Sample Lesson. connecting children with Christ and his church. A Christian Education curriculum for children aged 10 to 12 years

Transcription

1 connecting children with Christ and his church U P P E R P R I M A R Y A Christian Education curriculum for children aged 10 to 12 years C1 Sample Lesson CHRISTIAN EDUCATION PUBLICATIONS

2 Welcome to Connect This is a three-year Religious Education curriculum designed for use in Australian and New Zealand schools. It is Bible-based and offers twenty lessons each semester at Infants, Lower Primary and Upper Primary levels. The curriculum has as its foundation the belief that it is important to allow the Bible s own theological framework determine what is taught and how it is taught. It is therefore content-stuctured, teaching the major events, concepts and doctrines of the Bible. The intention of Connect is to introduce students to God and his saving purposes for the world through Jesus Christ, his Son. This curriculum is also student-related. It is designed to engage their minds and affections as well as develop the skills needed for students to explore the nature and content of the Christian faith. Educational approach Connect draws on recent research on the way students think and learn. Importance is placed on: teaching concepts in a way that is appropriate for the age and development stage of students; recognising that intuitive or tacit knowing means that students generally have more of a grasp of a concept than they can express in words; knowing requires more than an intellectual experience because it involves the emotions as well; relating all that is taught to their experience; and providing discussion and activities that encourage students to reprocess information and make it their own. Connect uses a range of teaching and learning strategies to engage the intellectual strengths and preferred learning styles of all students. Teachers are encouraged to try these to see which approaches best suit the needs of their classes. The overriding aim of this curriculum is to present the heart of God s message of salvation in a clear and attractive manner. For maximum effect this will require thinking beyond the immediate lesson to ways of linking interested students to church-run children s and youth activities, so they can experience Christian community and learn more about the Christian faith. Curriculum structure This is a three-year curriculum presented at three separate levels Infants (for students aged 6 and 7), Lower Primary (ages 8 and 9) and Upper Primary (ages 10 and 11). Accordingly students will only meet the particular Bible passage, upon which a lesson is built, twice during these years. The lesson content and learning outcomes are different at each level, achieving both reinforcement and learning at greater depth as the student progresses through school. Additional CEP curricula are available: Beginning with God is for the first year of school, By Design is for those making the transition from primary to secondary school and Encounter is for those in the first two years of secondary school. See the current CEP catalogue for details or contact CEP. Content Connect C1 takes up the story of God s plan of salvation by examining the ways in which Jesus revealed God s purposes. The lessons trace Jesus life and ministry from age 12 to his death, showing his fulfilment of Old Testament promises and his power to give new life and wholeness. The lessons conclude that Jesus is the way to God. The second group of lessons picks up the thread of Old Testament salvation history from Samuel through the three kings who ruled over the unified Israel. They show how God was fulfilling his promises to Abraham. There is a lesson on a contemporary Australian Christian. Connect C1 builds on the understanding of the previous semester. It also leads into the next (C2) where the theme of being part of God s kingdom is traced from the divided kingdom to the return from exile. The second group of lessons are based on Jesus teaching from the Sermon on the Mount. Special lessons As well as the Christmas and Easter lessons in the curriculum, a special assembly idea for these major Christian festivals is provided for those who may be asked to conduct a whole school or large group activity. Each semester contains a lesson dealing with a major issue that children face. This semester (C1) has a lesson on caring for God s world, which provides a biblical basis for environmental responsibility. Teachers are reminded to refer to the lessons on grief (B1) and celebrating a new family member (B2). 2

3 Contents For the teacher What you will find in each lesson 4 Curriculum stance 6 Training and support 6 Five circles of learning 7 Connect icons 8 Lesson 1 The boy Jesus in the temple Luke 2: Teaching songs 13 Lesson 2 The temptations Luke 4:1 13; Hebrews 4: Lesson 3 Jesus ministry fulfils God s promises Luke 4: Lesson 4 Jesus calls people to follow him John 1: Lesson 5 New life: Nicodemus Numbers 21:4 9; John 3:1 21; 19: Lesson 6 New life: the Samaritan woman John 4 41 Lesson 7 Power to heal John 5: Lesson 8 Jesus the bread of life John 6 55 Lesson 9 Power to die and rise again John 11; 20; 1 Corinthians 15: Using backing tracks 65 Lesson 10 Jesus is the only way John Lesson 11 Samuel 1 Samuel 1; 3 73 Lesson 12 Saul chosen as king 1 Samuel 8; 9:16,17; 10:17 25; 14:47,48; 15: Lesson 13 David chosen as king 1 Samuel 16: Lesson 14 David and Goliath 1 Samuel Lesson 15 Saul pursues David 1 Samuel 18:1 19:17; 22:1,2; 23:13; 26:1 27:1 95 Lesson 16 David becomes king 2 Samuel 5:1 6:5 103 Lesson 17 David honours God 2 Samuel Lesson 18 Solomon 1 Kings 3; 4:29 5:7; 10:1 13; Proverbs 1:1 7; 9: Lesson 19 Thankful Israel: Psalms Psalm 8; 16; Lesson 20 The church at work today 2 Timothy 3: Special lesson The environment 133 Easter assembly 137 Teaching ideas Help with classroom management 140 Helpful teaching techniques 142 Teaching memory verses 144 A guide to running assemblies 146 Is your class different? 148 The special needs of indigenous students 150 Understanding the student: the learning theory undergirding Connect 152 Using appropriate language in the RE class 154 When a student wants to make a response 155 Christian Education outcomes 156 3

4 What you will find in each lesson Lesson layout Each lesson has three parts: Way in, Bible focus and Connections. These will require approximately 20 minutes. (The shaded parts of the page are for teacher reference and do not form part of the lesson.) Teachers are encouraged to adapt the lesson to the learning needs of their students, since no two classes are ever the same. However, care should be taken not to distort the main points of the Bible s teaching. For those following the lesson exactly, the words the teacher will use are printed in bold, while instructions to the teacher are in normal type. Suggested student answers are placed in brackets. Icons are used to indicate flashcards, Activity books and many of the learning activities. For an explanation of the icons, see page 8. Preparation It is recommended that teachers allocate at least 30 minutes for preparation before each lesson. Preferably this should be well in advance to allow the Holy Spirit to make the Bible text relevant first in the life of the teacher. Inexperienced teachers may have to devote more time to lesson preparation. In Infants lessons that require cutting and pasting, it may help to do some of the cutting beforehand. Lesson background The notes assist the teacher to understand the main elements of the lesson, their place in the Bible and their historical background. These are usually the same across the three curriculum levels. Further information can be obtained from standard Bible dictionaries (see references, page 6). Timeline The timelines are designed to inform the teacher of the lesson s place within the broader framework of God s activity in world history, or in the life and ministry of Jesus. Lesson aim This presents the focus concept to be taught in each lesson. Lesson outcomes These are the list of knowledge, understanding, skills, values and attitudes that the lesson seeks to teach. An outcome is an observable accomplishment. Most can be assessed through direct questioning or the unaided completion of the Activity book. Value and attitude changes often have to be discerned or inferred over time. Some of the outcomes are repeated in subsequent lessons, because not all students will achieve all outcomes at the same time or in the same way. Many of the outcomes will be assessed in the Connections stage of the lesson, so it is important to allow sufficient time for as many students as possible to respond to the open-ended questions. Additional time may also need to be factored in for slow workers to complete activities. Memory verse The Memory verse is included in the belief that the Bible has the power, under the guidance of the Holy Spirit, to change lives. In many cases there is a separate Memory verse for each lesson. The teacher may choose to teach fewer Memory verses to ensure that students learn them well. (For additional ideas for ways of teaching the Memory verse, see page 144.) You will need This section lists all the items needed for each lesson. It is designed to be a handy checklist. Teachers will find that the Student Activity book and CD form an integral part of the lessons. An optional Coloured Visual aid pack is also available. Key Bible words This section provides clear definitions of key Bible words for the teacher. If these particular words are used in the lesson, an age-appropriate version will generally be provided for the students. Teaching tips These give help with preparation and presentation. They advise about some of the pitfalls to avoid and they present creative ideas and information about successful teaching techniques. (For additional information about teaching techniques, see page 142. For help with classroom management, see page 140.) Danger zone Warnings of potential problems and no-go areas are posted in this section to assist the teacher to avoid situations that may damage the lesson s effectiveness. Teacher s prayer This helps the teacher focus on the One about whom we teach, the students and their needs, as well as the teaching task. 4

5 Parts of the lesson Way in is an essential part of the lesson. It may revise concepts, link lessons to prior learning, set the scene and gain the students interest. Alternatives are offered in some lessons. Teachers may wish to devise their own alternative that suits the past experience or needs and interests of their students. Bible focus is the body of each lesson. The main ideas, the biblical content and learning concepts are dealt with in this section. Lessons seek to involve the students actively in their own learning. In many cases the Activity books are integrated into the learning during Bible focus. Connections draws everything together. It seeks to connect students with Christ and his church. Many of the questions and activities are designed to evaluate the students understanding and to allow them to process, internalise and give expression to what has been learned. Teachers may wish to incorporate some of the ideas suggested in the Activities section at this point in the lesson. Infants lessons are further reinforced with an end play where Joshua and Naomi comment on the lesson (see tracks 14 to 33 on the CEP Infants CD). Activities The suggestions are designed for incorporation into, or as extensions of, the lesson. They cover a range of learning styles that are indicated by an icon. (For further details of the underlying learning theory, see pages 7, 8 and 152. The icons are listed on page 8.) In most Primary lessons there are further Bible exploration activities that can be used with older students, capable workers or as suggestions for students to follow up between one lesson and the next. If they are to be used in the lesson, the teacher will need to provide the appropriate Bible text. When a greater degree of difficulty is involved, indication is given that the exploration is for more advanced students. Teacher reflections This section encourages the teacher to think back over the lesson. For next lesson Teachers are given a list of the items that need to be purchased or organised in advance of the following lesson. Visual aids Where required, blackline Visual aids for use in the presentation of the lesson are included immediately following the lesson. Purchase of the Teacher s manual carries with it the right to photocopy one enlargement of each Visual aid for use with the classes that teacher has. A further pack of coloured maps, timelines, pictures of historical artefacts and sites, and personalities and events is also available for use with lessons (see the current CEP catalogue). Student Activity book This is an integral part of every lesson. The activity book has engaging activities that are appropriate for the stage of development of the students. The Upper Primary has been expanded to include the Bible passages within the lesson and more activities. The words of songs and prayers, some collages, charts, diagrams, timelines and maps help the students see the relationship of different parts of their learning to life. Music and drama CD The CD included in the Teacher s manual contains new songs, backing tracks to accompany the students, drama scripts, sound effects and end plays (for Infants) for use with the lessons. A student version covering the songs learned each year is also available for use by teachers as awards and prizes or for purchase by students and their families to reinforce the learning. Bible version Nearly 90% of the users of Connect have indicated they use either the Contemporary English Version (CEV) or the Good News Bible (GNB) with Infants and Primary students. CEP has used the CEV in Connect because it considers the needs of both the reader and hearer. It is designed to be read clearly and understood by those not familiar with traditional biblical language. Teachers may wish to use other versions or, at times, paraphrases to bring out the details of some passages more vividly for the students. Multi-age classes Increasingly Religious Education teachers are faced with having to adapt lessons to suit composite classes of students drawn from more than one level of schooling. Some suggestions are made on page 148 for teaching lessons to a wider range of age and abilities. ESL and special needs classes Many school situations demand adaptation of curricula to meet the needs of students with English as their Second Language (ESL) or with special learning needs. Some general suggestions are made on page 148 for adapting lessons to suit. Teachers are encouraged to consult with the students regular teacher or with special support teachers to ensure 5

6 the Religious Education program meets the needs of these students. Video-based training kits are available for dealing with some special needs (see page 149 for details). Assembly-style RE Numbers of large group lessons are required these days that may involve combining classes from the one school grade or students from a number of grades. CEP has produced separate Infants and Primary Assembly packs for use in conjunction with the Infants and Lower Primary Teacher s manuals (contact CEP sales on (02) for details of these). Those who develop their own assemblies from this manual will find some useful tips on page 146. Curriculum stance Theological This curriculum, designed for use in Religious Education classes in schools, is written from a Protestant standpoint that accords with the historic creeds of the church. The underlying theological assumption is that we humans are made in the image of God. Consequently, we first need to understand God as he reveals himself in the Bible, pre-eminently in the person of Jesus Christ, before we can understand ourselves. This curriculum intentionally differs from those that adopt a human frame of reference or that focus on themes derived from other school curricula. Some Religious Education teachers question why Connect places as much emphasis on the Old Testament as it does. This can be answered in the following way: God began to tell a story in the Old Testament. The plot begins with creation, is complicated by the fall and is carried forward by God s grace and mercy in calling a people to himself through whom he purposed to redeem the world. There are a number of important focal points in this story: Noah, Abraham, Jacob, Joseph, Moses, Joshua, the judges, Samuel, David, Solomon, some godly leaders including Josiah, Hezekiah, Ezra and Nehemiah, and some key prophets (Elijah, Elisha, Isaiah, Jeremiah, Ezekiel, Micah and others). The Old Testament audience eagerly anticipated the climax of this drama. In Jesus Christ this occurred. Jesus did not arrive unannounced. His coming was declared in advance, not only in explicit prophesies but by means of all the promises, events, characters and circumstances of the Old Testament. In all the events from creation to the return from exile, the plan of salvation was gradually unfolding in a single unified story. Everything pointed forward to Christ. To understand the person and work of Jesus, one needs to explore the key parts of the Old Testament. Jesus himself demonstrated this (Luke 24:13 35). St Augustine summed up the teaching of Ephesians 1:3 14 and 1 Peter 1:10 12 in this way: The New Testament is in the Old concealed; The Old Testament is in the New revealed. A more detailed understanding of this approach may be obtained by consulting: Graeme Goldsworthy, According to Plan: The unfolding revelation of God in the Bible, Inter Varsity Press, and Gospel and Kingdom, Paternoster Press. Much of the material in the Lesson background notes has been drawn from: New Bible Dictionary and New Bible Commentary, Inter Varsity Press, various editions Walter A. Elwell, Evangelical Dictionary of Theology, Baker Book House. Educational For a model of the dynamic of the Religious Education class that underlies this curriculum, see page 7. An understanding of faith development theory and the ways in which children and young people learn is set out on page 152. What is appropriate in Religious Education in schools, the owning and grounding of faith statements, and the place of evangelism in the RE class are set out under What is appropriate/inappropriate in the Religious Education class on pages 154 to 155. Some helpful references are: Francis Bridger, Children Finding Faith, Exploring a child s response to God, Scripture Union Jody Capehart, The Discipline Guide for Children s Ministry, Group Lesley Ramsay and Neville Hatton, Child Protection Essentials, Anglican Youthworks. Training and support Connect users are offered training and support for the optimal use of this curriculum. Regular training is provided in the Sydney and Wollongong regions. Elsewhere in Australia and New Zealand it is offered annually or by appointment telephone (02) For online support: 6

7 Five circles of learning CEP believes the five circles of learning model best represents what transpires in the Christian Religious Education lesson. This model underpins a number of our curricula. It is best explained in the following way: All that is, was or ever will be is encompassed by God s story of creation, redemption and consummation. All of human history, all human relations and all human endeavour are located within this story, even when they are pursued without reference to God. For ultimately every created thing is in his sustaining care and the outcome of all events is controlled by his will and brought about by his decrees. This is the largest and all-embracing of the five circles. Without the Bible s story humanity would not know what God is like, what his purposes are or what it is to be truly human. For in Jesus Christ we have the fullness of Godhead dwelling bodily (Colossians 2:9,10). He alone demonstrates what it means to be in the image of God as human beings (2 Corinthians 4:4). In his birth, life, death, resurrection and ascension, God s love and saving purposes for humanity are revealed. Who God is, what he does and his calling of us to be in a restored relationship with him are all found in the Bible s message. The Bible s story of salvation history is the authoritative story in the Christian Education class. The teacher, living under the Bible s authority and in community with other believers, brings to the lesson his or her own life story. Central to this is the saving act of God in Christ and the evidence of a transformed life. The teacher s personal application of the Bible s message, his or her Christian worldview and a life of discipleship will serve as a living model of a relationship of faith, trust and love with Jesus Christ at the centre. The teacher also brings some of the story of the Christian community of believers in all ages. This is the story of the great, as well as the unknown, men and women, girls and boys of faith across time and place. These will often provide the inspiration for students to live in trust and obedience to Jesus as Lord and Master. Each student brings his or her own life story. The successful Christian Education lesson is one that assists students to make connections between the Bible message about Jesus Christ and their own lives. The richness of this experience will depend on how deeply the teacher knows God and can explain in an appropriate way God s message of salvation, how effectively the student is engaged in learning, and the work of the Holy Spirit. Teachers are encouraged to reflect prayerfully on this model before and after meeting with students in each lesson. God's story All that God has done, is doing and will do Teacher's story The reality of this part of the Bible in the teacher's life Best learning happens here Stories of other Christians The reality of this part of the Bible in the lives of others, including contemporary and historical figures Story of this part of the Bible How this part fits into the total Bible message of redemption Good learning happens here Students stories The invitation to see connections between the Bible's message of salvation through Christ alone and their own lives 7

8 Connect icons Connect draws, among other things, on the educational research of Howard Gardner from Harvard University. Gardner reacted to the prevailing view that intelligence was a single, general-ability characteristic. He considered that this was too limiting. Instead he developed a theory that there are eight different and separate kinds of intelligence: word; music; maths and logic; body; space and vision; interpersonal; self; and nature. Individuals use different combinations of these to solve problems and learn. Most of us have two or three dominant ones that determine our preferred teaching and learning styles. It is important that the teacher understands his or her dominant intelligences and realises that not all students will readily respond to these. For this reason, Connect offers a range of supplementary learning activities with each lesson. An icon indicates the dominant intelligence and the types of learning it entails. They are as follows: Word: Those who are gifted in this way prefer to use language, to read, write, speak, debate, create poetry, do word puzzles, and express ideas in words. Music: These people are sensitive to pitch, timing, rhythm and timbre; they easily memorise songs and tunes, play instruments and create sound effects. Maths and logic: This dominant type displays problem-solving ability, the use of logical reasoning and argument, the preference for researching, experimenting, analysing, hypothesising, ordering and making patterns. Body: Those who are gifted in this way love playing sport, controlling movement, miming, acting, manipulating, making and fixing things. Space and vision: Such people enjoy creating artwork, drawing, painting, creating mental pictures, mapping, making diagrams, solving mazes, designing and drawing plans, and photography. Interpersonal: This type has a good grasp of human behaviour and motivation, is comfortable interacting socially, seeks cooperation, shows leadership in organising and managing others, is good at negotiation and mediation, and has an empathy and sensitivity to others.? Self: Such people are blessed with selfawareness, self-understanding, reflection and self-discipline, identifying their own strengths and weaknesses, and use their own experience to understand and explain. Nature: These are at home in the natural world with a love of the created order. They seek to relate their learning to that world. Additional icons In addition to these, Connect uses the following easily recognisable icons: Bible: Each lesson has at least one occasion where a verse or short passage is read from the Bible. The underlying belief is that God s Holy Spirit brings to awareness the message of the Scriptural text. Exposing students, even at an early age, to Bible reading is important because of its authoritative place in the lives of Christians. Bible exploration: This icon indicates activities that take the students further in their interaction with the biblical text in order to develop a more advanced understanding of God and his purposes. Student Activity book: This indicates at what point in the lesson students are required to work on the activity sheet for that lesson. CD: The CD icon is shown when a song, drama script, sound effect or, in the case of Infants, an end play should be played. Flashcard : The teacher is given a visual cue when to hold up a flashcard. 8

9 Sample Lesson is the only way 10Jesus John 14 Jesus performed many miracles, which enabled his disciples to see that he was the Messiah (John 20:30,31). Not only had they witnessed Jesus perform miracles, they had sat under his teaching for some three years. The time for Jesus to be crucified was drawing close. Jesus shared the Last Supper with his disciples and told them that he would soon leave them (John 13:33). Jesus impressed upon them that there is only one way by which people could go to the Father: Without me, no-one can go to the Father (John 14:6). Philip wanted a special revelation of the Father. In reply to Philip, Jesus spoke of his unique relationship with his Father, God (John 14:9,10). Jesus said that to have seen him was to have seen the Father. The following verses from John 5 illustrate the point Jesus had made to Philip. Verse 17: Jesus works because the Father works. Verse 18: Jesus said that God is his Father, which makes him equal with God. Verses 19,20: Jesus does what the Father does. Verse 21: The Father gives life and so does Jesus. Verse 22: Jesus has been given the authority to judge everyone. Verse 23: Jesus is to be honoured as much as the Father. Jesus claim to be the way, the truth and the life! (John 14:6): The relationship of Jesus, the second person of the Trinity, to the Father and the life-giving Spirit is absolutely unique. Because of this, he alone is the way by which we can enjoy a relationship with the Father. Our salvation is in Jesus alone and his atoning work for us on the cross. Jesus also said that he is the truth. To have Jesus is to have the truth; there is no other truth because all God s promises are fulfilled in him (2 Corinthians 1:20). Jesus also said that he is the life. To have Christ is to have eternal life. Life is found in no other (Hebrews 1:2,3). Jesus continued to show the depth of his relationship with the Father. Jesus stated that I am one with the Father and the Father is one with me (John 14:10). The disciples had seen many miracles but Jesus wanted them to have faith in him because of his word (John 14:11). Soon Jesus would leave the disciples and he called them to show their love for him by obeying his commands (John 14:15). The promise of the Holy Spirit was given to all who love and trust Jesus. The disciples were convinced that Jesus is the only way to God and set about fulfilling the great commission (Matthew 28:18 20). Where this fits in Jesus ministry Birth and childhood Baptism and temptation Galilean ministry (Mark 1 5; John 1 5) Year of opposition in Galilee (John 6 10) Perea to Jerusalem (Luke 13 21) Death and resurrection Ascension

10 You will need A CEV Bible marked at John 14:1 7 Activity books Several photocopies of page 72 (see Preparatory notes) Envelopes A large sheet of paper and felt pen (optional) Materials for Activities Jesus saves: CEP Upper Primary CD CD player Jesus and The disciples from the Coloured Visual aid pack Teacher s prayer Thank God that we can know him through Jesus. Thank God that Jesus has revealed the truth about how we can have a relationship with him. Pray that the students will consider carefully the implications that Jesus is the only way to God. Preparatory notes Bible focus for this lesson is a game that reviews this semester s lessons so far. Ideally students will play this game in groups of four, although enough resources have been provided for groups of six. You will need to photocopy and prepare page 72 of this manual for each group. Place each group s prepared game pieces in an envelope. Teaching tips Move among the small groups to supervise the students carefully while they are playing the game in Bible focus. Other resources If your lessons are longer than the standard, you may find the following resources useful. Jesus is the only way to God track 24 of Colin Buchanan s Follow the Saviour CD. Verse to remember John 14:1 4 track 27 of Colin Buchanan s Remember the Lord CD. Select something from your own resources. Lesson aim To help students understand that Jesus is the only way to God Lesson outcomes Students will: understand that Jesus said he is the way, the truth and the life revise the things they have learned about Jesus so far this year consider why other ways that people try to get to God do not work. Memory verse I am the way, the truth, and the life! Jesus answered. Without me, no-one can go to the Father. John 14:6 (CEV)

11 Way in suggest 6 minutes Read John 14:1 4 from a CEV Bible. These verses tell us something that Jesus said to his disciples not long before he died. Why might the disciples have been worried? (Accept answers, such as they knew Jesus was going to die, they were going to lose their leader and friend.) Jesus told them not to worry. What did he tell them to do instead? (To have faith in God and to have faith in Jesus.) What did Jesus tell them is going to happen? (Accept answers, such as Jesus is going to prepare a place for them, he is going to come back again.) What did Jesus tell them that they know? (The way to where he is going.) The disciples were not sure that they did know the way. Listen to what happened next. Read John 14:5 from a CEV Bible. Now listen to Jesus answer. Read John 14:6,7 from a CEV Bible. What did Jesus say about the way? (He is the way to the Father.) Can you get to the Father without Jesus? (No.) Bible focus suggest 9 minutes Distribute the Activity books and direct the students to pages 20 and 21. Divide the students into groups of about four students and give them a set of game pieces (see Preparatory notes). Ask a student to read out the game instructions. Allow the students to ask any questions they have about the game before they begin. Circulate among the groups of students while they are playing the game. Make sure they are answering the questions seriously and playing the game fairly. You may also like to challenge them about what other things they can remember about the previous lessons you have taught them this semester. The questions and answers from the game are printed below. a. Jesus spoke to a Samaritan woman at a well. (True.) b. Jesus fed about 5000 men with 5 fish and 2 loaves of bread. (False it was 2 fish and 5 loaves.) c. Satan tried to tempt Jesus by making him turn a stone into bread. (True.) d. Jesus was 14 when his parents lost him in Jerusalem and he was found at the temple. (False he was 12.) e. Nicodemus was a Pharisee. (True.) f. Lazarus sisters were Maisy and Margaret. (False they were Mary and Martha.) g. Jesus once said, I am the bread that gives life! (True.) h. Jesus called 12 men to follow him. (True.) i. You can have eternal life if you have faith in Jesus. (True.) j. Nicodemus helped bury Jesus. (True.) k. Jesus would not heal people on the Sabbath. (False Jesus did heal people on the Sabbath.) l. Jesus was thrown off a cliff in his home town, Nazareth. (False although the people tried to throw him off a cliff, Jesus escaped.) m. We can learn about Jesus by reading the Bible. (True.) n. Jesus has power over death. (True.) o. Jesus told Nicodemus he had come to condemn the world. (False Jesus said he had come to save the world.) Connections suggest 5 minutes We have learned many things about Jesus this year. What are some of the things we have learned? (Accept answers.) One of the most important things we have learned is how trusting in Jesus and having faith in him allows us to have eternal life. What have we learned about Jesus today? (Accept answers.) Read John 14:6,7 again from a CEV Bible. 10

12 What does Jesus say about himself? (Accept answers such as that he is the way, the truth and the life, and that no-one can go to the Father without him.) What does Jesus mean when he says no-one can go to the Father without him? (Accept answers, ensuring the students understand that we need to be saved by Jesus death to be able to have a relationship with God.) What are some ways people think they can get to God? (Write the students answers on the board or a large sheet of paper to refer to when answering the next question.) Why don t these ways work? (Accept answers.) What is the only way to God the Father? (Through Jesus the Son.) Concluding prayer Thank you, God, that Jesus is the way, the truth and the life. Help us to trust in him. Amen. Activities Singing Jesus saves (track 6): CEP Upper Primary CD.? Jesus is the only way to God Ask the students to write down how they feel about the statement Jesus is the only way to God. Question time Invite your minister or some other knowledgeable Christians you know to answer the students questions about today s lesson. The Son and the Father Ask the students to read John 14:8 14 and consider the following questions. What is the relationship between Jesus the Son and God the Father? What does Jesus tell the disciples about the future? Daily devotions Jesus is the only way: Acts 16:22 34 Philippians 3:7 10a 1 Corinthians 1:26 31 Ephesians 2:4 10 Romans 8:31 39 Supplementary songs are also included in Other resources at the start of the lesson. Song Ask the students to listen to and discuss the words of Jesus is the only way to God, track 24 of Colin Buchanan s Follow the Saviour CD. Design Ask the students to design a road sign that will remind people that Jesus is the only way to God. You may choose to allow them to use some thick cardboard and paint or markers to make their sign.

13 If you don t have a class set of Bibles, photocopy these verses to use for your choice of Activities from page 70. John 14:8 14 (CEV) 8 Philip said, Lord, show us the Father. That s all we need. 9 Jesus replied: Philip, I have been with you for a long time. Don t you know who I am? If you have seen me, you have seen the Father. How can you ask me to show you the Father? 10 Don t you believe that I am one with the Father and that the Father is one with me? What I say isn t said on my own. The Father who lives in me does these things. 11 Have faith in me when I say that the Father is one with me and that I am one with the Father. Or else have faith in me simply because of the things I do. 12 I tell you for certain that if you have faith in me, you will do the same things that I am doing. You will do even greater things, now that I am going back to the Father. 13 Ask me, and I will do whatever you ask. This way the Son will bring honour to the Father. 14 I will do whatever you ask me to do. Year C Semester 1 Lesson 10 Photocopied from connect 2003 Christian Education Publications, for classroom purposes only 10 Teacher reflections How can I encourage the students to work well with other students? Were the students able to recall what they had learned in previous lessons? For next lesson You will need to prepare some flashcards. If you don t have a blackboard or whiteboard in your classroom, you will need a large sheet of paper and felt pen.

14 1 Cut out the spinner and push a toothpick through the hole in the centre J J J J J J E S U S E S U S E S U S E S U S E S U S E S U S