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 John 10:9 Lyrics Video) 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. Have a volunteer come up and mix the ice and salt 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. While we’re waiting on our experiment, let’s review our past lessons. We read about a catastrophe from the book of Genesis. What was that catastrophe? A worldwide flood.
• Right. And who brought that catastrophe on the world? God.
• Why did God bring the catastrophe? Because of the sin and wickedness he saw on the earth.
• Who lived through the flood? Noah and his family. The animals God brought to the ark.
• How long did the flood last? Allow discussion.

  Noah and his family had been 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 because Noah was a righteous man who obeyed and loved God.

• Let’s check our experiment. 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 be 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! How many of you have heard of the ice age? Show of hands.

The Earth Was Changed

Did you know that there was an ice age, and it was caused by the flood? Let’s look at some of the ways the earth changed during and after the flood, which led to the ice age. I’m going to pass out some illustrations that we’ll use in the lesson. Please hold on to them until I call on you to bring it up to the board. Pass out the eight Lesson Illustrations (PDF) to different students.

• Slide #5
  First, the Bible tells us something interesting about the water that covered the earth. Turn in your Bibles to Genesis 7:11. Will someone read that? Assign a reader.
• Slide #6

  • As you discuss the lesson, have students put the Lesson Illustrations (PDF) up on the board or wall.
  Who has the first picture, #1? Will you read it for us and put it on the board? Have student attach Lesson Illustration #1 to the board with tape or poster putty.
• This talks about the beginning of the flood. 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. We know that when the windows of heaven opened, there was a downpour of rain. But what are the fountains of the great deep? Allow discussion.

  These “fountains” came from deep underground through giant cracks in the earth’s crust! The earth opened up, and hot magma—which is burning hot, melted rock—came up out of the ground, spewing superheated water and steam.

• So what do you think happened to the ocean water with all this heat? It got warmer.

  Yes. This caused the ocean water to heat up. And not only that, but the cracks made the earth shift, and it is believed that the land actually broke apart because of this shifting. At the same time, the windows of heaven opened, and it began to rain for 40 days and 40 nights! The flood changed the earth forever!

• Slide #7

  Slide #8

  Slide #9

  Slide #10
  Okay. Who has picture #2? Will you bring that up for us and read it? Have student attach Lesson Illustration #2 to the board.

  The flood lasted over a year! Noah’s family was safe inside the ark, but every land-dwelling, air-breathing thing outside the ark died! Finally, the waters began to recede. Recede means to go or move away or to withdraw.

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

  After the earth had dried 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!

• Picture #4 tells us what that was. Who has picture #4? Bring that up and read it. What was happening after the flood? Have student 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!

• That brings us to picture #5. Who will bring that up and read it? Have student 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.

  Right. So the worldwide flood set up the perfect conditions for LOTS of these supervolcanoes to explode—and this caused something else to happen.

• What do you think that could be? Allow discussion. The ice age.

The Ice Age

• I’m talking about the ice age! What do I mean by the ice age? Allow discussion.
• 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.
• So where can we always look for the truth? God’s Word.
• Does the Bible tell us all about the ice age? No.

  No, it doesn’t. But it does give us some clues that we can use to understand the ice age better. So let’s see how God’s Word can help us discover the mystery of the ice age.

  One thing you might hear is that there were many ice ages over millions of years. But according to God’s Word, he created everything in the very beginning about 6,000 years ago. And that tells us that NOTHING is millions of years old. So there couldn’t have been MANY ice ages over MILLIONS of years.

  Slide #11
  Show the Lesson Theme Posters. But there really was ONE great ice age. We still see giant ice sheets, called glaciers, in the south in Antarctica and in the north in Greenland today! And there are still glaciers on many other continents—even Africa. These huge glaciers are left over from this one great ice age!

  That ice age started after the flood about 4,000 years ago. But it lasted for hundreds of years. God’s Word tells us about the worldwide flood. And the events of that flood made the weather conditions just right to create an ice age.

  Refer to Lesson Illustration #1. Remember, God made the earth shift during the flood, which caused big cracks to appear in the crust. Hot melted rock—magma—along with superheated water and steam came up out of these cracks and went into the oceans. This increased the temperature of the oceans and made them very warm.

  Refer to Lesson Illustrations #4 and #5. Meanwhile, all of this movement and shifting of the earth caused volcanoes to erupt after the flood was over. These volcanoes spewed thick ash into the sky. That ash hung in the air like a great big cloud and blocked the sunlight so parts of the earth got VERY cold.

• Slide #12
  Who has picture #6? Can you read that and bring it up? Have student 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!

  Refer to Lesson Illustrations #5 and #6. So, with the oceans very warm and the land very cold, the water evaporated quickly—like steam—into the cold air over the land. As the warm moist air met the cold air, it began to snow.

• Slide #13

  Slide #14
  Who has picture #7? Will you bring that up? Have student attach Lesson Illustration #7 to the board.

  And there was lots and lots of snow! The snow didn’t melt because the sun wasn’t shining and the temperatures were cold. Remember, the volcanic ash was hanging in the air, blocking the sunlight. Lots of snow and ice built up on the earth, and it eventually produced great, thick sheets of ice called glaciers.

• Who has the last picture, #8? Bring that up now. Read it and put it on the board. Have student 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 slide slowly on the earth—and they pushed farther and farther into warmer areas. In fact, about one-third of the entire earth was covered with ice at that time! And a large part of that ice was in North America.

  All that ice over all that land for hundreds of years was what we call the ice age. It did NOT cover the entire earth—only about one-third of it! There were still places you could go to get warm, just not as many as there are today.

  This is the truth about the ONE and only great ice age! It started about 4,000 years ago after the worldwide flood, and it lasted several hundred years.

  • Pass out the Class Notes Booklet (PDF). Use them as a visual review of how the flood created the perfect environment to produce an ice age.
  Refer to the Lesson Illustrations (PDF) on the wall as students complete the Class Notes Booklet (PDF). Let’s review the ice age by completing these Class Notes Booklet (PDF). We’ll use these illustrations and think about we have just heard.
• Slide #15

  Slide #16

  Slide #17

  Slide #18
  Will someone read #1? What happened under the ocean? Assign a reader. Fountains. Have students complete #1.
• And what about #2? What was the judgment God sent on the earth? Assign a reader. Flood. Have students complete #2.
• And look at #3. How long was Noah on the ark? Assign a reader. Year. Have students complete #3.
• So, what about #4? The shifting of what caused the supervolcanoes? Assign a reader. Earth. Have students complete #4.
• Now #5. Why did the temperatures become cold? Assign a reader. Ash. Have students complete #5.
• And #6? What happened next? Assign a reader. Warm. Have students complete #6.
• What did the water evaporating into the cold air cause? Someone read #7. Assign a reader. Snow. Have students complete #7.
• And finally, #8. What covered one-third of the earth? Assign a reader. Glaciers. Have students complete #8.

Animals of the Ice Age

Something really fun to think about when we are talking about the ice age are the different animals that we know were alive then. A lot of fossils of these animals have actually been found all over the world! The freezing weather of the ice age made it very tough for animals to survive. So being fat and furry was a big help against the cold.

Prepare pictures of ice age animals: woolly mammoth, giant beaver, giant ground sloth, saber-toothed tiger, and glyptodon. Let’s see how many of these animals from the ice age you can name. We’re going to play a game called “What am I?” I’m going to give you one clue at a time about an animal. If you think you know what it is, raise your hand. I’ll keep giving clues, and you keep guessing.

Read each statement and pause to allow guesses. Continue to give clues and then reveal the answer and show a picture, if available. Here’s the first one:

Nice work! Let’s see if you can get the next one:

These animals were big! Here’s the next one:

Good guessing! Let’s see who can get the next one:

Nice job! I saved the toughest one for last. Let’s see if you can guess what it is:

• I had thick fur to keep warm.
• I weighed up to five tons, as much as a pickup truck.
• I could be nine feet tall.
• I had gigantic tusks that were twice the height of a man.
• I look like a giant, hairy elephant. What am I? Woolly mammoth.
• I could grow to be the size of a black bear.
• I was not as big as a woolly mammoth.
• I lived in North and South America.
• My smaller kinds alive today are known for being slow and lazy. What am I? Giant ground sloth.
• I could weigh over 200 pounds.
• I could be eight feet tall from nose to tail.
• My home was in the rivers of North America.
• My teeth were great for chewing wood. What am I? Giant beaver.
• I weighed 600 pounds and could be larger than a grown lion.
• I was a carnivore.
• I could open my jaws 120 degrees (compared with humans whose jaws only open about 50 degrees).
• I had two curved teeth that were over half-a-foot long. What am I? Saber-toothed tiger.
• I could grow to be the size of a small car.
• I weighed 2,000 pounds (that’s one ton!).
• Other animals were afraid to attack me because of my size and my protective armor from head to foot.
• The armadillo is related to me but way smaller. What am I? Glyptodon.
• Several of the animals you named are in the ice age movies, like the woolly mammoth and saber-toothed tiger. How many of you have seen any of the ice age movies? Allow discussion.

  You may have heard that these animals lived more than 100,000 years ago.

• Is that the truth? Allow discussion.

  That is not true because everything in the entire universe was created by God 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, that is something we just 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 died off and no longer live on the earth. However, because of the many fossils that have been found, we do know that they really existed and they were very large.

  And we know, according to God’s Word, they could NOT have lived millions of years ago! It makes much more sense to say they lived during the one great ice age that happened after the flood about 4,000 years ago.

Application

Refer to the Lesson Theme Posters. We can be confident that the great ice age happened after the worldwide flood. Volcanic ash blocked out the sun and made the land cold. The warm oceans caused lots of water to evaporate, and a huge amount of snow fell over a long time. This caused the glaciers—thick sheets of ice—to build up, and they slowly grew until about one-third of the entire planet was covered by ice!

God gave us all we need to know to understand the world around us. The Bible can help us make sense of things like the ice age. This is important to remember, especially when you see and read things about the ice age. Be careful! Ask yourself if what you are hearing about the ice age makes sense. How long ago does it say that ice age was? How long ago does it say those animals were alive? How many ice ages does it say there were? Be alert to everything you hear, and always compare it to what you know from God’s Word.

Lesson Review

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.
• Pray that the students will recognize false statements about the ice age and the age of the earth.