Liberty Theological Seminary

Curricular Plan for a Three Lesson Series for a Third Grade Sunday School Class: Three Lessons on Creation

A Paper Submitted to Dr. Michael Mitchell In Partial Fulfillment Of the Requirements for the course Discipleship and Education of Children CMIN 610

By Deborah M. Baskin 11 October 2013

Table of Contents Introduction ....................................................................................................................................4 The Process ....................................................................................................................................4 The Preparation: the Why and How ................................................................................4 The Decision as to What to Teach ....................................................................................4 The Teaching Methods, Materials and Activities ...........................................................5 The Lesson Plan Sequence ................................................................................................5 The Class Environment .....................................................................................................6 The Determination of Teacher Success ............................................................................6 The Evaluation of Student Learning ................................................................................6 Lesson One: Creation Days 1 & 2 ................................................................................................6 Hook ....................................................................................................................................8 Book.....................................................................................................................................9 Look...................................................................................................................................11 Took...................................................................................................................................12 Lesson Two: Creation Days 3 & 4 ..............................................................................................12 Hook ..................................................................................................................................13 Book...................................................................................................................................14 Look...................................................................................................................................16 Took...................................................................................................................................17 Lesson Three: Creations Days 5, 6 & 7 ......................................................................................17 Hook ..................................................................................................................................18 Book...................................................................................................................................19

Look...................................................................................................................................21 Took...................................................................................................................................21 Teacher-Student Agreement .......................................................................................................22 Project Instructions with Illustrations .......................................................................................23 Lesson Two Photos for Hook ......................................................................................................26 Song Sheet for Lesson Three .......................................................................................................27 Bibliography .................................................................................................................................28

Introduction The following scenario as been presented: You have been asked to serve as a substitute teacher for a third grade Sunday school class of eleven students for three weeks. The regular teacher has taken ill in the middle of a special project that he wants to continue when he returns, so you are free to teach anything you select for three consecutive Sundays.1 The Process Based on the provided information and after ascertaining that the teacher was doing a series from the New Testament, I decided to create a three-lesson unit on Creation. I chose the Old Testament to make sure that I did not inadvertently cover a lesson that the regular teacher was planning to teach. Creation was also chosen because the content could be divided nicely into a three-lesson series. The scripture and the activities will not have to be rushed. The Preparation: the Why and How I will find out what the teacher is currently teaching. I will find out any particular needs of the children (i.e., learning difficulties, those who have made professions of faith, challenges that they might be facing). This information will help me to be sensitive to their needs. Also, I can augment any learning activities if needed. I would also create a teacherstudent agreement in order to help maintain classroom order while the normal teacher is out. The Decision as to What to Teach The current teacher is doing a series from the New Testament. Therefore, the Old Testament was selected. Creation was chosen because most students will already have some prerequisite knowledge. These can be built upon to discover some deeper biblical truths: Why do

This was taken from CMIN 610 course assignment rubric created by Michael Mitchell.

you think plants were created before the sun? At this age, students should know that sunlight is needed for both plant and animal life. The Teaching Method, Materials and Activities In order to try to accommodate all the various learning modalities, differentiated instruction will be used. Many teachers and teacher educators have recently identified differentiated instruction as a method of helping more students in diverse classroom settings experience success.2 As much attention to teaching detail should be incorporated into a Sunday school setting as a math lesson setting would because the goal of the Sunday school teacher is to reach children with the message of the gospel. Therefore, the teacher should modify her teaching in order to reach the most students. This age group of children is able to read; therefore, the Bible will be utilized. Instruction will include both limited lecture and class discussion. Small group activities will be incorporated into the teaching plan. Visual aids will be used to help the students create a picture in their minds. Also, employed will be sounds of rushing water or a storm at sea, and animal and bird sounds. The Lesson Plan Sequence The sequence of the creation lessons will be presented in chronological order. The lesson plan will utilize the HBLT approach. This approach opens up the student to learning biblical truth and to making meaningful application of the truth in his or her life.3 The first ten minutes of class will be announcements and prayer time. This will leave forty-five to fifty minutes of lesson time.

Tracey Hall, Nicole Strangman, and Anne Meyer, Differentiated Instruction and Implications for UDL Implementation, National Center on Accessible Instructional Matericals, October 5, 2012, accessed October 9, 2013,http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.UlWdiGRoRm8. 3 Lawrence O. Richards and Gary J. Bredfeldt, Creative Bible Teaching (Chicago: Moody Publishers, 1998), 152.

The Class Environment The classroom will be arranged with chairs in a circle around a large table. The rooms temperature will be confortable. There will be water and juice (in bottles or boxes) provided for the students. On the table (in addition to the materials that will be used during class activities) there will be small objects that kinesthetic learners can hold in their hands during teaching time to help them stay engaged. These might include plastic figures like Gumby, small finger puzzles, or items to squeeze in ones hand. The Determination of Teacher Success This will most likely be determined by observation of students: 1) Did they stay engaged? 2) Did they ask appropriate questions? Also, I could get feedback from parents to their childrens comments about the class. The Evaluation of Student Learning Again, observation would allow one to see if students are learning. Oral responses would be noted in regard to questions. As the weeks progress, it could be determined if students are retaining knowledge and if they were able to make the proper connections. Lesson One: Creation Days 1 & 2 Items needed for lesson: Bibles Get well card for regular teacher Color pencils 12 regular pencils Notebook paper 12 copies of the Teacher-Student Agreement Empty 10 gallon aquarium Small fish bowl A gallon or two of water Light blue, black and white foam sheets Scissors Tape 6

Download ocean wave sounds on a laptop or tablet (IPad) Praise song to be played on IPad, laptop or tablet. Twelve blindfolds Brown packing paper (if there are windows in classroom) Small items such as: Gumby, small finger puzzles, or items to squeeze in ones hand Waters and juice boxes Before students arrive, tape the brown paper up at the windows to darken room when the

lights are turned off. Place the small items on the large table; these should be spaced out so that all students can reach them when seated. On the center of the table place the empty aquarium. The other items should be on a small cart. Have praise music softly playing when students arrive in room. As students are coming into the classroom, have them take a seat at the table. Allow them to play with the small items on the table if they pick them up. The first fifteen minutes of class time will used for announcement, prayer time, and worship. Teacher My name is Mrs. Debbie. Unfortunately, your teacher has gotten sick and will not be able to be here for the next three weeks. (At this point pick up the get-well card and show it to the students and read the message in it.) I would like for each of us to sign this card so that I can let your teacher know that we are praying for her. As I continue with our mornings announcements, I would like for you to sign the card with a colored pencil. (Hand card and three different colored pencils to a child near you.) Please sign your name and pass the card to the person on your right. Each of you may have either one juice box or a bottle of water this morning. The little toys on the table may be quietly played with during the lesson. Please do not mistreat or throw an item or they will be removed from the table. (Show students copies of the Teacher-Student agreement and go over it with the class. Ask everyone to sign his or her copy. Ask for prayer

needs or requests while the children are signing the card. Allow no more than five to six minutes for the requests. Take the card from the students. Lead the children in prayer.) Hook (Allow 5 to 6 minutes for the Hook) Instruct a student to pass out the blindfolds. Tell the students to put the blindfolds on. Also, have them fold their hands and place them on the table. Ask them to remain quiet and listen. Play the sounds of ocean waves or hurricanes. While, they are listening, put the small fish bowl inside the larger tank and pour about an inch of water in the large tank and fill the small fish bowl up half way. Turn off the light in the room. Let the sounds continue for three to four minutes. Stop the ocean sounds. Teacher Keep your blindfolds on and raise your hand if you want to answer a question. What did you hear? (Hopefully, they will say things like a storm, ocean waves, water, rain, etc.) As you heard the sound of the water, how did it make you feel? (There should be a variety of answers.) I normally love the sound of the ocean, but this past summer we were on an island during a topical storm. When I could see the water, waves, and rain, I was not very afraid. But, when nighttime came and it was dark and I could hear the crashing sounds of the water and the loud rushing winds, I was fearful. The next morning, all of us went outside to see if there was any damage. So many palm branches had fallen into the pool, you couldnt see the water. The yard surrounding our bungalow was a mess. I was glad that it was morning and the storm had passed and I could see the ocean again. (Turn the light back on.) Transitional Statement Everyone please take your blindfold off. As (students name) is collecting them, will (students name) pass out our Bibles. Boys and girls, we are going to be studying days one and

two of creation that is recorded in the first book of the Old Testament. Does anyone know the name of that book? (Call on a student.) Great! Yes, its Genesis. Our lesson today is taken from Genesis 1:1-8. Everyone, please turn to that in your Bible. If your neighbor is having difficulty finding that passage, please help him or her. Book (Allow 20 minutes for the Book.) Teacher If you would like to read the scripture, raise your hands. I need three volunteers. (Split the scripture up as separated below and tell each student which verses he/she will read. Have the students read the verses in order.) Genesis 1:1-8 (NIRV) (The Beginning of the World) 1 In the beginning, God created the heavens and the earth. 2 The earth didnt have any shape. And it was empty. Darkness was over the surface of the ocean. At that time, the ocean covered the earth. The Spirit of God was hovering over the waters. (The First DayLight)
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God said, Let there be light. And there was light. 4 God saw that the light was good. He

separated the light from the darkness. 5 God called the light day. He called the darkness night. There was evening, and there was morning. It was day one. (The Second DaySky)
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God said, Let there be a huge space between the waters. Let it separate water from

water. 7 And thats exactly what happened. God made the huge space between the waters. He separated the water that was under the space from the water that was above it. 8 God called the huge space sky. There was evening, and there was morning. It was day two.

Notice in verse one, we only have one character in this story. That character is God. Who can tell me what God was doing in verse one? (Call on student.) Correct, He was creating the sky and the earth but notice what is says about the earth. It didnt have a shape and it was empty. It was dark and the ocean covered all of the earth. Only God was present with the big formless ocean. So, we see that God got busy. He decided to make light. And, then he separated the light from the dark. What did He call the light? (Call on student.) What did He call the dark? (Call on student.) On the first day of creation God made the light. Why do you think that God made the light? (There will be various answers. If anyone says that the light was the sun, moon, or stars, be sure to correct him.) When you turn on a light, does it give off heat? Have you ever accidently touched a hot light bulb? (Wait for responses.) I have too, and guess what? I burned my finger. God knew that He was going to make more things like plants and those plants would need to be warm. God had an order in mind when he created this earth. It wasnt just an accident. He planned it. On day two God decided to separate the waters. He made the heavens or sky. The earth was beginning to have an organization. Now, we have water below and water above in the sky. Water has three different forms water, ice, or gas. Have you ever watched your mom boil a pan of water and steam rises off of it? Well, that steam went up high in the heavens probably forming clouds. Could there have been steam if God hadnt already created the light? (Call on student.) Why? (Possible answer: heat was needed aid in evaporation so that some of the water could form clouds and rise above the earth.)

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Transitional Statement Lets form two groups, so that we can create a visual of what God did on the first and second days of creation. (Have a student help pass out the tape, scissors, pencils and foam sheets that have been cut into four-inch strips and entire sheets of white foam.) Look (Allow 10 to 15 minutes for the Look.) Look at this aquarium. Try to imagine that it is formless and that it is just a big mass of twirling, churning water. Also, remember that Gods Spirit was over the water. God was present and He had a plan. What was his first action? (Call on student. If necessary, have student read it from Genesis 1:3-5.) God made light and separated it from the darkness. This side of the table is the dark or night and this side is the light or day. I have cut the blue and the black into four-inch wide strips. I want you to tape the blue on this side of the aquarium right at the top to represent the light. Make sure you tape them at the top so we can still see inside the tank. And, those of you with the black will do the same on the other side. This represents what God did on day one. (Give the students a few minutes to complete the task.) What happened on the second day? (Wait for responses and then have a volunteer read verses 6-8.) Now, you need to draw some clouds and cut them out and tape them on either the blue strips (representing light) or the black strips (representing dark). The clouds represent the sky with the water above the earth. God made the sky and separated the waters above and below the earth. (Give the students a few minutes to complete the task.) (Instruct students to clean up any mess and put remaining supplies on the cart.)

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Transitional Statement Now, we are going to read the scripture one more time. Please turn the Bible back to Genesis One. Took (This should take the remaining class time of about 10 minutes.) Teacher I am going to read the passage again. Please follow along with me in your Bible. (Read Genesis 1:1-8 and have a student pass out a sheet of notebook paper to everyone along with a pencil.) I want everyone to write Genesis 1:1-2. These two verses will be your memory verses for the week. Please review these verses daily so that next Sunday you can repeat them without looking at your Bibles. (As the students are copying the verses, play the ocean sounds again. When they are done writing the verses, ask them if the music gave them the same feelings as the beginning of class when the room was dark and they were blindfolded. Allow the children to discuss the difference.) Teacher I have enjoyed teaching your class today. Please remember to pray for your teacher this week. Lets recite our memory verses as a group. (Say verses with children.) Practice the verses with your parents this week. (Dismiss the class with a prayer. If there is time, sing a song with the class.) Lesson Two: Creation Days 3 & 4 Items needed for lesson: Bibles 12 regular pencils Notebook paper 10 gallon aquarium Small fish bowl now inside tank A gallon of water Yellow sun and white moon cut from foam sheets Small gold star stickers

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Tape Praise song to be played on IPad, laptop or tablet. Aquarium gravel Potting soil, and 2 small garden shovels. A variety of small plants Small items such as: Gumby, small finger puzzles, or items to squeeze in ones hand Waters and juice boxes Before students arrive, take the brown paper down from the windows. Place the small

items on the large table; these should be spaced out so that all students can reach them when seated. On the center of the table place the decorated aquarium. The other items should be on a small cart. Have praise music softly playing when students arrive in room. As students are coming into the classroom, have them take a seat at the table. Allow them to play with the small items on the table if they pick them up. The first fifteen minutes of class time will used for announcements, prayer time, and worship. Teacher - (Greet the children and give any needed announcements. Ask for prayer requests. Ask students about their week. Ask for a student to volunteer to lead in prayer.) Hook (Allow 5 to 6 minutes for the Hook) Teacher Two summers ago I traveled out west to the desert. Here are a few photos from my trip. I thought that the desert and the river were beautiful. However, it was also lonely. There was often no vegetation. None of Georgias tall pine trees or azalea bushes were in bloom. Look at the photos? Do you see any luscious green plants or trees? (Wait for students to respond. Get them to describe what they see.) Last summer, we went to the beach in Florida. Again, the beach was lovely but look at these photos. Describe to me what you see? (Allow the students time to answer. Ask them if they have been to the beach or desert.)

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This week we are going to study about the third and fourth day of creation. We are going to find out that God wanted more on this earth than oceans, seas, rivers, and land. He wanted the earth to have life. Lets all recite our memory verses together. (Recite Genesis 1:1-2.) Transitional Statement Teacher (Ask a student to pass out the Bibles.) Before we read this weeks scripture, lets review what God made on day one? (Call on a student.) Great! God made the light and separated it from the darkness. What did God create on day two? (Call on a student.) Yes, He made the sky and made water above it and below it. Book (Allow 20 minutes for the Book) Teacher - Now, please turn to Genesis 1: 9-19. (Ask students to raise hands if they would like to read the scripture. Split the scripture up by two and three verses and have the children read.) Genesis 1:9-19 (NIRV) (The third day land and plants.)
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God said, Let the water under the sky be gathered into one place. Let dry ground appear. And

thats exactly what happened. 10 God called the dry ground land. He called the waters that were gathered together oceans. And God saw that it was good.11 Then God said, Let the land produce plants. Let them bear their own seeds. And let there be trees on the land that bear fruit with seeds in it. Let each kind of plant or tree have its own kind of seeds. And thats exactly what happened.12 The land produced plants. Each kind of plant had its own kind of seeds. The land produced trees that bore fruit with seeds in it. Each kind of tree had its own kind of seeds. God saw that it was good. 13 And there was evening, and there was morning. It was day three.

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(The fourth day sun, moon, and stars.)

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God said, Let there be lights in the huge space of the sky. Let them separate the day from the

night. Let them serve as signs to mark off the seasons and the days and the years. 15 Let them serve as lights in the huge space of the sky to give light on the earth. And thats exactly what happened. 16 God made two great lights. He made the larger light to rule over the day. He made the smaller light to rule over the night. He also made the stars. 17 God put the lights in the huge space of the sky to give light on the earth. 18 He put them there to rule over the day and the night. He put them there to separate light from darkness. God saw that it was good. 19 And there was evening, and there was morning. It was day four. Teacher Thank you for reading Gods word. What was the first thing God did on day three? (Call on student.) Yes, He made the dry land appear. (Hold up one of the photos.) Was there anything on the land yet? Why do you think that there was not any plants or flowers? (Wait for responses, the one you are looking for is: God hadnt made them yet!) Well, God simply had not made the plants yet. The earth was taking form with great landmasses and oceans, rivers, and lakes but there were not any plants. Who would like to read Genesis 1:11? (Call on student.) What did God think about His creation? (Call on student.) Now, lets talk about day four. What did God make on the fourth day? (Call on student.) In verse 14, we are told that the sun, moon, and stars will mark off seasons, days and years. Think about the moon. When we look at the moon, does it always appear as a ball on the sky? (Call on student.) Right, it changes shapes. Sometimes, it is a crescent moon, or it looks like half a pizza. People use the North Star to guide them; in the past ships at sea used the stars to guide them across the ocean. Pretty amazing! After God placed the sun, moon, and stars in the sky, what did He say? (Call on student.) Yes, he saw that it was good.

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Now, we are going to say our memory verses to each other. (Pair the students up in groups or twos and one group of three. Have them say their memory verses to each other.) Transitional Statement Teacher It sounded like some of you had really worked on your memory verses this week. Thats wonderful. Now, lets continue with our little creation display. Look (Allow 15 minutes for the Look.) Teacher - Lets form into three groups this morning. (Call on a couple of students to pass out supplies. Take the fish bowl out of the tank and put it along with pre-measured and rinsed gravel in front of a couple of students. Put a larger amount of gravel in front of one of the other groups. Finally, put the potting soil in front of the third group.) Listen to all of my instructions before you begin. Heres what we are going to do. The group with the fish bowl, carefully put your gravel inside the bowl. Wait until the other groups have put in the gravel and soil, and then put the fish bowl inside of the tank. I will help you lift the bowl. Group two with the gravel, spread the gravel in the bottom of the tank. Group three, after the gravel is in the tank, spread your soil on top of it. This will represent day three of creation. Any questions? You may begin. (Supervise students as needed.) After the students are done, ask them if the think that the dirt and gravel are pretty. (Wait for responses.) Teacher What do you think would make our world look a little nicer? What did God do next on day three? (Call on student.) Right, he made trees, flowers, grass, and all kinds of plants. (Pass out the plants. Let each group plant a plant or two. Quickly clean the dirt off the table. Give one child the sun, one children the moon, and all other children a gold star sticker. Tell the

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child with the sun to tape it on the blue foam strip. Tell the child with the moon to tape it on the black foam strip, and have the other child take turns putting their star on the black foam strips.) Transitional Statement Teacher You each did a great job with our project. After we clean up, we are going to look at the Bible again. Took (This should take the remaining class time of about 5 to 10 minutes.) Teacher (Pass out a sheet of paper and pencil to each student.) Our memory verses for this week are going to be Genesis 1:9-10. Please find that in your Bible. Put your finger on the verses when you locate them. (Wait for everyone to find it.) I am going to say a few words and when I pause, you will repeat it after me. (Say verse 9 - pause allow students to say it. Say verse 10 pause allow students to say it. Then, instruct students to copy the two verses so that they can take them home to work on during the week.) Everyone did a great job this week. I look forward to seeing you next week. Please remember to pray for your teacher this week. (Dismiss the class with a prayer.) Lesson Three: Creation Days 5, 6 & 7 Items needed for lesson: Bibles 12 regular pencils Notebook paper 10 gallon aquarium as it was left last week. Song sheet: Hes Still Working on Me. Praise song to be played on IPad, laptop or tablet. Small plastic birds Two live gold fish (and fish food) Small plastic animals Small dolls (e.g. Barbie and Ken to represent Adam and Eve) Small items such as: Gumby, small finger puzzles, or items to squeeze in ones hand Waters and juice boxes 17

Before students arrive, place the small items on the large table. These should be spaced out so that all students can reach them when seated. On the center of the table place the decorated aquarium. The other items should be on a small cart. Have praise music softly playing when students arrive in room. As students are coming into the classroom, have them take a seat at the table. Allow them to play with the small items on the table if they pick them up. The first fifteen minutes of class time will used for announcements, prayer time, and worship. Teacher - (Greet the children and give any needed announcements. Ask for prayer requests. Ask students about their week. Ask for a student to volunteer to lead in prayer.) Hook (Allow 5 to 6 minutes for the Hook) Teacher - Today, we will be studying about days 5, 6, and 7 of creation. There is a wonderful little song that I want to teach you before we read the scriptures. (Pass out song sheets. Go over the words with the students. Sing the song for the students. Have the students sing it with you a couple of time. Then, lead them as they sing it without you.) Transitional Statement God did an amazing job of making this wonderful world. And, He did a great job when he made you. However, God is still working on us to become more like his Son, Jesus. I want you to realize that God loves each of you very much. He created this world for us to live on and He created our hearts for His Spirit to live in. Remember, that God is always with you. (Pass out Bibles.)

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Book (Allow 20 minutes for the Book) Teacher - Now, please turn to Genesis 1: 20 -.2:3. (Ask students to raise hands if they would like to read the scripture. Call on a student to read 20 - 23. Teacher will read 24 31. Student will read Genesis 2: 1- 3.) Genesis 1:20 - 2:3 (NIRV) (Day Five Fish and Birds.)
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And God said, Let the water teem with living creatures, and let birds fly above the earth cross

the vault of the sky. 21 So God created the great creatures of the sea and every living thing with which the water teems and that moves about in it, according to their kinds, and every winged bird according to its kind. And God saw that it was good. 22 God blessed them and said, Be fruitful and increase in number and fill the water in the seas, and let the birds increase on the earth. 23 And there was evening, and there was morningthe fifth day. (Day Six Animals and Adam and Eve.)
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And God said, Let the land produce living creatures according to their kinds: the livestock,

the creatures that move along the ground, and the wild animals, each according to its kind. And it was so. 25 God made the wild animals according to their kinds, the livestock according to their kinds, and all the creatures that move along the ground according to their kinds. And God saw that it was good. 6 Then God said, Let us make mankind in our image, in our likeness, so that they may rule over the fish in the sea and the birds in the sky, over the livestock and all the wild animals, and over all the creatures that move along the ground. 27 So God created mankind in his own image, in the image of God he created them; male and female he created them. 28 God blessed them and said to them, Be fruitful and increase in number; fill the earth and subdue it.

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Rule over the fish in the sea and the birds in the sky and over every living creature that moves on the ground. 29 Then God said, I give you every seed-bearing plant on the face of the whole earth and every tree that has fruit with seed in it. They will be yours for food. 30 And to all the beasts of the earth and all the birds in the sky and all the creatures that move along the ground everything that has the breath of life in itI give every green plant for food. And it was so.
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God saw all that he had made, and it was very good. And there was evening, and there was

morningthe sixth day. (Day Seven God rested.) 2 Thus the heavens and the earth were completed in all their vast array. 2 By the seventh day God had finished the work he had been doing; so on the seventh day he rested from all his work. 3 Then God blessed the seventh day and made it holy, because on it he rested from all the work of creating that he had done. (Split the children into two groups. Give the group paper and pencils. Have one group list all of the things that happened on days 5 and 7. Have group two do the same for day 6. Give them about 5 minutes to write and discuss. Call students back into the large group. Allow each group to tell what they discovered. Make sure that they cover the scriptures.) Transitional Statement Teacher Both groups did a wonderful job. One of the things that is important to remember is that men, women, boys and girls were all created in Gods image. We are not like the animals. We have a spirit, which will live forever long after our bodies have died. God created us to have a relationship with Him. In order for us to live with Him forever, we must believe in his Son, Jesus. We must confess our sins to Him and ask Him to be our Savior.

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Look (Allow 15 minutes for the Look.) Teacher - I am very excited to be completing our project today. (Have a student help pass out the plastic birds, and you take out the goldfish. Give some of the students the birds and have another student help you put the goldfish in the water.) God made the birds and the fish on day five. Along with fish, what else would have been made? (Call on student. See if they include whales, sharks, seahorses, octopuses, and other ocean creatures.) What did God make first on the sixth day? (Call on student.) Correct, He made the animals. (Give animals to the students who did not get a bird. Have them put them in the tank.) Finally, God made man and woman. (Give the dolls to two students to put in the tank.) Transitional Statement Teacher - Remember God expects men and women to take care of the earth and the animals in it. Took (This should take the remaining class time of about 5 to 10 minutes.) Teacher - Tell me some ways that you can help take care of Gods world and his creation? (Allow students to discuss this. Include things like weeding their moms flowerbed, picking up trash, taking care of their pets. Split the children into small groups and have them repeat their memory verses from last week.) I would like to ask each of you to ask God to help to be excellent caretakers of His creation. This week, look for something that you can do to help take care of Gods masterpiece. Next week, share whatever you did with your teacher and classmates. Now, as we leave, lets dismiss by singing Hes Still Working on Me.

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Teacher-Student Agreement
Between and Student As your Sunday School teacher, I promise the I ask that each of my students promise the following to my students following to me 1. I will create an atmosphere in our 1. Every Sunday, I will come to class with a classroom that engages and encourages the desire to learn. 2. I will prepare for class by praying for you, and studying the materials so that I can present thought-provoking lessons. 3. I will provide you the opportunity to study and assist you when needed. 4. I will celebrate with you as you show understanding of Gods Word. 5. I will be satisfied with your application and response to Gods Word in your life. positive attitude and a desire to learn something new from Gods Word. 2. I will be respectful to you by paying attention to the lesson and asking questions to help with my understanding. 3. I will study and engage in the learning activities. 4. I will triumph in my understanding and grow in wisdom. 5. I will take my new knowledge and understanding and apply it to my daily life so that I can be a faithful follower of Christ.4

Teacher

___________________________________ Teachers Signature

___________________________________ Students Signature

___________________________________ Date

___________________________________ Date

Mitchell, Leading, Teaching, 194.

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Project Instructions with Illustrations Day One (Water is already in small fish bowl and about 1 inch in the large tank.) 1. Tape 4-inch wide blue foam strips on outside of the tank one side only. 2.Tape 4-inch wide black foam strips on the other side of the tank.

Day Two 1. Cut clouds out of white foam and tape on blue strips. 2. Cut clouds out of white foam and tape on black strips.

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Day Three 1. Put gravel in bottom of fish bowl. 2. Put gravel in the tank. 3. Cover gravel with potting soil. 4. Plant small plants in soil. Day Four 1. Cut a sun out of yellow foam and tape on blue strips. 2. Cut a moon out of white foam and tape on black strips. 3. Put gold star stickers on dark strips.

Day Five 1. Put two goldfish in small fish bowl. 2. Put plastic birds in large tank.

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Day Six 1. Put plastic animals in tank. 2. Put a small boy and girl doll in tank.

Day Seven GOD RESTED.

Michael Baskin did the project illustrations per my instructions.

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Lesson Two: Photos for Hook

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Song Sheet for Lesson Three

HE'S STILL WORKING ON ME

By: Joel Hemphill

CHORUS: He's still working on me to make me what I ought to be. It took Him just a week to make the moon and stars, The sun and the earth and Jupiter and Mars. How loving and patient He must be, He's still working on me. 1. There really ought to be a sign upon the heart, Don't judge her yet, there's an unfinished part. But I'll be perfect just according to His plan Fashioned by the Master's loving hands. CHORUS: 2. In the mirror of His Word reflections that I see Make me wonder why He never gave up on me. He loves me as I am and helps me when I pray Remember He's the Potter, I'm the clay. CHORUS:6

Joel Hemphill, He's Still Working On Me, Lyrics to Some Great Old Songs, October 11, 2013, accessed October 11, 2013,http://www.pine-net.com/~joanbab/hesstill.htm.

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Bibliography Hall, Tracey, Nicole Strangman, and Anne Meyer. Differentiated Instruction and Implications for UDL Implementation. National Center on Accessible Instructional Matericals. October 5, 2012. Accessed October 9, 2013.http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_ udl#.UlWdiGRoRm8. Hemphill, Joel. He's Still Working On Me. Lyrics to Some Great Old Songs. October 11, 2013. Accessed October 11, 2013. http://www.pine-net.com/~joanbab/hesstill.htm. Mitchell, Dr. Michael R. Leading, Teaching, and Making Disciples: World-Class Christian Education in the Church, School and Home. Nashville: CrossBooks Publishing, 2010. Richards, Lawrence O., and Gary J. Bredfeldt. Creative Bible Teaching. Chicago: Moody Publishers, 1998.

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