Sample lesson

38 Beginning with God

Welcome to Beginning with GodThis new revised version of Beginning with God is a Religious Education curriculum designed for use in the first year in Australian and New Zealand schools. It is Bible-based and offers 40 lessons for use over one school year, including Easter and Christmas lessons.

The curriculum has as its foundation the belief that it is important to allow the Bible’s own theological framework to determine what is taught and how it is taught. It is therefore content-centred, teaching the major events, concepts and doctrines of the Bible.

The intention of Beginning with God is to introduce children to God and his saving purposes for the world through Jesus Christ, his Son.

This curriculum is also child-related. It is designed to engage their minds and affections as well as develop the skills needed for an appreciation of the Christian faith.

Educational approachBeginning with God draws on recent research on the way children think and learn. Importance is placed on:

• teaching concepts in a way that is appropriate for the age and developmental stage of the children;

• recognising that intuitive or tacit knowing means that children generally have more of a grasp of a concept than they can express in words;

• knowing requires more than an intellectual experience because it involves the emotions as well;

• relating all that is taught to their experience; and

• providing discussion and activities that encourage children to process information and make it their own.

Beginning with God uses a range of teaching and learning strategies to engage the preferred learning styles of all children. Teachers are encouraged to try these to see which approaches best suit the needs of children in their classes.

The overriding aim of this curriculum is to present the heart of God’s message of salvation in a clear and attractive manner. For maximum effect this will require thinking beyond the immediate lesson to ways of linking interested children to church-run children’s activities, so they can experience Christian community and learn more about the Christian faith.

Curriculum structureBeginning with God is a one-year curriculum designed for use with children in their first year of formal schooling. It creates a broad understanding for the more detailed presentation of the Christian faith in the curriculum for subsequent years.

Other CEP curricula for use in schools include:

• Connect: a three-year curriculum designed for use at three levels – Infants, Lower Primary and Upper Primary

• By Design: a one-year course for students making the transition from primary to secondary school

• Encounter: a two-year curriculum for students in the first two years of secondary schooling.

See the current CEP catalogue for details or contact CEP (details on the back cover of this manual).

ContentBeginning with God is divided into seven units: God and his world; A troubled world and God’s remedy (which includes two Easter lessons); Jesus is God’s Son and is always with us; Jesus cares for people; Responding to Jesus and God; People in God’s unfolding plan; and God’s plan fulfilled (with four lessons for Christmas).

The 40 lessons survey the broad sweep of Bible history from creation to God’s ultimate purposes for humanity. The key theme is that of God’s loving purpose in saving humanity from the consequences of its rejection of him. Key Old Testament figures that appear in these lessons include Adam and Eve, Abraham, Isaac, Joseph, Moses, Joshua, Samuel, David, Daniel and Nehemiah. The teaching about Jesus is drawn mainly from Luke’s gospel.

?

39Beginning with God

Contents

For the teacher

What you will find in each lesson 5

Curriculum stance 7

Training and support 7

Five circles of learning 8

God and his world

Lesson 1 God, you and me Psalm 57:8–10a 9

Teaching songs 13

Lesson 2 God made the world Genesis 1:1–25 15

Lesson 3 God made people Genesis 1:26–2:25 21

Lesson 4 God loves and cares for everything Psalm 145:3,8b,9 25

Using backing tracks 29

A troubled world and God’s remedy

Lesson 5 God’s perfect world was spoilt Genesis 3 31

Lesson 6 God sent his Son at the right time Luke 1:26–33; 2:1–20,40,52 37

Lesson 7 Jesus teaches people about God Matthew 9:35–38; Mark 1:14–20; 4:1,2 43

Lesson 8 A sad day with a surprising ending Luke 23; John 12:12–19; 18 51

Lesson 9 A wonderful day for God’s people Luke 24:1–12 57

Jesus, God’s Son, is always with us

Lesson 10 The road to Emmaus Luke 24:13–35 65

Lesson 11 The Holy Spirit Acts 1:7–11; 2:1–13 71

Lesson 12 Together forever Revelation 21:1–7, 23–27 77

Jesus cares for people

Lesson 13 Fish, fish and more fish Luke 5:1–11 83

Adding actions to songs 87

Lesson 14 Jesus cares Mark 1:21,22,29–31 89

Lesson 15 Loaves and fish for 5000, please! John 6:1–14 95

Lesson 16 Jesus and his friend Lazarus John 11:1–44 99

Lesson 17 Jesus and the children Mark 10:13–16 105

Lesson 18 Blind Bartimaeus Mark 10:46–52 109

40 Beginning with God

Responding to Jesus and God

Lesson 19 Getting to know Jesus Luke 10:38–42 113

Lesson 20 Jesus and Zacchaeus Luke 19:1–10 119

Lesson 21 The loving father Luke 15:11–24 123

Lesson 22 I will pray to you Luke 11:1–13 127

Lesson 23 The good Samaritan Luke 10:25–37 133

People in God’s unfolding plan

Lesson 24 God makes promises to Abraham Genesis 12–15 139

Lesson 25 A son for Abraham and Sarah Genesis 17:17–22; 18; 21:1–7 145

Lesson 26 Joseph Genesis 37; 45 151

Lesson 27 Baby Moses Exodus 2:1–10 163

Lesson 28 Exodus from Egypt Exodus 2:23; 6:6–8; 7–12 169

Lesson 29 The Promised Land Joshua 3 175

Lesson 30 The birth of Samuel 1 Samuel 1 181

Lesson 31 Chosen to be king 1 Samuel 16:1–13 187

Lesson 32 The shepherd boy 1 Samuel 17:34–38 193

Lesson 33 God’s promise to David 2 Samuel 7 199

Lesson 34 Daniel in exile 2 Chronicles 36:11–23; Daniel 1; 2; 6 205

Lesson 35 Nehemiah the builder Nehemiah 1; 2; 8; 9 211

God’s plan fulfilled

Lesson 36 God promises to send his Son Isaiah 9:6,7 217

Lesson 37 Mary’s song of praise Luke 1:29–33; 46–55 223

Lesson 38 Jesus is born Luke 2:1–20 227

Lesson 39 He’s the One! Luke 2:21–35 231

Lesson 40 Gifts for the King Matthew 2:1–12 235

?

41Beginning with God

What you will find in each lessonLesson layoutEach lesson has four parts: Welcome, Way in, Bible focus and Children’s response. These will require approximately 20 to 25 minutes.

Teachers are encouraged to adapt the lesson to the learning needs of their students, since no two classes are ever the same. However, care should be taken not to distort the main points of the Bible’s teaching.

For those following the lesson exactly, the words the teacher will use are printed in bold, while instructions to the teacher are in normal type. Questions for the children are marked with a bullet point. Suggested student answers are placed in brackets.

Icons are used to indicate Bible readings, Activity pages and use of the CD.

Bible: Each lesson has at least one occasion where a verse or short passage is read from the Bible. The underlying belief is that God’s Holy Spirit brings to awareness the message of the Scriptural text.

Exposing children, even at an early age, to Bible reading is important because of its authoritative place in the lives of Christians.

Activity page: This indicates at what point in the lesson students are required to work on the activity page for that lesson.

CD: The CD icon is shown when a song, drama script or sound effect should be played.

PreparationIt is recommended that teachers allocate at least 30 minutes for preparation before each lesson. Preferably this should be well in advance to allow the Holy Spirit to make the Bible text relevant first in the life of the teacher. Inexperienced teachers may have to devote more time to lesson preparation.

Lesson aimThis presents the focus concept to be taught in each lesson.

Lesson outcomesThese are the list of knowledge, understanding, skills, values and attitudes that the lesson seeks to teach. An outcome is an observable accomplishment. Most can be assessed through direct questioning or the unaided completion of the Activity page. Value and attitude changes often have to be discerned or inferred over time. Some of the outcomes are

repeated in subsequent lessons, because not all students will achieve all outcomes at the same time or in the same way.

Many of the outcomes will be assessed in the Children’s response stage of the lesson, so it is important to allow sufficient time for as many children as possible to respond to the open-ended questions. Additional time may also need to be factored in for slow workers to complete activities.

Memory verseThe Memory verse is included in the belief that the Bible has the power, under the guidance of the Holy Spirit, to change lives. In many cases there is a separate Memory verse for each lesson. The Activity page for each lesson is used to reinforce the Memory verse. (For additional ideas for ways of teaching the Memory verse, see page 248.)

Lesson backgroundThe notes assist the teacher to understand the main elements of the lesson, their place in the Bible and their historical background. Further information can be obtained from standard Bible dictionaries (see references, page 7).

TimelineThe timelines are designed to inform the teacher of the lesson’s place within the broader framework of God’s activity in world history, or in the life and ministry of Jesus.

You will needThis section lists all the items needed for each lesson. It is designed to be a handy checklist. Teachers will find that the Activity pages and CD form an integral part of the lessons. An optional Coloured Visual aid pack is also available.

Key Bible wordsThis section provides clear definitions of key Bible words for the teacher. If these particular words are used in the lesson, an age-appropriate version will generally be provided for the children.

Preparatory notesThis section provides details of the preparation the teacher will need to do before the lesson, such as photocopying and preparing Visual aids.

Teaching tipsThese give help with preparation and presentation. They advise about some of the pitfalls to avoid and they present creative ideas and information about

42 Beginning with God

successful teaching techniques. (For additional information about teaching techniques, see page 246. For help with classroom management, see page 244.)

Danger zoneWarnings of potential problems and no-go areas are posted in this section to assist the teacher to avoid situations that may damage the lesson’s effectiveness.

Teacher’s prayerThis helps the teacher focus on the One about whom we teach, the students and their needs, as well as the teaching task.

Parts of the lessonWelcome provides an opportunity for the teacher to greet and interact with the children.

Way in is an essential part of the lesson. It may revise concepts, link lessons to prior learning, set the scene and gain the children’s interest.

Bible focus is the body of each lesson. The main ideas, the biblical content and learning concepts are dealt with in this section. Lessons seek to involve the students actively in their own learning. In many cases the Activity pages are integrated into the learning during Bible focus.

Children’s response draws everything together. It seeks to connect students with Christ and his Church. Many of the questions and activities are designed to evaluate the students’ understanding and to allow them to process, internalise and give expression to what has been learned. Teachers may wish to incorporate some of the ideas suggested in the Activities section at this point in the lesson.

Activities offers a number of suggestions designed for incorporation into, or as extensions of, the lesson. These suggestions are optional and the teacher will need to consider the amount of time and space available to them. They cover a range of learning styles. The teacher is able to choose those activities that best cater to the needs of the children in their class.

Teacher’s reflectionsThis section encourages the teacher to think back over the lesson.

For next lessonTeachers are given a list of the items that need to be purchased or organized in advance of the following lesson.

Visual aidsWhere required, blackline Visual aids for use in the presentation of the lesson are included. Purchase of the Teacher’s manual carries with it the right to photocopy one enlargement of each Visual aid for use with the classes that teacher has.

It is strongly recommended that you buy a Teacher’s pack which includes a set of nine full-colour A3 posters and 16 full-colour A4 timeline posters to enhance the teaching in the lessons. There is also an A3 sheet of finger puppets that the teacher can use to help the children recall a number of the lessons.

Children’s Activity pagesThe Activity pages are an integral part of every lesson. Each Activity book consists of 40 double-sided, perforated pages. One Activity page is used in each lesson. The children should be encouraged to take home the Activity page after the lesson.

The first side of each Activity page is a stimulus to encourage discussion between the teacher and the children, as well as the children and their parents. The second side features engaging activities appropriate for the stage of development of the children, including colouring, drawing, tracing, writing and sequencing.

The teacher will need to explain carefully the instructions for each of the activities on the pages. In some instances, it would be beneficial to describe and work through the activities as a class.

Music and drama CDThe CD included in the Teacher’s manual contains new songs, backing tracks to accompany the students, drama scripts and sound effects for use within the lessons. The track list is printed above the CD in the back of the Teacher’s manual.

Introducing Jesse and JoThe children will have the opportunity to meet and get-to-know two characters throughout the lessons. Jesse and Jo appear on a number of Activity pages, as well as the CD. They reinforce what has been taught and show the children that it is fun to love Jesus.

Bible versionCEP has used the Contemporary English Version (CEV) in Beginning with God because it considers the needs of both the reader and hearer. It is designed to be read clearly and understood by those not familiar with traditional biblical language. Teachers may wish to use other versions or, at times, paraphrases to bring out the details of some passages more vividly for the children.

?

43Beginning with God

Curriculum stance TheologicalThis curriculum, designed for use in Religious Education classes in schools, is written from a Protestant standpoint that accords with the historic creeds of the church.

The underlying theological assumption is that we as humans are made in the image of God. Consequently, we first need to understand God as he reveals himself in the Bible, pre-eminently in the person of Jesus Christ, before we can understand ourselves. This curriculum intentionally differs from those that adopt a human frame of reference or that focus on themes derived from other school curricula.

Some Religious Education teachers may question why Beginning with God and Connect place as much emphasis on the Old Testament as they do. This can be answered in the following way:

God began to tell a story in the Old Testament. The plot begins with creation, is complicated by the fall and is carried forward to God’s grace and mercy in calling a people to himself through whom he purposed to redeem the world. There are a number of important focal points in this story: Noah, Abraham, Jacob, Joseph, Moses, Joshua, the judges, Samuel, David, Solomon, some godly leaders including Hezekiah, Josiah, Ezra and Nehemiah, and some key prophets (Elijah, Elisha, Isaiah, Jeremiah, Ezekiel, Micah and others).

The Old Testament audience eagerly anticipated the climax of this drama. In Jesus Christ this occurred. Jesus did not arrive unannounced. His coming was declared in advance, not only in explicit prophecies but by means of all the promises, events, characters and circumstances of the Old Testament. In all the events from creation to the return from exile, the plan of salvation was gradually unfolding in a single unified story. Everything pointed forward to Christ.

To understand the person and work of Jesus, one needs to explore the key parts of the Old Testament. Jesus himself demonstrated this (Luke 24:13–35). St Augustine summed up the teaching of Ephesians 1:3–14 and 1 Peter 1:10–12 in this way:

The New Testament is in the Old concealed; The Old Testament is in the New revealed.

A more detailed understanding of this approach may be obtained by consulting:

• Graeme Goldsworthy, According to Plan: The unfolding revelation of God in the Bible, Inter Varsity Press, and Gospel and Kingdom, Paternoster Press.

Much of the material in the Lesson background notes have been drawn from:

• New Bible Dictionary and New Bible Commentary, Inter Varsity Press, various editions

• Walter A. Elwell, Evangelical Dictionary of Theology, Baker Book House.

EducationalFor a model of the dynamic of the Religious Education class that underlies this curriculum, see page 8.

An understanding of faith development theory and the ways in which children and young people learn is set out on pages 250, 251.

What is appropriate in Religious Education in schools, the owning the grounding of faith statements, and the place of evangelism in the RE class are set out under What is appropriate/inappropriate in the Religious Education class on page 252.

Some helpful references are:

• Francis Bridger, Children Finding Faith, Exploring a child’s responses to God, Scripture Union

• Jody Capehart, The Discipline Guide for Children’s Ministry, Group

• Lesley Ramsay and Neville Hatton, Child Protection Essentials, Anglican Youthworks.

Training and supportBeginning with God users are offered training and support for the optimal use of this curriculum. Regular training is provided in the Sydney and Wollongong regions. Elsewhere in Australia and New Zealand it is offered annually or by appointment – telephone (02) 8268 3388.

For online support: www.youthworks.net

6 God sent his Son at the right timeLuke 1:26–33; 2:1–20,40,52

Lesson aimTo develop an appreciation that God sent his Son, Jesus, to make peace between people and God

Learning outcomesThe children will:• recall that Adam and Eve had to leave the Garden of Eden because they made a wrong choice and

disobeyed God• appreciate that God sent his Son, Jesus, to make peace with people • have a growing sense of God’s love for them and his desire to be their friend.

Memory verseGod sent our Lord Jesus Christ to make peace with us. Romans 5:11b (CEV)

Lesson backgroundAdam and Eve’s banishment from the Garden of Eden, as a consequence of their ill-advised choice of doubting God’s goodness and truthfulness, meant their relationship with him was no longer perfect (Genesis 3:8–10,22–24). Humanity could do nothing to restore this relationship. It was now under sin’s control.

Ephesians 1:4 reveals that God had a saving plan in mind from before the world was created. It involved his own dear Son, Jesus Christ. Out of kindness, God chose us to become part of his family by adoption through Christ. This involves the forgiveness of sin through the riches of God’s grace (Ephesians 1:7).

Various promises were made, starting with Abraham (Genesis 12:1–3), that Israel would become the

vehicle of this blessing to be extended to all nations. Certain psalms (Psalms 2,16,72,110) and prophecies (Isaiah 7–12; Daniel 7) looked forward to Christ. Hebrews 1:1–4 and 2 Corinthians 1:20 make it clear that these promises were fulfilled in Jesus. God’s plan, to send his Son to live on earth and die for his people, reveals he is a loving creator, a promise-keeper and one who desires fellowship and peace with his people.

This lesson focuses on Jesus Christ, the one whom God sent to make peace between himself and his people. Although the concept of ‘friendship’ is not as strong as that of a ‘relationship’, it is easier for children of this age to grasp it. In later years the concept of a relationship with God will be explored thoroughly.

SampleLesson

You will need • Hello and God cares for me: Beginning with

God CD

• CD player

• A prepared copy of the Chocolate cake Visual aid (page 36) or a picture of a chocolate cake from a magazine or recipe book

• Scissors

• Adhesive tape

• A prepared copy of the Paper doll visual aid (see Preparatory notes)

• A CEV Bible marked at Luke 1:26–33; 2:1–20,40,52

• A sheet of A4 paper

• Activity page 6 for each child

• Materials for Activities

Key Bible wordsAngel: God’s messenger who knows God face to face. Angels are holy, uncorrupted but endowed with free will. Angels appear to people as the bearers of God’s specific commands and announcements (Hebrews 1:14). Angels also render military assistance on behalf of (2 Kings 19:35) or against (2 Samuel 24:16ff) Israel. In a number of Old Testament passages ‘the angel of the Lord’ is virutally identified with God and speaks as God in the first person singular (see Genesis 16:7ff; 21:17ff; 22:11ff; 31:10ff). Both testaments also use the word ‘angel’ for human messengers.

Preparatory notesPhotocopy the Paper doll visual aid (page 42). Concertina fold along the dotted lines. Cut around the outline, but do not cut along the middle of the doll. Unfold the page to reveal the paper doll chain.

As you tell the story of Jesus in Bible focus, use a sheet of A4 paper to cover the pictures on the first side of the Activity page. Slide the paper across the Activity page to reveal each picture at the appropriate time.

Teaching tips • Continue to look for opportunities to praise the

children for correct behaviour. If you have noticed a child who struggles with behaviour, try to give them a positive comment before the lesson begins, such as, ‘It’s great to see you, Patrick. I know you’re going to enjoy our lesson today’.

• Make sure that you read the Bible passages given for each lesson as part of your preparation.

• Who is praying for you and your class? Ask someone from your church to do this for you. Remember to give them some feedback so they will be encouraged to keep praying.

Teacher’s prayer• Praise God for each child in your class by name and

pray that they will be excited to learn about Jesus.

• Pray that you will be able to help the children make a link between Jesus and God’s desire to make peace with people.

46 Beginning with God

Welcome suggest 2 minutes

Greet the children warmly and ask them to sit on the floor in front of you.

Revise the song Hello (track 1): Beginning with God CD. The song words are on page 20.

Way in suggest 3 minutes

The children should be sitting together on the floor.

Choose from the following options.

Option 1: Choose this option if you listened to the drama Chocolate cake (track 13): Beginning with God CD during Lesson 5. If time permits, play the drama again.

Ask the children the following questions.

Put up your hand if you remember the story we heard about Jesse, Jo and the chocolate cake.

Show the Chocolate cake Visual aid.

• What happened to the cake? (Accept responses. Jesse and Jo ate some of it, then it fell out of the fridge and broke.)

• Do you think Jesse could fix it? (Accept responses.)

• How could he fix it? (Accept responses.)

• Would it be the same as it was before it broke? (Accept responses.)

Option 2: If you did not listen to the Chocolate cake drama in Lesson 5 begin here.

Cut the Chocolate cake Visual aid into four pieces.

Here is a broken cake.

• Can you fix this cake? (Accept responses.)

Ask a volunteer to help tape the pieces together.

We can fix this picture of a cake by sticking it together, but it might be hard to fix a real cake without help.

Sometimes we can fix things by ourselves, while other times we need help.

Bible focus suggest 7 minutes

Have the paper doll chain and Activity page ready to show the children.

• Can you tell me the names of the people who lived in God’s perfect garden? (Accept responses. Adam and Eve.)

• Why did Adam and Eve have to leave the garden? (Accept responses. They ate the fruit that God told them not to, they disobeyed God.)

• Did God still love Adam and Eve? (Accept responses. Yes!)

When Adam and Eve left the Garden of Eden they must have felt really bad. They had disappointed God. Their friendship with God was spoilt and they couldn’t fix it.

God was really disappointed too. But he knew exactly what he would do. He was going to send a person, like no one else, to make peace with people.

• Do you remember what to ‘make peace’ means? (Accept responses. To make peace is to mend a broken or spoiled friendship, or in the children’s language, ‘to make friends again’ or to ‘make up’.)

But God didn’t send that person straight away – he waited until just the right time.

Adam and Eve had children, grandchildren and great-grandchildren.

Unfold the paper doll chain slowly.

Soon there were many, many people living on God’s earth. They waited and waited for God to send someone to put things right. They must have wondered just when that person was going to come.

Flick through the Bible until you reach the first of the marked passages.

When the time was right, God sent an angel to a woman named Mary.

An angel is a messenger from God.

Listen to what the angel said to Mary.

Read Luke 1:30–32a from a CEV Bible.

• Who was God going to send? (Accept responses. A baby, a son, God’s Son.)

Hold up the Activity page covered with another sheet of paper. Uncover the picture of Jesus, the baby, on the Activity page.

6

47Beginning with God

Just as the angel said, Mary had a baby son and she named him Jesus.

Look at the baby in the picture.

• What do babies do? (Accept responses.)

Jesus was a baby just like you and I once were. He learned to sit, crawl and talk – just like we did. But Jesus was different to us. Like the angel said, Jesus is the Son of God. He had helped his Father create the world. Now he came to live among us by being born as Mary’s baby.

• Did Jesus stay a baby? (Accept responses.)

Listen to what the Bible says.

Read Luke 2:40 from a CEV Bible.

Uncover the picture of Jesus, the boy, on the Activity page.

Like all babies, Jesus grew and grew and grew (slowly stretch arms to make a growing action). Each birthday he was a year older.

Put up your hand when Jesus is the same age as you: one, two, three, four, five, six.

Jesus learned to read and do all sorts of other things, just like you are doing now.

The Bible tells us that when Jesus was twelve, he called God ‘my Father’. He knew more about God than most grown-ups and he loved God very much. He always did what his Father, God, wanted him to do.

• Did Jesus stay a child? (Accept responses.)

Read Luke 2:52 from a CEV Bible.

Uncover the picture of Jesus, the man, on the Activity page.

Still Jesus grew, until finally he was a man. He lived in a town called Nazareth where he worked as a carpenter, making things from wood.

He was a grown-up, just like your mum or dad, your teacher and me! But Jesus was also different to other grown-ups.

You see, he was the one God sent to fix the broken friendship and make peace between God and his people. Jesus was the only one who could do this.

Put up your hand if you think you know how Jesus will make peace between people and God.

Next week we’ll hear about how Jesus did this.

Children’s response suggest 7 minutes

Encourage the children to crouch down with you. Invite them to pretend they are babies like Jesus was. Instruct them to begin to ‘grow’, stretching up higher and higher until they are ‘grown-up’ like Jesus was.

Teach the children the following verse. This verse is recited to the tune of Johnny works with one hammer. Repeat it while you simultaneously do the ‘growing actions’.

Jesus was a baby, a baby, a babyJesus was a baby, just like meJesus was a child, a child, a childJesus was a child, just like meJesus was a grown-up, a grown-up, a grown-upJesus was a grown-up, like I will be

Distribute the Activity pages. Invite the children to complete the first side of the Activity page by tracing over the dotted lines to complete the words: ‘baby’, ‘boy’, and ‘man’. Help them to read the words they have traced.

Invite the children to draw themselves as babies and write their names.

Read the Memory verse printed on the bottom of the page, then ask the children to repeat it after you.

God sent our Lord Jesus Christ to make peace with us. Romans 5:11b (CEV)

Concluding prayerEncourage the children to repeat the following prayer after you, a few words at a time.

Dear God, Thank you for sending Jesus to fix our broken friendship and make peace with you. Thank you for wanting us to be your friends. Amen.

Give the children the opportunity to pray aloud to complete the sentence, ‘Thank you God for …’ They could thank God for something he has made, for sending Jesus and so on.

6

48 Beginning with God

ActivitiesActivity pageIf time permits, ask the children to look at the second side of the Activity page. Work together to complete the matching activity. Encourage the children to draw a line between each word and its corresponding picture. Encourage the children to colour the word ‘Jesus’.

SingingSing God cares for me (track 3): Beginning with God CD. The song words are on page 56.

Think of some words to describe how you feel about the fact that God loves you.

Now, think of something we can say to God for sending Jesus. (Accept responses. Thank you.)

QuestionsAsk the children the following questions.

• If I am mean to my friend, can I still be God’s friend?

• If I don’t listen to my mum, can I still be God’s friend?

• If I break something that belongs to my dad, can I still be God’s friend?

• If I do something wrong at school, can I still be God’s friend?

Make sure that the children understand that the answer to all of these questions is a resounding ‘Yes!’ Even though we all sometimes make wrong choices, God still loves us.

• Who can help you to be God’s friend? (Accept responses. Jesus.)

Invite the children to use their bodies to make giant ‘J’ shapes for ‘Jesus’ on the floor.

6

Teacher’s reflections• Do the children understand that God sent Jesus

because he loves and cares for people?

• How can you help the children to understand this truth?

For next lesson• You will need a small piece of wood and a

small hammer.

• You will also need a large sheet of paper and a thick felt pen.

49Beginning with God© CEP 2003

6