Second Grade Foundations: Jesus: God s Secret Plan Summer Quarter: God s Kingdom Grows

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2 Second Grade Foundations: Jesus: God s Secret Plan Summer Quarter: God s Kingdom Grows 2002, 2010, 2013 Karyn Henley. All rights reserved. Exclusively administered by Child Sensitive Communication, LLC, PO Box Nashville, Tennessee Written and illustrated by Karyn Henley Layout by Kristi J. West The dandelion logo is a registered trademark of Karyn Henley

3 GOD S KINGDOM GROWS Introduction: Let s Look at Some Basics Walk Through a Lesson Connect with Parents How to Use this Curriculum with Older Students i ii vi vii Lessons: 1. Paul Goes to Damascus Jesus is the Truth Captain Cornelius Jesus welcomes people from every nation Paul Travels and Writes to the Galatians Jesus frees us from sin An Earthquake; Letters to Thessalonica Jesus makes our love grow The Silver Worker and Letters to Corinth Jesus comforts us Paul Sent to Felix; A Letter to the Romans Jesus is the Second Adam A Shipwreck and Letter to the Colossians Jesus shows us what God is like Paul Writes to Philemon and the Ephesians Through Jesus, God adopts us into His own family Paul Writes to Philippi and Timothy Jesus is our Mediator A Letter to Titus; a Letter from James Jesus makes us pure Letters from Jude and Peter Jesus gives us all we need to live godly lives A Letter to the Hebrews; John s Letters Jesus calls us His brothers and sisters Revelation Jesus is the First and Last, Beginning and End. 78

4 Second Grade Foundations: Summer Quarter i I N T R O D U C T I O N Welcome to Second Grade Foundations, a chronological study of the New Testament which continues the journey through the Bible begun in First Grade Foundations. The theme of Second Grade Foundations is Jesus: God s Secret Plan. This theme is based on Colossians 2:2, 3: I want them to have full confidence because they have complete understanding of God s secret plan, which is Christ himself. In him lie hidden all the treasures of wisdom and knowledge. Each lesson in Second Grade Foundations is designed to help children discover a new attribute of Jesus as they progress through a chronological study of the New Testament. Children will also deepen their understanding of God s plan which was introduced in the first grade curriculum. Second Grade Foundations shows children that Jesus is central to God s p l a n. Let s Look at Some Basics: Quarter 1 - When God s Son Came Quarter 2 - Jesus Teaches and Amazes Quarter 3 - Jesus Best Gift Quarter 4 - God s Kingdom Grows Seven year olds understand the of the flow of time more accurately. The second grader s concept of historical events continues to develop into a more accurate understanding. Second Grade Foundations helps them in this understanding of the passage of time as it relates to the Bible. This chronological overview of the New Testament, continuing from the first grade overview of the Old Testament, helps second graders see that the Bible is not simply a collection of stories told like Aesop s fables, but is one whole meaningful story in itself. Seven year olds are curious and want to discover. They like codes. Because of their inner desire to discover, there is an element of discovery involved in each storytelling session. The children take turns discovering the hidden archaeological artifact. The artifacts serve as codes to the story. The children listen to the story to discover the meaning of the codes. Second graders need structure and rely on teachers. Second Grade Foundations is highly structured. Teachers play a key role in drawing children into activities as well as in guiding conversation toward an understanding of the theme of the session. Seven year olds like to review. Because Second Grade Foundations is chronological, each session links to the sessions before and after it. This connection is shown visually in the mural to which a page is added each week, showing children the progression of events in Jesus life and the early church. Brief reviews are built into the beginning and end of each session. In addition, each activity serves as a review of the theme for the session which is introduced during the large group story time.

5 ii Second Grade Foundations: Summer Quarter Seven year olds like to be read to. Sevens tend to be good listeners. Storytelling recommendations for this curriculum include readings from Bible passages. Suggestions for appropriate versions of the Bible can be found under Discovering the Story in the introduction, page iv. Seven year olds often like to work by themselves or with a partner, but not often with a large group. Sevens are more self-conscious. Although they are hard workers, they can be moody and intense. Activities in this curriculum often recommend each child working individually or with one partner. Most sevens write more clearly than they did when they were six. However, seven year olds still find it difficult to copy material from a chalk board. And some, especially boys, don t enjoy writing at all. This curriculum requires only a minimal amount of writing. Second Grade Foundations builds the groundwork for future Bible study. Because Second Grade Foundations is an overview, giving children a broad look at biblical events in the order in which they happened, it sets the stage for future study of the Bible in its traditional out-of-sequence order. It is important for children to see the Bible as a whole story so that when they learn the books of the Bible and study the traditionally ordered Bible, they can know, for example, how the events of Jesus life fit together and how Paul sent letters to different churches and people as he traveled. They will begin to see how Jesus was and is at the center of God s plan for bringing the world back to Himself. WALK THROUGH A L E S S O N Scripture Bible Story Goal There is one Bible verse for each session. This verse emphasizes the attribute of God which the children will discover during the session. You may use this as a memory verse if you want. The verse will be read after the story is told. It is also referenced in the mural page each week. The Bible stories follow the New Testament in the order in which the events happened. Each story concentrates on a specific event or person. Each story also focuses on one attribute of God which became clear in the event or in God s relationship with the person. Each week the goal is for the child to learn a new attribute of God which is revealed through the story and activities of the session. INTRODUCTION Class time starts when the first child arrives. Teachers should be available and ready to greet each child and his or her parent(s) as they arrive. Have materials for the introductory activity ready and available so that children can be drawn into the session immediately. You can do this by either having a teacher-helper available to explain the activity to each child who arrives. Or you can explain the activity yourself as you welcome the children to join you in the activity. Or you can enlist the first children who arrive to help explain the activity to those who arrive later.

6 Second Grade Foundations: Summer Quarter iii Option: If your children will be arriving at the same time (for example, if they come to your class directly from a worship service), you may wish to skip the introductory activity and move right into the large group, Exploring God s Plan. EXPLORING GOD S PLAN After session 1, you are encouraged to seat the children on the floor in front of the archaeological dig. This provides a point of interest and serves to pique the curiosity of the children as you draw them into the story. You will be pretending that your children are archaeologists, exploring the past. So they will dig and find artifacts which will serve as clues for the story. The Archaeological Dig: To make the dig, you will need a child s wading pool and yellow, brown or other earth-tone streamers. You may substitute a large, wide box or a large flower pot, laundry basket, or galvanized metal tub for the child s pool. Place the pool or other receptacle at one side or corner of your room. Tear streamers into strips about two feet long, and fill the pool with the streamers. This becomes the rubble in the dig. Each session plan recommends different items to hide under the rubble so that children can search for them. A few lessons will ask you to replace the earth-tone streamers with blue streamers so that the dig becomes a lake or a well. On occasion, to fit the story and add variety, the dig will not be used. At this point in class, ask the children to sit on the floor in a semi-circle around the dig, but about three feet away from it. This will give the children who actually search through the rubble the room that they need. If you want to incorporate songs into your class time, this would be the ideal time to have music. This will help children transition to the group, and it will help them focus for the think time to come. Think About It This portion of the session challenges children to think about interesting facts or questions that draw them into the story. The Mural This is the time to briefly review last week s session by referring to a mural to which you add one page each week. A mural page pattern is found at the end of each session plan. Before each class, you copy this page and cut along the lines indicated to shape it like a jigsaw puzzle piece. The mural page fits into the piece before and after it, helping children to remember that each Bible story is linked to what happened before and after. Each mural page contains a simple drawing that will serve as a reminder of the event or person in the Bible story. The mural page also tells the attribute of God for that session and lists the scripture for the day. The scripture will always be about the specific attribute of God listed on the mural page. Choose a place in your classroom to hang the mural pages. They will need to be linked in consecutive order. So if you can, place the pages high enough on the wall so that you are able to continue linking them in a line around corners. You can skip spaces when you come

7 iv Second Grade Foundations: Summer Quarter to windows and doors, of course. Consider hanging the mural pages at a height that will place them above the door. You will continue to add mural pages each week through the entire four-quarter study, except for Christmas and Easter lessons. The total space required for this year will be about 27 feet. This can be accommodated by any room that s over 7 feet square (not including doors and windows if the room is that small). Another option, though it s less convenient, is to hang the mural pages in a hallway outside your room. Or if you have to, place them in rows, one below the other on one wall. Since the mural pages are simply pieces of plain paper, they can be hung easily using plastic adhesive like Plasti-Tak or Tak n Stik. Or use sticky notes (postable notes) as if they were tape, overlapping both the wall and the paper with the sticky part of the note. Discovering the Story Most of the stories begin by asking a few children to be the archaeologists who dig in the rubble to find artifacts which will serve as clues to the day s story. Once the children have found the artifacts, the story is told. Each session gives you a choice of ways to tell the story. You may tell it in your own words. If the story is one with which the children are familiar, (baby Moses, for example), it would be best to ask the children to tell you the story while you add important details if necessary. The Day by Day Kid s Bible (Tyndale House Publishers) is recommended as one storytelling option. This is a children s Bible which is written on a second grade reading level, so the stories are very clear and interesting. The Day by Day Kid s Bible is a chronological Bible and is the Bible on which this curriculum is based. (This particular Bible was formerly published under the title of God s Story.) The Day by Day Kid s Bible is available through Christian bookstores or may by purchased directly from Karyn Henley Resources at Note: It is not necessary to use the Day by Day Kid s Bible in order for this curriculum to be effective. A third option that is always suggested is reading the story from a traditional Bible. Scripture references are listed. Easy-to-understand Bibles are the International Children s Bible and the New International Reader s Version. A Verse to Remember At this point, hang this week s mural page on the wall, and read the scripture that talks about the attribute of God. Prayer Ask for a volunteer to say the prayer to end the large group time. volunteers, say the prayer yourself. If no one

8 Second Grade Foundations: Summer Quarter v ACTIVITY CENTERS At least three different activities are suggested for each session. NOTE: You do not have to do all of the activities. Choose the one(s) that best fit your needs. The third activity is a time line which the children create and add to each week. They will take it home at the end of the quarter. When a fourth activity is suggested, it is always a story that the teacher reads aloud or plays on CD. It is included whenever possible because it is interesting, yet requires little or no preparation. If you have a very short Sunday School time (for example, 45 minutes), you may wish to arrange your schedule in one of the following ways: Or Or Introductory activity + Exploring God s Plan + Bringing It Home ( Exploring God s Plan includes the story, scripture, and prayer. Bringing it Home includes the take-home read-aloud story.) Exploring God s Plan + one activity of your choice + Bringing It Home Exploring God s Plan + one or two activities It s always a good idea to be prepared to do one more activity or section than you think you ll have time for. It s much better to have more activities than time, instead of more time than activities. If you have mid-week classes, you may wish to start the session on Sunday with the introductory activity and story, and conclude the session during mid-week classes using the remaining activities and the Bringing It Home review. If you have a longer Sunday School time and many children, divide your class into two or three smaller groups, six to eight children in each group. Having an teacher-helper in each group will help facilitate the activity and enhance learning. (However, after the first session, children should be able to do group #3 each week without much help, so this center could be utilized without a teacher-helper.) After the story, scripture, and prayer, send the children to their groups. Give them 15 or 20 minutes, and then guide the children to a different group. In another 15 or 20 minutes, guide the children to a third group (or to Bringing it Home if you only have two groups). If you have a longer Sunday School time and few children (10 or fewer), keep the children in one group, and go together through the activities you ve chosen. M a t e r i a l s : Most materials are readily available at home or in a discount store. The Day by Day Kid s Bible (published by Tyndale House Publishers) is available through Christian bookstores or through Karyn Henley Resources at Do: Specific instructions are given for each activity. Sample illustrations are included when necessary. It may be helpful for you to make a sample of any art or craft activity before class. Discuss: This section suggests questions and statements that will help link the activity to the story or theme of the session. Try to guide children s conversations toward thoughtful responses to the story or theme.

9 vi Second Grade Foundations: Summer Quarter BRINGING IT HOME Gather together as a large group to review. Give each child a copy of the take-home read-aloud story, and ask the children to read it aloud with you. This will review today s story and will give the children practice so they can take the story home and read it to their parents, siblings, and/or friends. The stories are written at a first-grade reading level, but you may need to help children sound out some of the names (for example, Abraham or Rebekah). Encourage the children to place a finger under each word as they read if they need to. CONNECT WITH PA R E N T S Children are asked to read the take-home story aloud to their parents. A note at the end of each take-home story serves to further involve parents in their children s Bible learning. This note encourages parents to read specific stories from the Bible to their children during the week. Some of the suggested readings review what the child heard in class. Some are previews of what the child will hear next week. However, most of these readings reveal the connective events that happened between what the child heard last Sunday and what the child will hear next Sunday. Through these readings, parents can play a big role in helping the child understand the flow of biblical events. The readings suggested are specific stories from the Day by Day Kid s Bible (see information under Materials or Discovering the Story above). But scripture references are included so that these same stories can be read from any traditional Bible. NOTE: If for some reason the parents cannot or do not want to read the suggested stories to the child during the week, the child will still get a rich overview of the Bible simply by attending class. Other options to connect with parents include: Send a newsletter home at the beginning of each quarter listing the stories, scriptures, and goals for your class for that quarter. Take photos of the children during interesting activities in class. Or have a volunteer come into class periodically to take photos. Post the photos on a bulletin board outside the classroom so parents can see their children in action. Invite parents to come and observe your class in progress. Some parents enjoy it so much that they volunteer to become helpers and teachers.

10 Second Grade Foundations: Summer Quarter vii HOW TO USE THIS CURRICULUM WITH OLDER STUDENTS First Grade Foundations gives children an overview of the Old Testament. Second Grade Foundations gives children an overview of the New Testament. So in two years, children get an overview of the entire Bible. Some churches may wish to use this overview of the Bible with third and fourth grades, or fourth and fifth grades. This curriculum can be used as a framework or outline with older students. To adapt it to older grades, you will need to change it in the following ways: Instead of the teacher reading the story passages, ask the students to read these passages. The Day by Day Kid s Bible is still appropriate for use with these older students. (Keep in mind that over 70% of U.S. students read below grade level.) Other useful Bibles are the International Children s Bible and the New International Reader s Version. See the note under Materials or Discovering the Story (page iv) for information on the Day by Day Kid s Bible. Evaluate the activities. Many of them will be enjoyable for older students, but the students can do any writing or reading involved. Older students can also be expected to do more elaborate drawings, designs, etc. You may want to substitute more challenging activities at times. Here are some suggestions for older students: - Students write imaginary news articles as if they were reporting a current event for a newspaper. - Assign Bible character roles to different students, and ask others to interview them as if they were newspaper reporters. Tape the interviews. - Play scripture memory games using the scripture for the day. Play other games using the goal or story for the day. Gospel Light Publishing Company sells some excellent game books under the title Big Book of Bible Games. These are for students through age 12 and are easily adapted for use with most Bible stories and themes. Group Publishing Company also sells general activity books for older students. - Use Snip & Tell Bible Stories as an activity. Make one copy of the appropriate pattern page for each student, and teach them how to cut the pattern to make a story figure. T h i s book is available from Group Publishing or from Karyn Henley Resources, In your discussion of the activities, go deeper into: - How God shows this particular attribute in the students daily lives and in the lives of others. - How students can bless God and others in specific ways, using the examples of the lives in the story when possible. The third activity, creating a time line, is appropriate for older students. However, in addition to drawing the symbols, students should write the attributes of God and the scripture references on their time lines. The mural page for the week can serve as an example. Leave out activity #4 when it is suggested. Instead of giving the students a take-home page to read aloud, assign them the readings that are listed at the end of the take-home page under the note to parents.

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12 Second Grade Foundations: Summer Quarter 1 Session 1 Paul Goes to Damascus Acts 9:1-31 Scripture: Goal: Jesus answered, I am the way and the truth... John 14:6, NIV Learn that Jesus is the Truth. INTRODUCTION You will need large paper cups and a clock that ticks loudly (not a watch). Hide the clock in a location that is not obvious, but still in sight. As children arrive, give each one a paper cup. Ask them to punch out the bottom of the cup and throw the bottom away. Then ask them to find the clock by listening for its tick. To help them locate the clock, they hold the small end of the cup over one ear. When they find the clock, they are to sit down but not tell anyone else where it is. When everyone has found the clock, choose a child to hide it while everyone covers their ears and closes their eyes. Then they can search for it again. EXPLORING GOD S PLAN Gather the children together in a large group around the archaeological dig. (See introduction, page iii for specific instructions.) Think About It Ask each child to say his or her name. Ask: Which of our friends here have low voices? Which have higher voices? Which have loud voices? Which have softer voices? Tell the children that just as each person has a different fingerprint from other people, everyone also has a different voice print.. Ask: What are other ways in which people s voices can be different? (Some are whiny, gruff, raspy, etc.) Tell the children that today s story is about a very important voice. The Mural Before class, make a copy of Mural 4-1 (page 5), and cut out the puzzle shaped sides. You will use it later. In class, point to the Plan Page on the wall. Ask: What is God s plan? (God loves and blesses us. We love God and bless others so they will come to love God too.) Sing God s Plan (page viii). What does bless mean? (To say and do good things for someone. To act and speak in loving ways.) Why did Jesus come? (Jesus is God s secret plan to undo the works of the devil - Colossians 2:2,3.) Point to last week s mural page from last week. Ask: What did we learn last week? (Philip taught a man in a chariot about Jesus.) Let s find out what happened next.

13 2 Second Grade Foundations: Summer Quarter Discovering the Story Materials: a flashlight, an envelope, a basket, the Day by Day Kid s Bible or a traditional Bible Do: Before class, hide the flashlight, envelope, and basket under the streamer rubble in the dig. In class, choose three children to be archaeologists for the day. Ask them to dig through the rubble and, without looking, pull out one artifact each. They should set the artifacts in front of the dig where everyone can see them. Say: These are clues to our story today. Listen and see if you can figure out what the clues mean. First, remind the children that when Stephen was killed, a man named Saul was watching. Now tell Saul s story in your own words. Or read A Bright Light and a Voice from the Day by Day Kid s Bible. Or read Acts 9:1-31 from a traditional Bible. Discuss: Ask: How are these artifacts clues to our story? (The envelope reminds us that Saul got letters that gave him permission to put Jesus followers in jail. The flashlight reminds us that while Saul was on his way to Damascus, a bright light shone down on him. The basket reminds us that Saul had to escape from the city in a large basket.) Say: Saul thought he knew the truth. But after Jesus spoke to him, Saul realized that Jesus is the Truth, the true way to get to God. A Verse to Remember Show today s mural page to the children. Add it to the mural on the wall. Read the scripture for today, or ask a child to read it. Then tell the children that in their activity centers, they will do things to help them remember that Jesus is the Truth. Prayer ACTIVITY CENTERS You don t have to do all of these activities. Choose the one(s) that best fit your needs. 1. A Bright Light Painting Materials: paper, yellow liquid washable paint, plastic picnic spoons, paper towels, hand wipes D o : Give each child a piece of paper. Ask the children to fold the paper in half, then open it again. Let each child spoon a small amount of paint onto the very center of the fold. Then children fold the paper again, over the paint, and gently press and smooth out the paper. Ask the children to open the paper again. T h e r e will be a large bright design on the page. This represents the bright light that shone down on Saul. D i s c u s s : Ask: Why was Saul on his way to Damascus? (He was going to put Jesus followers in jail.) Why? (He thought they were wrong. He thought they w e r e going against God.) What changed Saul s mind? (Jesus spoke to him. He was

14 Second Grade Foundations: Summer Quarter 3 blinded by the light, and he had time to think about what was really true.) What did Saul learn? (He learned that Jesus really was God s Son. He learned that Jesus is the Truth.) Is Jesus still the Truth, the true way to get to God? 2. Translucent or Transparent Materials: flashlights, construction paper, one piece of plain white paper per child, wax paper, newspaper Do: Give each child a piece of each kind of paper. (Or children can work with partners.) Ask the children to share the flashlights. First each child should try to shine the light through construction paper. Ask them to describe what happens. Tell them that we call this paper opaque, because light can t shine through it. Ask them to shine the light through plain white paper, then through newspaper. Ask what happens. This paper is translucent. It lets light through, but not all the way through. Ask them to shine the light through the wax paper. This is transparent, because the light beam goes all the way through. Most glass windows are transparent. Discuss: Ask: Have you ever heard the safety rule, Don t look directly at a bright light, like the sun? Why shouldn t we do this? (It damages our eyes. We might go blind.) What happened to Saul when the bright light shone directly on him? (He went blind.) How did he get his sight back? (God healed him.) What else did Saul experience besides the light? (Jesus talked to him.) What did Saul learn? (That Jesus is the Truth. He is the true way to get to God.) Is Jesus still the Truth, the way to get to God? 3. What s the Plan? Materials: one loose-leaf notebook or binder for each child, copies of the Time Line page (page 86), a hole-puncher, crayons or colored pencils, permanent markers Do: Before class, make copies of the Time Line page and punch holes in one edge of each page. In class, give each child a Time Line page. Ask children to turn the pages horizontally so that the holes are at the top. Ask them to draw a bright light in the first section (left hand side). The mural for today can serve as an example. Tell the children that the light will remind them that Saul learned that Jesus is the Truth. Give each child a notebook. Children write their names on their notebooks and put the page inside it. Keep the notebooks in class. Discuss: As the children draw, ask them to tell their favorite part of the story, and to tell why it s their favorite part. Ask: Why did Saul want to put Jesus followers in jail? (He thought they were going against God. He didn t believe in Jesus.) What did Saul learn? (That Jesus is the Truth, the true way to get to God.) Is Jesus still the Truth, the way to get to God?

15 4 Second Grade Foundations: Summer Quarter BRINGING IT HOME: WHO WON? Gather as a large group to review. Materials: one copy of the story A Bright Light (page 6) for each child. Do: Give each child a copy of the story. Help the children read it together aloud. Then ask them to take it home today and read it to their family or friends. Review the scripture for today. Discuss: Ask: What did we learn about Jesus? (Jesus is the Truth, the true way to get to God.) What s God s plan? (God loves and blesses us. We love God and bless others so they will come to love God too.) Sing God s Plan (page viii). Ask: How does Saul learning about Jesus fit into God s plan? (God loved and blessed Saul by showing Saul the truth. God wanted Saul to love and bless others so they would come to love God too.) Who won in today s story: evil or God? (God won. God s LOVE always wins.) Pray, thanking God that Jesus is the Truth.

16 Second Grade Foundations: Summer Quarter 5 Mural Page 4-1 Jesus is the Truth. John 14:6

17 6 Second Grade Foundations: Summer Quarter A Bright Light Saul watched when Stephen was killed. He thought people who followed Jesus were going against God. So he got some letters that said he could put Jesus followers in jail. Then he began a trip to Damascus to get some of Jesus followers. On the way, a bright light came from heaven. It shone down on Saul. Saul fell down. He heard a voice, Saul, why are you hurting me? Who are you? asked Saul. I m Jesus, said the voice. The voice told Saul to go into the city to find out what to do. Saul got up and opened his eyes. But he could not see anything. For three days, he could not see. He did not eat or drink. Then God made him well again. Now Saul knew that Jesus was the true way to get to God. Note to Parents: If you have the Day by Day Kid s Bible, read Peter Travels to your child this week, or let your child read it to you. (Acts 9:32-43)

18 Second Grade Foundations: Summer Quarter 7 Session 2 Captain Cornelius Acts 10 Scripture: Goal: In every nation he (God) accepts those who fear him and do what is right. Acts 10:35, NLT Learn that Jesus welcomes people from every nation. INTRODUCTION You will need paper and crayons. It would also be helpful, though not necessary, to have an encyclopedia open to Flags, showing flags of different nations. As the children arrive, give each of them a piece of paper. Ask each child to make up a name for a new country or nation. Then on their paper they should design a flag for their imagined country. EXPLORING GOD S PLAN Gather the children together in a large group around the archaeological dig. Think About It Ask the children to show their flags and tell the name of their country. Say: People from other nations are called by the name of that nation. What do we call people from America? (Americans) What do we call people from Canada? (Canadians) Mexico? (Mexicans) France? (French) Germany? (German) In Bible times the nation that ruled over God s people was Rome. What were people from Rome called? (Romans) We are going to talk about a Roman today: a Roman who was in the Roman army. The Mural Before class, make a copy of Mural 4-2 (page 11), and cut out the puzzle shaped sides. You will use it later. In class, point to the Plan Page on the wall. Ask: What is God s plan? (God loves and blesses us. We love God and bless others so they will come to love God too.) Sing God s Plan (page viii). What does bless mean? (To say and do good things for someone. To act and speak in loving ways.) Why did Jesus come? (Jesus is God s secret plan to undo the works of the devil - Colossians 2:2,3.) Point to the mural page from last week. Ask: What did we learn last week? (Jesus came to Saul with a bright light and a voice. Saul came to believe in Jesus.) Let s find out what happened next. Discovering the Story Materials: a plastic breastplate or helmet or sword (or a sword cut from cardboard), a zipper-locking plastic bag of coins, a sheet folded up, a stuffed animal, a transparent jar of water, the Day by Day Kid s Bible or a traditional Bible

19 8 Second Grade Foundations: Summer Quarter Do: Before class, hide the sword or breastplate or helmet, bag of coins, sheet, stuffed animal, and water under the streamer rubble in the dig. In class, choose five children to be archaeologists for the day. Ask them to dig through the rubble and, without looking, pull out one artifact each. They should set the artifacts in front of the dig where everyone can see them. Say: These are clues to our story today. Listen and see if you can figure out what the clues mean. Now tell the story in your own words. Or read Animals in a Big Sheet from the Day by Day Kid s Bible. Or read Acts10 from a traditional Bible. Discuss: Ask: How are these artifacts clues to our story? (The sword - or breastplate or helmet - makes us think of Cornelius who was a Roman army captain. The bag of coins reminds us that Cornelius gave money to the poor. The sheet and animal remind us that Peter dreamed of a sheet full of animals coming down from heaven.) What did Peter s dream mean? (In the dream, God told Peter to eat animals that Peter thought he wasn t supposed to eat. The dream was meant to get Peter ready to accept Cornelius, from a nation that Peter thought he wasn t supposed to accept.) What did Peter learn? (That God wants all people to follow Jesus.) Say: Jesus welcomes people from every nation. A Verse to Remember Show today s mural page to the children. Add it to the mural on the wall. Read the scripture for today, or ask a child to read it. Tell the children that in their activity centers, they will do things to help them remember that Jesus welcomes people of every nation. Prayer ACTIVITY CENTERS You don t have to do all of these activities. Choose the one(s) that best fit your needs. 1. A Felt Belt Materials: different colors of felt, 1/2 wide fabric ribbon cut into 4-foot lengths (one per child), scissors, pens or markers cut slit cut slit Do: Ask each child to trace around one hand (with fingers together) on three different colors of felt. Children may work alone or with a partner to do this. Then the children

20 Second Grade Foundations: Summer Quarter 9 cut out each handprint. Show the children how to fold the handprint as shown below and cut a short slit in the finger area and wrist area. Then give each child a strip of ribbon. Children thread the ribbon through the slits in the handprints to make a belt. Discuss: Tell the children that the different colors of hands represent people of different nations. As children work, remind them that until this time, many of God s people thought God did not want them to spend time with people of other nations. Ask: How did Peter know that God wanted him to go see Cornelius? (God sent Peter a dream. Ask the children to tell you about the dream and what it meant.) Tell about any people you know who come from other nations. 2. Animals in a Sheet Materials: a large sheet, several stuffed animals, the Day by Day Kid s Bible or a traditional Bible Do: Spread the sheet out on the floor. Ask the children to gather around the sheet, holding its edge. Place one stuffed animal in the center of the sheet. Tell the children to pull on the sheet so it comes off the ground. When you say, Up, children should toss the animal up into the air from the sheet, then catch it in the sheet when it comes back down. Add another stuffed animal and do the same thing. Keep adding animals until they are all on the sheet. Try letting one side toss the animals while the other side stays still. Stop the game in time to have a brief discussion. Discuss: Ask the children if they know any animals God told His people they couldn t eat. Read part of Rules about Sickness and Food from the Day by Day Kid s Bible or parts of Leviticus 11:1-22 to show the children which animals they were not to eat. Ask: Why did God give Peter a dream about a sheet with animals in it? (To get Peter ready to tell Cornelius about Jesus. Peter thought God didn t want him to be with people who weren t Jews.) What did Peter learn about the good news of Jesus? (That God wants people of every nation to follow Jesus.) Say: Jesus welcomes people from every nation. 3. What s the Plan? Materials: the children s Time Line notebooks, crayons or colored pencils Do: Give the children their Time Line notebooks. Ask them to draw a sheet with animals in it on the next blank section. The mural for today can serve as an example. Tell the children that the sheet will remind them of Peter s dream and his visit to Cornelius. Keep these notebooks in class. Discuss: As the children draw, ask them to tell their favorite part of the story, and to tell why it s their favorite part. Ask: Why did God give Peter a dream about a sheet with animals in it? (To get Peter ready to tell Cornelius about Jesus. Peter thought God didn t want him to be with people who weren t Jews.) What did Peter learn about the good news of Jesus? (That God wants people of every nation to follow Jesus.) Say: Jesus welcomes people from every nation.

21 10 Second Grade Foundations: Summer Quarter BRINGING IT HOME: WHO WON? Gather as a large group to review. Materials: one copy of the story Animals in a Big Sheet (page 12) for each child. Do: Give each child a copy of the story. Help the children read it together aloud. Then ask them to take it home today and read it to their family or friends. Review the scripture for today. Discuss: Ask: What did we learn about Jesus? (Jesus welcomes people of every nation.) What s God s plan? (God loves and blesses us. We love God and bless others so they will come to love God too.) Sing God s Plan (page viii). Ask: How does Peter teaching Cornelius fit into God s plan? (God showed that He loves and blesses all people. He wants us to love and bless others by telling them about Jesus.) Who won in today s stories: evil or God? (Evil would try to keep Cornelius from hearing about Jesus. So God won. God s LOVE always wins.) Pray, thanking God that Jesus welcomes all people.

22 Second Grade Foundations: Summer Quarter 11 Mural Page 4-2 Jesus welcomes people from every nation. Acts 10:35

23 12 Second Grade Foundations: Summer Quarter Animals in a Big Sheet There once was a Roman army captain named Cornelius. He and his family believed in God. They gave a lot of money to poor people. One day an angel came to him and said, God has heard your prayers. Ask Peter to come to your house. So Cornelius sent some men to find Peter. About that time, Peter was praying. God sent him a dream about a sheet with animals in it. There were animals like snakes and turtles and birds. A voice said, Eat. Peter said, I can t. These are animals you don t want us to eat. But the dream came three more times. Then the Holy Spirit told Peter to go with Cornelius men. Peter went to see Cornelius. Peter said, God showed me that it was all right to visit you. God welcomes people from every nation. Then Peter told Cornelius and his family about Jesus. Cornelius and his family believed in Jesus. The Holy Spirit came on them. They spoke in other languages. Then they were baptized. Note to Parents: If you have the Day by Day Kid s Bible, read from The Same Gift through Being Bold to your child this week, or let your child read these to you. (Acts 11-13)

24 Second Grade Foundations: Summer Quarter 13 Session 3 Paul Travels and Writes to the Galatians Acts 14 and the Book of Galatians Scripture: Goal: We have freedom now because Christ made us free. Galatians 5:1, ICB Learn that Jesus frees us from the power of sin. INTRODUCTION You will need old magazines, scissors, glue or glue sticks, crayons or markers, and construction paper. Before class, remove any objectionable pictures or ads from the magazines. As children arrive, give each one a piece of construction paper. Ask them to fold the paper in half. They should draw on top of the folded paper to make it look like a suitcase. Then they look through the magazines and cut out things a person might pack in a suitcase. They glue the pictures inside. EXPLORING GOD S PLAN Gather the children together in a large group around the archaeological dig. Think About It Ask the children to tell what they packed in their paper suitcases. Ask: What might you need to pack that you didn t find a picture of? Where have you traveled to? What s your favorite place to go traveling? Tell the children they will find out about someone who traveled a lot. The Mural Before class, make a copy of Mural 4-3 (page 17), and cut out the puzzle shaped sides. You will use it later. In class, point to the Plan Page on the wall. Ask: What is God s plan? (God loves and blesses us. We love God and bless others so they will come to love God too.) Sing God s Plan (page viii). What does bless mean? (To say and do good things for someone. To act and speak in loving ways.) Why did Jesus come? (Jesus is God s secret plan to undo the works of the devil - Colossians 2:2,3.) Point to the mural page from last week. Ask: What did we learn last week? (Peter taught Cornelius about Jesus.) Let s find out what happened next. Discovering the Story Materials: a rock, a pair of socks, a small wreath or vine with leaves on it (fake or real), an envelope, a piece of paper and a pen, the Day by Day Kid s Bible or a traditional Bible Do: Before class, print today s scripture on the piece of paper. Fold it and put it in the envelope. On front write Galatians. Then hide the envelope, rock, sock, and wreath or vine under the streamer rubble in the dig. In class, choose four children to be

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