of each doctrine is also given. Jesus, the Holy Spirit, and Me is ideal touse during Spiritual Emphasis week.

JESUS, THE HOLY SPIRIT, AND ME ACTIVITY BOOK

Jesus, the Holy Spirit, and Me Activity Book will have students excited about learningfoundational Bible truths. Word games, picture puzzles, and encoded messages teachmajor doctrines of the Bible: Salvation, the Holy Spirit, healing, and the SecondComing. A key verse and brief explanation of each doctrine is also provided.CALL TO PRAYER

The Call to Prayer missionary directory encourages students to pray for foreignmissionaries. It shows pictures and lists the birthdays of missionaries and mis-sionary kids. Students can also send cards or care packages to the Assembliesof God World Missions office in Springfield, Missouri to be forwarded to themissionaries and their children.LITTLE EXPLORER PRESCHOOL CD 1 & 255 songs, one for every week of the year. Volume 1 songs include We PraiseYou God, God’s My Special Friend, and Wherever I Go. Volume 2 featuressongs such as Jesus, We Worship You, Catch a Fish for Me, and Tell the GoodNews. Double-length CD.SHINE MY LIGHT

17 songs with lyrics. Includes God Made Me, I Am a Whosoever, Give Thanks,and Hey—Watch Your Company. Split-track.

FUN SONGS FOR FUN KIDS

17 songs with lyrics. Includes Bones, Bones; Down, Down, Down; Catch aFish for Me; Stuck!; and I Feel Afflicted. Split-track.

LITTLE HANDS OF PRAISE CASSETTE

15 songs with lyrics. Includes Give Thanks to the Lord, I Will Be Glad, Jesusand Me, Rise and Shine, Praises to the Great I Am, and Trust in the Lord.Split-track.LITTLE HANDS OF WORSHIP CASSETTE

14 songs with lyrics. Includes Jesus Loves Me; God Is with Me; I Need You;Come, Go with Me; Come to Me; God Cares for You; and God Is Wonderful.Split-track.

THIS WEEK AT A GLANCE

*Student Activity Sheet

This Week’s Title: HeavenThis Week’s Bible Passage: Luke 24:50–53; John 3:16; 3:36; 6:23;

20:17; Acts 1:9–11; 7:55,56; Romans 8:34; 1 John 1:9; Revelation 21:1–5,18–21

This Week’s Memory Verse: I am going there to prepare a place for you.—John 14:2

MATERIALS


Week 31

Unit 6: Heaven and HeroesStrand: Signs and Wonders

Doctrine: Salvation

Lessons 151–155

Helping Children Understand Heaven: Sometimes children don’t want to go to heaven yet, because they have so manythings they are excited about here. That exuberance about life is what makes children fun! The challenge is to teach them tolook forward to going to heaven, without squelching that enthusiasm about life on earth. If there is one thing that humanscannot live without, it is hope: hope of a better life, of an eternal perfect future. To young children, heaven is a veryabstract concept. A thematic unit on cities might be a good way of bridging the abstract to the concrete. Jesus has gone toprepare a place for us in heaven where one day we will live with Him.

Jesus, the Holy Spirit, and Me : Use the Jesus, the Holy Spirit, and Me Read-To-Me Coloring Book this weekduring story time or review time to reinforce important doctrines.

Lesson 151� SAS*: “Jesus Lives in

Heaven”

� Poster board (four orfive)

� Scissors

� Glue

� Bag of flour

� Colored paper plates(one per student)

� Magazines (homeand nature)

Lesson 152� SAS: “Stephen Sees

Jesus in Heaven”

� Coffee can

� “Heaven” label forcan

� Tape

� Eight strips of paper

� Colored beads

� Yarn

� Scissors

Lesson 153� SAS: “A Home in

Heaven”

� Index cards for theentire class


� Shine My Light �� Glue

� White constructionpaper

� Sheets of paper

Lesson 154� SAS: “The Heavenly

City”

� Scissors

� Glue

� Materials to make“heaven” (cardboard,construction paper,box, gold foil, cos-tume jewelry, etc.)

� Shine My Light �� Sheets of paper

Lesson 155� SAS: “Heaven”

� Memory Verse Ideafrom Lesson 153

� Heaven illustrationsfrom Lesson 154


OBJECTIVESThe students will be able to�Lesson 151: Tell where Jesus

went after His work on earthwas done.�Lesson 152: Describe Stephen

seeing Jesus praying for him inheaven.�Lesson 153: Tell how they can

go to heaven.�Lesson 154: Describe in their

own words what heaven is like.�Lesson 155: Describe Jesus

going to heaven or explainhow people can make heaventheir eternal home or list theitems heaven is made of.

6 Essentials Sample LessonLevel 1

SAMPLE LESSONKindergarten–Level 5

Our God is in heaven; he does whatever pleases him.—Psalm 115:3

INTRODUCTION

EXPLANATION


EDUCATIONAL CONCEPTS

☺ God made all things.

� Jesus is now livingin heaven.

� Jesus is comingagain.

� Fine Motor Skills (cutting with scis-sors, drawing)

� Learning and Problem-Solving Skills(shows curiosity and desireto learn)

�Speech and LanguageSkills (shows ability tosing)

MATERIALS� SAS

� Scissors

� Glue

� Materials to make “heaven” (cardboard,construction paper, box, gold foil, cos-tume jewelry, etc.)

� Shine My Light �� Sheets of paper

Ask the students how theywould describe the schooland what it looks like to someone that has never seen it before. List theirresponses on the board (size, color, what it is made out of, number of rooms,playground, etc.).

Ask:a. Why do we describe things to others? (They can under-

stand, try to relate.)b. How can you find information about a place you’ve never been before?

(Ask someone who has been there, read about it, etc.)Today we will hear John’s description of heaven.

1. Tell the story about heaven, found in Revelation21:1–5,18–21.

Story Steps•Heaven is a place where God lives.•Heaven is a place of no ore death, sadness, crying, or pain.•Heaven is filled with the glory of God and glows like a precious gem,

crystal clear like jasper. (Jasper is a green precious stone.)•The walls are broad and high, with 12 gates guarded by 12 angels.•On each gate is the name of 1 of the 12 tribes of Israel.•There are three gates on each of the four sides—north, south, east, and west.•The walls are made of jasper•The city is pure, transparent gold like glass.•The walls are made in layers.•The layers are each a different beautiful gem.•Each gate is a pearl.•The main street is pure, transparent gold, like glass.•The city needs no sun, for God’s glory fills the whole place with light.•There is no night there.2. Possible discussion questions:

a. Will people die in heaven? (No.)b. Will all pain be gone in heaven? (Yes.)c. What are the walls made of in heaven? (Jasper.)d. What are the streets made with? (Pure gold.)

Gate: a part of a fence that opensand closes like a door

D

GUIDED PRACTICE

efinitions

Today’s Objective: The students will be able to describe in their own words what heaven is like.


Lesson Title: The Heavenly City Today’s Bible Passage: Revelation 21:1–5,18–21This Week’s Memory Verse: I am going there to prepare a place for you.—John 14:2

Lesson 154


• Heaven is a place where God lives.• Heaven is a place of no more death, sadness, crying, or pain.• Heaven is filled with the glory of God and glows like a precious gem, crystal

clear like jasper. ( Jasper is a green precious stone.)• The walls are broad and high, with 12 gates guarded by 12 angels.• On each gate is the name of 1 of the 12 tribes of Israel.• There are three gates on each of the four sides—north, south, east, and west.• The walls are made of jasper.• The city is pure, transparent gold—like glass.• The walls are made in layers.• The layers are each a different beautiful gem.• Each gate is a pearl.• The main street is pure, transparent gold—like glass.• The city needs no sun, for God’s glory fills the whole place with light.• There is no night there.2. Possible discussion questions:

a. Will people die in heaven? (No.)b. Will all pain be gone in heaven? (Yes.)c. What are the walls made of in heaven? (Jasper.)d. What are the streets made with? (Pure gold.)


Are the students excited about going to heaven? Can the students describe what heaven is like?

Instructions: Have the students use thepicture code at the top of the activitysheet and take the first letter of eachword for the lines below. Have themwrite the letter on top of each picture to complete the sentence concerningtoday’s lesson. When finished, havethem say the sentence aloud.

EVALUATION

Cooking: Make “Heavenly Bars.” Bringgraham crackers, marshmallows, andchocolate bars. Have the students take one graham cracker and place a marshmal-low and then a piece of chocolate on top. Microwave for 15 to 30 seconds. Serve.Music: Use the song “There Is a Crown” from the cassette Shine My Light.�Spiritual Development: Discuss with the students the importance of making heaventheir eternal home. Answer any questions they may have concerning heaven. Leadthem in a prayer. Tell any student interested in talking more about heaven to meetwith you after class.�Bible Fact-Pak : Refer to the Bible Fact-Pak chart in the Teacher Resourcesfor questions that relate to this lesson. Memory Verse Idea: Lead the students in singing the memory verse to the tune of“For He’s a Jolly Good Fellow.”☺��

I go to prepare a place for you.I go to prepare a place for you.I go to prepare a place for you.John 14:2

ENRICHMENT ACTIVITIES

Heaven Described as a CityThe apostle John describes a city in heav-en, the New Jerusalem. It is a literal cityas described in Revelation 21:10. Likeevery city, it has dwellers, namely theChurch, the bride of Christ (Ephesians5:27–32). It will be at least 1,500 milesin width and breadth (Revelation 21:16),lighted by God’s glory (Revelation21:11), with no night, no pain, no death,no sorrow, no sin, and no strangers. Theapostle John could not describe God’sglory in descriptive words. His glory isindescribable.

STUDENT ACTIVITY SHEET

Choose any of the following options:1. Read Revelation 18 to 21. (Optional verses to include are Revelation

22:1,2.) Have the students make a model of what they imagine heavento look like. Encourage the students to be creative, and allow them to usea variety of materials (cardboard, boxes, gold foil, costume jewelry, con-struction paper, etc.). You may wish to assign each student a specificpart.☺��

2. SAS☺�

Review the day’s lesson by having the students illustrateheaven using John’s description found in Revelation21:1–5,18–21. Allow volunteers to share their illustrationswith the class.☺��

CLOSURE

337

The Heavenly City

© 1999 by Gospel Publishing House. All rights reserved.156

LESSON154

h e a v e n

w i l l b e

b e a u t i f u l

Level 1 Essentials

Unit 6: Heaven and HeroesStrand: Signs and WondersDoctrine: Salvation

Lesson 154

This Week’s Title: HeavenThis Week’s Bible Passage: Luke 24:50–53; John 3:16; 3:36; 6:23; 20:17;

Acts 1:9–11; 7:55,56; Romans 8:34; 1 John 1:9; Revelation 21:1–5,18–21

e. How many pearl gates are there? (Twelve.)f. In what ways is heaven different from what you thought? (Answers will

vary.)g. How can heaven help people who are sick and hurting? (It will take

away their pain forever.)



g. How can heaven help people who are sick and hurting? (It will takeaway their pain forever.)


GROUPASSESSMENT

Choose an activity that best evaluates studentcomprehension.1. Ask the students to draw and tell about Jesus

going to heaven. Use the SAS.2. Ask the students to list the items heaven is

made of.3. Ask the students to describe how people can

make heaven their eternal home.4. Ask the students to illustrate the response of

the disciples as Jesus ascended into heaven.

This Week’s Memory Verse:I am going there to prepare a place for you.—John 14:2

Choose one new activity to best evaluate the stu-dents’ recollection or understanding of the verse.1. Rote Memory: Ask the students to recite the

memory verse.2. Use the Memory Verse Idea from Lesson 153 as a

visual prompt. Instruct the students to recite thememory verse.

3. Ask the student to explain what heaven is like.

MEMORY VERSEASSESSMENT

INDIVIDUAL ASSESSMENT(ORAL RESPONSE)

Choose an activity that best evaluates student com-prehension.A. Use the heaven illustration from Lesson 154. Ask

the students to describe heaven. B. Ask the students to express their feelings about

heaven.C. Ask the students to explain how a person can be

ready for heaven.Use the Individual Assessment Rubrics in the

Teacher Resources to monitor each student’s responsesand determine the scores for each question.

A B C123

© 1999 by Gospel Publishing House. All rights reserved. 157

HeavenLESSON

155

Week 31 EvaluationThis Week’s Title: HeavenLesson 155

OBJECTIVEThe students will be able to �Describe Jesus going to heaven or

�Explain how people can make heaven their eternal home or

�List the items heaven is made of.


–

X10Level 6

This Week’s Title: ElijahThis Week’s Bible Passage: 1 Kings 16:29 to 17:24; 18:16–39; 2 Kings 2:1–12This Week’s Memory Verse: Elijah was a man just like us. Heprayed earnestly that it would not rain, and it did not rain onthe land for three and a half years.—James 5:17

Unit 4: Learning From OthersStrand: Old Testament

Doctrine: Miracles

MATERIALSLesson 106� SGS*: “God

Provides for Elijah”

Lesson 107� SGS: “The Widow’s

Son”

� TLH** 107

Lesson 109� SGS: “Chariot of

Fire”

Lesson 110� Exam: “Elijah”

� Sheets of paper

�Lesson 106: Explain how God pro-vided for Elijah.

�Lesson 107: Give an opinion of whyGod raised the son from the dead.

�Lesson 108: Retell the story of God’sresponse on Mount Carmel.

�Lesson 109: Retell the story ofElijah’s ascension.

�Lesson 110: Tell how God providedfood for Elijah during the drought orDescribe what steps Elijah took tohelp the widow when her son diedorDescribe the purpose of Elijah’smeeting with the prophets of Baalon Mount Carmel orExplain how Elijah went to heaven.

WEEKLY PROJECT IDEAS

Lesson 108� SGS: “The Contest

on Mount Caramel”

� Scrap paper

� Wastepaper basket

*Student Guide Sheet**Teacher Lesson Helps

Elijah: This week of lessons is about the famousprophet Elijah. He was faithful to God, and Godhonored him by providing for him and doing manywonderful miracles through him.

Elijah was well-known and well-respected. He didnot go through the death process like most people.Instead, God sent a whirlwind and chariot of fire todeliver him into heaven.

Additional Memory Verses: (1) 1 Kings 17:14;(2) 1 Kings 17:22; and (3) 2 Kings 2:11

1. Have the students write a one- to three-act playof Elijah’s contest with the prophets of Baal onMount Carmel. They may use bathrobes, stones,and plastic knives for props. One to four studentsmay be involved in the production. They will prac-tice the play, videotape it, and show it to the otherstudents.

2. Have the students design a bulletin board forone or more phases of the life of Elijah. They canselect a title and use colored construction paper forthe graphics.

3. Using their own words and employing fictiontechniques, such as dialogue, description, and sus-pense, have the students write the story of Elijah’slife. Have them practice reading the story withexpression and record it on a cassette player. Thismay be played for other students and/or given to ashut-in or relative.


THIS WEEK AT A GLANCEWeek 22 Lessons 106–110

OBJECTIVESThe students will be able to

Essentials

Level 1 X11

INTRODUCTION

Ask the students to suppose they are on a deserted island with no food orfresh water. Write these sentences on the board, and ask the students to indi-cate the ways they think God might use these to provide for them.1. An airplane flies over and drops a package of food and water.2. A large box drifts ashore, containing food and bottles of water.3. You find edible roots and a spring of fresh water.4. You meet a native who shares berries and coconut milk with you.

EXPLANATION

God could use any of the above or a hundred other ways to take care ofyou, because God is omnipotent, omniscient, and omnipresent. He is notlimited by what we think or by how things have happened in the past.☺�1. As a class, read Part 1 of the SGS. 2. Possible discussion questions:

a. What are ways God takes care of you? (Answers will vary. He sends rainfor crops to grow so we will have food. He created us with an immune system thatprotects us from diseases.)�b. How have you trusted God in critical situations? (Answers will vary.)c. How did God provide for Elijah? (He told Elijah to go to the Kerith Ravine.There he was to drink from the brook, and ravens would feed him.)☺��d. Why was it foolish to ask a widow for food? (Widows had no way ofmaking a living and often had to beg for food.)

GUIDED PRACTICE

Write these statements and Bible passages on the board. Have the stu-dents look up the answers, then share them.☺��1. God met Elijah’s need for food during the drought by _______________

(1 Kings 17:6). (Sending ravens that brought him bread and meat twice a day,and he drank from the brook.)

2. Later God met Elijah’s need for food by directing him to _____________(1 Kings 17:9). (A widow in Zarephath of Sidon who supplied him with food.)

3. God met the widow’s need by ________________ (1 Kings 17:16).(Causing the jar of flour not to be used up and the jug of oil not to run dry.)


Choose any of the following options:1. Have the students complete the Reader Review and essay questions in

Parts 2 and 3 of the SGS.☺��2. Have the students begin working on a Project Idea.☺��3. Have the students journal using the following starter: If I were Elijah, I

would have felt _____ because _____.☺��

CLOSURE

Review the students’ responses to the option(s) chosen in the IndependentPractice. Ask for student volunteers to pray, thanking God for His care forthem.☺��

Today’s Objective: The students will be able to explain how God provided for Elijah.

Lesson Title: God Provides for Elijah Lesson 106Today’s Bible Passage: 1 Kings 16:29 to 17:16This Week’s Memory Verse: Elijah was a man just like us. He prayed earnestly that it would notrain, and it did not rain on the land for three and a half years.—James 5:17


☺ God is not limited to act as we may

think He should.

� God has unlimited resources.

� God is a kind, concerned Heavenly Father.

MATERIALS

� SGS

DEFINITIONS

Prophet: a person who speaks forGod and communicates God’smessage courageously to people

Raven: A term used when referring to

crows, ravens, rooks, jackdaws,magpies, and jays; a bird of prey, a

ravenous, devouring creature.Ravens neglect their young and do

not feed them. Jewish people con-

sidered ravens unclean birds andwould not eat them.

King AhabKing Ahab was the eighth king of Israel.He has the reputation of being the mostevil king of Israel. He sealed the friendshipbetween his nation and Phoenicia by mar-rying Jezebel, the daughter of the king ofthe Sidonians. She was a worshiper of Baal.Ahab allowed her to promote Baal worshipin Israel. She persuaded Ahab to join her inidol worship. King Ahab built a temple toBaal, in which he erected a wooden imageof the Canaanite goddess Asherah. Ahabopposed the worship of the one true God,destroyed God’s altars, and killed Hisprophets. Ahab was a strong militaryleader, a farsighted statesman, and a loverof beautiful things. His palace had ivorycarvings and fine woodwork. He reignedover Israel in Samaria for twenty-two years.

FYI

Level 6 Essentials

Lesson 106This Week’s Memory Verse: Elijah was a man just like us. He prayed earnestly that it would notrain, and it did not rain on the land for three and a half years.—James 5:17

Notes



ASSESSMENT OPTIONSChoose an activity that best evaluates student compre-

hension.1. If the students participated in a Project Idea, evaluate

their completed projects.2. Have the students complete the exam “Elijah,” week 22.

(See Exams.)3. Ask the students to suppose they are Elijah and write a

page in his diary about the days he was fed by ravens atKerith. They can begin, “Dear Diary . . . “

4. Ask the students to draw a four-picture foldout of Elijah’slife: raven’s feeding him, praying for the widow’s son, thecontest with the prophets of Baal, and his ascension toheaven.

Memory Verse:Elijah was a man just like us. He prayed earnestly that it would not rain, and it

did not rain on the land for three and a half years.—James 5:17Choose one activity that best evaluates the students’ recollection or understanding of the verse.

1. Ask the students to recite the verse from memory.2. Write the words man, prayed, rain, and three and a half years on the board. Use these as a visual

prompt, and ask the students to recite the verse. 3. Ask the students to explain how they can apply the principle of this verse to their lives.

MEMORY VERSE ASSESSMENT

�Tell how God provided food forElijah during the drought or

�Describe what steps Elijahtook to help the widow whenher son died or

�Describe the purpose ofElijah’s meeting with theprophets of Baal on MountCarmel or

�Explain how Elijah went toheaven.

The students will be able to

Week 22 EvaluationThis Week’s Title: Elijah

Lesson 110

OBJECTIVE


©2000 by Gospel Publishing House. Permission is granted to reproduce this page only for classroom use.


Characteristics Needs Lesson Plan Ideas

Motor skills not completelydeveloped

Large muscles—jumping, skipping, runningSmall muscles—puzzles, coloring, cutting

Rapid growth; full ofenergy

Constant change; Large activity area

Limited understandingof space and time

Emphasis on the present,not history or past

Uses sensory skillsUse the five senses:Large, colorful, durablematerials

Short attention spanLimit games, stories,activities (5 to 8 min-utes.)

Age-Level Characteristics Planner

General health careLearn basic healthhabits, sanitary condi-tions

Spontaneous reactions Constant activitychange

Asks many questions;Curious and imaginative

Honest, simple answersActivities to stimulatethinking for themselves

Literal and concretethinking

Avoid symbolism

Rapidly growing vocabulary

Encourage participationand discussion; To be listened to

ph

ysic

al

me

nta

l

Instructions: List lesson plan ideas and methods that will facilitate the students’ age-appropriate needs.


Act Out the Story—Instead ofjust telling the Bible story, act itout. You can do it with or withoutcostumes. A bathrobe, a pair of sandals, and atowel for a turban might be all you need to por-tray Moses, Abraham, Ruth, Esther, or Mary.Should there be dramatists in your school, askthem to present the lesson.

Assignments—The week before you are to presenta particular lesson, have the class research certainareas related to the lesson. Assign each student orcertain students to be responsible for looking upthe information you need. Then, during theweek, remind them of their assignment.

Bulletin Board—If you have a bulletin board inyour room, decorate it to relate to the day’s les-son. When you are ready to present your lesson,use the bulletin board as an introduction. Thebulletin board will also serve as a focus for thestudents.

Cartoons—If you have a good artist available, askhim or her to draw some cartoons relating to theBible lesson. Then, at the appropriate time, dis-play the cartoons.

Class Member—Have one of the class members tellthe story. Caution should be used in doing this,however.

Collage—A collage is a series of pictures gluedonto a piece of paper or poster board to form onepicture. You can use a collage in a slightly differ-ent way. Taking a Bible theme (your lesson), gluevarious pictures relating to the story on a piece ofposter board. You can place these at random orsequentially. Then as you hold up your collage,you (or the students) can point to the various pic-tures relating to the part of the lesson you arecurrently telling. Since Christmas (use oldChristmas cards) and Easter produce the mostpictures, these are good times to use this idea.

Creative Lesson Titles—To gain the students’interest use a catchy title for a coming lesson.“The Rich Boy in the Pigpen” could be anotherway to title the Prodigal Son.

Dialogue—Two Bible characters can walk into theclassroom. Their dialogue will tell your story. Forexample, Jesus and the Samaritan woman, Jesusand one of His disciples, Moses and Aaron, orAdam and Eve could all be used. The charactersdo not need to be costumed if they are identifiedbefore the dialogue.

Family Class—Once a year, you might like to havea family class. Class members and their parentscan present various parts of the lesson or the stu-dents can present their latest play. Each familycan take the lesson and show something aboutthat lesson in a learning center.

Field Trip—Sometimes the best way to emphasize alesson is by example. In some cases a field tripcould be used. A trip to a nursing home mightteach of love, concern for people, sharing, andrespect for older folk. In some areas of the coun-try there may be special attractions thatcould help you emphasize a lesson topic.

Filmstrip—Many schools haveextensive filmstriplibraries. If your schooldoes, tell the appropri-ate lesson by using afilmstrip.

Guest Lecturer—If a particular lesson can be adapt-ed to accommodate a guest lecturer and you havea knowledgeable person in your school or com-munity, take advantage of him or her. For exam-ple, a person who has visited the Holy Landsmight be glad to tell your class about Bethlehem,Jerusalem, or the Sea of Galilee. You might wantto bring in a “special” guest like Moses or Paul orask your principal to share with your class.

Leave-Out—Omit a part of a well-known lesson andhave the students fill in what is missing.

Method Ideas

LessonApplications

Method Ideas is a list of ideas and activities that can be done in addition tolesson activities. Use them to reinforce the lesson concept or celebrate a special event. Here are some of the categories for Levels K through 5:• Lesson Application Activities, • Art Activities,• Recipes, • Memory Verse Helps,• Field Trip Ideas, • Bulletin Board Ideas,• Missions Ideas, • Room Ideas.Levels 4 and 5 also include Charity Organizations, Nonperishable DonationIdeas, and Missions Agencies. The Method Ideas section for Level 6 containsonly these last three categories.

The goal of Theological Concepts is to laya spiritual foundation of our doctrines andbeliefs from concrete concepts, buildingup to abstract spiritual thoughts. TheTheological Concepts ObservationalTool is a complete list of the theologicalconcepts used in that level along with thelessons where they can be found. Withthis tool, teachers can monitor the progressof each student theologically throughoutthe year.

Teacher Lesson Helps arereproducible pages included inthe back of each lesson book.These activities and additionalresources are designed to reinforce lesson concepts.

Recognizing age-level characteristics helps ateacher develop lesson plans, activities, andministry goals that place reasonable yetchallenging expectations on students. Bothacademic and spiritual training can be moreeffectively accomplished when teachersunderstand their students’ age-related abilities. The Age Level CharacteristicsPlanner summarizes the cognitive, physical,social, emotional, and spiritual characteris-tics of your students, as well as their corresponding needs.

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