Prepare

Lesson Preparation

CCome On In

MMemory Verse

Memory Verse

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

  Down the Line

  Look Behind You

  Egg Hunt

  Now You See It

  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!

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

• Index cards
• Masking tape

Instructions

Write one or two words from the memory verse on each index card. Tape cards onto students’ backs. Students will work together to put themselves in order according to the memory verse. Once they think they are standing in order, check the verse by reading the words out loud according to how they are standing.

If you have more cards than students, tape more than one card in the proper order on some students. Repeat the game so all students get to participate.

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.

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 to help your students learn the memory 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.

  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

PowerPoint

Come On In

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

Memory Verse

We encourage you to practice the memory verse with your students by playing a memory verse game or singing the memory verse song.

Studying God’s Word

Introduction

Refer to Lesson 1 Theme Poster. We have talked about the Bible. God’s Word can change us if we allow it to be our foundation—where we go to find answers in life.

Refer to Lesson 2 Theme Poster. The Bible is God’s very Word to us! And although God is incomprehensible—more than we can understand or even imagine—the Bible tells us enough about him that we know we can trust him.

Refer to Lesson 3 Theme Poster. We know God exists because we know that there had to be someone who was here in the beginning—someone who spoke everything into existence. As we look around at the beauty and order in creation, we know in our hearts and minds that there is a God—an amazing Creator!

Refer to the Lesson 4 Theme Poster. Today, we are going to learn something else about God, something that is very difficult for even the smartest people to understand.

Pass out the five Lesson Illustrations. We’ll start by looking at a special word. I have five pictures here that will help us understand the lesson a little better. I am going to pass these out to five of you, and when we get to them you will come up and put them on the board.

“Tri” Means Three

• Slide #7
  So, let’s get started. Do you know what I mean by the word Trinity? Write the word on the board. Allow answers.
• Slide #8

  Slide #9

  Slide #10

  Slide #11

  Slide #12
  Well, that is what we are going to learn about today. Who has picture #1? Will you bring that up and put it on the board, please? Have the student attach the picture to the wall or board with tape or poster putty.

  Refer to the Lesson Illustration. These letters, “tri,” are called a prefix. When they’re together like this, they mean “three.” So when you add this prefix to the beginning of a word, that lets us know that it has something to do with the number three.

• Who has picture #2? Can you bring that up? Have the student attach the picture to the wall or board.
• What do you see on this picture? A triangle.
• Right! And how many sides does a triangle have? Three. Count the sides with the students.
• Do you see the prefix “tri” in this word? Yes.
• So what does “tri” mean? Refer to picture #1. Three.

  That’s right. This is a triangle—it has three sides.

• Who has the next picture, #3? Have the student attach the picture to the wall or board.
• What is this a picture of? A tricycle.
• See the letters “tri” on that word? Why would we call it a tri-cycle? It has three wheels.
• That’s right. It has three wheels. We have a couple more pictures. Who has picture #4? Have the student attach the picture to the wall or board.
• What is this animal called? Triceratops.
• Right. Why does it have “tri” in its name? What does it have three of? It has three horns.
• Three horns, right! And the last one, who has picture #5? Bring that up. Have the student attach the picture to the wall or board.
• This ice cream cone is called a “triple scoop.” Why is that? It has three scoops of ice cream.

  That’s right. The prefix “tri” before a word means three. And here we see a triangle, a tricycle, a triceratops, and a triple scoop ice cream cone. All have three of something!

• Slide #13

  Slide #14
  Now, let’s look at our Class Notes. Who will read #1 for us? What does tri mean? Assign a reader. Three. Have students complete #1.
• Refer to the word “Trinity” you put on the board. So I said we were going to discuss something called the Trinity. What three letters does that word start with? T-r-i.

The Trinity at Creation

Right! So, we know it’s got something to do with the number three. We are going to complete the triangle diagram you see on your Class Notes. But before we do that, let’s look at God’s Word and find out what we should put there.

• First of all, when did this happen? In the beginning, when God created.

  This is the very beginning at the time of creation. And these verses are telling us something about the Trinity.

• Who is mentioned in Genesis 1:1? God.
• What did God do in the beginning? Created the heavens and the earth.
  Slide #16
  Right. The Bible tells us that God created the heavens and the earth. So, on your Class Notes, fill in the middle circle in the Trinity triangle.
• Who is the Creator? God. Have students complete the circle.
• How many gods created the world? One.

  Yes. There is only one true Creator God. But we will see that the Bible tells us the one true God is a Trinity.

• What does that mean? That God is a Trinity? Allow discussion.
  • As you complete the diagram on the Class Notes, you may want to write the words or even copy the diagram on the board so the students can follow what you are saying and doing.
  That means he is actually three Persons in one God. And we can find that truth as we study God’s Word.
• Look in Genesis 1:2. Someone else is mentioned there. Who is it? The Spirit of God.

  The Spirit of God was with God at the creation. And this was in the beginning. But we know there is only one true Creator God, right?

• Slide #17

  Slide #18
  Go back to the Class Notes now. Let’s answer #2. Who will read it? Who was with God at creation? Assign a reader. Spirit. Have students complete #2.

  And now look at the bottom circle on your Class Notes and add the “Holy Spirit” as Creator. Holy Spirit. Have students complete the bottom circle on the Trinity diagram.

  So, we have God the Creator . . . and the Holy Spirit the Creator. But remember, there is only ONE God! Now let’s look at another part of the Bible to find out what to put in the other two circles.

• This verse starts just like Genesis 1:1 did. What are the first three words to John 1:1? In the beginning.

  Genesis 1:1 and John 1:1 are both talking about the same time. They both say, “In the beginning.” That means at the time of creation. Creation is the beginning of everything in the universe.

• Look at John 1:1 and tell me what was in the beginning? The Word.

  Right! And it says the Word was with God in the beginning, and the Word also was God. Oh! So the Word is God! Could the Word be one of the three Persons of God? Let’s find out.

• Look back in John 1:3. What does this tell us about the Word? Allow discussion. All things were made through him.

  Yes. So everything in the entire universe was made by this Person who is called the Word. If all things were made through him, he must have been there at creation, too!

• It says the Word became flesh. What does that mean? Allow discussion.

  “Became flesh” means he became a man. He was born on the earth, and he lived with people.

• So, who is the Person who was at creation, who made all things, and who came to earth as a man? Who is the Word who became flesh and lived among us? It was Jesus Christ!
• Slide #21
  Take a look at #3 on the Class Notes. Will someone read that? Who is the Word? Assign a reader. Jesus. Have students complete #3.
• Jesus is the Word. How else do we know him? Who is he? Allow discussion. The Son of God.

  That’s right! John 1:14 tells us that Jesus is the only Son from the Father. The Father is also God!

  Do you see? In the beginning at creation, we see God the Father, Jesus the Son (also known as the Word), and the Holy Spirit.

  Slide #22
  Take a look at the Trinity triangle again on the Class Notes. Let’s finish the other two circles. In the top left you can put “Father.” God is the Father and the Creator.

  And in the last circle, the one on the right, you can put the word “Son.” Jesus is the Son of God, and he is the Creator. Have students complete the diagram.

• One God created the heavens and the earth. But that one God is made up of three Persons. Who are those three Persons? Look at the Trinity triangle. The Father, the Son, and the Holy Spirit.

  Right! They were all there at creation. And even though these verses don’t use the word Trinity, we know there were three Persons at creation—three Persons—yet only one God!

• Slide #23
  Now will someone read #4 on the Class Notes? What is the answer to that? Assign a reader. Trinity. Have students complete #4.

The Trinity at Jesus’ Baptism

I’m going to read from Matthew 3:16–17. Matthew is the first book of the New Testament. Find those verses in your Bible and follow along as I read.

• What was Jesus doing in these verses? Look in Matthew 3:16. He was being baptized.
• It says that Jesus saw the Spirit of God. What did the Spirit of God do? Descended like a dove and came to rest on him.
• And whose voice was heard from heaven? Here’s a hint; he said, “This is my beloved Son.” God, the Father.

  That’s right. In these two verses we see again the three Persons of the Trinity. The Son—Jesus—was baptized; the Father’s voice was heard from heaven; and the Spirit appeared in the form of a dove.

  Earlier we saw the three Persons of God all doing the same thing—creating the earth. But here we see them all doing different things.

  Slide #26
  Refer to the Trinity diagram on the Class Notes. These are the three Persons of the Trinity. And it is clear that they are different Persons. They are each unique. But together, they are one God.

  It can be very confusing trying to remember who is who and trying to understand that the three different Persons make up the one holy God. Here’s one way to remember the Trinity: when we talk about God in heaven, we mean God the Father. When we talk about God on earth, we mean Jesus the Son. And when we talk about the one sent to help us obey, we mean God the Holy Spirit. Three Persons, each with his own job—but they all make up the one true God.

  This is not easy to understand, but it is something we see in the Bible. God is made up of three different Persons—the Father, the Son, and the Holy Spirit. They are all God. But they each have a different role in God’s plan. They each do different things.

  Slide #27
  Let’s finish the Trinity diagram. Look at the three spaces that connect God the Creator in the center with the three other circles. In those spaces I want you to write the word “Is” because the one true God is the Father, and he is the Son and he is the Holy Spirit. Have students fill in the spaces.
• But are the Father, the Son, and the Holy Spirit all the same? No.

  They are all God, but each one is very different, and they have different jobs! So, on the outside of your triangle, there are lines connecting each of the three circles. In each of those lines, put the words “Is Not” to remind you that the Father is not the Son, the Son is not the Father, and the Holy Spirit is not the same as the Son or the Father. They are all separate Persons, but all are the one Creator God. Have students complete the diagram.

Application

• Slide #28
  Show the Lesson 4 Theme Poster. There are three Persons in one God. Who are those three Persons? The Father, the Son, and the Holy Spirit.
• And what is the word that means three Persons in one God? It starts with “tri.” The Trinity.

  The Trinity can’t really be explained because God is not like anything in the world. It is not an easy thing to understand. But God is incomprehensible—remember? There are things about him that we can’t even imagine.

  Some people don’t believe in the Trinity because they can’t figure it out. But those people don’t believe God’s Word. They don’t trust that his Word is true. But we do trust God and his Word. We know his Word is true because God cannot lie. And we have faith that God is three Persons in one great God—just like his Word says.

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.

• Praise God that he exists as our all-powerful God—God the Father, God the Son, and God the Holy Spirit.
• Thank God that he created the world through his great power.