COMPLETE LESSON SET: Creation Story, from Kirk of Kildaire

Kirk of Kildaire Presbyterian


This is a 3 unit summer series on Creation (Genesis 1&2), The Fall (Adam and Eve https://www.rotation.org/topic/...rom-kirk-of-kildaire) and Redemption (John 1 http://www.kirkofkildaire.org/...l#AdamEve_Redemption )

There are 4 workshops for each unit.

The complete database of Kirk of Kildaire lessons including Bible Study guides for these lessons can be found at:
http://www.kirkofkildaire.org/quest/contents.html

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SUMMARY OF WORKSHOPS FOR CREATION

DRAMA: using music and movement children will act out the seven days of creation. The class will understand that God made and loves all of creation.

VIDEO: we used "Genesis. Part 1", The New Media Bible Video. Distributed by the Genesis Project.
AND "The Electronic Campfire – New Storytelling from Scripture". Video, Cathedral Films.

ART: the children will enjoy their own creation process, making something from “nothing.” Each child will depict a portion of the Genesis creation story in a clay plaque. 

GAMES: will use a variety of games: Creation Scavenger Hunt (helps them explore the diversity of the world, The Web of Life (illustrates the importance of each species and their interdependence), The Match Game (teaches environmental problems and solutions).


Creation

Drama Workshop (Apostle's Playhouse) 

Summary of Lesson Activities:

Using music and movement children will act out the seven days of creation. The class will understand that God made and loves all of creation

Scripture Reference:

Genesis 1:1- 2:25

Concepts:

  • God created the universe and all that is in it.
  • God created the world good.
  • God wants us to care for God’s creation.

Memory Verse:
"Oh, give thanks to the Lord, for he is good, for his steadfast love endures forever." Psalm136:1 (CEV) 

Lesson Objectives:

  • Using music and movement children will act out the seven days of creation.
  • The class will understand that God made and loves all of creation.

Leader Preparation:

  • Read the scripture passages.
  • Prepare a closing prayer.
  • Check out the room before your first Sunday workshop so that you know where everything is located. The bin with supplies is located in on the stage.
  • Gather the materials. 

Supply List

  • Props as desired, see suggestions in application section. Wands, flashlights, feather masks, flower pinwheels can be purchased through www.orientaltrading.com
  • Video camera, tripod
  • TV/VCR
  • CD with music
  • CD player


Presentation 

Opening-Welcome and Introductions:
1. Greet the children and introduce yourself.
2. Explain to the class that they will be acting out the seven days of creation using music and movement. 

Dig- Main Content and Reflection:

Scripture/Bible Story:
1. Read Genesis 1 with great feeling, stopping at each verse or phrase that tells us something about God.

2. Review the days and what happened on those days. Write these on a poster or white board for the class to see (or have them prepared ahead of time).

Day 1: day and night 
Day 2: sky 
Day 3: land, ocean, and plants 
Day 4: sun, moon, and stars 
Day 5: fish, birds 
Day 6: animals and humans 

Day 7: God rested 

3. Emphasize that God was a creator who loves and cares for creation. We are like God in the way that we can love and care for one another and the earth.

4. As a teacher you may choose to address how we understand this scripture in light of our current scientific understanding of creation. The Israelites also had an interest in understanding how creation happened. They understood that the world had different “parts” earth, water, light, dark, animals, plants, etc. They had an understanding of the order of creation into seasons, days, and groups (animals and plants each with a different role) but they didn’t understand everything about creation and we still don’t know everything about creation today.

Application:
Warm-up exercises are very important to help children lose the self-consciousness of their bodies.

1. Gather the children in a circle. Instruct the children with a signal to get their attention. You say, “Eyes on me!: they freeze and respond “Eyes on you!” Practice this signal at least twice. Begin with some general warm-ups:

2. Start walking in a circle, wave your left arm, right arm, hop, slide, walk fast, slower, walk in slow motion, run in slow motion, ski, sway like the wind (gentle breeze, heavy wind), etc.

3. Do some story specific actions together. Spread out and get some space. Make motions for: tall as the sky, crouch low and grow like a flower, sway like a tree, sparkle light a star, be the sun/moon as it rises and sets.

3. Tell the children you will name some animals and they must start to act like the animal: elephant, bird, little fish, whale, sheep, lion, hawk, etc. Comment on specific actions that the children are making. Encourage positive behavior and creativity.

4. Tell the children that they are going to create a presentation of Creation. It will be set to music. Without words, we will act out each day using props and our bodies.

5. Divide the children into 2 groups. Assign every other day to each group with the associated props.

6. Tell the children that they are going to use the props to depict their “day”. We will practice and then video tape the presentation. 

Suggestions for props:

  • Day 1: day and night - black streamers and white streamers on dowel sticks
  • Day 2: sky - blue towels, blue balloons
  • Day 3: land, ocean (blue bed sheet), & plants (silk flowers, flower pinwheels), large leaves such as an oak leaf or palm frond (whatever I found in my garden)
  • Day 4: sun, moon & stars - yellow poster board for Sun, white poster board for moon, penlight flashlights or galaxy wands for stars
  • Day 5: fish & birds – feather masks and cut out neon posterboard fish on dowels
  • Day 6: animals & humans - animal fabrics as cloaks
  • Day 7: rest - just let children rest, lounge.

7. Tell the children the space within which they can move so can video tape it later. Suggest using masking tape to outline the stage space. This makes sure the video camera can see all the children. Give each group a few minutes to practice what they will do with the props. Practice going on and off the stage. Use a hand signal for one group to leave and the next to enter. Point to the first group (day 1), when they are done, point to the next group (day 2) and so on. Practice their movement on stage.

8. We’ll now put the story to music. The acting and music will serve as the words. (We thought Stravinsky’s “Firebird Suite – #13 Chicago Philharmonic Orchestra would be appropriate). Point to each group as its turn comes up. Let the action go for a few seconds. You will need to figure out just how much time to give each day depending on the music.

Notes:

I planned on 30- 60 seconds for each "day". The music nicely lends itself to mood changes to correspond with a day change. I timed the music and wrote down the seconds, then used a stopwatch to indicate when the next group moves on stage.
The children need to be ready to move on stage and then off and quickly get ready for their next “day”. You will cue them on and off stage. With two groups, everybody presents three days. Then everybody comes on stage for the final day of rest. Day 7, they can enter slowly, yawning, stretching, praying, sit down, lay down, etc.


9. Now they are ready to perform for the video camera. Perform again, this time rolling the tape. Kids must pay attention to your direction for movement on and off stage! Adult "helpers" in the wings can assist with keeping props sorted and kids cued.

Watch the Video:
Sit everybody down and watch the video. Enjoy!

Journal Time:
Ask the shepherds to pass out the journals and pencils/markers. Suggestion: You may wish to give the children a sticker or some memento to paste in their journal as a reminder of the story or activity.

Prompts for journal writing: God created the universe and all that is in it. God wants us to care for God’s creation. Draw/write how we can care for God’s creation. (How do we care for other people, plants, the earth?)

Closing:
Prayer: Suggestions include giving praise for God’s wonderful creation and thanking God for caring for us. You can give thanks to God and go around the circle having each child add some thing that he/she is thankful that God made.


References
• Notes from curriculum writer’s workshop March 5, 2002 written by Susan Mazzara
• Igor Stravinsky - Firbird Suite. Chicago Philharmonic Orchestra

Final Note: This workshop was great fun for everyone. It took a lot of work to prepare the props but worth it. We presented our Creation interpretation during worship. It was a wonderful way for the children to participate in worship in a meaningful way. We used the alter and the aisles as the children ran up and down waving their props with the music blaring away. The congregation loved it!




Creation

Video Workshop 

Summary of Lesson Activities:

We used "Genesis. Part 1", The New Media Bible Video. Distributed by the Genesis Project.
AND "The Electronic Campfire – New Storytelling from Scripture". Video, Cathedral Films


Scripture Reference:

Genesis 1:1 – 2:25

Memory Verse:

O give thanks to the Lord, for he is good, for his steadfast love endures forever. Psalm 136:1 (CEV)

Concepts:

  • We are most like God when we nurture and bless the world and each other.
  • God loves us and the world.

Lesson Objectives:

  • Children will see videos of both Creation stories.
  • Children will describe what God is like and what God does.
  • Children will describe ways that we can be most like God.
  • Children will think of ways to look after the earth.

Leader Preparation:

  • Read the scripture passages.
  • Prepare a closing prayer.
  • Check out the room before your first Sunday workshop so that you know where everything is located. The bin with supplies is in the closet.
  • Preview the videos and have them cued to the correct starting place.
  • Gather your props.

 

Supplies List:

  • Heavy tin foil/reflective tissue cut in 3” squares. One for each child.
  • Glue sticks
  • Journal sheets
  • Pens, pencils
  • White board and markers
  • Props from the Campfire video: hand mirror, umbrella, stuffed animal, picture of a fish, bird, paper plate sun and moon, rose or flower, flashlight, etc.


Presentation 

Opening-Welcome and Introductions:
1. Greet the children and introduce yourself.
2. Hold up a hand mirror to your face and ask. What do I see? (your face, your image). Now show a couple of children the mirror. What do you see? (my face, my image). Tell them that they also see the face of God! Huh?? We are like God – in some ways, not all! Today we will look at the 2 creation stories in Genesis. We will describe what these stories tell us about God and how we are in God’s image. 

Dig- Main Content and Reflection:

Bible Story and Application:
1. On the whiteboard, you should have already written Day1, Day2, etc. in a column down the left side of the board. Tell the children that they are to watch the first video and tell you what was created on each day.

2. Distribute the popcorn with help from the Shepherds or volunteer children. (Popcorn should already be made.) Start the video The Electronic Campfire. It’s about 4 minutes long if cued to the beginning. Stop the movie at the end of the beach scene, just before the next story on the video.

3. Discuss with the children, the creation “days”. Fill in what happened on Day1, Day2 etc. Have some props hidden in a box to pull out to prompt memory e.g. sunglasses, a hand mirror, a stuffed animal, an umbrella, the light switch, etc. Keep the props hidden from the children until you are ready to present each one.

  • How does God make each step of creation happen? (God speaks. “then god said...)
  • What does this tell us about God? (God intended to create the world, it is not an accident. God was personally involved, God was there.)
  • What did God have to say about what was created? ( God saw and it was good.)
  • Notice that God did not say it was “perfect”. What is the difference between “good” and “perfect” (good means that there is still need for improvement and development. We are to be like God when we care for the earth and look after it.)


4. Older Children. Read Genesis 1-2:4a. Listen for what this passage tells us about who God is and what God does. What do we know about God from this story? Make a list of all of things that tell us who God is, or what God does. Listen for the action verbs. Read a couple of verses at a time, then add to the list, read some more, add to the list.
God is: (v.2) a spirit, God creates, God speaks, God commands, God names (v.10) God judges (God looked ... and saw that it was good.), God blesses (v.22), God made humans in his likeness and blessed them), God provided (food to eat).

5. All What kind of God would do all that? A God who is kind, loving, cares for us, provides for us, blesses us, and wants us to do the same in caring for the earth. That is how we are like God (v.26) when we rule over the fish, the birds, and all other living creatures.

The mirror in the video reflected an image. We humans (not the other living creatures) are made in God’s image, like God. How can we be like God? (be kind, loving, care for each other, bless others, care for the earth and all that is in it). Be sure to emphasize how we are like God in what we do rather than just what we look like. The mirror not only reflects images but it mimics/reflects actions also. We are most like God when we nurture and bless the world and each other as God does.


6. Watch the next video, Genesis Part 1. (7 minutes) Have it cued to the beginning of the Adam and Eve sequence. Stop it after “they were naked and not ashamed.” This is the second creation story and focuses on God creating humans. Listen and watch for what this story tells us about God and about us.

7. Older Children. Continue the list of what this tells us about God and our relationship with God. Genesis 2.

  • God wants us to help carry out God’s work in the world. (v19-20) God brought the creatures to man to be named.
  • God shows concern and provides.(v.18) It isn’t good for man to live alone. God made a suitable partner.
  • God commands us. (v. 15-17) take care and look after the Garden of Eden. Eat from any tree except from the tree of good and evil.

8. All. Hold up a hand mirror and show the children their faces. How can we possibly be like God? We can mirror or reflect God when we:

  • Care for God’s creation
  • Live as God commands
  • Rest
  • Bless the world and each other


Reflection Time:

Say the memory verse together: O give thanks to the Lord, for he is good, for his steadfast love endures forever. Psalm 136:1 (CEV)

Hand out the journal sheets. Give each child a square of shiny foil to glue on their journal sheet as a reminder that we are to be a reflection of God. God wants us to do as God commands. One way is to care for the earth and each other. List several ideas that you do or could do to show that you care for God’s creation.(pick up litter, recycle, plant trees, protect wildlife, take care of one another, be kind, help others, do what pleases God, etc.)

Closing:
Prayer: Dear God. Thank you for this beautiful world that you created for us all. Help us to look after it and each other. Help us to love each other as you love us. Amen.


References
• Genesis. Part 1, The New Media Bible. Video. Distributed by the Genesis Project.
• The Electronic Campfire – New Storytelling from Scripture. Video. Cathedral Films and Video. Available from the Episcopal Media Center (800) 229-3788




Creation

Art Workshop 

Summary of Lesson Activities:

The children will enjoy their own creation process, making something from “nothing.” Each child will depict a portion of the Genesis creation story in a clay plaque.

Scripture Reference:

Genesis 1:1 -2:25

Key Scripture Verse:

Genesis 1 In the beginning God created the heavens and the earth. (Contemporary English Version)

Memory Verse:
“O give thanks to the Lord, for he is good and his steadfast love endures forever.” Psalm 136:1 (CEV)

Concepts:

  • God created the universe and all that is in it.
  • God wants us to care for God’s creation.

Lesson Objectives:

  • Students will learn that Genesis is a story written to help people understand whom God is, how God relates to the created order and how people are to relate to God in this created order.
  • Students will think about how communities of faith are partners with God as they participate in a continuing creation process using the skills and abilities that God provides to us.
  • Children will enjoy their own creation process, making something from “nothing.” Each child will depict a portion of the Genesis creation story in a clay plague.

Leader Preparation:

  • Read the scripture passages and attend the Faith Quest Leaders Workshop.
  • Prepare an opening prayer in case nobody volunteers to pray. 
  • Check the art room to see what supplies exist. Make a sample so you will understand the process and pitfalls. 
  • Prepare all the materials you will need for the creation process. Cut corrugated cardboard boxes into enough 5” x7” pieces to have one for each child. Have the materials ready to go. There will be limited time for the creation process, so do everything you can to conserve time. 
  • Decide how you want to close the lesson. Prepare a prayer or use one of the group suggestions.

Supplies List:

  • AMACO Mexican Pottery Clay - Air Dry (available in 5 or 25 lb. cartons)
  • Wooden Popsicle sticks
  • 5" x7" Cardboard sheets
  • One 18" strand of picture wire[*Bucket of water, sponge


Presentation

 

Opening-Welcome and Introductions:


1. Welcome the children and introduce yourself.

2. Start the “lesson time” with prayer. Ask for volunteers, but plan on praying yourself. A short prayer thanking God for being a part of our lives would be appropriate. Ask God to help us to be aware of his presence so that we may do good things as Jesus has taught us. 

Dig- Main Content and Reflection

Bible Story:
1. Discuss the background of today’s story. Have the children use their Bibles to locate the story in Genesis 1:1-2:4. The word Genesis comes from a Greek word meaning beginning. This is a book that tells about the beginnings of the universe, night and day, the land, life and especially humans. Whether one person or a group of people wrote it, this was the writer's way of understanding and helping others to understand all the wonderful things that God created. When it was written, people didn't travel far and they had no idea of how truly magnificent God's creation was. They had no idea that God's creation allowed for differing geographic areas and climates and totally different plants and animals to suit each sector.

2. God’s creation was very orderly; a balance of sun and stars, earth and sky, land and water and plants and animals. When God created everything he made it possible for things to continue happening - for plants to create seeds so more can grow, for animals to have babies and multiply and for people to have talents so that they can make things and create also. God is the artist who created all the beauty that surrounds us and many possibilities for change. When we pay attention to his wishes and use his love of us, we too can create good things.

3. Take a minute to talk to the children about the creation they are going to be doing in this workshop. Tell them that they can choose a portion of the Genesis creation story to depict in a clay plaque. Just as everything was formless in the beginning and needed God to create all these things, clay is a formless lump and needs the shaping of our hands. By properly sculpting clay, we too can create something good.

Application:
1. Create! It would be a good idea to have children put on smocks. Pass out materials. Every child will receive a lump of clay about the size of a small orange, a craft stick (Popsicle stick), and a 5”x 7” piece of cardboard. It is easiest to remove the clay from the bag and cut it into pieces with a strand of picture wire.

2. Have the children flatten and push the clay over the cardboard until the top surface is mostly covered about ½ “ deep. It can be irregular or rectangular, but should stay a little in from the edges.

3. Using the wooden sticks and their fingers, they can incise and sculpt texture, lines and shapes to depict one or more parts of the creation story. There are many possibilities - a landscape, a specific animal, a design of sun and stars, man, etc. Using the end, they can press their initials in one corner.

4. Clean up! Involve all kids in this so that you will have time to share together in the closing. You may want to have a prearranged signal or sound for clean up and tell them at beginning of art project what that will be - perhaps giving them a 5 minute warning and then the final clean up notice to allow those who need a bit more warning that they need to complete whatever they are working on.

5. Collect any unused scraps of clay and return to plastic bag. Sticks may be thrown away. Have a bucket of water for children to rinse their hands in before using a washbowl. Dump water outside, as clay is bad for drains. Damp wipe tables.

6. Turn out lights and lock the classroom door when leaving.

Reflection Time:
Shepherds will pass out the Journals and pencils/markers. The children should spend a few minutes reflecting upon the morning's lesson - We remember what blessings God has provided in his creation and we celebrate this by caring for his creation and creating our own good things. The children can also reflect on how they can use their creative skills to help make the world a better place.

Closing:
1. Encourage the children to think about how out of absolutely nothing, God created the world and all its variety. Remind them to think of all the places that are very different from where they live. Have them share ideas about some of the things God created that are special to them. Ask them how people can care for God’s creation.

2. Say the Key Memory Verse together (see above). You may want to have this verse printed on a banner and hung in the room, write it on the white board in the room, or have it on slips of paper that each child can take home.

3. Pray! Ask the children if they have any prayer requests. Thank God for giving us this marvelous world to be a part of.




Creation

Games Workshop 

Summary of Lesson Activities:

Will use a variety of games: Creation Scavenger Hunt (helps them explore the diversity of the world, The Web of Life (illustrates the importance of each species and their interdependence), The Match Game (teaches environmental problems and solutions).

Scripture Reference:

Genesis 1, with emphasis on verses 20-31.

Memory Verse/Key Verse:

O give thanks to the Lord, for he is good, for his steadfast love endures forever. -- Psalm 136:1 (CEV)

Concepts:

  • God created the world good.
  • God wants us to care for God's creation.


Lesson Objectives:

The children will:

  • Locate the story of Creation in their Bibles (older children). Younger children will learn that the story is in Genesis.
  • Play a game that helps them explore the diversity of the world.
  • Play a game that illustrates the importance of each species and their interdependence.
  • Play a game that teaches environmental problems and solutions.
  • Consider ways in which they can take care of God’s creation.

Leader Preparation:

  • Read the scripture ahead of time
  • Gather the materials.
     

Supplies List:

  • Dry-erase marker
  • Lists for scavenger hunt
  • Old socks (optional)
  • Skein of yarn
  • Index cards prepared for Web of Life
  • Index cards prepared for Match Game
  • Trash, recyclables, and containers for Recycling Relay (optional)
  • Trash, used paper, container, and timer (in supply bin) for Trash or Treasure (optional)


Presentation 

Opening-Welcome and Introductions:
1. Greet the children and introduce yourself. Wear your nametag.
2. Open with a brief prayer 

Dig- Main Content and Reflection

Scripture/Bible Story:
1. Grades 1-2 will not use Bibles, but open yours to show them where the story is. For grades 3-5, make sure everybody has a Bible. The shepherds will bring extra Bibles. Help the students to find the book of Genesis. (Get the shepherds to go around the room and help with this.)

2. Begin with this statement: “Some people believe that the Creation story in the Bible is a history that tells us exactly how God made the world. Some people believe that it’s not history but a story that shows how ancient people understood their world. Whether it’s history or not, the Creation story in the Bible teaches us some important things about God and humans and the world, and that’s what we’ll be learning about today.”

3. Summarize Gen. 1: 1-19. The Creation story says that in the beginning, God created the heavens and the earth. God made light and darkness. God made the sky, and separated the water from the land. God made the sun and the stars, and made day and night, and seasons of the year. And everything that God made was good.

4. Read Gen. 1:20-31 out loud from the CEV. With older children, you might let the kids take turns reading. Emphasize: God made the world and all its creatures good. After verses 26-30,discuss:
God told the humans to rule over the fish and the birds and every animal. Does that mean humans can do whatever they want, and mistreat the animals or disregard their needs? A good ruler does not abuse those who don’t have power, but takes care of them.

God provided fruits and grains and other plants to be food for everything else that breathes – for all the animals. If humans are to rule the other creatures, what does that say about our responsibility for their food supply? People are responsible for taking care of the plants and the animals of the world. God wants us to take care of God’s creation.


Games:

Game #1 - Creation Scavenger Hunt

How to Play:

“Now, we’re going to explore Creation!”

1. Break the children into two teams (or more, depending on how many shepherds are available to help supervise).
2. Give each team a copy of the scavenger list (see end of lesson plan).
3. See which teams can find the most items on the list in 10 minutes – emphasize that they will not have time to find everything. They should mark items off the list as they find them. The teams might want to divide into several smaller groups and give each group part of the list. Tell them what time they MUST be back in the room.

  • Extra Ideas:
    1. You can shorten the list if you like, depending on the age and number of children in the group. Also, feel free to substitute your own ideas for items on the list.
    2. Consider also making this a sock hike. Give the kids old socks to put on over their shoes. After the scavenger hunt, have them look at the things stuck to their socks. Where did those items come from? Did they see them while they were outside?

4. When the kids return, briefly discuss the wide variety of plants, animals, and non-living natural things that can be found in just 10 minutes on our church property, even though the land is largely devoted to building, parking lot, and grass. Imagine the variety that abounds worldwide!

Game #2a - The Web of Life
(If you think this game is too hard for the younger children, substitute Game #2B Hawk, Swallow, Mosquito from the Rainy Day Options below.)

Materials:

  • Skein of yarn
  • Index cards labeled with parts of a food chain. Attach lengths of yarn to the cards to fit around the students' necks.
    Examples might be:
    * The sun (1 card), plants (8 cards), insects (6 cards), spider (3 cards), song bird (2 cards), hawk (1 card).
    * The sun (1 card), plants (8 cards), water snails (6 cards), crayfish (4 cards), little fish (3 cards), turtle (2 cards), alligator (1 card).

You can adjust the number of cards according to the number of students, but make sure there are more plants and small critters than larger animals, and more herbivores than carnivores.

How to Play:
1. Students stand in a circle. Pass out one card to each student.
2. Ask which card would represent what all life needs to grow (the sun). Hand the end of the yarn to the "sun" cardholder.
3. What would be next in the chain? The students with "plant" cards each take a section of the yarn. The "sun" person should still hold tight to the beginning end of the yarn. The yarn will slowly be unwound to form a web of yarn. Continue through the list in the same manner until everyone is holding a section of yarn.
4. What would happen if one of the life forms were removed from the environment? Start removing things from their created environment. If something will not survive with another thing, another critter must be taken out of the web.
5. As the chain collapses, end with a discussion: What does this tell us about the importance of each living thing in the environment? When one plant or animal can’t survive, it affects other creatures. Most animals have more than one source of food, but if too many of an animal’s food sources disappear, the animal will disappear also. What does this tell us about human activities that kill off certain plants or animals, or destroy their habitat?

Source: Minnetonka Public Schools

Game #3 - The Match Game

How to Play:
1. Pass out index cards on which you have written either an environmental problem or a solution. See list at end of lesson plan, and add your own ideas.
2. Tell the children to figure out whether their card has a problem or a solution. Then have them go around the room and find the person with their card’s match. Some problems can have more than one solution.

Discussion: All the environmental problems on the cards are caused by things people do and the way we live. We need to look for solutions to the problems we cause.

Rainy Day Options:
If weather does not permit the scavenger hunt, substitute one of these games:

Game #2b - Hawk, Swallow, Mosquito

How to Play:
“Do you know how to play Rock, Paper, Scissors? Let’s try Hawk, Swallow, Mosquito instead.”

1. Divide the children into pairs.
2. “Everybody tap your fist on your palm for the counts of 1 and 2. On the count of 3, change your fist to any one of the following”:

  • index finger for the hawk's hooked beak
  • index finger and thumb straight out for the swallow's open mouth
  • straight index finger for the mosquito' stabbing mouth parts

3. Who wins each round? Hawk catches swallow, swallow swallows mosquito, mosquito bites hawk.

Discussion
Is similar to the Web of Life discussion: In God’s creation, every animal has a role to play and they are interconnected and depend on each other. What would happen if all the swallows disappeared? The hawks would lose a source of food. What if all the hawks disappeared? All the mosquitoes? Even though we might think we’d like to see the mosquitoes go extinct, if it happened we would probably realize that they provided some benefits we weren’t aware of.

Source: National Wildlife Federation, Ranger Rick’s Kids Zone,

Game #4 - Recycling Relay

How to Play:
1. This is played with two teams.
2. Have a box and a garbage pail for each team.
3. Bring in a pile of clean garbage and recyclable items. Set up this pile in between each team. The boxes and garbage pails are about 6 feet away.
4. On the word GO, the kids run up grab an item, run and throw it in the proper disposal container, and run back to their team to tag the next runner. If they get it wrong they have to go back and get another item.

Note: For older kids, consider having separate boxes for categories of recyclables so they have to sort paper, plastic, cardboard, aluminum cans, steel cans, etc.

Source: Mrs. Bee’s Busy Classroom (link removed, no longer works)


Game #5 - Trash or Treasure

How to Play
1. Fill a large cardboard box, (reused, of course; decorated if you like), with items that are routinely trashed, such as wire hangers, gallon milk jugs, paper, six-pack rings, detergent bottles, bottle caps, and cereal boxes.
2. Begin with a demonstration. Draw an item from the box or can and describe what it could be reused as.
Example: A wire hanger can be made into a mobile, a long hook for grabbing hard-to-reach items, or a wire sculpture. Some dry cleaners will also let you return the hangers to be reused. You can also reuse them at home to hang lightweight clothes.

Grades 3-5:
Divide the kids into groups of 3 or 4. Hand out paper that has already been used on one side (trash cans in the church office are a possible source) and pencils (shepherds can supply). Have each group draw an item. Set the timer (in the supply bin) and give them two minutes to write down as many uses as they can think of for the item.

Grades 1-2:
Have shepherds do the writing for the kids. Or just brainstorm as a class.

Discussion
Discuss the 3 R’s of Trash: Reduce, Reuse, Recycle. All of them help to save natural resources and keep trash out of landfills. We reduce trash by not buying disposable items, over packaged products, and things we don’t need. In this game, we practiced finding new uses for things that we otherwise would have thrown away, or that we might have bought new materials for instead. Recycling (for example, making new paper out of old paper, or making new metal products out of old cans) also saves natural resources and landfill space. It consumes less energy and causes less pollution than starting with new materials from the environment.

Source: Mina E. Harris, Texas A & M University. Clean Texas 2000.


Game #6 -Creation Bingo

How to Play:
1. This game would use bingo boards with pictures of animals, plants, water, and other natural things, and “environmental” words such as “recycle,” “pollution,” etc.
2. The game leader would call out clues and the kids would figure out the correct picture or word to cover on their boards.

Reflection Time:
Recite the Bible memory verse learned in the Great Hall. “O give thanks to the Lord, for he is good, for his steadfast love endures forever.” -- Psalm 136:1

Remind the children that God made the world good and wants us to take care of God’s creation.


Journals:
Pass out the journal pages and ask the shepherds to pass out pencils/markers. (Tip: Fill in the “workshop” blanks ahead of time; otherwise, the children will spend the entire journal time spelling out Antioch Arcade. Optional: Give the children a sticker or some other memento to paste in their journal as a reminder of the workshop.

Have the children trace one of their hands on the page, then write at the top of the page: God’s Creation is in Our Hands. (Write it on the white board for them.) Tell them to list some things they can do this week to take care of the world (pick up litter, collect recyclables, feed birds, plant a tree, ride bike instead of driving, etc.).

Closing:
Prayer: Ask the students to close their journals and sit quietly for prayer. Go around the room and let each child name something they are thankful that God made. (It might be helpful to have them pass an object around so that whoever is holding the object knows it is their turn.) End with, “Thank you, God, for creating all these good things. Help us to take care of your good creation. Amen.”


Game Sheets

Creation Scavenger Hunt
(No manmade objects!)

Bird ____

Squirrel ____

Other mammal ____

Butterfly ____

Bee ____

Wasp ____

Ant ____

Other insect ____

Spider ____

Granddaddy longlegs ____

Turtle____

Snake ____

Animal nest ____

Spider web ____

Something living on a tree trunk ____

Animal that's camouflaged ____

Animal tracks ____

Egg case of a spider or insect ____

Animal part (bone, skin, feather, etc.) ____

Cocoon ____

Possible food for an animal ____

Seed ____

Plant with thorns ____

Plant that's been munched on ____

Five different-shaped leaves ____

Tree with rough bark ____

Tree with smooth bark ____

Smooth rock ____

Rough rock ____

White rock ____

Something bird might use in nest ____

Something very smooth ____

Something prickly ____

Something wet ____

Something each color of rainbow:

Red ____

Orange ____

Yellow ____

Green ____

Blue ____

Indigo (a purple blue) ____

Violet ____

Something that is moving fast ____

Something hard ____

Something that floats ____

Something pointy ____

Something with cracks ____

Something noisy ____

Something with strong smell ____

Something a deer could eat ____

Something a bird could eat ____

Something slippery ____

Something soft ____

Something cold ____

Something short ____

Something hot ____

Non-living thing that never was alive ____

A sound from a living thing ____

Something under a rock ____

Something on a piece of wood ____

Sources:
• National Wildlife Federation, Ranger Rick’s Kids Zone.
• Mrs. Bee’s Busy Classroom.


Matching Game
Suggested problems and solutions (some problems have more than one solution)

• Garbage takes up too much space in landfills.

• Reuse things instead of throwing them away.

• Recycle your trash.

• Don’t buy disposable products or over packaged products.

• Buy recycled products.

• Water supplies are running low.

• Grow plants that don’t have to be watered.

• Turn off the water while you’re brushing your teeth.

• Producing electricity pollutes the air or produces radioactive waste.

• Set your thermostat a few degrees colder in the winter and warmer in summer.

• Turn off the lights when you leave a room.

• Automobiles pollute the air.

• Ride your bike.

• Carpool.

• Take the bus.

• Plan to do a lot of errands in a single trip.

• Forests are being destroyed all over the world.

• Plant trees.

• Roadsides are trashy.

• Pick up litter; never throw it.


A lesson set from Kirk of Kildaire Presbyterian Church 
Cary, NC 

A representative of Rotation.org reformatted this post to improve readability.

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