Prepare

Lesson Preparation

CCome On In

MMemory Verse

Memory Verse

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

  Down the Line

  Egg Hunt

  Now You See It

  Look Behind You

  Review Card Relay

  Stack Em Up

  Your Turn

  Popcorn

Down the Line

Say your part of the verse while passing the spoon—under your left leg with your right hand, that is!

Materials

• Passing Cards
• Plastic spoon
• Cotton ball
• Container

Instructions

Print and cut out one set of the Passing Cards and put them into a container. Have the students line up facing you. Put a cotton ball into the plastic spoon and give it to the student on one end of the line.

Draw a card from the container. The students must pass the spoon from one end of the line and back again according to what the card says, keeping the cotton ball on the spoon (without touching it). For example, they may have to pass the spoon with their left hand or under their right leg! As they pass the spoon, they each must say the next word in the memory verse. If the cotton ball falls or someone says the wrong word, you may have the students start the verse over. Repeat with a new card until the verse has been recited several times.

Try using a larger spoon and balancing a small orange or boiled egg on it!

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.

Now You See It

Start out with all the words then erase them one by one. Can you still say the verse?

Materials

• White board
• Marker and eraser for white board

Instructions

Write the memory verse on the board. Recite the verse together. Choose a student to come up to the board and erase one or two words at a time. Have the class recite the entire verse each time another word is erased. Continue erasing words and reciting until all of the words are gone. Then ask students to try reciting the whole verse without any words left on the board.

Look Behind You

“What does mine say?” “Turn around!” “You go here.” Students help each other get in the right order according to the signs on their backs in this crazy group game.

Materials

• Books of the Bible Flashcards
• Masking tape

Instructions

Print and use a set of 10 flashcards at a time. Tape the flashcards onto students’ backs. Students will work together to put themselves into the correct order. Once they think they are standing in order, check by reading the book titles out loud according to how they are standing.

If you have fewer than 10 students, tape more than one card, in the proper order, on some students. If you have more than 10 students, assign the students without the flashcards to put the students with the flashcards into the proper order. Repeat if time allows.

For a challenge, use a timer or count how many changes it takes to finish.

After putting the students with flashcards in order, have the class recite the books in order.

Review Card Relay

“On your mark, get set, go!” Teams will race to put the memory verse cards in order.

Materials

• Index cards
• Tape or poster putty

Instructions

Write one or two words from the memory verse on each index card. Make one set for each team. Divide the class into teams. Randomly lay out each set of cards facedown on the floor—one set for each team. Put a piece of poster putty or tape on each one.

Have teams line up away from the cards. When the relay begins, the first student in each line will race to the cards, pick one up, and put it on the wall or board. As the relay continues, students will put each card on the board in the proper order. They may need to rearrange the cards to fit others.

When finished, have the class read the verse aloud together.

Stack Em Up

Teams of two will stack the cups in the right order. Add a timer or make it a race!

Materials

• Colored markers
• Foam or plastic cups with the memory verse written on them for each team
• Optional: timer

Instructions

Turn each cup upside down so the stack will have a wide base. On the rim of each cup, write one or two words from the memory verse, including the reference. Make sure the words show when the next cup is stacked on top of it. (See picture below.)

Mix up the cups and have teams stack them up in the correct order. Have teams race against each other or time them as they stack the cups in the correct order.

Your Turn

Students recite the verse taking turns back and forth. Will they remember their parts?

Materials

• Optional: timer

Instructions

Pair the students together. Have each pair stand back to back. Allow pairs to take turns reciting the verse. One student begins with the first word of the memory verse. Then the other student must say the next word. Keep going back and forth until the verse is completed. If a student makes a mistake or can’t remember the right word, allow another pair to try.

After everyone has had a turn, mix up the pairs and repeat. Have students race against a timer for an extra challenge.

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!

 

Play the Memory Verse Song (John 10:9 or ) to help your students learn the memory verse.

Find extra verses to practice in the Additional Memory Verses list (PDF).

Print the Memory Verse Poster.

AStudying God’s Word

LLesson Review

Lesson Review

Print one copy of the Review Questions (PDF).

Choose a Lesson Review Game and gather necessary items.

  Board Game

  Box Toss

  Draw Dice

  Four in a Row

  Goofy Golf

  Oh No

  Pick a Point

  Toss for It

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.

Box Toss

Students will answer review questions then toss the beanbag at the holes in the box to gain points for their team.

Materials

• Review Questions
• Medium-sized cardboard box
• Scissors or knife
• Four beanbags
• Masking tape

Instructions

Print one copy of the Review Questions for your use. Use scissors or a knife to cut two or three holes in the bottom of the box. Make sure they are large enough for a beanbag to easily pass through. Label each hole with a point number: 5, 10, and 15. Use masking tape to make a tossing line several feet away from the box.

Divide the class into teams. Have the teams line up behind the line across from the box. Give each team two beanbags. Alternate asking each team a review question. Students who answer correctly will toss the beanbags at the target holes in the box to earn points for their team. If they answer incorrectly, they may toss the beanbags for fun without the points counting. Students will go to the end of the line after tossing the beanbags. Keep score for both teams. Continue play until all questions have been answered correctly and students have all had a chance to toss the beanbags.

Draw Dice

Teams will answer questions and complete a simple drawing to win. Who will finish their drawing first?

Materials

• Review Questions
• One drawing area for each team (paper, white board, etc.)
• Pencils or white board markers
• One die

Instructions

Print one copy of the Review Questions for your use. Divide the class into two teams. Give each team a sheet of paper and a pencil, or divide the white board in half. Draw a mouse on the board as an example.

Ask the first team a question from the lesson. If they answer correctly, have them roll the die.

To begin drawing their mouse, each team must wait until they get a six. They will then draw the mouse’s body on their paper or the board. After they have drawn the body, as they give correct answers to the questions, they can continue to draw the other parts of the mouse according to the numbers they roll.

They can draw according to the numbers below:

6 = body

5 = nose

4 = whiskers

3 = eyes

2 = ears

1 = tail

Continue giving each team a turn to answer a question and roll the die. Repeat the questions as necessary. The first team to finish their mouse wins.

You may choose to draw a simple object from the lesson, such as a crown, an open Bible, a fish, etc. Be sure to assign numbers (as above) to each part of the object to be drawn before the game begins.

Four in a Row

Students will answer questions and add a marker for their team onto the grid. Which team will be the first to get four in a row?

Materials

• Review Questions
• Masking tape
• Red and black paper circles or other markers for each team

Instructions

Print one copy of the Review Questions for your use. Use masking tape to make a 16-section grid on the floor. The grid should be four sections wide by four sections long. Each section should be equal in size. Use eight red circles and eight black circles cut from construction paper or other markers for the two teams.

Divide the students into two teams. Give each team eight markers. They will take turns answering the questions. If they answer correctly, they can put a marker in a square on the grid. The first team to get four markers in a row wins the game.

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.

Oh No

Not every roll of the dice will be good for the team. Answer the question, roll the dice, and be prepared to say, “Oh no!”

Materials

• Review Questions
• Two dice

Instructions

Print one copy of the Review Questions for your use. Divide the class into teams. Each team will take turns answering review questions. When a team answers correctly, have them roll the dice to determine their points. If a team does not answer correctly, give the answer and repeat the question later. Keep track of team scores.

Numbers aren’t always a winner! If students roll:

• 2 or 3 that team gives 5 points away to the other team
• 4 or 5 that team takes 5 points from the other team
• 6–10 face value
• 11 subtract 10 points from the team score
• 12 double the team score

(Note: no team can have less than 0 points.)

Pick a Point

Answer the questions correctly to earn the right to pick a point.

Materials

• Review Questions
• Small paper strips
• Cup or basket

Instructions

Print one copy of the Review Questions for your use. Write various numbers in increments of 5 or 10 on strips of paper to use as point cards. Put the point cards into the cup or basket. Divide students into teams of 4–5 students each. Have each team take turns answering a review question. After each correct answer, let a member of the team draw a point card from the cup.

The number of points on the cards will vary, so the score will have nothing to do with how skilled one team might be. Keep track of each team’s points. If time allows, repeat the questions!

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.

GGo to Prayer

Optional Supplements

Hands-On Activities

Video Clips

PowerPoint

Come On In

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

Memory Verse

Studying God’s Word

Introduction

Today we’ll be talking about a time after the flood. I’m going to give you a clue about what happened using a little experiment. Fill the empty can two-thirds full with crushed ice. Fill the remainder of the can with salt and mix with the ice. Have a volunteer come up and continue stirring the ice and salt with the spoon while you review. Frost will start to appear on the outside of the can after a few minutes.

• Slide #3

  Slide #4
  Refer to Lessons 25 and 26 Theme Posters. We read about a catastrophe from the book of Genesis. What was that catastrophe? A worldwide flood.
• Who brought that catastrophe on the world? God.
• Why did God bring the catastrophe? Because of the sin and wickedness God saw on the earth.
• Who lived through the flood? Noah and his family. The animals God brought to the ark.
• How long was Noah on the ark? Allow discussion.

  Noah and his family were on the ark for over a year—371 days! God destroyed every living thing on the earth, including all land animals and every person not on the ark. But God saved Noah and his family. Noah was a righteous man who obeyed and loved God, and God showed Noah mercy.

  Pass out the eight Lesson Illustrations (PDF). I have a few pictures to hand out today. Just set them aside until it’s time to bring them up, then I’ll have you read them and put them on the board.

• Let’s check our experiment now. What do you see on the outside of the can? Frost. Ice.

  That’s right! By adding salt to the ice, we lowered the ice’s melting point and caused the surface of the can to go below freezing temperature. Then the water vapor in the air froze on the can, forming the frost. Walk around with the can and let students touch the frost that formed.

• Can anyone guess what frost and ice have to do with the flood? Allow guesses.
• Today we’ll be talking about the ice age! But what does Noah’s flood have to do with the ice age? Allow discussion.

The Earth Was Changed

Let’s take a closer look to figure this out. We know that the flood was a HUGE catastrophe! It rained for 40 days and 40 nights, and the fountains of the great deep burst forth. The water rose higher and higher for 150 days! Then God caused it all to stop. And the water began to recede and go back down as the ark continued to drift on the water. Finally, more than a year later, God commanded Noah and his family to come out of the ark.

• Slide #5
  The Bible tells us something interesting about the water that covered the earth. Let’s turn in our Bibles to Genesis 7:11. Will someone read that? Assign a reader or read the verse.
• Slide #6
  Who has the first picture, #1? Will you put it on the board? Allow student to attach Lesson Illustration#1 to the board with tape or poster putty.
• Water covered the earth! Where did the water come from? Allow discussion.

  This verse says that the fountains of the great deep burst forth and the windows of heaven were opened. These “fountains” came from deep down inside the earth through giant cracks in its crust! The cracks made the land shift, and it is believed that the land actually broke apart because of the shifting. The ground opened up, and hot magma—which is burning hot, melted rock—shot out, along with superheated water and steam. This caused the ocean water to heat up.

  At the same time, the windows of heaven opened, and it began to rain and rain for 40 days and 40 nights. The flood changed the earth forever!

• Slide #7
  Okay. Who has picture #2? Will you bring that up for us? Allow student to attach Lesson Illustration#2 to the board.

  The rain stopped, and the water began to go down. This whole flood lasted over a year! The people were safe inside the ark, but the ark drifted on the water for a long time.

• Slide #8
  What happened next? Who has picture #3? That will tell us. Will you bring that up and read it for us? Allow student to attach Lesson Illustration #3 to the board.

  After the earth had dried out enough, the Lord commanded Noah to get off the ark. The rain had stopped, but that didn’t mean the catastrophe was over. You see, the great cracks in the ground caused the land to keep moving and shifting. All this shifting in the earth’s surface caused something really amazing!

• Slide #9
  Picture #4 tells us what that was. Who has picture #4? Bring that up and read it. What was happening after the flood? Allow student to attach Lesson Illustration #4 to the board.
• Wow! How many of you have heard of supervolcanoes? Show of hands.

  These are really, really big volcanoes! When one of these supervolcanoes erupts, it spreads lots of ash into the air!

• Slide #10
  That brings us to picture #5. Bring that up and read it. Allow student to attach Lesson Illustration#5 to the board.
• The ash from these supervolcanoes flew into the sky and blocked out the sun’s rays. And when the sunshine can’t get through, what happens to the air? Does it get warmer or colder? Colder.

  That’s right. The sun’s rays were blocked by the ash—making the temperature over the land VERY cold! That is what happened after the worldwide flood. Because the flood caused these changes in the earth, something very interesting happened.

The Ice Age

• Slide #11
  Show the Lesson Theme Posters. What do you think happened next when the temperatures got very cold on the earth and lots of snow fell and made lots of ICE? The ice age.
• Right! We hear a lot of different stories and see a lot of movies about the ice age. But do you think they all tell the truth about the ice age? Allow discussion.

  Refer to the world map or globe you brought in. Well, even though we hear a lot of things that aren’t true, we do know that there really was an ice age. One way we can be sure of that is by looking at our world today. There are still giant ice sheets called glaciers in the south in Antarctica and in the north in Greenland today! And there are still glaciers in many places around the world—even Africa. These great glaciers are left over from the one great ice age!

  Refer to the Genesis . We also know that those different things we talked about earlier happened during the flood and made the weather change so it would be just right to create an ice age. It would have started just about 50–100 years after the flood around 4,000 years ago! And it lasted for a few hundred years.

  So how did the earth get so much ice on it at one time? Let’s go back to what we know from God’s Word to help us figure out what caused the ice age.

  Slide #12

  Slide #13
  Refer to Lesson Illustrations #1 and #4. Let’s go back to the flood. Remember, God caused the earth to shift during the flood, and that made big cracks in the earth’s crust.
• What came out of those cracks? Do you remember? Hot melted rock—magma—along with super-heated water and steam.
• Slide #14
  Yes. And what did that cause? Who has picture #6? Can you read that and bring it up? Allow student to attach Lesson Illustration #6 to the board.

  Super-hot magma and hot water came up out of the cracks in the earth and poured into the oceans. That made the oceans very warm!

  Slide #15

  Slide #16
  Refer to Lesson Illustrations #4 and #5. Remember, we said that when the supervolcanoes erupted they poured ash into the sky. And that ash hung in the air for a long time.
• Then what happened? What did that ash block out? Sunlight.

  Right. The ash blocked the sunlight and made the temperatures turn VERY cold over the land.

  Slide #17
  Refer to Lesson Illustration #6. Because the oceans were very warm, a lot of water in the ocean evaporated quickly—like steam moving up into the air, which made clouds form. Then when these clouds moved over the cold land, something began to fall from the clouds.
• Slide #18
  Who has picture #7? Will you bring that up? Allow student to attach Lesson Illustration #7 to the board.

  It began to snow! It snowed and snowed and snowed. But the snow didn’t melt because the temperatures were so cold.

• Slide #19
  Why was it so cold? What happened to the sunlight? Look here at picture #5 again. The sunlight was blocked by the volcanic ash hanging in the air.

  Right! The ash and clouds blocked the sunlight so parts of the earth got VERY cold and stayed cold. It didn’t get hot in the summers, and it stayed very cold in the winters, so the snow didn’t melt away. So year after year, lots of snow and ice built up on the earth, and it made huge, thick sheets of ice called glaciers.

• Slide #20
  Who has the last picture, #8? Bring that up now. Read it and put it on the board. Allow student to attach Lesson Illustration #8 to the board.

  Now this kept up for a very long time. And the glaciers got bigger and thicker. They started to move slowly on the earth—and they pushed farther and farther into warmer areas. So about one-third (not quite half) of the entire earth was covered with ice at that time!

  All that ice over all that land for several hundred years was the ice age. It did NOT cover the whole earth—only about one-third of it. Remember, one-third is a little less than one-half. So there were still places on the earth you could go to get warm. But just not as many as there are today!

  • Pass out the Class Notes Booklet (PDF) now. Use them as a review of how the flood created the perfect environment to produce an ice age.
  This is the truth about the ONE and only great ice age! It started about 4,000 years ago after the worldwide flood, and only lasted several hundred years.
  Slide #21

  Slide #22

  Slide #23

  Slide #24
  Refer to the Lesson Illustrations (PDF) on the board as students complete the Class Notes Booklet (PDF). We’ll use our pictures to help us complete these Class Notes Booklet (PDF).
• Look at the first page. Will someone read #1? What happened when the flood began? Assign a reader. Fountains. Have students complete #1.
• Turn the page. What about #2? Will someone read that? Assign a reader. flood. Have students complete #2.
• Next page. Look at #3. Someone read that. How long was Noah on the ark? Assign a reader. Year. Have students complete #3.
• How about #4 on the next page? What caused the supervolcanoes? Assign a reader. Earth. Have students complete #4.
• Okay. Now the next one, #5. Who will read that? What blocked out the sun? Assign a reader. Ash. Have students complete #5.
• Let’s turn to page 6. How did the water feel? Assign a reader. Warm. Have students complete #6.
• Turn the page to #7. Someone read that. What is the answer? Assign a reader. Snow. Have students complete #7.
• And finally, on the last page, tell me what the glaciers did. That is #8. Assign a reader. Moved. Have students complete #8.

Animals of the Ice Age

Good job! Something really fun to think about when we are talking about the ice age are the different animals that we know were alive then. Lots of fossils of these animals have been found all over the earth! Because the weather was freezing in some places during the ice age, it was really hard for animals to survive. But some of them were fat and hairy, which was a big help against the cold. Let’s talk about some of these animals.

Refer to the Lesson Theme Posters plus any pictures you brought in. The woolly mammoth was just that—it was woolly, and it was mammoth, which means huge! It had thick fur to keep it warm and long tusks. It stood about nine feet tall and could weigh as much as five tons! That’s as heavy as a pick-up truck.

Refer to the world map or globe you brought in. Then there was the giant ground sloth. This animal could grow to be the size of a black bear! It wasn’t as large as the woolly mammoth, but it was still pretty big. These sloths lived in North and South America.

There was also a giant beaver. During the ice age, giant beavers splashed in the rivers of North America. They could weigh over 200 pounds and could grow eight feet from nose to tail!

Another amazing animal from the ice age is something called the Glyptodon. This animal is related to the armadillo, but a lot bigger! This creature was covered in armor that protected it from head to foot. Other animals pretty much left him alone, partly because of his armor, but also because of his size. He could grow to the size of a small car and weigh 2,000 pounds—that’s one ton!

And of course, we can’t forget the saber-toothed tiger. This was not like any kitty cat you ever knew, though! It had two teeth that were over half-a-foot long! And a saber-toothed tiger could weigh up to 600 pounds. That’s heavier than a grown lion!

You may have seen some of these animals in movies or in books. You may have heard that these animals were around more than 100,000 years ago.

• Write “100,000” on the board. Is that the truth? Allow discussion.
• No, it’s not the truth. How do we know that? Allow discussion.

  Write “6,000” on the board. We know that because God created everything in the entire universe about 6,000 years ago. That is what the Bible tells us. And we can trust the Bible—God does not lie!

  You might wonder why these animals were so big. Well, honestly, that’s something we don’t know. The Bible doesn’t tell us that.

  You might also ask, “What happened to them?” Again, the only thing we know for sure is that many of them have gone extinct—that means they have all died and no longer live on the earth.

  However, we do know they were real, and we do know they were very large because of the many fossils that have been found.

  And we know, according to God’s Word, that they could NOT have lived 100,000 years ago! It makes much more sense to say they lived during the one great ice age that happened after the flood.

Application

Refer to the Lesson Theme Posters. When we talk about the great ice age, it is important to look at the Word of God, which is the history book of the universe and our final authority. When we keep God’s Word in mind, we know that the great ice age happened just about 4,000 years ago after the worldwide flood.

Many people who don’t believe the Bible still think they know all the answers about the world and its history. They may even laugh at you if you don’t believe the same things they do. But don’t let them scare you. God’s Word has the answers we need. This is important to remember, especially when you see and read things about the ice age. Ask yourself some questions like, does what I am hearing about the ice age make sense? How long ago does it say that the ice age was? How long ago does it say those animals were alive? How many Ice Ages does it say there were?

Be careful with everything you hear or watch. And always compare it to what you know from God’s Word.

Remember, according to the Bible, nothing lived or existed millions of years ago. God created everything in the beginning! And that was just about 6,000 years ago!

AND there was only one ice age. When we study the account of Noah’s flood in Genesis, we find that the flood made things just right for an ice age to happen about 4,000 years ago.

Lesson Review

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

Group Prayer

Be sure to pray with your students and take requests if time allows.

• Thank God for giving us his Word that can help us answer questions about the ice age.
• Pray that the students will recognize false statements about the ice age and the age of the earth.