Dec. 5
Pre K-1 | Lesson 13

Creation: Days and Kinds

The Bible tells us about creation!

Lesson Sections

Overview

Prepare

Come On In

Memory Verse

Studying God’s Word

Story Time

Song Time

Group Prayer

Lesson Media

According to Their Kinds

God Created

Psalm 8:3–4

Bryan Osborne Lesson 13 Teacher Video

Men in White Describe Creation (6:43)

Six Days (4:46)

Overview

Prepare

Come On In

Memory Verse

Studying God’s Word

Story Time

Song Time

Group Prayer

Lesson Resources

According to Its Kind

Additional Memory Verses list

Additional Songs list

Books of the Bible Flashcards

Bop and Pop Cards

Coloring Sheet

Evening and Morning Posters

Flip Chart Song Time Lyrics Page

Follow the Leader Cards

Funny Voices Strips

Game Board

Justin and Jessie Coloring Sheet

Justin & Jessie Story

Lesson 12 Flip Chart

Lesson Flip Chart

One Clock Face Picture

Prayer Page

Psalm 8:3–4 Flip Chart Memory Verse Page

Review Questions

Student Take Home Sheets

Highlight

Overview

Lesson Focus

Evening and morning means one day! God created in six days. And the plants God created on day three were created according to their kinds.

Key Passages

Genesis 1:5, 1:8, 1:13, 1:19, 1:12

Memory Verse

Psalm 8:3–4 When I look at your heavens, the work of your fingers, the moon and the stars, which you have set in place, what is man that you are mindful of him, and the son of man that you care for him?

Prepare to Share

Scriptural Background

Prepare to teach by preparing your heart. Read the key passages for this lesson along with this background.

Through the book of Genesis, God intended for us to know specifically what he created and how long it took him to create. The creation account allows us just a small glimpse of the power—the omnipotence—of our mighty God as he speaks, by the power of his Word, the entire universe into existence. Our lesson this week will include Days 1–4 (Genesis 1:1–19).

Day One includes the creation of the heavens, the formless earth, the waters covering the earth, and the light, which was separated from darkness. In addition, time itself began on the first day (Genesis 1:3–5).

On Day Two, God created the “firmament” or “expanse.” The Hebrew word is raquiya, and it has the idea of something spread out. This expanse was called “heaven.” Part of that was the atmosphere and the air. This expanse separated the waters below from the waters above (Genesis 1:6–8).

God caused the dry land to appear and gathered the seas together to one place on the earth. He then spoke the plants, grass, herbs, and trees into existence. This was Day Three (Genesis 1:9–13).

God again spoke and created lights in the expanse of the heavens—the sun, moon, stars, and other heavenly bodies appeared on Day Four (Genesis 1:14–19).

God created all the living things according to their “kinds,” including the plants, grass, herbs, and trees. It is important to be aware that the concept of kinds refutes the process of evolution in that one plant, for instance, could never change into another plant. So, as we read Genesis 1, we must be aware that reproducing according to “kinds” is a repeated, creative directive presented by the holy God.

Another biblical truth that clearly refutes evolution comes as we study the Hebrew word for “created.” This word ( bara) depicts the making of something from nothing. God created our world ex nihilo—out of nothing that had previously existed (see Hebrews 11:3). The Bible confirms God as the omnipotent Creator in several other passages: Psalm 148:4–6, Isaiah 40:25–26, Colossians 1:15–16, and Revelation 4:11. We know that he spoke, and all of creation came to be. This is impossible for us to comprehend. But it should leave us awed at the power of God.

Historical/Apologetics Background

Prior to the 1700s, few people believed in an old earth. Most people accepted the biblical account of Genesis and believed that the earth was approximately 6,000 years old. The subjective concepts of old age and uniformitarian geology—the view that slow and gradual processes, rather than a global catastrophe, created the earth’s rock layers—started in the mid-1700s and 1800s. This began the surrender of the truth of Genesis and the belief in millions of years of earth’s history.

These concepts have weakened the culture of the western world and have affected the church because they attack the veracity of the Word of God. Genesis 1 tells us exactly how God created the universe and exactly how long it took him. To deny the very beginning verses of God’s Word is to open the door of compromise to many other Scriptural truths. The church is rushing down that road of compromise and must realize the urgent need to ignite a new reformation—calling believers back to the absolute authority of the Bible.

Those who want to fit millions of years and evolution into the creation account often reinterpret the 24-hour days in Genesis to be millions of years. As Christians who stand firmly on the authority of God’s Word, we believe that a day is a day—24 hours—just as the Bible says.

We can understand the length of the days of creation by exploring the Hebrew word for “day” in Genesis 1, which is yom (rhymes with home). First, almost any word can have more than one meaning, depending on context. Yom can have several meanings. It can mean a day (an ordinary 24-hour day), the daylight portion of an ordinary 24-hour day (i.e., day as distinct from night), or an indefinite period of time describing an era (e.g., in the day of the judges, in the day of the Lord, or in my grandfather’s day).

When determining the meaning of the word yom in the context of Scripture, theologians have relied on Hebrew dictionaries like the Brown-Driver-Briggs Hebrew Lexicon. This respected Hebrew resource actually gives Genesis 1 as an example in Scripture where the word yom refers specifically to a 24-hour day.

We also know that the Hebrew word yom always refers to an ordinary day when associated with a number and the words “evening” or “morning.” In fact, whenever the word yom is used in the Old Testament in this way, it clearly refers to a 24-hour day. This simple study of the Hebrew language confirms the Genesis account of creation as occurring in six 24-hour days.

The study of Genesis and its accuracy regarding the age of the earth is never far from a discussion of fossils. Fossils are the remains, traces, or imprints of dead plants or animals that have been preserved in the earth’s near-surface rock layers. Secular scientists view fossils as evidence for a long prehistory for the earth and life on it—spanning millions of years.

Creationists view the same fossil deposits around the world and understand that these had to be formed by the rapid burial of countless billions of plants and animals. This rapid burial, when looked at through the lens of Scripture, is consistent with a global, catastrophic, year-long Genesis Flood that occurred, according to the biblical time frame, about 4,300 years ago.

Why is this an important issue? Because millions of years of history create an insurmountable problem regarding the gospel. The fossil record consists of the death of billions of creatures. It is a record of death, disease, suffering, cruelty, and brutality. The Bible makes it clear that God’s creation was “very good” (Genesis 1:31) and that it was the sin of Adam that brought death, disease, and suffering into the world (Genesis 2:17; Romans 5:12). Death is the penalty for man’s sin; Jesus Christ is the remedy. When Christians allow that death, suffering, and disease happened before Adam’s sin, they are ignoring the exclusive message of the cross and Christ’s atoning work there, and they doubt the character of God who called his creation “very good.”

Highlight

Prepare

Lesson Preparation

All Lesson Preparation suggestions may be used for Pre-K (3–4 years old) and Kindergarten–1st Grade (5–7 years old) classes. Suggestions with an asterisk (*) are specifically recommended for Pre-K.

Come On In

Choose one of the following activities and print/gather necessary items.

Come On In Game:

Bible Book Match

Flashcard Take Away

I Have You Have

Popcorn

Bible Book Match

Teams flip over flashcards to make matches.

Materials

Books of the Bible Flashcards
Tape or poster putty

Instructions

Print two sets of flashcards. Lay the flashcards out on the floor facedown or attach them to the wall. Divide the class into two teams. Teams will take turns choosing two flashcards, turning them over to see if they match. If they do not match, flip the flashcards back over. Teammates can help each other decide which flashcards to choose. You may want to have the whole class play this game together.

You can make it more challenging by printing four sets of flashcards and playing the game with twice as many flashcards to choose from. As students find matches, discuss each Bible book (give a few details from the back of the color Flashcards if you have those).

Flashcard Take Away

Start with all of the flashcards—but wait! What happens when flashcards are taken away? Can students still say them in order?

Materials

Books of the Bible Flashcards
Tape or poster putty

Instructions

Print one set of flashcards. Put them in order on the wall or board as you recite them together. Choose a student to remove one card. Recite the books again. Continue to choose students to remove flashcards one at time, reciting the whole list of books between each one. When all of the flashcards are gone, see if they can say the whole set together!

I Have You Have

Students will respond to each other with the name of the book on their flashcard in the correct order. See if they can get through the whole set without starting over!

Materials

Books of the Bible Flashcards

Instructions

Print any set of 10 flashcards for an easy amount to remember. But if you have a larger class, add enough flashcards so every student has one or divide into groups. Have students sit around a table or in a circle. Pass the flashcards out to the students. The student with the first book in order will say the name of the book on his card and the next student will respond, for example, “I have Genesis, who has Exodus?” The student with the next card will respond with “I have Exodus, who has Leviticus?” You could play a variation of this by having the whole class ask the question. For example, the student says, “I have Genesis.” Then the whole class can ask, “Who has Exodus?” Continue through the set.

Each student will respond and repeat until everyone has said their card. Allow students to help each other and to use the poster.

This activity is recommended for Pre-K.

Popcorn

Students “pop” up as they say the name of the book on their flashcard. Start out slowly and see how fast you can go!

Materials

Books of the Bible Flashcards

Instructions

Print enough flashcards for each student to have at least one. Have students sit around a table or squat down in a circle. Pass out the flashcards in order to the students. Have the student with the first book on his card begin by popping up and saying the name of the book. As you go around the circle, have each student take turns “popping” up as they say the next book.

Once you get to the end of the set of flashcards you are working on, go around again and have the students sit back down when they say their book.

After the students have practiced the order of the books, you could also mix it up by having students sit out of order and see how well they remember the order, popping up when it’s their turn to say the name of their book.

Review Coloring Sheet*

Play dough* (for variety, bring cookie cutters, dry pasta, utensils, etc.)

Lesson Time

You will need the following items:

Lesson Flip Chart
Bible
Stuffed animal for prayer time
Pictures of—or real—fruit, vegetables, seeds, created things from day three

Print the following:

Evening and Morning Posters (each student will have one or the other)
One Clock Face Picture

Lesson Review

Print one copy of the Review Questions.

Choose a Lesson Review Game and print/gather necessary items

Basket Toss

Board Game

Bible Baseball

Bowling

Goofy Golf

Toss for It

This activity is recommended for Pre-K.

Basket Toss

Students give the correct answer and toss the beanbags to see how many points they can collect for their team. Each basket has greater points.

Materials

Review Questions
Two beanbags
Three laundry baskets or boxes
Masking tape

Instructions

Print one copy of the Review Questions for your use. Use masking tape to make a tossing line. Bring in three laundry baskets or boxes. Set the baskets in a line, making each one a little farther away from the tossing line. Label the baskets with 5, 10, and 25 points so the farther away it is the higher the score.

Divide the class into two or more teams depending on size. Have the teams line up at the tossing line. Take turns asking the first students in line from each team a review question. When a student answers correctly, he will have a chance to toss a beanbag into a basket then go to the end of the line. If the beanbag misses, there are no points scored. If someone does not answer correctly, he may ask his teammates for help. Keep track of the scores for each team on the board. Continue until all the questions have been answered. Repeat questions if necessary.

Board Game

Teams will answer questions and make their way to the finish on the Game Board.

Materials

Review Questions
Game Board (provided in the Teacher Kit)
Dice, numbered cards, or spinner
Buttons or other small items as game pieces for each team

Instructions

Print one copy of the Review Questions for your use. Divide the class into teams.

Team members will take turns answering the review questions. If they answer correctly, they will roll the dice, spin, or draw a numbered card and move that number of spaces on the Game Board. Follow the directions on the spaces to move ahead, fall back, or switch places with another team. If someone does not know or does not answer correctly, he may ask his teammates for help. Alternate between teams as long as time permits, repeating questions if necessary. The first team to make it all the way to the Finish wins.

This activity is recommended for Pre-K.

Bible Baseball

Students will answer questions and run the bases!

Materials

Review Questions
Three chairs set out for bases
Optional: gift wrap tube and a large balloon

Instructions

Print one copy of the Review Questions for your use. Set out chairs as bases. Have the students line up by the home base area facing you (at the pitcher’s mound). Each student up to “bat” will have a chance to answer a review question. If he can answer it correctly, let him run the bases. If he can’t answer correctly, give the answer and ask him to go to the end of the line and try again.

You may want the students to sit on the chair at each base while they wait to run to the next base or have them run all the way around and return to the line. Repeat the questions until all the students have run around the bases.

For some added fun, you can use a gift wrap tube as a bat and toss a large balloon for students to hit after they answer each question.

This activity is recommended for Pre-K.

Bowling

What do you do with extra water bottles and softballs? Go bowling, of course. Students will answer questions then bowl for points.

Materials

Review Questions
Six to ten empty water bottles
Softball or other small playground ball
Masking tape
Optional: dried corn or beans

Instructions

Print one copy of the Review Questions for your use. If available, pour a small amount of dried corn or beans into the bottom of each water bottle (to add weight) and tighten the lid. Set out the bottles on one end of the room. Use masking tape to form a “lane” from the bottles to where the students will line up across the room.

Divide students into teams. Have students line up. Ask the first student a review question. If he answers correctly, let him roll the ball down the lane toward the bottles. Each bottle that is knocked down is worth 1 point. A strike (knocking down all the bottles) is worth 20 points. Take turns asking questions of each team. If a student gives an incorrect answer or does not know the answer, he can ask his teammates for help. Keep track of scores.

Goofy Golf

Hit the sock with the noodle? Teams must work together to answer the questions and putt to get a hole-in-one in this crazy golf game!

Materials

Review Questions
Swimming noodles or rolled up newspapers
Rolled up socks
Masking tape
Ten sheets of paper
Markers

Instructions

Print one copy of the Review Questions for your use. Use the markers to number sheets of paper 1–10 (use more or less depending on class size and time). Tape down the sheets of paper around the room in a random pattern to form a golf course. You may want to add chairs as obstacles in the path.

Divide the class into teams. Give each team a rolled up sock and a swimming noodle. Ask the first student a review question from the lesson. If he answers correctly, allow him to use the noodle to drive the rolled up sock toward the first sheet of paper labeled #1. Continue with the next team. Take turns allowing team members to answer questions and continue putting the socks along the course to each hole, continuing from where the last teammate left off. The sock must touch or roll over the sheet of paper to consider it in the hole. The first team to reach the tenth hole wins.

This activity is recommended for Pre-K.

Toss for It

How many points? Toss for it! Students answer the questions and toss the beanbag to earn points for their team.

Materials

Review Questions
A deck of numbered cards, or numbers and “wild” written on index cards
One beanbag
Masking tape
Two baskets or containers for cards

Instructions

Print one copy of the Review Questions for your use. Place several rows of numbered cards facedown with a few inches between them to form a grid pattern (make sure to put several wild cards or Jokers down, too). Use the masking tape to make a tossing line several feet from the cards.

Divide students into teams and have them line up behind the tossing line. Ask the first student a review question. If he gives the correct answer, have him toss the beanbag onto a card. Turn the card over to reveal the points he receives for his team. Face cards or word cards are 10 points each. Wild or Jokers are also 10—plus another turn. All other cards are face value.

Have the student pick up his card and put it in the team’s basket to be counted at the end of the game. Next team’s turn. If a student gives an incorrect answer, he should go to the end of the line. Give the answer and repeat that question later. Continue taking turns until all the questions have been answered. Add more cards to the grid if necessary.

Story Time

Read the Justin & Jessie Story on the back of the picture provided in the Teacher Kit or print a copy.

Justin and Jessie Coloring Sheet

Memory Verse

Choose a Memory Verse Game and print/gather necessary items:

Balloon Bop and Pop

Egg Hunt

Echo Echo

Follow the Leader

Freeze

Funny Voices

Popcorn

Balloon Bop and Pop

Each balloon has a word from the memory verse on it, but what happens when you pop one? You have to say the verse without that word!

Materials

Flip Chart Memory Verse Page
Bop and Pop Cards
One balloon for every word in the memory verse
Container
One piece of yarn or rope for each balloon
Clothespins or other clips to attach the balloons
One large safety pin

Instructions

Inflate the balloons. Write one or more words from the memory verse on each balloon. Attach the balloons to the yarn or rope with the clothespins in the proper order. Hang the balloon rope low enough for students to reach the balloons. Print and cut out one set of Bop and Pop Cards. Put the cards into the container. Have a safety pin available during the game.

Practice the verse with the students by gently “bopping” (or tapping) each balloon as you recite the verse. Refer to the words on the balloons. Choose a student to draw a Bop and Pop Card from the container.

If the card says “Bop!” the student will recite the verse while gently bopping each balloon. If the card says “Pop!” the student will choose a balloon to pop with the pin. After popping a balloon, have the students recite the memory verse including the missing word. Continue play until all students have had a turn or until all balloons are popped.

Egg Hunt

Hunt for all the parts of the memory verse hidden in the eggs! This game can be played all year round. The plastic eggs just happen to be great little containers that can be hidden easily.

Materials

Flip Chart Memory Verse Page (Pre-K-1) or Memory Verse Poster (included in lesson)
Strips of paper
Plastic Easter eggs

Instructions

Write the memory verse on strips of paper with one or two words on each strip. Put one strip inside of each plastic Easter egg. Hide all the eggs around the room.

Have the students search for the eggs and bring them back to the table. They will open the eggs and work together to put the verse in the proper order.

For a larger class, prepare more than one set of eggs (sorted by colors for different teams). Students can work in teams to collect and construct the verse.

This activity is recommended for Pre-K.

Echo Echo

Do what I do—say what I say! Groups will echo each other as they recite the memory verse together.

Materials

Flip Chart Memory Verse Page

Instructions

Divide the class into two groups. You will say a word or phrase of the memory verse while doing some sort of action—sit down, stand up, spin in a circle, touch your toes, etc. The groups will take turns “echoing” what you say and do as you recite the verse. Repeat several times. You can whisper, shout, squeak, etc. Switch around and let older students take turns leading.

This activity is recommended for Pre-K.

Follow the Leader

Follow the leader around the room. Say the verse and do the motion before moving on.

Materials

Flip Chart Memory Verse Page
Follow the Leader Cards
Tape

Instructions

Print and cut out the Follow the Leader Cards. Tape each one to walls or funiture randomly around the room. You will lead the students around the room and stop at each card. Read the card and lead the children to do what the card says while reciting the memory verse. Then move to the next one. You may want to repeat this activity or have students take turns leading.

This activity is recommended for Pre-K.

Freeze

Stomp like a dinosaur or spin in circles, but when it’s time to freeze, get ready to say the memory verse.

Materials

Flip Chart Memory Verse Page

Instructions

Students will move around the room in a specified action you give, such as crawling, skipping, turning in circles, galloping, walking in giant steps, etc. Then when you say, “Freeze!” the students will stop and freeze in position. Recite the memory verse, then begin again with a different action. You may need to show them how to freeze and hold a position.

This activity is recommended for Pre-K.

Funny Voices

Recite the memory verse together using different voices. Be squeaky like a mouse or whisper as quietly as you can. How many can you do?

Materials

Flip Chart Memory Verse Page
Funny Voice Strips

Container

Instructions

Print and cut out one set of the Funny Voice Strips and put them into a container. Choose a student to draw out a strip and lead the whole class in reciting the memory verse using that kind of voice. Have fun with it and repeat several times choosing a new voice each time!

This activity is recommended for Pre-K.

Popcorn

Students “pop” up as they say their part of the memory verse. Start out slowly and see how fast you can go!

Materials

None

Instructions

Have students squat down in a circle. Begin by saying the first word in the memory verse. As you go around the circle, have each student take turns “popping” up as they say the next word then squat back down. Repeat.

You may want to divide the class into two groups. Have the first group pop up and say the first word then squat back down. Then the second group pops up saying the next word and squats back down and so on until the verse is completed. Repeat—going faster and faster!

Find extra verses to practice in the Additional Memory Verses list

Song Time

Remember to use the downloaded music to learn the songs. Lyrics can be found

Find extra songs to the tunes of favorite nursery rhymes in the Additional Songs list.

Go to Prayer

God Almighty, you are the omnipotent Creator of the universe. Open the hearts of my students so they believe the wonderful truths about creation. Help them gain confidence to believe your Word above man’s word. Bring them to a saving knowledge of Jesus Christ.

Optional Supplements

Hands-On Activities

Do these activities when you think best—before, during, or after the lesson.

According to Its Kind*

Students will examine the seeds from various fruits and flowers as they consider the meaning of the phrase “according to its kind.”

Video Clips

Preview the recommended video(s) before class. If appropriate, show to your class and discuss before, during, or after the lesson.

Highlight

Come On In

As students arrive, direct them to the activity you chose for today.

Highlight

Memory Verse

Use the as you play a memory verse game.

Explain the verse to your students as you encourage them to memorize it.

Highlight

Studying God’s Word

Lesson Time

Don’t forget! Review the Optional Supplements and determine where you can use them.

Have the students assemble in a circle away from the tables—either on the floor or in their chairs.

Bring your stuffed animal, Bible, Lesson Flip Chart, and any items you prepared for this lesson.

Prayer

This prayer time is designed to help the students begin to understand some simple concepts about prayer and to encourage them to pray.

We start our Bible lesson with prayer. Turn to the Prayer Page in the Flip Chart. Briefly review the different types of prayer presented there.

Today let’s say prayers of thanksgiving—and tell God thank you for something.

I’ll start. Dear God, you are great and you are good. Today I want to thank you for . . . (insert personal prayer here).

Pass a special stuffed animal—prayer bear—around the circle, giving all the students an opportunity to pray, or choose a volunteer to stand beside you and pray.

Very good! Now let’s put our stuffed animal away, and we’ll answer our Bible Truth questions.

I love you prayers—Adoration
I’m sorry prayers—Confession
Thank you prayers—Thanksgiving
Please prayers—Supplication

Bible Truths

These four questions will be repeated each week to help the students learn foundational truths.

Who made you? God made me!
What else did God make? God made ALL things!
Why did God make you and all things? For his glory.
Is there more than one true God? No. There is only one true God.

Bible Pass Around

Before Bible Pass Around, place a sticky note in your Bible to mark the first passage to be read.

We are going to start out today by looking into God’s Word, the Bible. Hold up Bible. God’s Word is true, and we can trust what it says. But where should we look? One of you will help me with that. We’re going to play Bible Pass Around. Whoever ends up with the Bible must hold it very carefully until it is time to look in it. When it is time to read, you can bring it to me, and we’ll open it to see what we are going to talk about today! Here’s what we’re going to do. I want everyone to count with me up to the number choose a number. (You may also choose to recite the books of the Bible, sing one of the lesson songs, or recite the memory verse as you do this activity.) We’ll start right here. Hand the Bible to the first student. As we say each number (or word), you must carefully pass the Bible to the person beside you. Remember, we don’t want to drop it or tear it. Then when we get to the last number (or word), whoever has the Bible will hold on to it until we are ready for it in our lesson. Are you ready? Let’s begin. Begin the lesson when finished with Bible Pass Around.

K–1st Lesson continues next. Go to page 61 for the Pre-K Lesson.

Pre-K Lesson

Don’t forget! Review the Optional Supplements and determine where you can use them.

Review

Refer to Lesson 12 Flip Chart. Who remembers what we talked about last time? Allow discussion.

God created everything in six days. As I point to the Flip Chart, I want you to shout out some of the things that were created on that day. Ready? Point to each number/day on the Flip Chart as students shout out the answers.

Evening and Morning = One Day

We learned that God created all these things during creation week. Today, we are going to talk a little more about that.

Pass out the Evening and Morning Posters. Have students lift their posters as you read the Scriptures.

Pass out an Evening or Morning Poster to each student. You are going to help me today. The verses I’m reading today have the words evening and morning. Show each type of poster as you explain. When you hear me say “evening,” everyone who has an Evening Poster will hold it up. And if you have a Morning Poster, hold it up whenever you hear me say “morning.”

Genesis 1:5

Who has the Bible? Please bring it up. We’re going to read from Genesis chapter 1. Make this a special time as the student brings the Bible and opens it to where the sticky note is.
- As you teach, refer often to the Lesson Flip Chart to keep the children engaged.
Show Lesson Flip Chart.
Now, this verse is about day one of creation week. What did God create on day one? Light and dark.
Yes. But the Bible says something else about this first day. Listen as I read. Get your posters ready. Read Genesis 1:5 emphasizing “there was evening and there was morning, the first day.” Encourage students to lift their posters.
What parts of the day did this verse talk about? They’re on your posters! Evening and morning.
That’s right, evening and morning. How many evenings are there in one day when it’s time to go to bed? One!
How many mornings are there in one day when it’s time to get up? One!

Genesis 1:8

Remember that. Now on day two, God made the sea and the sky! Get your posters ready and listen for the special words as I read. Read Genesis 1:8 emphasizing ““there was evening and there was morning, the second day.” Encourage students to lift their posters.

- Reread the verses as necessary so the students can hear the answers straight from God’s Word!
What words did you hear again? Evening and morning!

Genesis 1:13

Refer to Lesson Flip Chart. What day is next? Day three!
What did God create on day three? Dry land and plants.
Let’s see what the Bible tells us about day three. Are your posters ready? Read Genesis 1:13. Encourage students to lift their posters at “evening” and “morning.”
What special words did you hear? Evening and morning.
Very good! Remember, there is only one evening and one morning in one day!

Genesis 1:19

Let’s do day four now. What did God create on that day? The sun, moon, and stars.
I will read about day four from Genesis 1:19. Get ready! Read Genesis 1:19. Encourage students to lift their posters at “evening” and “morning.”
What special words did you hear? Evening and morning.
How many evenings are there in a day? One.
How many mornings are there in a day? One.
That’s right! This is what the Bible tells us. But there are a lot of people who don’t believe it. They say that it took millions of years for all these things to get here. But that’s NOT true. That is not what the Bible says.
Refer to Lesson Flip Chart. When the Bible says “evening” and “morning” on one day . . . it means just one day! And how many days did God take to create everything? Six days.

According to Its Kind

Okay. We’re going to look back at day three. What did God create on that day? Dry land and plants.
Take a look at what I brought today. These all came from plants that God made. Show the pictures or examples of real fruits, vegetables, or seeds, telling the names of each plant they came from.
They’re all different aren’t they? But do you think that if we planted this (sunflower) seed we would get (an apple tree) from it? Use whatever examples you have on hand.
What if you planted a seed from this (apple), what would grow? An apple tree. Go on illustrating this point with the examples you have.
God tells us in his Word that he made plants and fruits according to their kinds.
Hmm. What does that mean? Think about the seeds we just talked about. Allow discussion.
That means that all plants make seeds according to their kinds so they can grow more of the same kind of plant. So a banana tree will always grow bananas—not coconuts! And a strawberry seed will always grow into a strawberry plant, not a tomato vine. An apple seed will grow an apple tree. And if you plant a daisy seed, you will get a daisy.
Each thing God has created will NEVER turn into something else. Things like flowers might look different or smell different—but they are still all flowers—and they will always be flowers because God made them according to their kinds.
God’s creation is beautiful and amazing. And he created it all in just six days!

Continue with the Lesson Review Game below.

K-1st Lesson

Don’t forget! Review the Optional Supplements and determine where you can use them.

Review

Refer to Lesson 12 Flip Chart. Who remembers what we talked about last time? Allow discussion.

God created everything in six days. As I point to the Flip Chart, I want you to shout out some of the things that were created on that day. Ready? Point to each number/day on the Flip Chart as students shout out the answers.

Evening and Morning = One Day

We learned that God created all these things during creation week. Today, we are going to talk a little more about that.

Pass out the Evening and Morning Posters. Have students lift their posters as you read the Scriptures.

Genesis 1:5

Who has the Bible? Please bring it up. We’re going to read from Genesis chapter 1. Show the students where the book is. Let them look at it. Carry it around your circle.
- As you teach, refer often to the Lesson Flip Chart to keep the children engaged.
Show Lesson Flip Chart.
Now, this verse is about day one of creation week. What did God create on day one? Light and dark.
Yes, God said, “Let there be light.” And the Bible says something else about this first day. Listen as I read. Read Genesis 1:5 emphasizing “there was evening and there was morning, the first day.” Encourage students to lift their posters.
What parts of the day did this verse talk about? They’re on your posters! Evening and morning.
That’s right, evening and morning. How many evenings are there in one day when it’s time to go to bed? One!
How many mornings are there in one day when it’s time to get up? One!

Genesis 1:8

Okay. Remember that. Now on day two, God made the expanse, including the air we breathe and the sky! Get your posters ready and listen for the special words as I read. Read Genesis 1:8 emphasizing “there was evening and there was morning, the second day.” Encourage students to lift their posters.

- Reread the verses as necessary so the students can hear the answers straight from God’s Word!
What words did you hear again? Evening and morning!
How many evenings are there in a day? One.
How many mornings are there in a day? One.

Genesis 1:13

Refer to Lesson Flip Chart. What day are we on? Day three!
What did God create on day three? Dry land and plants.
Let’s see what the Bible tells us about day three. Read Genesis 1:13. Encourage students to lift their posters at “evening” and “morning.”
What special words did you hear? Evening and morning.
How many evenings are there in a day? One.
How many mornings are there in a day? One.
Great! One evening and one morning in one day!

Genesis 1:19

What day is next? Day four!
What did God create on day four? The sun, moon, and stars.
I will read about day four from Genesis 1:19. Get ready! Read Genesis 1:19. Encourage students to lift their posters at “evening” and “morning.”
What special words did you hear? Evening and morning.
How many evenings are there in a day? One.
How many mornings are there in a day? One.
How many days did we talk about so far? Four.
Yes! These were the first four days of creation.
Does anyone know how many hours there are in one day? Allow discussion. 24 hours.
Show the Clock Face Picture. Move finger around the clock as you explain. One day has 24 hours. We count the hours on a clock, from 12 o’clock all the way around to 12 o’clock, twice in one whole day. Count twice around the clock up to 24 together.
So how many hours does one normal day have? 24 hours.
Right. This is pretty simple, isn’t it? This is what the Bible tells us. But there are a lot of people who don’t believe it. They say that it took millions of years for the universe to get here. But that is NOT true. That’s not what the Bible says.
Refer to Lesson Flip Chart. When the Bible says “evening” and “morning” on one day . . . it means just one day! And how many days did God take to create everything? Six days.

According to Its Kind

Okay. When did God make the plants? On day three.
Right! We’re going to look at some other words in the Bible now that tell us about a special way God created the plants.
Take a look at what I brought today. These all came from plants that God made. Show the pictures or examples of real fruits, vegetables, or seeds, telling the names of each plant they came from.
They’re all different aren’t they? But do you think that if we planted this (sunflower) seed we would get (an apple tree) from it? Use whatever examples you have on hand.
But what if you planted a seed from this (apple), what would grow? An apple tree. Go on illustrating this point with whatever examples you have on hand.

Genesis 1:12

God tells us in his Word that he made plants and fruits according to their kinds. Listen to this verse about how God created the plants. Read Genesis 1:12 emphasizing “according to its kind.”

God is talking about the plants, flowers, trees, and vegetables he created on day three. The Bible says that God created all these things “according to their kinds.”

Hmm. What does that mean? Think about the seeds we just talked about. Allow discussion.
That means that all plants make seeds according to their kinds so they can grow more of the same kind of plant. So a banana tree will always grow bananas—not coconuts! And a strawberry seed will always grow into a strawberry plant, not a tomato vine. An apple seed will grow an apple tree. And if you plant a daisy seed, you will get a daisy to grow—if you take good care of it.
Each thing God has created will NEVER turn into something else. Things like flowers might look different or smell different—but they are still all flowers—and they will always be flowers because God made them according to their kinds.
God’s creation is beautiful and amazing. And he created it all in just six normal 24-hour days.

Continue with the Lesson Review Game on page 63

Lesson Review

We all learn best with review and repetition! We encourage you to play a lesson review game.

Highlight

Story Time

Do you remember what happened in our last Justin and Jessie story? Allow discussion.
Justin and Jessie went on a picnic with their families to a lake in the woods. What were they trying to find? Do you remember? Something created on each day of creation week.
They found lots of things that God created all around them—something for each creation day.
Well, let’s see what Justin and Jessie are up to this time. Read the Justin & Jessie Story as you show the picture.
Poor Ellie. Hopefully, she’ll sleep all night. Justin felt better about going to bed at night, didn’t he? God made night and day. And each day is brand new with lots of things to do. So we need to rest at night, don’t we?
God knew exactly what he was doing when he created night and day. The Bible says the evening and morning passed on each day of creation. That means each day was ONE day! There is only one evening and one morning in every day. And God’s Word tells us that God created everything in just six normal days. Then he rested to give us an example of what we should do.

Highlight

Song Time

Use the downloaded music to sing the songs. Lyrics can be found on the Flip Chart Song Time Lyrics Page and the Song Sheet at the end of this lesson.

You may want to add stomping, clapping, and musical instruments or make up hand motions to any of the songs!

God Created!

Let’s start with the creation song. Do you remember that one? Let’s sing again. Sing the song together once or twice.

According to Their Kinds

We have a new song that reminds us of how God created the plants and animals according to their kinds. Teach the words then sing the song together.

Psalm 8:3–4

Turn to the Psalm 8:3–4 Flip Chart Memory Verse Page. Okay. It’s time to sing our memory verse song now. Review the words then sing the song together once or twice.

Sing other class favorites or songs from the Additional Songs list as time allows.

Group Prayer

Pass out the Student Take Home Sheets and remind students to practice the memory verse this week.

Be sure to pray with your students before you dismiss them.

Thank God for the evening when we can rest and the morning when we get to start a new day.
Thank God for the different kinds of plants, fruits, and vegetables he gave us.

Song Sheet

God Created God made day, God made night, God made everything in sight. He made air, blue sky, too. He knew exactly what to do. Made the plants and the land, The hardest rock, and softest sand. God created. God created. Chorus So let’s stand up, turn around, Make some noisy praise (Hey!) He created everything Thank God for his grace. God made stars, moon and sun. So looking up at night is fun He made fish, birds that fly; To swim in seas and soar up high Animals that roam the land, From the dust, he made a man God created. God created. Chorus So let’s stand up, turn around, Make some noisy praise. (Hey!) He created everything. Thank God for his grace. (Repeat chorus) According to Their Kinds According to their kinds, to their kinds, to their kinds, God created everything, everything, everything. From the buzzing bees and the birds and the trees To the swimming fish in the deep, blue sea! Chorus Bananas don’t make coconuts; Pear trees don’t grow limes Because . . . God created everything According to their kinds. According to their kinds, to their kinds, to their kinds, God created everything, everything, everything. From the barking dog and the horse galloping To the people all around like you and me. Chorus Bananas don’t make coconuts; Pear trees don’t grow limes Because . . . God created everything According to their kinds. (Repeat chorus) Tag According to their kinds. Psalm 8:3–4 When I look at your heavens, the work of your fingers, the moon and the stars, which you have set in place, (Repeat) What is man that you are mindful of him, and the son of man that you care for him? What is man that you are mindful of him, and the son of man that you care for him? “Psalm 8:3–4”

Song Sheet

Highlight

Group Prayer

Pass out the Student Take Home Sheets and remind students to practice the memory verse this week.

Be sure to pray with your students before you dismiss them.

Thank God for the evening when we can rest and the morning when we get to start a new day.
Thank God for the different kinds of plants, fruits, and vegetables he gave us.

Creation: Days and Kinds

The Bible tells us about creation!

Lesson Sections

Lesson Media

Overview

Prepare

Come On In

Memory Verse

Studying God’s Word

Story Time

Song Time

Group Prayer

Lesson Resources

Overview

Lesson Focus

Key Passages

Memory Verse

Prepare to Share

Scriptural Background

Historical/Apologetics Background

Prepare

Lesson Preparation

CCome On In

Come On In

Bible Book Match

Materials

Instructions

Flashcard Take Away

Materials

Instructions

I Have You Have

Materials

Instructions

Popcorn

Materials

Instructions

SLesson Time

Lesson Time

LLesson Review Game

Lesson Review

Basket Toss

Materials

Instructions

Board Game

Materials

Instructions

Bible Baseball

Materials

Instructions

Bowling

Materials

Instructions

Goofy Golf

Materials

Instructions

Toss for It

Materials

Instructions

AStory Time

Story Time

MMemory Verse Game

Memory Verse

Balloon Bop and Pop

Materials

Instructions

Egg Hunt

Materials

Instructions

Echo Echo

Materials

Instructions

Follow the Leader

Materials

Instructions

Freeze

Materials

Instructions

Funny Voices

Materials

Instructions