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

  Popcorn

  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!

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.

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!

 

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 (Psalm 119:89–90 or Psalm 119:89–90 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.

  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

Psalm 119:89–90 Memory Verse Poster

Be sure to explain the memory verse to the students and then practice it by playing a memory verse game or singing the memory verse song.

Studying God’s Word

Introduction

Refer to Lesson 1 Theme Poster and Lesson 2 Theme Poster. Our exploration continues! God’s Word should always be our foundation. It is where we should turn to find answers to the questions we have every day in life. The Bible can change us if we read it regularly. It can bring joy, change our soul, and make us wise! As we get to know the Word of God, it will become worth even more to us than precious gold.

• Slide #3

  Slide #4
  Why can we trust the Bible? Who is the Bible about? Allow discussion. God.
• And why should that matter to us? What is God like? Allow discussion.
  Slide #5
  Refer to the Attributes of God Poster. Our God is all these things and so much more. We talked about God being incomprehensible.
• Incomprehensible: greater than we can imagine
  What does that word incomprehensible mean? Allow discussion.

  God is greater than anything we can imagine. We can never completely understand all of his love, mercy, holiness, wisdom, or sovereignty because he is so great! But God has given us his Word so we can start to learn about these things as we get to know who he is. So let’s continue exploring the Bible today and see what more we can find out about God.

• Have you ever wondered where the world came from? How do you think the world got here? Allow discussion. Listen carefully to what the students have heard.
• A lot of people have ideas about where the world came from. One very popular idea is called the big bang theory. How many of you have ever heard of the big bang? Show of hands.

  The big bang is an idea that says billions of years ago there was a huge explosion in space, and all the parts and pieces from that explosion came together to form the world over billions of years.

  Bring out building blocks in the box. Let’s try that. Of course, we’re not going to blow anything up, but we’ll use these blocks to see if this theory might work. I need a volunteer to help me. Choose a volunteer to come stand beside you.

  In this box I have a bunch of building blocks. I want you to create something from them just by dumping them onto the floor, like an explosion, and we’ll see what happens. Have student shake the box and dump the blocks onto the floor without touching them.

• What did you build? What is it supposed to be? Allow answers from volunteer. If time allows, have another student try to build something in the same way.
• I want to show you something. Show building you made from blocks before class. Can you tell what it is? Allow answers.
• Where do you think it came from? Did it just appear? Did it come from an explosion? Allow discussion.

  Obviously it didn’t just appear here all by itself. Someone had to build it, right?

• So do you think the whole world and everything in it could have come from an explosion like the big bang? Allow discussion.

  When we look at creation all around us, even at this building I made with the blocks, you know someone had to have made it. It couldn’t have just appeared or put itself together after an explosion. But many people believe that the big bang started the world.

• So where can we find out the TRUTH about how the world was made? Hold up your Bible. The Bible.

God Is Eternal

• Refer to the Books of the Bible Poster. Does anyone know the first four words in the whole Bible? What book of the Bible would that be in? Go ahead and take a look. Genesis.
• And what are the first four words? “In the beginning, God.”

  Refer to the Lesson 3 Theme Poster. That’s correct. These are the first words in the first verse of the first chapter of the first book of the first Testament in the Bible! Please turn to that verse in your Bibles.

• Will someone read Genesis 1:1 for us? Assign a reader.

  These very first words of the Bible tell about the very first hours of the world’s history. Let’s examine them more closely.

• Who was there in the beginning? God. Some may say the Trinity—which is true. God is three in one.
• Why is God the only one there? Allow answers. Because God has always existed, and he hadn’t created anything yet.

  God was the only one there. This is the beginning of time as we know it. This is when God first started to create the universe by the power of his voice. And it was only about 6,000 years ago.

• So, what was before this beginning? What existed before anything was created? God.

  Before this—before Genesis 1:1—God was. He always was. God is eternal. That means he has always existed, and he will always exist. He is the only eternal being. The Bible tells us, “In the beginning, God . . .” and that was it. God is. God always was. God always will be. He is eternal.

  Refer to the Attributes of God Poster. Let’s read the definition of eternal together from the Attributes of God Poster. Always was and always will be.

• Slide #8
  Look at your Class Notes. Today we have a crossword puzzle. Will someone read #1 for us? What word from the word bank completes that sentence? You’ll write that word in the puzzle. Assign a reader. Beginning. Have students complete #1.

  God was in the beginning! God is eternal! He is not bound by time in any way. He created time, but he existed before he created it. So we could say he exists outside of time as we know it.

• Someone read #2 from the Class Notes. What is this attribute? Assign a reader. Eternal. Have students complete #2.

  This can be very confusing, I know. But remember, when we talked about God’s attributes, we said he was incomprehensible! He is beyond our understanding. We can’t figure him out. He is greater than anything we can imagine!

God Is Outside of Time

Let’s move to the next book (after Genesis) in the Bible, Exodus. We’re going to read a little about Moses. God had sent Moses to lead his people out of Egypt and into the promised land—a beautiful country God had prepared for them.

However, Moses was afraid to lead the people as God told him to do. Moses didn’t think the people would listen to him or want him to be in charge. God assured Moses that he would be with him. But Moses still had his doubts. Let’s read what Moses asked God and how God answered him.

• Find Exodus 3:13–15. Will someone read that for us? When everyone finds it, have one or more students read the passage.
• What did Moses ask God? What shall I say to the people of Israel? Who should I say sent me? What is your name?
• What is God’s answer in Exodus 3:14? He said I AM WHO I AM and I AM has sent me to you.

  Right. God said his name was I AM. When God said this, he was saying that he is the one who was and is and always will be. God was telling Moses that he is eternal—he has always existed.

  The Bible is clear. God is the eternal one—the one who always was, the great I AM. Something or someone had to be here before anything else came to be. Do you see that? There had to be someone who never had a beginning—someone who was there when creation began. Someone who commanded everything to be! That someone is the one and only true God. He is God of creation, he is the God of Moses, and he is the same God we worship today. He always was, and he always will be. God exists! He is the Creator of absolutely everything—including time! And he is not bound by time as we know it because he always has been.

• Slide #12
  Will someone read #3 on the Class Notes? What did God say to Moses? Assign a reader. I AM. Have students complete #3.

Creation Reveals God’s Existence

Refer to the Books of the Bible Poster. Now turn to Romans 1:20–21. It’s in the New Testament. Romans is an epistle, or letter, that was written by the Apostle Paul. This is something God wanted Paul to write to people who said they didn’t believe in God. Let’s see what God had to say to them.

Let’s read Romans 1:20–21. Assign readers.

• Now who did I say Paul was talking about in this part of his letter? People who did not believe in God.
• Look carefully at verse 20. What are clearly seen? His invisible attributes.
• Whose invisible attributes? God’s.
• Refer to the Attributes of God Poster. What are some of those invisible attributes? Look at the poster for help. Briefly review some of the attributes.

  These are “invisible attributes.” We don’t see them. And we don’t see God. But we know that God exists, and we know that these attributes describe him because of what we read in the Bible.

• So, look again at Romans 1:20. How long have God’s invisible attributes been clearly seen? Since the creation of the world.
• Slide #15
  Before moving on, let’s go back to the Class Notes. Will someone read #4? What kind of attributes are these? Assign a reader. Invisible. Have students complete #4.
• And what about #5? How long have God’s attributes been clearly seen? Assign a reader. Creation. Have students complete #5.
• Now look back at Romans 1:20. What can be understood by looking at the things that are made—or by creation? God; his eternal power; his divine nature.

  When Scripture refers to God’s divine nature, that is talking about the attributes of God.

• So, what does this verse say about all those people who say there is no God? It is at the very end of Romans 1:20. They are without excuse.
• They are without excuse! Why? Look at the beginning of Romans 1:21. Did these people know God? Yes.
• How do they know God? What could they see around them? Romans 1:20. God’s attributes in creation.
• Slide #16
  Creation clearly shows us that there is a God. Go to #6 on the Class Notes. Will someone read that? What is the answer? Assign a reader. Excuse. Have students complete #6.
• They know who God is because of what God made—God tells us that. But how did these people act toward God? The answer is in Romans 1:21. There are four different things they did. Who can answer one? They did not honor him as God.
• And another? They did not give thanks to him.
• What about their thoughts? What does this say about them? Their thoughts were futile.

  Yes. Their thoughts were futile. This means their thoughts had no purpose. They made no sense because God was not a part of them. They did not believe in God.

• And the last one? What is that? It is about their hearts. Their foolish hearts were darkened.
• Why would God call them foolish and dark? Allow discussion.

  They are foolish because God’s creation makes it clear that there is a God! That is the only way it could have come to be. And everyone can see that! But even though they see it, they still deny God and his truth—they choose not to believe it. They know better but refuse to admit it.

• Slide #17
  Look at your Class Notes again. What is the answer to #7? Take a look at Romans 1:21 for help. Assign a reader. Honor. Have students complete #7.
• And what about #8? Will someone read that? Assign a reader. Foolish. Have students complete #8.

  There is a very important lesson here in just these two verses! Even back when Paul wrote this letter—and that was nearly 2,000 years ago—people were claiming that there was no God.

  Creation shows us God’s eternal power and his divine nature in a big way. Because of the very universe that God created, we know that there has to be a Creator.

• Have you ever noticed how orderly and perfect the universe is? Yes/no.

  Think about it. The stars, solar system, plants, animals, the human body—everything is designed to do what it is supposed to do. It is all perfectly organized and designed. Color, variety, and even the smallest detail all point to an eternal God with a plan and the power to make it all perfectly. In Romans 1:20–21, God is saying that when we look at all of his creation we must think of him, our Creator. If people say they don’t believe in God, they are denying what they know just by looking around them.

• Slide #18
  Someone read #9 on the Class Notes. What does creation show us? Assign a reader. Creator. Have students complete #9.
• People who refuse to believe that there is a God came up with the big bang theory. But we saw from our blocks that order doesn’t come from disorder like an explosion. The big bang is nothing but a lie. And people who teach this want to turn us away from God and his truth.

  When we look around and see the universe and everything designed in a special way to do what it is supposed to do, we need to remember that only God could have created it. There is no way it was the result of a big bang. And that is what God’s Word tells us in Genesis 1 and in Romans 1. We know that God exists because of the amazing universe that only he could have created!

• Go to #10 on the Class Notes. Will someone read that? What is the answer? Assign a reader. God. Have students complete #10.

Application

• Slide #19
  Refer to the Lesson 3 Theme Poster. God was in the beginning—before he created anything. God is the only eternal being, and he is not bound by time. God was not created by anyone or anything. God is the Creator of all and has always existed. When we look at the order in the entire universe, we can see that there had to be someone who is eternal—and that is the one who created it all.

  People who do not believe in God or that he created the universe often believe the lie called the big bang theory. It says a powerful explosion put everything in the universe together, over billions of years, into perfect order. But this is nonsense! Explosions never put things together; they always break things apart. It’s like when we dumped the blocks out of the box; nothing was created—it just made a mess!

  So, we need to be ready with an answer if people start to tell us about the big bang theory. They teach it to try to convince others that God’s Word is not true! But we know that God’s amazing divine nature—his attributes—are clear to everyone through his creation.

  • Pass out the Student Take Home Sheet and remind students to practice the memory verse this week.
  We need to tell people the truth—that God is our Creator. There had to be someone who always was so he could begin to create. There had to be someone who didn’t have any beginning because that is the one who began time as we know it. And that someone is God. He alone is the great I AM.

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 creation that proclaims his glory and attributes.
• Pray that the Lord will give us courage to stand against the false theories of man that deny God’s existence.