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Liberty Theological Seminary
Curricular Plan for a Three Lesson Series for a Third Grade Sunday School Class:Three Lessons on Creation
A Paper
Submitted to Dr. Michael Mitchell
In Partial FulfillmentOf the Requirements for the course
Discipleship and Education of Children
CMIN 610
By
Deborah M. Baskin
11 October 2013
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Table of Contents
Introduction ....................................................................................................................................4
The Process ....................................................................................................................................4
The Preparation: the Why and How ................................................................................4
The Decision as to What to Teach ....................................................................................4
The Teaching Methods, Materials and Activities ...........................................................5
The Lesson Plan Sequence ................................................................................................5
The Class Environment .....................................................................................................6
The Determination of Teacher Success ............................................................................6
The Evaluation of Student Learning ................................................................................6
Lesson One: Creation Days 1 & 2 ................................................................................................6
Hook ....................................................................................................................................8
Book .....................................................................................................................................9
Look ...................................................................................................................................11
Took ...................................................................................................................................12
Lesson Two: Creation Days 3 & 4 ..............................................................................................12
Hook ..................................................................................................................................13
Book ...................................................................................................................................14
Look ...................................................................................................................................16
Took ...................................................................................................................................17
Lesson Three: Creations Days 5, 6 & 7 ......................................................................................17
Hook ..................................................................................................................................18
Book ...................................................................................................................................19
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Look ...................................................................................................................................21
Took ...................................................................................................................................21
Teacher-Student Agreement .......................................................................................................22
Project Instructions with Illustrations .......................................................................................23
Lesson Two Photos for Hook ......................................................................................................26
Song Sheet for Lesson Three .......................................................................................................27
Bibliography .................................................................................................................................28
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Introduction
The following scenario as been presented: You have been asked to serve as a substitute
teacher for a third grade Sunday school class of eleven students for three weeks. The regular
teacher has taken ill in the middle of a special project that he wants to continue when he returns,
so you are free to teach anything you select for three consecutive Sundays.1
The Process
Based on the provided information and after ascertaining that the teacher was doing a
series from the New Testament, I decided to create a three-lesson unit on Creation. I chose the
Old Testament to make sure that I did not inadvertently cover a lesson that the regular teacher
was planning to teach. Creation was also chosen because the content could be divided nicely into
a three-lesson series. The scripture and the activities will not have to be rushed.
The Preparation: the Why and How
I will find out what the teacher is currently teaching. I will find out any particular needs
of the children (i.e., learning difficulties, those who have made professions of faith, challenges
that they might be facing). This information will help me to be sensitive to their needs. Also, I
can augment any learning activities if needed. I would also create a teacherstudent agreement in
order to help maintain classroom order while the normal teacher is out.
The Decision as to What to Teach
The current teacher is doing a series from the New Testament. Therefore, the Old
Testament was selected. Creation was chosen because most students will already have some
prerequisite knowledge. These can be built upon to discover some deeper biblical truths: Why do
1This was taken from CMIN 610 course assignment rubric created by Michael Mitchell.
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you think plants were created before the sun? At this age, students should know that sunlight is
needed for both plant and animal life.
The Teaching Method, Materials and Activities
In order to try to accommodate all the various learning modalities, differentiated
instruction will be used. Many teachers and teacher educators have recently identified
differentiated instruction as a method of helping more students in diverse classroom settings
experience success.2
As much attention to teaching detail should be incorporated into a Sunday
school setting as a math lesson setting would because the goal of the Sunday school teacher is to
reach children with the message of the gospel. Therefore, the teacher should modify her teaching
in order to reach the most students. This age group of children is able to read; therefore, the Bible
will be utilized. Instruction will include both limited lecture and class discussion. Small group
activities will be incorporated into the teaching plan. Visual aids will be used to help the students
create a picture in their minds. Also, employed will be sounds of rushing water or a storm at sea,
and animal and bird sounds.
The Lesson Plan Sequence
The sequence of the creation lessons will be presented in chronological order. The lesson
plan will utilize the HBLT approach. This approach opens up the student to learning biblical
truth and to making meaningful application of the truth in his or her life.3
The first ten minutes
of class will be announcements and prayer time. This will leave forty-five to fifty minutes of
lesson time.
2Tracey Hall, Nicole Strangman, and Anne Meyer, Differentiated Instruction and Implications for UDLImplementation, National Center on Accessible Instructional Matericals, October 5, 2012, accessed October 9,
2013,http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8 .3Lawrence O. Richards and Gary J. Bredfeldt, Creative Bible Teaching (Chicago: Moody Publishers,
1998), 152.
http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm87/27/2019 CMIN 610 Three lessons on Creation
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The Class Environment
The classroom will be arranged with chairs in a circle around a large table. The rooms
temperature will be confortable. There will be water and juice (in bottles or boxes) provided for
the students. On the table (in addition to the materials that will be used during class activities)
there will be small objects that kinesthetic learners can hold in their hands during teaching time
to help them stay engaged. These might include plastic figures like Gumby, small finger puzzles,
or items to squeeze in ones hand.
The Determination of Teacher Success
This will most likely be determined by observation of students: 1) Did they stay engaged?
2) Did they ask appropriate questions? Also, I could get feedback from parents to their
childrens comments about the class.
The Evaluation of Student Learning
Again, observation would allow one to see if students are learning. Oral responses would
be noted in regard to questions. As the weeks progress, it could be determined if students are
retaining knowledge and if they were able to make the proper connections.
Lesson One: Creation Days 1 & 2
Items needed for lesson:
Bibles Get well card for regular teacher Color pencils 12 regular pencils Notebook paper 12 copies of the Teacher-Student Agreement Empty 10 gallon aquarium Small fish bowl A gallon or two of water Light blue, black and white foam sheets Scissors Tape
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Download ocean wave sounds on a laptop or tablet (IPad) Praise song to be played on IPad, laptop or tablet. Twelve blindfolds Brown packing paper (if there are windows in classroom) Small items such as: Gumby, small finger puzzles, or items to squeeze in ones hand Waters and juice boxes
Before students arrive, tape the brown paper up at the windows to darken room when the
lights are turned off. Place the small items on the large table; these should be spaced out so that
all students can reach them when seated. On the center of the table place the empty aquarium.
The other items should be on a small cart. Have praise music softly playing when students arrive
in room. As students are coming into the classroom, have them take a seat at the table. Allow
them to play with the small items on the table if they pick them up.
The first fifteen minutes of class time will used for announcement, prayer time, and
worship.
TeacherMy name is Mrs. Debbie. Unfortunately, your teacher has gotten sick and will not be
able to be here for the next three weeks. (At this point pick up the get-well card and show it to the
students and read the message in it.) I would like for each of us to sign this card so that I can let
your teacher know that we are praying for her. As I continue with our mornings announcements,
I would like for you to sign the card with a colored pencil. (Hand card and three different
colored pencils to a child near you.) Please sign your name and pass the card to the person on
your right.
Each of you may have either one juice box or a bottle of water this morning. The little
toys on the table may be quietly played with during the lesson. Please do not mistreat or throw an
item or they will be removed from the table. (Show students copies of the Teacher-Student
agreement and go over it with the class. Ask everyone to sign his or her copy. Ask for prayer
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needs or requests while the children are signing the card. Allow no more than five to six minutes
for the requests. Take the card from the students. Lead the children in prayer.)
Hook
(Allow 5 to 6 minutes for the Hook)
Instruct a student to pass out the blindfolds. Tell the students to put the blindfolds on.
Also, have them fold their hands and place them on the table. Ask them to remain quiet and
listen. Play the sounds of ocean waves or hurricanes. While, they are listening, put the small fish
bowl inside the larger tank and pour about an inch of water in the large tank and fill the small
fish bowl up half way. Turn off the light in the room. Let the sounds continue for three to four
minutes. Stop the ocean sounds.
TeacherKeep your blindfolds on and raise your hand if you want to answer a question. What
did you hear? (Hopefully, they will say things like a storm, ocean waves, water, rain, etc.)As
you heard the sound of the water, how did it make you feel? (There should be a variety of
answers.) I normally love the sound of the ocean, but this past summer we were on an island
during a topical storm. When I could see the water, waves, and rain, I was not very afraid. But,
when nighttime came and it was dark and I could hear the crashing sounds of the water and the
loud rushing winds, I was fearful. The next morning, all of us went outside to see if there was
any damage. So many palm branches had fallen into the pool, you couldnt see the water. The
yard surrounding our bungalow was a mess. I was glad that it was morning and the storm had
passed and I could see the ocean again. (Turn the light back on.)
Transitional Statement
Everyone please take your blindfold off. As (students name) is collecting them, will
(students name)pass out our Bibles. Boys and girls, we are going to be studying days one and
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two of creation that is recorded in the first book of the Old Testament. Does anyone know the
name of that book? (Call on a student.) Great! Yes, its Genesis. Our lesson today is taken from
Genesis 1:1-8. Everyone, please turn to that in your Bible. If your neighbor is having difficulty
finding that passage, please help him or her.
Book
(Allow 20 minutes for the Book.)
TeacherIf you would like to read the scripture, raise your hands. I need three volunteers. (Split
the scripture up as separated below and tell each student which verses he/she will read. Have the
students read the verses in order.)
Genesis 1:1-8 (NIRV)
(The Beginning of the World)
1 In the beginning, God created the heavens and the earth.2
The earth didnt have any shape.
And it was empty. Darkness was over the surface of the ocean. At that time, the ocean covered
the earth. The Spirit of God was hovering over the waters.
(The First DayLight)
3God said, Let there be light. And there was light.
4God saw that the light was good. He
separated the light from the darkness.5
God called the light day. He called the darkness
night. There was evening, and there was morning. It was day one.
(The Second DaySky)
6God said, Let there be a huge space between the waters. Let it separate water from
water.7
And thats exactly what happened. God made the huge space between the waters. He
separated the water that was under the space from the water that was above it.8
God called the
huge space sky. There was evening, and there was morning. It was day two.
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Notice in verse one, we only have one character in this story. That character is God. Who
can tell me what God was doing in verse one? (Call on student.) Correct, He was creating the sky
and the earth but notice what is says about the earth. It didnt have a shape and it was empty. It
was dark and the ocean covered all of the earth. Only God was present with the big formless
ocean.
So, we see that God got busy. He decided to make light. And, then he separated the light
from the dark. What did He call the light? (Call on student.) What did He call the dark? (Call on
student.) On the first day of creation God made the light. Why do you think that God made the
light? (There will be various answers. If anyone says that the light was the sun, moon, or stars,
be sure to correct him.) When you turn on a light, does it give off heat? Have you ever
accidently touched a hot light bulb? (Wait for responses.) I have too, and guess what? I burned
my finger. God knew that He was going to make more things like plants and those plants would
need to be warm. God had an order in mind when he created this earth. It wasnt just an accident.
He planned it.
On day two God decided to separate the waters. He made the heavens or sky. The earth
was beginning to have an organization. Now, we have water below and water above in the sky.
Water has three different formswater, ice, or gas. Have you ever watched your mom boil a pan
of water and steam rises off of it? Well, that steam went up high in the heavens probably forming
clouds. Could there have been steam if God hadnt already created the light? (Call on student.)
Why? (Possible answer: heat was needed aid in evaporation so that some of the water could
form clouds and rise above the earth.)
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Transitional Statement
Lets form two groups, so that we can create a visual of what God did on the first and
second days of creation. (Have a student help pass out the tape, scissors, pencils and foam sheets
that have been cut into four-inch strips and entire sheets of white foam.)
Look
(Allow 10 to 15 minutes for the Look.)
Look at this aquarium. Try to imagine that it is formless and that it is just a big mass of
twirling, churning water. Also, remember that Gods Spirit was over the water. God was present
and He had a plan. What was his first action? (Call on student. If necessary, have student read it
from Genesis 1:3-5.) God made light and separated it from the darkness. This side of the table is
the dark or night and this side is the light or day. I have cut the blue and the black into four-inch
wide strips. I want you to tape the blue on this side of the aquarium right at the top to represent
the light. Make sure you tape them at the top so we can still see inside the tank. And, those of
you with the black will do the same on the other side. This represents what God did on day one.
(Give the students a few minutes to complete the task.)
What happened on the second day? (Wait for responses and then have a volunteer read
verses 6-8.) Now, you need to draw some clouds and cut them out and tape them on either the
blue strips (representing light) or the black strips (representing dark). The clouds represent the
sky with the water above the earth. God made the sky and separated the waters above and below
the earth. (Give the students a few minutes to complete the task.)
(Instruct students to clean up any mess and put remaining supplies on the cart.)
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Transitional Statement
Now, we are going to read the scripture one more time. Please turn the Bible back to
Genesis One.
Took
(This should take the remaining class time of about 10 minutes.)
TeacherI am going to read the passage again. Please follow along with me in your Bible.
(Read Genesis 1:1-8 and have a student pass out a sheet of notebook paper to everyone along
with a pencil.) I want everyone to write Genesis 1:1-2. These two verses will be your memory
verses for the week. Please review these verses daily so that next Sunday you can repeat them
without looking at your Bibles. (As the students are copying the verses, play the ocean sounds
again. When they are done writing the verses, ask them if the music gave them the same feelings
as the beginning of class when the room was dark and they were blindfolded. Allow the children
to discuss the difference.)
TeacherI have enjoyed teaching your class today. Please remember to pray for your teacher
this week. Lets recite our memory verses as a group. (Say verses with children.) Practice the
verses with your parents this week. (Dismiss the class with a prayer. If there is time, sing a song
with the class.)
Lesson Two: Creation Days 3 & 4
Items needed for lesson:
Bibles 12 regular pencils Notebook paper 10 gallon aquarium Small fish bowl now inside tank A gallon of water Yellow sun and white moon cut from foam sheets Small gold star stickers
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Tape Praise song to be played on IPad, laptop or tablet. Aquarium gravel Potting soil, and 2 small garden shovels. A variety of small plants Small items such as: Gumby, small finger puzzles, or items to squeeze in ones hand Waters and juice boxes
Before students arrive, take the brown paper down from the windows. Place the small
items on the large table; these should be spaced out so that all students can reach them when
seated. On the center of the table place the decorated aquarium. The other items should be on a
small cart. Have praise music softly playing when students arrive in room. As students are
coming into the classroom, have them take a seat at the table. Allow them to play with the small
items on the table if they pick them up.
The first fifteen minutes of class time will used for announcements, prayer time, and
worship.
Teacher - (Greet the children and give any needed announcements. Ask for prayer requests. Ask
students about their week. Ask for a student to volunteer to lead in prayer.)
Hook
(Allow 5 to 6 minutes for the Hook)
TeacherTwo summers ago I traveled out west to the desert. Here are a few photos from my
trip. I thought that the desert and the river were beautiful. However, it was also lonely. There was
often no vegetation. None of Georgias tall pine trees or azalea bushes were in bloom. Look at
the photos? Do you see any luscious green plants or trees? (Wait for students to respond. Get
them to describe what they see.) Last summer, we went to the beach in Florida. Again, the beach
was lovely but look at these photos. Describe to me what you see? (Allow the students time to
answer. Ask them if they have been to the beach or desert.)
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This week we are going to study about the third and fourth day of creation. We are going
to find out that God wanted more on this earth than oceans, seas, rivers, and land. He wanted the
earth to have life.
Lets all recite our memory verses together. (Recite Genesis 1:1-2.)
Transitional Statement
Teacher(Ask a student to pass out the Bibles.) Before we read this weeks scripture, lets
review what God made on day one? (Call on a student.) Great! God made the light and separated
it from the darkness. What did God create on day two? (Call on a student.) Yes, He made the sky
and made water above it and below it.
Book
(Allow 20 minutes for the Book)
Teacher - Now, please turn to Genesis 1: 9-19. (Ask students to raise hands if they would like to
read the scripture. Split the scripture up by two and three verses and have the children read.)
Genesis 1:9-19 (NIRV)
(The third dayland and plants.)
9God said, Let the water under the sky be gathered into one place. Let dry ground appear. And
thats exactly what happened.10
God called the dry ground land. He called the waters that
were gathered together oceans. And God saw that it was good.11
Then God said, Let the land
produce plants. Let them bear their own seeds. And let there be trees on the land that bear fruit
with seeds in it. Let each kind of plant or tree have its own kind of seeds. And thats exactly
what happened.12
The land produced plants. Each kind of plant had its own kind of seeds. The
land produced trees that bore fruit with seeds in it. Each kind of tree had its own kind of seeds.
God saw that it was good.13
And there was evening, and there was morning. It was day three.
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(The fourth daysun, moon, and stars.)
14God said, Let there be lights in the huge space of the sky. Let them separate the day from the
night. Let them serve as signs to mark off the seasons and the days and the years.15
Let them
serve as lights in the huge space of the sky to give light on the earth. And thats exactly what
happened.16
God made two great lights. He made the larger light to rule over the day. He made
the smaller light to rule over the night. He also made the stars.17
God put the lights in the huge
space of the sky to give light on the earth.18
He put them there to rule over the day and the night.
He put them there to separate light from darkness. God saw that it was good.19
And there was
evening, and there was morning. It was day four.
TeacherThank you for reading Gods word. What was the first thing God did on day three?
(Call on student.) Yes, He made the dry land appear. (Hold up one of the photos.) Was there
anything on the land yet? Why do you think that there was not any plants or flowers? (Wait for
responses, the one you are looking for is: God hadnt made them yet! ) Well, God simply had not
made the plants yet. The earth was taking form with great landmasses and oceans, rivers, and
lakes but there were not any plants. Who would like to read Genesis 1:11? (Call on student.)
What did God think about His creation? (Call on student.)
Now, lets talk about day four. What did God make on the fourth day? (Call on student.)
In verse 14, we are told that the sun, moon, and stars will mark off seasons, days and years.
Think about the moon. When we look at the moon, does it always appear as a ball on the sky?
(Call on student.) Right, it changes shapes. Sometimes, it is a crescent moon, or it looks like half
a pizza. People use the North Star to guide them; in the past ships at sea used the stars to guide
them across the ocean. Pretty amazing! After God placed the sun, moon, and stars in the sky,
what did He say? (Call on student.) Yes, he saw that it was good.
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Now, we are going to say our memory verses to each other. (Pair the students up in
groups or twos and one group of three. Have them say their memory verses to each other.)
Transitional Statement
TeacherIt sounded like some of you had really worked on your memory verses this week.
Thats wonderful. Now, lets continue with our little creation display.
Look
(Allow 15 minutes for the Look.)
Teacher - Lets form into three groups this morning. (Call on a couple of students to pass out
supplies. Take the fish bowl out of the tank and put it along with pre-measured and rinsed gravel
in front of a couple of students. Put a larger amount of gravel in front of one of the other groups.
Finally, put the potting soil in front of the third group.) Listen to all of my instructions before
you begin. Heres what we are going to do. The group with the fish bowl, carefully put your
gravel inside the bowl. Wait until the other groups have put in the gravel and soil, and then put
the fish bowl inside of the tank. I will help you lift the bowl. Group two with the gravel, spread
the gravel in the bottom of the tank. Group three, after the gravel is in the tank, spread your soil
on top of it. This will represent day three of creation. Any questions? You may begin. (Supervise
students as needed.)
After the students are done, ask them if the think that the dirt and gravel are pretty. (Wait for
responses.)
TeacherWhat do you think would make our world look a little nicer? What did God do next
on day three? (Call on student.) Right, he made trees, flowers, grass, and all kinds of plants.
(Pass out the plants. Let each group plant a plant or two. Quickly clean the dirt off the table.
Give one child the sun, one children the moon, and all other children a gold star sticker. Tell the
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child with the sun to tape it on the blue foam strip. Tell the child with the moon to tape it on the
black foam strip, and have the other child take turns putting their star on the black foam strips.)
Transitional Statement
TeacherYou each did a great job with our project. After we clean up, we are going to look at
the Bible again.
Took
(This should take the remaining class time of about 5 to 10 minutes.)
Teacher(Pass out a sheet of paper and pencil to each student.) Our memory verses for this
week are going to be Genesis 1:9-10. Please find that in your Bible. Put your finger on the verses
when you locate them. (Wait for everyone to find it.) I am going to say a few words and when I
pause, you will repeat it after me. (Say verse 9 - pauseallow students to say it. Say verse 10
pauseallow students to say it. Then, instruct students to copy the two verses so that they can
take them home to work on during the week.)
Everyone did a great job this week. I look forward to seeing you next week. Please
remember to pray for your teacher this week. (Dismiss the class with a prayer.)
Lesson Three: Creation Days 5, 6 & 7
Items needed for lesson:
Bibles 12 regular pencils Notebook paper 10 gallon aquarium as it was left last week. Song sheet: Hes Still Working on Me. Praise song to be played on IPad, laptop or tablet. Small plastic birds Two live gold fish (and fish food) Small plastic animals Small dolls (e.g. Barbie and Ken to represent Adam and Eve) Small items such as: Gumby, small finger puzzles, or items to squeeze in ones hand Waters and juice boxes
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Before students arrive, place the small items on the large table. These should be spaced
out so that all students can reach them when seated. On the center of the table place the
decorated aquarium. The other items should be on a small cart. Have praise music softly playing
when students arrive in room. As students are coming into the classroom, have them take a seat
at the table. Allow them to play with the small items on the table if they pick them up.
The first fifteen minutes of class time will used for announcements, prayer time, and
worship.
Teacher - (Greet the children and give any needed announcements. Ask for prayer requests. Ask
students about their week. Ask for a student to volunteer to lead in prayer.)
Hook
(Allow 5 to 6 minutes for the Hook)
Teacher - Today, we will be studying about days 5, 6, and 7 of creation. There is a wonderful
little song that I want to teach you before we read the scriptures. (Pass out song sheets. Go over
the words with the students. Sing the song for the students. Have the students sing it with you a
couple of time. Then, lead them as they sing it without you.)
Transitional Statement
God did an amazing job of making this wonderful world. And, He did a great job when
he made you. However, God is still working on us to become more like his Son, Jesus. I want
you to realize that God loves each of you very much. He created this world for us to live on and
He created our hearts for His Spirit to live in. Remember, that God is always with you. (Pass out
Bibles.)
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Book
(Allow 20 minutes for the Book)
Teacher - Now, please turn to Genesis 1: 20 -.2:3. (Ask students to raise hands if they would like
to read the scripture. Call on a student to read 20 - 23. Teacher will read 2431. Student will
read Genesis 2: 1- 3.)
Genesis 1:20 - 2:3 (NIRV)
(Day FiveFish and Birds.)
20And God said, Let the water teem with living creatures, and let birds fly above the earth cross
the vault of the sky.
21
So God created the great creatures of the sea and every living thing with
which the water teems and that moves about in it, according to their kinds, and every winged
bird according to its kind. And God saw that it was good.22
God blessed them and said, Be
fruitful and increase in number and fill the water in the seas, and let the birds increase on the
earth.23
And there was evening, and there was morningthe fifth day.
(Day SixAnimals and Adam and Eve.)
24 And God said, Let the land produce living creatures according to their kinds: the livestock,
the creatures that move along the ground, and the wild animals, each according to its kind. And
it was so.25
God made the wild animals according to their kinds, the livestock according to their
kinds, and all the creatures that move along the ground according to their kinds. And God saw
that it was good.6
Then God said, Let us make mankind in our image, in our likeness, so that
they may rule over the fish in the sea and the birds in the sky, over the livestock and all the wild
animals, and over all the creatures that move along the ground.27
So God created mankind in
his own image, in the image of God he created them; male and female he created them.28
God
blessed them and said to them, Be fruitful and increase in number; fill the earth and subdue it.
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Rule over the fish in the sea and the birds in the sky and over every living creature that moves on
the ground.29
Then God said, I give you every seed-bearing plant on the face of the whole
earth and every tree that has fruit with seed in it. They will be yours for food.30
And to all the
beasts of the earth and all the birds in the sky and all the creatures that move along the ground
everything that has the breath of life in itI give every green plant for food. And it was so.
31God saw all that he had made, and it was very good. And there was evening, and there was
morningthe sixth day.
(Day SevenGod rested.)
2 Thus the heavens and the earth were completed in all their vast array.
2
By the seventh day God
had finished the work he had been doing; so on the seventh day he rested from all his
work.3
Then God blessed the seventh day and made it holy, because on it he rested from all the
work of creating that he had done.
(Split the children into two groups. Give the group paper and pencils. Have one group list all of
the things that happened on days 5 and 7. Have group two do the same for day 6. Give them
about 5 minutes to write and discuss. Call students back into the large group. Allow each group
to tell what they discovered. Make sure that they cover the scriptures.)
Transitional Statement
TeacherBoth groups did a wonderful job. One of the things that is important to remember is
that men, women, boys and girls were all created in Gods image. We are not like the animals.
We have a spirit, which will live forever long after our bodies have died. God created us to have
a relationship with Him. In order for us to live with Him forever, we must believe in his Son,
Jesus. We must confess our sins to Him and ask Him to be our Savior.
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Look
(Allow 15 minutes for the Look.)
Teacher - I am very excited to be completing our project today. (Have a student help pass out
the plastic birds, and you take out the goldfish. Give some of the students the birds and have
another student help you put the goldfish in the water.) God made the birds and the fish on day
five. Along with fish, what else would have been made? (Call on student. See if they include
whales, sharks, seahorses, octopuses, and other ocean creatures.)
What did God make first on the sixth day? (Call on student.) Correct, He made the animals.
(Give animals to the students who did not get a bird. Have them put them in the tank.) Finally,
God made man and woman. (Give the dolls to two students to put in the tank.)
Transitional Statement
Teacher - Remember God expects men and women to take care of the earth and the animals in
it.
Took
(This should take the remaining class time of about 5 to 10 minutes.)
Teacher - Tell me some ways that you can help take care of Gods world and his creation?
(Allow students to discuss this.Include things like weeding their moms flowerbed, picking up
trash, taking care of their pets. Split the children into small groups and have them repeat their
memory verses from last week.)
I would like to ask each of you to ask God to help to be excellent caretakers of His creation. This
week, look for something that you can do to help take care of Gods masterpiece. Next week,
share whatever you did with your teacher and classmates. Now, as we leave, lets dismiss by
singingHes Still Working on Me.
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Teacher-Student Agreement
Between
Teacher and Student
As your Sunday School teacher, I promise the
following to my students
I ask that each of my students promise the
following to me1. I will create an atmosphere in our
classroom that engages and encourages the
desire to learn.
1. Every Sunday, I will come to class with a
positive attitude and a desire to learn
something new from Gods Word.
2. I will prepare for class by praying for
you, and studying the materials so that I can
present thought-provoking lessons.
2. I will be respectful to you by paying
attention to the lesson and asking questions
to help with my understanding.
3. I will provide you the opportunity to
study and assist you when needed.
3. I will study and engage in the learning
activities.
4. I will celebrate with you as you show
understanding of Gods Word.
4. I will triumph in my understanding and
grow in wisdom.
5. I will be satisfied with your application
and response to Gods Word in your life.
5. I will take my new knowledge and
understanding and apply it to my daily life
so that I can be a faithful follower of
Christ.4
___________________________________ ___________________________________
Teachers Signature Students Signature
___________________________________ ___________________________________
Date Date
4Mitchell,Leading, Teaching, 194.
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Project Instructions with Illustrations
Day One
(Water is already in small fish
bowl and about 1 inch in the largetank.)
1. Tape 4-inch wide blue foam
strips on outside of the tankone
side only.
2.Tape 4-inch wide black foam
strips on the other side of the
tank.
Day Two
1. Cut clouds out of white foam
and tape on blue strips.
2. Cut clouds out of white foam
and tape on black strips.
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Day Three
1. Put gravel in bottom offish bowl.
2. Put gravel in the tank.3.
Cover gravel with pottingsoil.
4. Plant small plants in soil.Day Four
1. Cut a sun out of yellowfoam and tape on blue
strips.
2. Cut a moon out of whitefoam and tape on black
strips.
3. Put gold star stickers ondark strips.
Day Five
1. Put two goldfish in smallfish bowl.
2. Put plastic birds in largetank.
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Day Six
1. Put plastic animals in tank.
2. Put a small boy and girl doll in
tank.
5
Day Seven
GOD RESTED.
5Michael Baskin did the project illustrations per my instructions.
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Lesson Two: Photos for Hook
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Song Sheet for Lesson Three
HE'S STILL WORKING ON ME
By: Joel Hemphill
CHORUS:
He's still working on me to make me what I ought to be.
It took Him just a week to make the moon and stars,
The sun and the earth and Jupiter and Mars.
How loving and patient He must be, He's still working on me.
1. There really ought to be a sign upon the heart,Don't judge her yet, there's an unfinished part.
But I'll be perfect just according to His plan
Fashioned by the Master's loving hands.
CHORUS:
2. In the mirror of His Word reflections that I see
Make me wonder why He never gave up on me.
He loves me as I am and helps me when I pray
Remember He's the Potter, I'm the clay.
CHORUS:6
6Joel Hemphill, He's Still Working On Me, Lyrics to Some Great Old Songs, October 11, 2013, accessed
October 11, 2013,http://www.pine-net.com/~joanbab/hesstill.htm.
http://www.pine-net.com/~joanbab/hesstill.htmhttp://www.pine-net.com/~joanbab/hesstill.htmhttp://www.pine-net.com/~joanbab/hesstill.htmhttp://www.pine-net.com/~joanbab/hesstill.htm7/27/2019 CMIN 610 Three lessons on Creation
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Bibliography
Hall, Tracey, Nicole Strangman, and Anne Meyer. Differentiated Instruction and Implicationsfor UDL Implementation. National Center on Accessible Instructional Matericals. October
5, 2012. Accessed October 9,
2013.http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8.
Hemphill, Joel. He's Still Working On Me. Lyrics to Some Great Old Songs. October 11,
2013. Accessed October 11, 2013.http://www.pine-net.com/~joanbab/hesstill.htm.
Mitchell, Dr. Michael R.Leading, Teaching, and Making Disciples: World-Class Christian
Education in the Church, School and Home. Nashville: CrossBooks Publishing, 2010.
Richards, Lawrence O., and Gary J. Bredfeldt. Creative Bible Teaching. Chicago: Moody
Publishers, 1998.
http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8http://www.pine-net.com/~joanbab/hesstill.htmhttp://www.pine-net.com/~joanbab/hesstill.htmhttp://www.pine-net.com/~joanbab/hesstill.htmhttp://www.pine-net.com/~joanbab/hesstill.htmhttp://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8Top Related