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

  Pop It

  Look Behind You

  Review Card Relay

  Stack Em Up

  Your Turn

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.

Pop It

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

• Balloons, one per student
• One large safety pin
• Index cards
• Container
• Marker

Instructions

Have students write their names on an index card and put them in a container. Inflate one balloon for each student or pass out the balloons and have students blow them up. Have students stand in a circle holding their balloons. With the marker, write one or more words from the memory verse on each balloon in order. Have a safety pin ready.

Recite the verse with the students by reading the words on the balloons around the circle. Draw a name from the container and give that student the safety pin to pop their balloon. Recite the verse together again, including the missing word(s) from the popped balloon. Continue drawing names, popping balloons, and reciting the verse until all the balloons are popped.

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.

Play the Memory Verse song (1 Peter 5:10 or 1 Peter 5:10 Lyrics Video) to help your students learn the verse.

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

AStudying God’s Word

LLesson Review

Lesson Review

Print one copy of the Review Questions.

Choose a Lesson Review Game and gather necessary items.

  Bible Baseball

  Draw Dice

  Board Game

  Musical Questions

  Oh No

  Racetrack

  Toss for It

  Three in a Row

Bible Baseball

Students will answer questions and run the bases!

Materials

• Review Questions (included in lesson)
• 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.

Draw Dice

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

Materials

• Review Questions (included in lesson)
• 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.

Board Game

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

Materials

• Review Questions (included in lesson)
• Game Board
• 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.

Musical Questions

When the music stops, who will answer the question?

Materials

• Review Questions (included in lesson)
• Chairs
• Worship Music
• Different color/style chair, masking tape, colored paper, etc.

Instructions

Print one copy of the Review Questions. Set up chairs either in a circle or in two rows back to back so students have room to walk around them. Mark one chair as the “question” chair (use a different color/style chair or mark it with tape, a paper question mark, etc.)

Instruct students to walk in front of the chairs when you play the music. When the music stops, they will race to find a seat. The student in the question chair answers a review question. Continue playing music and having students change seats until all the review questions are answered.

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 (included in lesson)
• 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.)

Racetrack

Who will reach the checkered flag first? Teams will race to the finish by answering review questions.

Materials

• Review Questions (included in lesson)
• White board or chalkboard
• Markers/chalk
• Optional: paper cutouts for each team (cars, animals, circles, etc.), tape/poster putty

Instructions

Print one copy of the Review Questions for your use. Draw a racetrack on the board. It may be as simple as a straight horizontal path or a curvy circle. Label “Start” and “Finish” (with a checkered flag) at either end of the track. Add numbers along the track (e.g., 1–10) at equal intervals between Start and Finish. The numbers will be used as placement points for the racers as they progress along the track.

Divide the class into teams. You may draw a different symbol (e.g., stick figure, circle, X or O) to represent each team at the Start, or use paper cutouts as team markers and stick them to the board with tape/poster putty.

Ask the first team a review question. If they answer correctly, move their marker or redraw their symbol along the track at #1. If they answer incorrectly, give the next team a chance to answer and move to the first number. If they do not know, give the answer and ask that question again later. Continue to alternate asking review questions and moving teams’ markers along the racetrack according to the numbers along the track. The first team to reach the Finish wins!

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 (included in lesson)
• 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.

Three in a Row

Which team will be the first to get three in a row?

Materials

• Review Questions (included in lesson)
• Six paper/plastic plates per team in different colors
• Masking Tape
• Optional: whiteboard and markers

Instructions

Print one copy of the Review Questions. Use masking tape to make a 9-section grid on the floor. The grid should be three sections wide by three sections long. Each section should be larger than a single plate. Use two different-colored plates as markers for the two teams.

Divide the students into two teams. Give each team six plates. Teams will take turns answering review questions. If they answer correctly, they can place a plate in a square on the grid. The first team to get three in a row wins the game. Keep track of games won and repeat as time allows.

Option: Draw the 9-section grid on the board and have teams mark X or O for each correct answer.

GGo to Prayer

Optional Supplements

Hands-On Activities

PowerPoint

Come On In

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

Memory Verse

Studying God’s Word

Introduction

Refer to Lesson 112 Theme Poster. In our last lesson, we learned how God gave a promise through the prophet Jeremiah that would bring hope to his people while they were living as captives in Babylon. The Israelites had always lived under an old covenant, trying to obey God’s laws, but not able to because of their sin. Jeremiah wrote about a new covenant that would take the place of the old one and bring freedom from slavery to sin and eternal life through Jesus Christ, not just for the Jews, but also for us today!

• • Have the newspaper with headline ready to show.
  Let’s start with a question: what is a headline? Allow answers.

  Show the newspaper you brought. A headline is a title of an important piece of news. It’s usually in large print to catch people’s attention.

• Where do you usually see headlines? In newspapers, online news, TV news banners across the screen, or news apps on tablets or phones.

  I want you all to pair up to write a fun headline. Remember headlines are not always a complete sentence. Sometimes words can be left out like, “Free candy for all!” instead of saying “There is free candy for all of you.” Think of some kind of news that would be exciting to hear like, “Christmas celebrated every day!” I’ll give you a few minutes to write your headline, then you can share it with the rest of the class. Allow 2–3 minutes for partners to work together then have students share their headlines with the class.

  Those are some happy headlines! You did a great job coming up with some good news.

  Now, I want you to imagine something not so happy. Pretend you are a Jew living in Judah. Think of what it would be like if you and your family were forced to move to a country far away—to Babylon—a place where people speak a different language and maybe don’t even like you or your people. But after a while you adjust to the change. You learn the new language, make new friends, get a new house, and start to think things will be okay. Years pass by, and then you hear an announcement or see headlines like these: (write headlines on the board) “King proclaims freedom for Jews!” “People of Judah to rebuild temple.”

• Would you think this was good news? Would you be excited to pack up to go home to Judah? Why or why not? Allow discussion.

  Refer to the Exodus to Malachi Timeline. What we just discussed is what happened to the people of Judah when God punished them for their sin by bringing the Babylonians to defeat them. They were forced to leave their land and settle in Babylon. But the prophet Jeremiah had prophesied at the beginning of Judah’s captivity that the people would be able to go home after 70 years (Jeremiah 29:10). And now it was time. Let’s find out how it all happened.

The Jews Return to Jerusalem

Refer to the Books of the Bible Poster. Turn in your Bibles to Ezra chapter 1.

We are going to start by reading verse 1. Follow along as I read the first verse. Read Ezra 1:1.

• Who was the king at this time? King Cyrus.
• What kingdom did he rule? Persia.

  What does Persia have to do with the Jews in Babylon? After the Jews from Judah were taken to Babylon and had lived there many years, the Persians came and conquered Babylon, and it became part of the great nation of Persia. And Cyrus, the king of Persia, took over. But no matter who the king was, God was (and still is) in control.

• Refer to the Attributes of God poster. What attribute of God reminds us that he is always in control? Sovereign.
• Right. God is sovereign—even over a king. Take a look at the middle of Ezra 1:1. Who stirred up the king’s spirit? The Lord.

  The Lord caused King Cyrus to make an important proclamation, or announcement, throughout his entire kingdom. Let’s read his announcement in verses 2–3. Assign readers.

• What had the Lord charged, or commanded, Cyrus to build? A house for God; the temple.
• Where was this house for God supposed to be built? At Jerusalem.
• And where is Jerusalem, which kingdom? In Judah.
• Who was King Cyrus calling to return to Jerusalem? God’s people from Judah.
  Slide #7

  Slide #8
  Show the Lesson Theme Poster. God’s people, the Jews, were scattered throughout the Persian empire, but Cyrus was giving them all permission to leave.
• • Pass out the Class Notes to the students.
  Let’s start our Class Notes now. Use the word bank to fill in each headline. Who would like to do the first one for us? Choose a reader. Cyrus. Have students complete #1.
• How about #2. What attribute of God is this describing? Choose a reader. Sovereign. Have students complete #2.
• Who was being set free from captivity in #3? Choose a reader. Judah. Have students complete #3.

God was taking care of his people. They could go home now, just as the prophet Jeremiah had said. Now let’s read Ezra 1:5–6. Assign readers.

• Whom did God stir up to return to Jerusalem? Heads of the fathers’ houses of Judah and Benjamin, priests, Levites.

  The leaders of the people of the tribes of Judah and Benjamin along with priests and Levites were among those who returned to Judah. The people were headed to Jerusalem.

• What were they going to do there? Rebuild the house of the Lord.
• And they left the country with something. What did the people around them give them? Silver, gold, goods, beasts (animals), costly wares.

  These supplies and riches would help them pay for the temple they were going to begin building. King Cyrus also gave back the beautiful things that had been stolen from the temple by the Babylonians. And now there were lots of people and supplies headed back to Judah.

  The Jewish leader Zerubbabel led the people out of Persia and back to Jerusalem. Zerubbabel was a descendant of David, the great-grandson of King Jehoiakim.

• How do you think the people felt about all this? Allow discussion.

  For the Jews who had been in captivity for 70 years, this was an exciting time! The older travelers probably missed their homes. The younger ones would have only heard stories about Judah and Jerusalem, so it would be all new to them.

Turn to Ezra chapter 2. Look at all the names of the people who left Persia and traveled home. This wasn’t everyone, though. Some Jews stayed in Persia. Let’s read verses 64–65 about the people God was leading back to Jerusalem at this time. Choose a reader.

• How many people in the assembly, or group, went back to Jerusalem with Zerubbabel? 42,360.
• And there were others not counted in the group. Who were they, and how many were there? Their servants. 7,337.
• There were also some singers with them. How many? 200.

  So, there were 49,897 people in all—almost 50,000! That’s a lot of people! God gives a lot of details, doesn’t he? That’s because this was an important historical event when God was fulfilling his promise given through the prophet Jeremiah to bring his people back to their land.

• Who will read headline #4 on the Class Notes about those who went home to Judah? Choose a reader. 50,000. Complete #4.

The Rebuilding of the Temple

After the people got settled in their homes, Zerubbabel took charge and got them started on the building project. First, they rebuilt the altar to the Lord and offered sacrifices according to the commands God had given Moses. It took some time to gather supplies and workers, but finally, they were ready to lay the temple foundation.

• What is a foundation? The part of a building laid down first to keep it straight, stable, and strong.

  Refer to the Lesson Theme Poster. The Jews were excited to see the foundation for the temple. The priests and Levites played instruments and led the people in worshipping the Lord as they sang a song of praise and thanksgiving.

  But there were some in Jerusalem who did not want the temple to be built. When the Babylonians took the Jews away to Babylon, they sent people from other lands to settle in Judah. These people were not happy that the Jews had come back and were rebuilding the temple of God.

  So they tried to scare the Jews and discourage them to make them stop building the temple—and they were successful. The building project came to a halt until 21 years later, when God helped his people gain favor in the eyes of a new Persian king, Darius, who said they should finish building the temple.

So, what did the people do when the temple was finally done? Let’s read that in Ezra 6:16–17. Choose readers.

• Who gathered together for the celebration? The people of Israel, the priests, the Levites, and the other exiles who had returned.
• And what did they offer to God in the new temple? They offered sacrifices. Bulls, rams, lambs, goats.

  The Jews had been captives for 70 years in the foreign country of Babylon. They finally returned to Jerusalem only to have to wait another 21 years until the temple was finished. But when it was completed, there was a great celebration! The people gathered together with the priests. They made sacrifices, sang songs, and offered prayers. The people celebrated with joy. God had once again proven his faithfulness to his people by bringing them back and helping them rebuild just as he had promised.

• Let’s continue the Class Notes. Who will read #5 about what the people did first? Choose a reader. Foundation. Complete #5.
• Who will read the last one, #6? Choose a reader. Temple. Complete #6.

Application

Refer to the Lesson Theme Poster. Think about God’s sovereignty, his control, over all the things we talked about today. God was faithful to keep his promise that the people would return to their land after 70 years. God worked in the heart of King Cyrus to allow the Jews to go back to Judah and rebuild the temple. Then God stirred up the leaders, priests, and Levites to obey Cyrus’ announcement. The leader, Zerubbabel, led the people back to Jerusalem. And the building of the temple began.

Although there were some who tried to stop the building project, God was still in control and caused another king, Darius, to command that the temple be finished. Finally, 21 years later, the Jews celebrated with much rejoicing as they dedicated the new temple to the Lord!

Throughout the Old Testament, we’ve seen God’s sovereignty over and over. God said something through his prophets, and it happened. God moved kings to attack nations, and it happened. Sometimes God moved kings to take people away, and it happened. In this lesson, we saw how God moved a king to let his people go back home, and it happened! These are all things that happened because God wanted them to.

That was true back in Bible times, and it is still true today. God is the same God! He is still in control. He is sovereign over every detail of our lives—just as he was in control throughout all of history.

When things in our lives seem out of control, we need to remember—they aren’t! God is sovereign and works everything out well, according to his plan. We need to trust that he is in control even when we don’t “feel” like it. We may be sad, hurt, lonely, feeling forgotten, or angry. It’s okay to feel those things, but when we do, we need to learn to take them to God—to trust God more than our feelings. We need to remember that Jesus experienced those very same things while he was on the earth. We have to trust that, in the end, God is working things out exactly how he wants to. And because God is in charge, it will be good. The ultimate good is that we are being changed to be more and more like Jesus as we trust God even in difficult circumstances.

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 his sovereignty and faithfulness.
• Pray that we would learn to trust God, especially during times when we don’t understand why things are happening or when we feel like things are out of control.