science lydia leader guide (acts 16:11-15) · hidden colors: kids explore the colors hidden in...

Science Workshop, Lydia Rotation Leader Guide. Spark™ Sunday School © 2009 Augsburg Fortress. All rights reserved. May be reproduced for local use only.

Lydia — 103

Lydia(Acts 16:11-15)

Age-Level

Overview

Visit www.sparksundayschool.org for more Spark content. Watch a short Lesson Prep Video that will prepare you and give you confidence to explore this Bible story with the kids you are leading. You will also

find a downloadable Family Page for this rotation’s story filled with ideas for families to use to explore this story and live out their faith at home.

Age-Level Overview

Open the Bible Activate Faith

Lower ElementaryWOrkshOp FOcus: God made a colorful world.

hidden cOlOrs: Kids explore the colors hidden in plant parts.

spArk resOurces: Spark Story Bibles

supplies: Construction paper, scissors

spArk resOurces: None

supplies: Old white bed sheets, scissors, plastic tablecloths, cutting board, sharp knife, plastic lids with deep lips, wooden spools, clear plastic cups or jars, wooden craft sticks, very warm water, red cabbage, onion skin, beets, turmeric seeds, coffee beans, spinach flowers, plastic butter tubs, paint shirts, spoons, vinegar or alum, medicine droppers, newspaper or zippered plastic bags

Upper ElementaryWOrkshOp FOcus: We are key to spreading God’s word and love.

The key TO Me: Kids develop a dichotomous key for identifying members of their group.

spArk resOurces: Spark Bibles, Spark Bible Stickers

supplies: Keys


supplies: Whiteboard or blackboard, markers or chalk, pencils, The Key to Me sheets (page 117)

All KidsWOrkshOp FOcus: Baptismal water signifies everlasting life.

WATer Wise: Kids explore the amount of water used on a daily basis.

spArk resOurces: Spark Story Bibles, Spark Bibles, Spark Bible Stickers

supplies: Blue crepe paper ribbon


supplies: Containers to carry water (small to large), large garbage cans (clean), easy access to water supply, whiteboard, markers, towels (optional), mops (optional)

SCIENCE LEADER GUIDE


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Spark ResourcesSpark Story Bibles

Supplies Construction paper (red,

yellow, and green)Scissors

Lower

ElementarySCIENCE LEADER GUIDE

Workshop Focus: God made a colorful world.

Keep these tips in mind as you welcome kids to the workshop and explore the story together.

Each week, remember to welcome kids to the rotation. Keep in mind that for •some kids, it may be the first time they are visiting your workshop!

If kids have heard the story several times during previous weeks, read it again! •Kids learn through repetition, and every workshop will explore the Bible story in a slightly different way.

Remember that the Shepherds are there to support you as they accompany •kids each week.

Be sure to visit • www.sparksundayschool.org to download the Family Page for this story. Make copies of it and ask Shepherds to distribute it during the Wrap Up.

Open the Bible (10 minutes)

Lydia StorytellingSet Up: Cut out a red octagon, yellow triangle, and green circle from construction paper.

Activity InstructionsWelcome to Science! What do you do when you see something like this? Hold up the red octagon. (stop) What do you do when you see something like this? Hold up the yellow triangle. (slow down) What does this one mean? Hold up the green circle. (go)

Do you have a favorite color? Allow time for answers.

Some people think of water or cold things when they think of the color blue. Brown might make you think of trees and plants. In today’s story, a very special color is mentioned. The color is special because it used to be very hard to make, so only rich or powerful people could get it. What color is it? Turn to Lydia on page 532 in your Story Bible. We’ll read the story about Lydia together.

106 — Workshop Leader Guides Science Workshop, Lydia Rotation Leader Guide. Spark™ Sunday School © 2009 Augsburg Fortress. All rights reserved. May be reproduced for local use only.

Spark ResourcesNone

Supplies Old white bed sheetsPlastic tableclothsCutting boardSharp knifePlastic lids with deep lips

(peanut butter jar lids work well), 1 per kid

Wooden spools, 1 per kidClear plastic cups or jars, 1

per kidWooden craft sticks, 1 per kidVery warm waterScissorsDye sources

Red cabbage (blue) Onion skin (yellow-orange) Beets (red) Turmeric seeds (yellow) Coffee beans (tan) Spinach (green) Flowers (various)

Plastic butter tubsPaint shirtsSpoonsVinegar or alumMedicine droppers, 1 per kidNewspaper or zippered

plastic bags

What color was mentioned in today’s story? (purple)What does purple make you think of? (grape juice, flowers)Can you remember seeing purple in church? Some kids may remember seeing purple cloth on the altar.

Activate Faith (25 minutes)

Hidden ColorsSet Up: If possible, let caregivers know in advance that kids are making permanent dyes today so that kids can dress appropriately. You may want to enlist additional adult help for this fun workshop. Today’s activity is one kids will enjoy, but it can get messy.

Cut the white bed sheets into 4” x 8” (10 x 20 cm) rectangles, 1 for each kid•Spread the plastic tablecloths over the entire work area•Cut the beets and red cabbage into 1" (2.5 cm) chunks•Place all the dye sources in individual plastic butter tubs•Put a spoon in each tub•Place the tubs in a central area.•

Activity InstructionsThe purple color we read about today was hidden in the body of a small shell fish that lived in the sea. People had to grind up the shellfish—shell and all—add salt, and let it sit for three days. Then they would cook the mixture in big pots for up to 10 days until all that was left was the clear purple dye. Although purple dye was amazing and hard to get, people developed ways to get other colors, hidden in plants and animals all around the world. We’re going to look for some today.

What was the first step in making the purple dye? 1. (Grinding up the shellfish.) The first thing we need to do is grind up some things. Distribute plastic lids and wooden spools. Everyone will start by grinding just one thing. It’s okay if more than one kid grinds the same thing. And everyone will be able to use any or all of the colors we make.

Find a place to work on a plastic tablecloth, then bring your lid up here. Pick 2. one thing and spoon in just enough to cover the bottom of your lid. Assist kids in getting items.

Sit down and use your spool to smash your item. The more you smash it, the 3. better. As the kids are smashing their materials, distribute one clear cup and one craft stick to each kid.

When your material is really smashed, use a craft stick to scrape it into a 4. clear cup.

Lydia — 107Science Workshop, Lydia Rotation Leader Guide. Spark™ Sunday School © 2009 Augsburg Fortress. All rights reserved. May be reproduced for local use only.

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Spark ResourcesFamily Pages

SuppliesNone

Raise your hand when your smashed stuff is in your cup. We’ll come around 5. and bring warm water to add to your cup. After we add the water, carefully stir the mixture. Fill the cup no more than one-half full with warm water.

Have you ever noticed that some foods leave permanent marks or stains if 6. you get them on your clothes, while others seem to wash right out? We want these colors to be permanent, so we’re going to add a special ingredient, called alum. (Vinegar can also be used.) Alum is used to make pickles crunchy, and to make dyes stay in place. Add 1 teaspoon (5 g) of alum to each cup. Make sure you stir carefully and well, so the alum gets mixed in.

To remind us of today’s story, we’re going to use the colors we made to 7. make bookmarks. Distribute fabric rectangles. You can put drops of whatever colors you want, wherever you want, on your fabric. Place one medecine dropper in each cup. Make sure you put the dropper back in the same cup every time so we don’t mix colors.

It may take a while for the dye to dry. We’ll put our bookmarks between 8. layers of newspaper (or in zippered bags) for you to carry home safely.

Send (5 minutes)

Wrap UpRemind the Shepherds to distribute the Family Page for this story if the kids haven’t already received it, and come together for Wrap Up.

Was anyone surprised today by some of the colors we made? Have you ever made pictures by rubbing flowers, leaves, or bark on paper or sidewalks? Colors are a very important part of our world. We use them to help us know what to do, like the red stop sign we saw at the beginning of our time together. Use your colored cloth as a bookmark. It will help you remember the story of Lydia. And it will remind you that God made a colorful world.

Prayer TimeDear God, We see your colors everywhere. As the seasons of nature change, plants and animals change colors. As the seasons of the church year change, the banners, altar cloths, and the clothing on worship leaders change colors. Help us look for colorful changes in your world.Amen.


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Spark ResourcesSpark BiblesSpark Bible Stickers

Supplies Keys (car, house, etc.), 1 per

kid

Upper

ElementarySCIENCE LEADER GUIDE

Workshop Focus: We are key to spreading God’s word and love.


Each week, remember to welcome kids to the rotation. Keep in mind that for •some kids it may be the first time they are visiting your workshop!





Lydia StorytellingWelcome to Science. Everyone needs a key. Distribute one key to each kid. What are keys for? (to open locks) Compare your keys. How are they alike? How are they different? What do you think your key would open? (Mine is the smallest, I think it is for a suitcase. Mine is really heavy. I think mine is for a car because it has an alarm button.)

Looking at the keys, we have clues to what each one might open, but we aren’t sure. We do know that each key is unique, just like each of you is unique. And each of you has a unique relationship with God. Today’s story is about a unique woman, and her relationship with God. Turn to Acts 16:11–15 on page 1224 in your Spark Bibles. Follow along as I read. Place a Spark Spot sticker by the spot you think is key to Lydia’s story.

What was unique about Lydia? (She sold purple cloth.)Who was key in telling Lydia about Jesus? (Paul)


Spark ResourcesNone

SuppliesWhiteboard or blackboardMarkers or chalkPencilsThe Key to Me, p. 117, 1 per

kid


The Key to MeSet Up: Make copies of The Key to Me sheets, page 117, and cut apart so each kid has one.

Activity InstructionsWe talked about keys before reading about Lydia. There is another type of key that scientists use. It’s called a dichotomous key, and it helps them identify specific plants or animals. We’re going to work as a group to make a dichotomous key that would help a visitor identify each kid here. To do this, we will sort this group into smaller and smaller sections by naming whether kids have or do not have certain characteristics. I’ll keep track on the whiteboard.

Probably the easiest characteristic is male or female. Write the following set on the whiteboard:1 a. Kid is female go to 2.1 b. Kid is male go to ____

Let’s continue sorting the females. How can we sort the females into two smaller groups? Hold on, guys, we’ll get to you in a minute. Encourage kids to look at one another carefully to make suggestions for easy-to-see physical categories such as height, glasses, hair color, hair style (long, curly, short), eye color, pierced ears, and attached or unattached earlobes. Pick one suggestion and write it on the board as “2a” and “2b.” Continue naming pairs of characteristics until every kid’s name appears.

Hints on making the key:For each pair of characteristics, the “go to” number is the next one in line. •If both answers lead to new lines, (as in the male/female pair below), •complete the key for one response (female), then continue with the second response (male).If the characteristics match only one person, put that name on the line.•Most of the questions after the first split can be repeated. (See example •below.)

This chart shows one possible set of characteristics for a group of eight kids.

2 a. Kid wears glasses Cindy2 b. Kid does not wear glasses go to 3

3 a. Kid is shorter than 48 inches (122 cm) go to 43 b. Kid is taller than 48 inches (122 cm) Lily

4 a. Kid has brown eyes Juanita4 b. Kid does not have brown eyes Faith

5 a. Kid wears glasses Mark5 b. Kid does not wear glasses go to 6


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SuppliesNone

6 a. Kid is shorter than 48 inches Ivan6 b. Kid is taller than 48 inches go to 7

7 a. Kid has green eyes Jared7 b. Kid does not have green eyes Max

Now that the chart is complete, let’s check it for accuracy. Distribute key outlines and pencils. Don’t write your name on the key. You will write something else that will show who you are. Write down the path to your name on this picture of a key. Juanita’s path in the sample chart would be 1a, 2b, 3a, 4a. Jared’s path would be 1b, 5b, 6b, 7a. Does anyone have the same path? (No!) So everyone has his or her own unique key!

If possible, bring in an adult who has not been in the area during the creation of the key to determine the name of one select kid. (For example, if the volunteer is male (1b), does not wear glasses (5b), and is shorter than 48 inches (6a) , the adult would ask, “Is your name Ivan?”)

If time permits, encourage kids to start with a different first sorting characteristic.

Send (5 minutes)


We saw today that each of us is unique. That means we have our own set of characteristics that we can offer to God and others. Lydia had a heart open to learning more about God. Your talents may be the keys that help someone new come to know and love God. God sees each of us as key to spreading God’s Word and God’s love.

Prayer TimeDear God, Help us to use our unique characteristics to become key players on your team. Working in your name, we can reach many other people, just as your apostle Paul did with Lydia.Amen.


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Spark ResourcesSpark Story BiblesSpark BiblesSpark Bible Stickers

Supplies Blue crepe paper ribbon

All KidsSCIENCE LEADER GUIDE

Workshop Focus: Baptismal water signifies everlasting life.


Each week, remember to welcome kids to the rotation. Keep in mind that for •some kids, it may be the first time they are visiting your workshop!





Lydia StorytellingSet Up: Use the crepe paper ribbon to create a long, winding river on the floor crossing the length of your meeting area.

Activity InstructionsMeet the kids at the entrance, before they come into the meeting area. Welcome to Science. When you come in, make sure you find a seat along the shore of the river where you won’t get wet. Encourage kids to jump over the river to sit on both sides.

Have you ever gone to a river? Why? (fishing, boating, swimming) Since everyone needs water to stay alive, many towns were settled along rivers. People went to the shore every day to get the water they needed for cooking, cleaning, and drinking. While they were getting water, they would talk to friends and neighbors. Riverbanks became a common place to hold meetings, just like we’re holding our meeting on a riverbank today. Sometimes, people meeting on a riverbank got water that was good for more than cooking, cleaning, or drinking. Turn to Acts 16:11-15 on page 1224 in your Spark Bible or to Lydia on page 532 in your Spark Story Bible to find out what I mean. Follow the pictures or words while I read. Put an I Read It sticker by the story.

What was the special use for water in today’s story? (baptism)


Spark ResourcesNone

Supplies Containers from small to

large, such as: 8-ounce (237-ml) yogurt cups, 16-ounce (473-ml) butter tubs 1-quart (.946-l), .5-gallon (1.89-l), or 1-gallon (3.78-l) cartons 2- to 5-gallon (6- to 19-l) buckets (1 container of each size for every 3 kids)

Large, clean garbage cans (1 for every 3 kids)

Easy access to water supply (hose, pump, garbage cans filled with water, etc.)

WhiteboardMarkersTowels (optional)Mops (optional)


Water WiseSet Up

This activity is best done outside. If indoors, have towels and mops to clean up •spilled waterClear a large area•Place the small containers and whiteboard near the water source•If outside, place the empty garbage cans 150 feet (46 m) away from the •whiteboard area. If inside, place the empty garbage cans as far away as possiblePlan ahead for help getting the water. •

Activity InstructionsLydia’s story took place by a river. Rivers used to be very common meeting places. People went to rivers every day to get the water they needed for cooking, cleaning, and washing. Towns were located near rivers so people could get the water they needed. The connection between water for life, and baptismal water for everlasting life, made sense to people. People knew they needed water to stay alive. It made sense that if water was needed for daily life, baptismal water was needed for everlasting life.

Show the picture of Lydia’s baptism on pages 534 and 535 of the Spark Story Bible. Ask kids where Lydia was baptized. (in the river) Ask kids where they have seen baptisms. In a church will be the answer most prevalent, but some Christians are still baptized in rivers or lakes.

In Lydia’s time, it was easier to go to the river than to carry the water someplace else. In some places, people still rely on river water for all their water needs. Ask kids what they use water for and where they get their water. Help kids think of the original source of the water—river, lake, or underground—rather than where they see the water arrive—faucet, hose, or water bottle.

Let’s figure out how much water we use for everyday things.

Find two kids who are not your age to partner with. 1. Help kids form groups of three. Give each group a marker.

Tell me what you use water for every day and I’ll make a list on the board. 2. (cooking, drinking, washing hands, washing clothes, taking a shower or bath, brushing teeth, flushing toilet) Write the daily needs in one column. If the kids bring up occasional uses (swimming, washing vehicles, watering the lawn), make a separate list on the far side of the board.

Point to the containers you brought. 3. Let’s find out how much water we use for some things on our list by counting with these containers. So, if you wanted a drink of water, which container would you fill? (yogurt cup) Write down the amount on the whiteboard. Give each group an appropriately sized container


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and have one group member label it. (Example: label a yogurt cup “drink.”) Some containers may get more than one label. How much water does it take to flush a toilet? (3 gallons/ 11 liters) Label a bucket or write “Flush = 3 gallons (11 liters)” on a 1-gallon (3.78-l) jug. Go through the entire list, matching tasks with amounts, and labeling containers using the chart below.

Water Use Chart

Water-using task Average amount used (approx.)

Taking a drink 8 ounces (1 cup, 237 ml)

Cooking (boxed macaroni and cheese) 6 cups (1.5 qts, 1200 ml, 1.4 l)

Washing hands (30 seconds) 2 gallons (7.6 liters)

Brushing teeth (30 seconds with water running) 2 gallons (7.6 liters)

Flushing toilet 3 gallons (11 liters)

Taking a shower 5 gallons (19 liters) per minute

Cooking (full meal) 2.5 gallons (9.5 liters)

Washing a load of dishes 4 gallons (15 liters)

Washing a load of clothes 20–30 gallons (6-114 liters)

Taking a bath 30–40 gallons (114-151 liters)

In Lydia’s time, there weren’t water towers and pipes to bring water into 4. most people’s homes. People had to take buckets and bags to rivers, lakes, or shared wells and carry the water they needed back home. Let’s see what that would be like.

Each group gets an empty garbage can to represent their home. 5. Point to empty garbage cans.

Everyone in your group will take turns getting the water needed for 6. whatever task I say. For example, if I say, “cooking dinner,” the water carrier that round needs to carry 2.5 gallons (9.5 liters) of water from the water source to the home.

Just as there were often only a few areas near a river where it was safe and 7. easy to get the water, or only one bucket at a well, we’ll need to take turns getting the water from this (name your water source). People didn’t usually race to get their water. They used water fetching as a time to talk with friends.

Go through several rounds of daily activities. Encourage the partners in each 8. group to help one another. Remind kids it is not a race.

When the time is up, the cans are full, or the teams are tired, gather the group 9. together.



SuppliesNone

Send (5 minutes)


Today, on average, a family of three people uses 200 gallons (757 liters) of water a day. To gather that much water, each group would have to fill their garbage cans five or six times! Although people in Lydia’s time didn’t use nearly as much water as we do, collecting water was still an important, tiring task. Baptizing people was an important task, too. Lydia showed her appreciation by welcoming Paul into her home. And by baptizing her, Paul reminded her that she had gained everlasting life.

Prayer TimeDear God, The water we carried today is only a little of what we need every day. The waters of baptism make us physically wet one day, but stay with us in your love forever.Amen.

science lydia leader guide (acts 16:11-15) · hidden colors: kids explore the colors hidden in...

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