As we go through the sermon series, our children are learning the same lessons as the adults, in their Bible classes. Here, you’ll find the week to week outline that goes along with the adults lesson.
Wee 36: What is the Gospel?
(8/2/26)
Introduction Activity:
Have kids tells ways we share information today. (phone call, text, TV, etc.)
Ask kids how information would be shared 2,000 years ago. Tell them during Jesus’s time, a messenger would run into town to share important information and announcements.
In the ancient Greek language, the word for that exact royal announcement was Euangelion. In English, we translate it to Gospel. It means “Good News” but specifically, it means a Royal Announcement!
At the Table:
Child reads Isaiah 52:7.
Child reads Romans 10:15. Notice how the feet imagery used in both the Old and New Testaments. Who do you think the feet belong to?
Child reads 1 Corinthians 15: 1-4. What did the author say was the 1st importance?
Child reads 1 Corinthians 15:12-14. If Christ had not been resurrected, what would our faith be?
Activity:
Create 3 index cards, labeled Step 1, Step 2, Step 3.
On Step 1 card write: that Christ died for our sins according to the Scriptures, On Step 2 card write: that he was buried, and on Step 3 card write: that he was raised on the third day. Hide these 3 cards somewhere in the room before class begins.
Game: as a team, kids must search the room to find the set of hidden cards (Step 1, Step 2, and Step 3).Once they find the cards, they unscramble to put them in the correct historical order based on 1 Corinthians 15:1–4. They can use a Bible.
Remind kids that Jesus dying and rising wasn’t an accident or a backup plan.God promised He would do this hundreds of years before it happened.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers.
Week 35: Jesus as King
(7/26/26)
Introduction Activity:
Gather a few coins and bills with faces on them.
Explain that countries often put important people and leaders on their money to show power and importance.
Hand each kid a blank paper circle and ask them to draw what they think represents Jesus’ territory. What areas is Jesus in control, in charge of?
At the Table:
Child reads Luke 19: 28-40. Why do you think Jesus being on a donkey symbolizes? (peace) Why would the stone cry out? ( Jesus was saying that His goodness and power are so great that nothing in the whole world could ever keep them a secret.)
Child reads John 18: 33-38. Jesus states that if His kingdom were of this world, what would his servants be doing?
Activity:
Gather two plastic buckets (one labeled “Worldly Kingdom”, one labeled “Jesus’ Kingdom”) and a pile of crumpled paper balls with single words written on them.
Divide the kids into two teams for a fast-paced relay race. One at a time, a player runs to the pile of paper balls, grabs one, reads the word, and decides which bucket it belongs in.
Worldly Kingdom words: Swords, Tanks, Money, Fighting, Showing Off, Selfishness.
Jesus’ Kingdom words: Love, Truth, Kindness, Giving, Peace, Serving.
When the race is over, check the buckets together. Remind them of Jesus’ words to Pilate: “My Kingdom is not from this world.” This helps kids visualize exactly how different Jesus’ rule is from earthly governments.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers.
Week 34: Jesus defeating death
(7/19/26)
Introduction Activity:
Have a beautifully wrapped package and a hat/vest/costume to represent a delivery person.
Have one child put on the delivery costume and deliver the package to you. Pretend to be a grumpy kid who says, “No way, I don’t like your outfit. Go away!” and push the box back.
Ask the kids, “Who did the grumpy person just reject?” They rejected the delivery person, but they also rejected the person who bought and sent the gift! Explain that God sends us to deliver His love to people. When people listen to us, they are receiving God’s gift.
At the Table:
Child reads Luke 10:16. Who is the Me and One in this verse?
Child reads Revelation 12: 7-12. What does the blood of the Lamb help us overcome?
Child reads 1 Corinthians 15: 21-22. How can we be made alive?
Child reads Romans 5: 18-21. How does God’s grace defeat death?
Activity:
Gather three clear cups. Cup 1: Water labeled “You”. Cup 2: Water with dark food coloring labeled “Sin”. Cup 3: Liquid bleach labeled “Jesus”.
Pour a splash of the dark “Sin” water into the “You” cup. The water turns dark. (Explain how Adam’s sin messed things up for everyone).
Now, pour the clear “Jesus” bleach into the dark “You” cup.Watch as the dark color instantly fades back to completely clear water!
Explain that Jesus completely washes away the mess and makes us clean.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers.
Week 33: Jesus defeating the other gods
(7/5/26)
Introduction Activity:
Gather 1 heavy duty magnet (label Jesus), several small magnets (represent gods like Baal, Dagon, Molech) and a handful of paperclips (represents people/nations).
Set the paperclips on the table. Take the small fridge magnets and place them over different clusters of paperclips so the clips stick to them.
Remind the kids we learned in the Old Testament, the Bible uses the word Elohim to describe spiritual beings. God put these spiritual rulers in charge of watching over different nations. But guess what? These Elohim rebelled. They wanted to be worshipped like they were the boss. They trapped the nations in darkness, lies, and false worship.
Lift up a small magnet. Show how the paperclips are stuck to it, trapped under its influence. The paperclips represent the people/nations. Say on their own, they can’t break away from the power of these false gods. The world was stuck in darkness, and these rebellious spiritual powers thought they had won forever.
Take the giant “JESUS” magnet. Bring it close to the small magnets holding the paperclips and show how the paperclips leave the small magnets for the Jesus magnet. Explain that when Jesus died on the cross and rose again, He stripped those rebellious elohim of their power. He totally defeated them. The Bible says He made a public example of them! The small magnets lost all their grip because Jesus’ power is infinitely stronger.”
At the Table:
Child reads Isaiah 24: 21-23 and Isaiah 34: 1-4. Who will be the ultimate winner between God and the gods?
Child reads Matthew 16: 13-20. Are people confused by who is the son of God?
Child reads Mark 5: 1-13. Who recognizes that Jesus is the son of God? (v.7)
Child reads 1 Corinthians 15: 24-28. Who and what will be under God’s control?
Child read Ephesians 1: 20-21. How long will God rule?
Activity:
Give each child 10 plastic cups for stacking. Give them 2 minutes to build the tallest tower.
After 2 minutes, have them gently blow on their towers until they fall.
Explain that the Old Testament mentions many false gods and kings who built big kingdoms, but they all fell. Jesus’ kingdom is the only one that stands forever.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers.
Week 32: Jesus as the Messiah
(6/28/26)
Introduction Activity:
Before class, create a large posterboard with numbered dots (1 through 20) that form an image of a crown or a cross, and a thick marker.
Show the kids the poster board and ask if they can tell what the picture is without connecting the dots.
As you connect the dots, discuss how many prophecies were made about the coming of Jesus thousands and hundreds of years ago by different prophets. Each prophet provided just one or two dots in history. On their own, the dots looked scattered. But when you follow the timeline to Jesus, the lines connect to reveal the King.
At the Table:
Child reads Isaiah 53:1-12. What are some of the predictions that will happen to Jesus?
Child reads Zachariah 9: 9-10. What animal will Jesus ride on?
Child reads Matthew 1:22-23.
Child reads Acts: 2:36.
How does Jesus’ life and actions compare to the prophecies and expectations?
Activity:
Have kids stand in the middle of the room. Label one wall “true” and another wall “false”. Read aloud the statements (see next 2 pages) and kids will decide, by moving to the true or false wall, if that was a true or false prophecy about Jesus.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson.
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
True/False Statements for Game:
1. The Messiah will be born in the small town of Bethlehem.
2. The Savior will fly down from the clouds on a golden spaceship.
3. A messenger will live in the wild to get people ready for Jesus.
4. The true King will ride into the city of Jerusalem on a humble donkey.
5. The Messiah will build a giant palace made of solid gold and diamonds.
6. The Savior will be gentle and will not shout or fight in the streets.
7. The Messiah will make blind eyes see and help paralyzed people walk.
8. The Savior will use magic words to turn rocks into real bread.
9. The great teacher will use short stories (parables) to teach people.
10. A friend will betray Jesus for exactly 30 pieces of silver.
11. Soldiers will play a game to see who gets to keep Jesus’ coat.
12. Jesus will use a sword to defeat the Roman army and become a king.
13. God will protect Jesus’ body so that not a single bone is broken.
14. The Savior will stay in the grave forever and never be seen again.
15. The tomb will be completely empty because Jesus will rise back to life!
Answer Key:
TRUE (Micah 5:2 – Born in Bethlehem)
FALSE (Trick question!)
TRUE (Isaiah 40:3 – John the Baptist prepares the way)
TRUE (Zechariah 9:9 – Riding on a donkey)
FALSE (Trick question!)
TRUE (Isaiah 42:2 – Quiet and gentle)
TRUE (Isaiah 35:5-6 – Healing the sick)
FALSE (Trick question! Jesus refused to turn stones to bread when tempted).
TRUE (Psalm 78:2 – Teaching in parables)
TRUE (Zechariah 11:12 – Betrayed for 30 silver coins)
TRUE (Psalm 22:18 – Casting lots for His clothes)
FALSE (Trick question! Jesus taught peace, not military warfare).
TRUE (Psalm 34:20 – No broken bones)
FALSE (Trick question! This is the opposite of the Easter story).
TRUE (Psalm 16:10 – The Resurrection)
Week 31: Jesus as the Second Power in Heaven
(6/14/26)
Introduction Activity:
Have kids imagine a giant, invisible fence at school that separates kids into two groups. One group is allowed to play on the cool playground, and the other has to sit in the dirt outside, with no friends and no fun. Discuss how that would make them feel.
Explain that’s how it used to be! Most people in the world (called Gentiles) were on the outside. They didn’t know God’s rules, didn’t know His promises, and had no hope. Jesus came and EVERYTHING changed!
At the Table:
Child reads Ephesians 2:12-16. How can these verses give people hope?
Child reads Daniel 7: 13-14. What does this passage tell us about the kingdom that Jesus will have?
Child reads Mark 2:6-12. What two things does Jesus do that amazes the crowd? (He forgives sins and heals)
Child reads John 3:16. Why did God send his Son to earth?
Activity:
Gather a roll of masking tape, markers and sticky notes. Before class, make a long, straight line with the tape down the middle of the room.
Divide kids into 2 groups on either side of the line. Tell them not to talk, touch or cross the line.
Have kids write on the sticky notes things that separate us from God (lying, fighting, selfishness, etc.). Place notes on the line.
Tell the kids, “In Mark 2, the religious leaders didn’t believe Jesus had the power to forgive sins. So Jesus did a visible miracle to prove His invisible power. He didn’t just talk about fixing things—He actually did it!”
On the count of 3, have kids from both sides rip off the tape and notes into one big messy ball.
Explain “When Jesus died on the cross, He broke down the barrier between us and God, and He broke down the barriers between each other.”
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
Week 30: The Two Powers in Heaven
(6-7-26)
Introduction Activity:
Tell kids we are going to learn about the 2 Powers in Heaven and have them share ideas of who those 2 Powers might be.
Gather white paper, a white crayon, and washable markers.
Draw a “Power” (crown or a throne) with the white crayon on the paper beforehand. Let the students see a “blank” page. Then, have them color over it with markers to reveal the hidden image.
The Lesson: God is like the white crayon—always there but sometimes hidden from our eyes. The second power is like the marker that makes the hidden King visible so we can know He is real. The second power is the side that interacts with humans.
At the Table:
Child reads Daniel 7: 9-14. Who is the Ancient of Days? Who came to sit with the Ancient of Days on the throne?
Child reads Exodus 23: 20-23. What did God send the Israelites to protect them on their journey?
Child reads Exodus 3: 2-6. Who spoke to Moses?
Thinking question: Who do you think the second power is that we will learn about in the New Testament?
Activity:
Gather a small cloth, inflated balloon and lightweight object, like an empty soda can,
Rub a balloon with a cloth to create static electricity. Use that invisible force to move an empty soda can on its side without touching it.
The Lesson: We can’t see the electricity, but we see the can moving. Similarly, we can’t see the “First Power” in Heaven, but we see His work through the “Second Power” who acts on His behalf.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers.
Week 29: 2nd Temple Period
(5-24-26)
Introduction Activity:
Explain that we are beginning to move from the Old Testament to the New Testament in our learning.
Show two cups—one that is sparkling clean on the outside but filled with dirt on the inside, and another that is plain on the outside but clean inside.
Ask which one they would rather drink from. Explain that Jesus called the Pharisees “hypocrites” because they cared only about looking perfect on the outside while their hearts were full of pride. This public “calling out” made them feel embarrassed and threatened.
Think about this example as we read about some interactions between Jesus and Pharisees.
At the Table:
Child reads John 4: 7-14. Why did the woman think it strange he asked her for a drink?
Child reads John 4: 15-26. Jesus shows he knows all about her. What important information did he share about himself?
Child reads John 11: 45-53. What are the Pharisees worried about?
Child reads Matthew 23: 1-12. What are some of the bad things the Pharisees do?
Adult reads Matthew 23: 13-36. What reaction do you think the Pharisees had to Jesus telling all these woes/warnings about them?
Activity:
Write on an index card some things that make someone “important” at school. (lots of friends, cool clothes, etc.). On other index cards, write things that are important to God. (helping others, caring for the sick, etc.)
Mix up the cards and have kids act out what is on the card. Have kids share if the activity from the card would be Pharisee or God approved.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers.
Week 28: The Return and Rebuilding
(5-17-26)
Introduction Activity:
Have students imagine this scene: You have been forced to move from your home. When you can finally return, everything has been destroyed.
What would you do first? What would you rebuild first? What would you do if people you didn’t like wanted to help? What would you do if those people tattled on you to the king in charge?
At the Table:
Child reads Ezra 1:1-4. What is going to be built in Jerusalem?
Child reads Ezra 4:1-6. What happens when they refuse the Samaritans help to rebuild the Temple?
Child read Nehemiah :17-20. What else is going to be rebuilt?
Child reads Haggai 1:1-11. What does Haggai say the people built instead of finishing rebuilding the Temple? Did this please God?
Activity:
Divide the class into two teams: the Builders and the Distractors. Give the Builders 30 plastic cups to stack into a “temple wall.” Give the Distractors crumpled paper balls and have them stand about 10 feet away.
The Builders must keep their wall standing for one minute while the Distractors throw paper balls to knock it down. Swap roles afterward.
This shows how God wants us to stay focused to finish the good work (rebuilding the Temple) even when there are distractions like mean people.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson.
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
Week 27: Prophets of the Babylonian Exile
(5-03-26)
Introduction Activity:
Find the sound of a tornado siren online and play it.
Explain that we have special sounds to warn us away from danger. In Bible times, trumpets would be used to get people’s attention, often to warn them of danger. Explain that we are going to learn about prophets that tried to warn the people before the Babylonian Exile, just like a couple weeks ago we learned about prophets that tried to warn people before the Assyrians came and took the people into exile.
At the Table:
Child reads Habakkuk 1:1-4. What is the prophet tired of seeing?
Child reads Habakkuk 1: 5-11. God says he is aware and will use what people to bring judgement? (Chaldeans is used interchangeably with Babylonians)
Child reads Joel 2:1-11. What does the prophet warn the people is coming?
Child reads Joel 2: 12-14. How is God described here?
Child reads Daniel 5:1-4. What dishonorable things did the king and his nobles do?
Adult can summarize the rest of the chapter, giving special emphasis/discussion to verse 23. Who did Daniel say they praised instead of God?
Activity:
Draw two large figures on a whiteboard. Label one “Proud Man” and the other “Humble Man”.
Ask kids where each character looks.
Proud Man: Only looks at himself or looks down at others. He brags about his own strengths.
Humble Man: Looks up to God and out to help others. He recognizes that God “holds his life-breath” (v. 23).
The Point: Help kids see that pride is a “heart trap” where we forget that every good thing we have—even our breath—is a gift from God.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
Week 26: The Babylonian Exile
(4-26-26)
Introduction Activity:
Before class, write “HOPE” or “RESTORATION” on white paper using a white crayon.
Explain that even in the “darkness” of exile, God’s plan was still there.
Have kids paint over the paper with dark watercolors (representing the exile). When the word appears, explain King Cyrus’s decree which allowed the people to go home.
At the Table:
Child reads 2 Chronicles 36:5-9. What bad things did Nebuchadnezzar do to Jehoiakim and things from the house of the Lord?
Child reads 2 Chronicles 36: 10-14. What bad things did the priests and the people do in verse 14?
Child reads 2 Chronicles 36: 15-21. It says in v. 15 that God had compassion on His people, but what was their response?
Child reads 2 Chronicles 36: 22-23. What hope do the people have after 70 years in exile?
Activity:
Adult re-read 2 Chronicles 36, with the kids following along. Every time a king “does evil in the eyes of the Lord,” have the kids put their hands on their cheeks and shout, “Uh-oh, not again!”. This highlights the repetitive cycle of disobedience leading to the fall of Jerusalem.
Why is this important for us to remember today?
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers.
Week 25: Prophets of the Assyrian Exile
(4-19-26)
Introduction Activity:
Gather images or make common warning signs (Stop, Caution, Wet Floor)
Show the signs to the kids and ask what the signs mean and what could happen if you ignore the warning signs
Tell students we are going to learn about some prophets during the Assyrian exile and prophets who warn of the next danger, Babylon. Just like these signs warn of physical danger (like slipping on a wet floor), prophets give us spiritual warning signs in the scriptures. If we ignore a “Stop” sign from a prophet about a bad habit, we might get hurt spiritually.
At the Table:
Child reads Jonah 3:1-4. What did God tell Jonah to do?
Child reads Jonah 3: 5-9. What did the people of Nineveh do?
Child reads Jonah 3:10. What did God decide would happen?
Child reads Nahum 3: 1 and Nahum 3:18-19. Nineveh has gone back to it’s evil ways-what will people do when they hear what happened to Nineveh?
Child reads Zephaniah 2:3. What advice does Zephaniah give the people?
Child reads Amos 2:6. What bad things did the wealthy people do to the poor?
Child reads Amos 2:11-12. What did the people tell the prophets not to do?
All these prophets tried to warn the people to change their ways, but not everyone does. Assyrian bad guys will fall, but another group of bad guys, Babylon, is coming next.
Activity:
Red light/green light style game. The teacher acts as the “Prophet” at the finish line.
Instead of “Green Light,” the Prophet shouts an obedient action (e.g., “Sharing your bread!” or “Praying to God!”). When they hear this, kids take three big hops forward.
Instead of “Red Light,” the Prophet shouts a disobedient action (e.g., “Worshiping an idol!” or “Being mean to the poor!”). Kids must “freeze” immediately.
If a child moves during a “disobedient action” call, they must take two steps backward, symbolizing how sin moved the people further from their home.
The first child to reach the Prophet wins and can choose the next set of “actions” for the class.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers.
Week 24: Assyrian Exile
(4-12-26)
Introduction Activity:
Get a clear jar with water and dirt, leaves and trash to make the water dirty. Get a coffee filter or a strainer.
Explain we are going to learn about Hezekiah. When he became king, the “water” (the Southern Kingdom) was dirty because people were worshipping idols and other gods.
Pour the dirty water through the filter into a clean jar.
Explain that Hezekiah had the courage to be a “filter”. He didn’t just go along with what was popular; he did the hard work of cleaning out the bad stuff so the kingdom could be pure again.
At the Table:
Remind kids we are talking about the divided kingdom and today we are going to focus on a king from the Southern Kingdom (Judah). During this king’s reign, the other kingdom, the Northern Kingdom (Israel) was captured by the Assyrians and now the Assyrians want the Southern Kingdom (Judah) that Hezekiah controls.
Child reads 2 Kings 18: 1-8. What did Hezekiah do that was right?
Child reads 2 Kings 18:13-16. What does Hezekiah do to try to get the Assyrian king to leave them alone?
Giving the Assyrian king, Sennacherib, treasure does not work so Sennacherib sends his field officer, Rabshakeh, out to threaten them.
Adult reads 2 Kings 18: 28-35. Who does Rabshakeh say the people should listen to? Him or Hezekiah?
Child reads 2 Kings 19: 14-19. What does Hezekiah do when confronted with this threat from Assyria?
Child reads 2 Kings 19: 20 and 2 Kings 19: 35-37. What is the Lord’s response?
Activity:
Get a plastic baggie filled with water and several sharp pencils.
Explain that the water represents Judah and the bag represents God’s protection. The sharp pencils represent the threats from Assyria.
Carefully push the pencils all the way through both sides of the bag. The water will not leak because the plastic seals around the pencil.
Just as the bag stayed sealed, God “sealed” Jerusalem and protected it from the sharp threats Assyrians made.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson.
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
Week 23: Pre-Assyrian Exile
(3-22-26)
Introduction Activity:
Explain that in the Bible exile means being forced to leave home and live in a foreign land, often as a consequence of choosing not to follow God.
Play a game of “Telephone.” Whisper a simple warning like, “Turn back to God and keep His rules” to the first child.
The Twist: For the last few kids in the line, have other students make loud “distraction” noises (representing the “idols” and “nations around them”) to make it hard to hear the message.
The Lesson: The message was clear, but the people chose to listen to the “noise” of other nations instead of God’s prophets. Because they didn’t listen to the warning, the consequence (exile) came.
At the Table:
Child reads 2 Kings 17: 6. What happened to the people of Israel? Remind students that the Kingdom is divided and this part is about the N. Kingdom.
Child reads 2 Kings 17: 7-12. Make a list of WHY God allowed the people to go into exile.
Child reads 2 Kings 17: 13. Who tried to warn the people?
Child reads 2 Kings 17: 14. What did the people do after the warning?
Child reads 2 Kings 17: 28. What did the 1 priest that was brought back out of exile teach the people to do?
Child reads 2 Kings 17: 41. What sad and problematic things did the people do?
Activity:
Have all the kids stand up. Explain that you will give them instructions (touch your toes, spin around, look at the ceiling).
The “Stiff-Necked” Round: Tell them that for the next round, they must keep their necks completely stiff and unmoving while trying to follow instructions like “look at your shoes” or “look at the person behind you.”
Because they couldn’t move their necks to look toward you (God), they couldn’t see the right way to go. God sent many prophets (messengers) to tell them to turn back, but they were too “stiff-necked” to listen, which led to them being removed from their land.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
Week 22: Idolatry
(3-15-26)
Introduction Activity:
Give each child a blank piece of paper and drawing materials. Blindfold each child. Instruct them to draw the “best and most powerful thing they can imagine.”
When they are done, have them remove the blindfolds to see their creation. Explain that no matter how much effort we put into things we “build” (careers, reputations, hobbies), they are limited by our own human flaws. Contrast this with God, who is uncreated and whose “work” in us is perfect and living.
At the Table:
Child reads Isaiah 44:9-11. What words describe the making of idols?
Child reads Deuteronomy 27:15. How is the man who makes an idol described?
Child reads Psalm 115:4-8. How are idols described in this passage?
Adult reads Ezekiel 14:1-11. Where does it say in v. 3 that they set up their idols?
Activity:
Draw a giant heart on a whiteboard or a large piece of paper. Give everyone post-it notes and ask them to write down one thing people often “love or worship more than God” (school, social media, reputation, career, friends, sports, money). Have them stick the notes inside the heart.
Discuss all the “clutter” in the heart together. Discuss Ezekiel 14:6, where God calls His people to “Repent! Turn from your idols and turn away from your detestable practices!”.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers.
Week 21: The Divided Kingdom
(3-08-26)
Introduction Activity:
Gather a blindfold and pieces of “treasure” (candy). Blindfold one child and place the treasure in a secret location. Have another child call out correct directions to get the candy; have a different child call out directions that will NOT allow the blindfolded child to get the treasure. The blindfolded child must choose which friend to listen to.
Lesson: not all advice is good advice. We must listen to God and wise friends to help us make good decisions.
Tell students that after Solomon died, his son Rehoboam inherited the throne. Today we are going to learn about Rehoboam and some events during his reign.
At the Table:
Child reads 1Kings 12:12-17. Who did Rehoboam listen to for advice?
Child reads 1Kings 18: 20-29. In v. 21, what choice does Elijah give the people?
Child reads 1Kings 18: 30-40. Why did Elijah have so much water poured on the wood and offering?
Child reads Jeremiah 11:9-13. What did the people do? What was God’s response?
Activity:
Read aloud 1 Kings 18:21 again.
Challenge students to stand on one leg while trying to perform a task, like catching a ball or writing their name on a whiteboard.
Explain that “wavering” in the original Hebrew refers to a “limping” or uneven gait. Trying to serve both God and idols is unstable and prevents us from standing firm. Just like the people long ago, we must choose who we will serve.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson.
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
Week 20: King Solomon and the Temple
(3-01-26)
Introduction Activity:
Gather a magnet, small metal object (paperclip) and a barrier (wood block).
Show how the magnet (God) easily pulls the paperclip(us). Place the barrier (distraction) between them and show how the connection weakens.
Discuss how today we are going to learn about King Solomon and how he was distracted by wealth and women and turned to idol worship.
At the Table:
Child reads 1 Kings 4:20-28. What do the specific details about the amount of food and the amount of animals tell us about Solomon’s life?
Child reads 1 Kings 8:12-21. Who wanted to build the temple? Who actually built the temple?
Child reads 1 Kings 10:26-29. What does v. 27 tell us about Solomon’s wealth?
Child reads 1 Kings 11:1-8. What does v. 3 tell us his wives did? What did Soloman do as a result?
Child reads Deuteronomy 17:14-7. Thinking about the verses we read about Soloman, what did he do as king that was a warning to the people in these verses?
Activity:
Review with children what the words permanent and temporary mean. Call out items that are either permanent (God’s love, His Word) or temporary (money, toys). If it is permanent, children freeze. If it is temporary, childs “melt” to the floor.
Discuss how Soloman spent his life chasing things that “melted away”, forgetting to hold onto the one thing that lasts forever.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
Week 19: King David
(2-22-26)
Introduction Activity:
Get 2 boxes-wrap one beautifully and make the other box messy and dirty. Wrap trash inside the beautiful box and place a treat (stickers, candy, etc.) inside the messy, dirty box.
Ask the kids which box they would like to receive and then unwrap each box.
Ask kids to make comparisons between the boxes and the contents and what God looks for vs. what the world looks at.
At the Table:
Child reads 1 Samuel 16: 6-13. What part of a person does God see?
Adult briefly recaps the story of David using a sling and rock to defeat Goliath.
Adult reads 1 Samuel 17:41-47. Who gave David confidence that he would defeat Goliath?
Adult explain that although David did many good things, he also sinned. But even during his problems, he never turns away from trusting and following God.
Child read 2 Samuel 22:21-25.
Activity:
Give each child a washable marker and have them write or draw on their hands a time when they did not make a good choice. (lying, not listening to parents, not nice to another person, etc.)
Lead a short prayer asking for God’s help to follow Him better.
Then give each child a baby wipe or have them wash their hands in the sink, scrubbing off the words or drawings of their bad choice.
Remind kids that David trusted God would restore his relationship with Him after he did wrong.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
Week 18: The Monarchy Established
(2-15-26)
Introduction Activity:
Fill a jar with beans or M&Ms. Have each child write down a guess of how many are inside the jar. Have them talk as a group and come up with a group guess for the jar. Then, reveal how many items are in the jar.
Often, the individual first guess is closer than the group’s guess because people change their answers to fit in. Explain that the Israelites let other nations change their thinking about what they knew was right and that God was enough to meet their needs.
At the Table:
Child reads 1 Samuel 8:4-8. What did the people ask from Samuel?
Child reads 1 Samuel 8:9-18. What are some of the things Samuel warned the people that the king would want from them?
Child reads 1 Samuel 8:19-22. What was the people’s response?
Adult reads Psalm 72. What are some of the examples from the text that tell us what a good king should do?
Activity:
Gather a jar of water, salt and a raw egg. Explain that the egg represents someone who is feeling down or is in need. In the plain water, the egg sinks to the bottom.
Add salt to the water and stir. As the salt (kindness) dissolves, the egg begins to float to the top.
A good king/leader uses their words and actions to lift others up instead of letting them sink.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
Week 17: Job
(1-18-26)
Introduction Activity:
Get a large blanket or sheet and a soft ball to bounce on it. Have kids hold the edges of the blanket and try to bounce the object 10-20 times without it falling off. Introduce “challenges” like hopping or spinning to represent life’s difficult moments.
Discuss how life has many ups and downs. Even times when things are bouncing around and feel hard, we can choose to hold on to God.
At the Table:
Child reads Job 1:1-4. What does this tell us about Job?
Child reads Job 1:13-19. What happened to Job’s family and things?
Discuss in life that people often ask why bad things happen to good people.
Child read Job 28: 28. What does this verse say that God wants from us? Remind kids that to fear God means to respect and be in awe of Him, not frightened.
Activity:
Get a tomato or a picture of a tomato. Ask kids for facts about the tomato. (It is red, it has seeds, it’s a fruit). The facts are an example of Knowledge.
Ask the kids if they would put the tomato in a fruit salad. Most will say “no” even though a tomato is technically a fruit.
Explain that knowing a tomato is a fruit is knowledge. Knowing not to put it in a fruit salad is wisdom. We can know a lot of facts about God and the Bible, but we have to have wisdom to use them correctly.
Discuss some examples in our lives of applying wisdom (e.g. listening to others, ways to be kind and patient with others, etc.)
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers.
Week 16: The Period of the Judges
(1-11-26)
Introduction Activity:
Present various scenarios (e.g., getting a good grade, winning a soccer game, having a nice dinner). For each, have the kids identify what they did (e.g., studied, practiced, set the table) and what God provided (e.g., their brain, their body, the rain for the food to grow).
Emphasize that while we work hard, God is the one who “gives you the ability to produce wealth”.
At the Table:
Adult read Deuteronomy 8:11-20. What problem did the people have? What did God say would happen if the people went after other gods?
Child reads Judges 2:11-20. Even after the Lord brought the people out of Egypt, who did the people serve instead of God? When God gave them judges, what did the people do?
Child reads Judges 21:25. Do people today do “what is right in his own eyes?” Why is this a problem?
Activity:
Gather a standard ruler and make rulers out of cardboard strips, enough for each child to have one. On the cardboard ruler strips, mark with 1 inch, 2 inch, etc. but at incorrect intervals.
Give each child a “fake” ruler and ask them to measure the same object (book, table, bulletin board) and call out their measurements. They will all give different measurements.
Ask them who is right. They will likely say that their ruler says so. This is what it means to do “what is right in your own eyes”.
Explain that when we decide what is right or wrong based on our feelings, it is like a broken ruler; there can be a lot of variation. Show the real ruler (correct measurements) and explain that it is like God’s Word-the one true standard that never changes.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson.
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
Week 15: The Conquest and Promised Land
(12-28-25)
Introduction Activity:
Get a glass, a paper towel and a shallow dish of water. Push the paper towel into the bottom of the glass. Turn the glass upside down, making sure the paper towel does not fall out.
Put the inverted glass straight down into the shallow dish of water. Lift the glass straight out the water and the paper towel should still be dry.
Explain that the invisible air inside the glass protected the paper towel from the water. God is all around us like the air; His great power and protection are real and constant. He protected the Israelites in times of battle when they followed his directions.
At the Table:
Adults read Exodus 17: 8-16. Who won the battle? What did Israel do after the battle?
Kids read Deuteronomy 9: 1-3. How are the Anakim described? How will God handle the Anakim before Israel goes in?
Kids read Joshua 11: 21-23. What happened to the Anakim? What happened to the land?
Discuss why it was important for Joshua and the Israelites to follow God’s directions.
Activity:
Give the kids a small puzzle (12-24 pieces) to put together as a group. Before giving them the puzzle, hide one middle piece. Have kids complete the puzzle.
Ask the kids how the puzzle looks. Explain it does not look right because it’s missing something important. We are like the incomplete puzzle-if we obey God in some areas, but not in others, we are missing the piece of obedience.
Give kids the missing piece and explain that when we choose to obey God in all things, our lives become complete and full.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
Week 14: The Tabernacle and Ark of the Covenant
(12-14-25)
Introduction Activity:
Give each student a connect the dots activity. Have them guess what design they are making.
After each kid completes the activity, share that they have created a tabernacle, a tent where God lives. He wanted to be among his people! Today we will learn about the Tabernacle design and items in the Tabernacle such as the Ark of the Covenant (God’s promise kept in a box).
At the Table:
Have kids read Exodus 25: 8-9. What does God want the people to create? Why?
Have kids read Exodus 25: 10-16. God gives us a lot of details about how He wants the Ark constructed, why? Can you think of other times in the Bible we are given lots of details about the design of something? (Creation, how Noah was to build the ark, etc.)
Adult teacher explains that the next 2 chapters give us LOTS of details about how God wants the Tabernacle and the Ark of the Covenant built.
Kids read Exodus 27: 21. Notice how God includes who is going to care for the Tabernacle and he wants it to last through generations.
Activity:
Get a small cardboard box-”Giving Box”, index cards, markers and items to decorate the index card.
Remind kids that the people gave their best materials and used their special skills to build God’s dwelling place.
Give each kid at least 1 index card. Have them write an item or special skill that they will give to God (time, money, talent-teaching, caring for others, singing, encouraging others, feeding people, etc.)
Place decorated index cards in the Giving Box.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
*Connect the Dot activity page from sundayschoolbiblelessonsforkids.com-Lesson 4-Pattern for the Tabernaclehttps://www.sundayschoolbiblelessonsforkids.com/uploads/5/5/4/9/55490335/tabernacle_connect_the_dot_sheet.pdf
Week 13: The Law
(12-07-25)
Introduction Activity:
Get to 2 clear glasses of water, salt, spoon, and 2 eggs.
Label one glass “self-focused life” and the other “God focused life” and fill with water. Tell kids the egg represents us as people.
Place one egg is the “self-focused life” glass. Notice how it sinks to the bottom, heavy with sin. It stays at the bottom separate and unchanged by its surroundings.
Put several spoonfuls of salt into the “God focused life” glass and stir until it is mostly dissolved. The salt is like having God in our lives, shaping our character. Place the other egg in the “God focused life” glass-it will float! Notice how the salt has changed the density of the water, allowing the egg to rise. This shows that when God is in our lives, our character can be transformed and we can rise above the influences of the world.
At the Table:
Have kids read Deuteronomy 30: 15-16. What were the people told to do?
Have kids read Deuteronomy 30: 17-19. What were the consequences?
Have kids read Deuteronomy 30: 20. Why should the people listen and follow God?
Adults read 1 Timothy 1:8-11. Discuss how God’s Law is a useful tool when used right.
Activity:
Get an empty medicine bottle or box. Point out to the kids that there are directions on how to use the medicine safely and a warning label. Explain the warning label is to keep us safe.
God gave us his Law/rule which is like his warning label. The Law’s main job isn’t to make us feel bad, but to warn us of the danger of sin and encourage us to make better choices that don’t separate us from God.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
Week 12: Out of Polytheism, Into Monotheism
(11-23-25)
Introduction Activity:
Get 2 clear jars. In 1 jar, place a toy figure and label it monotheism. In the other jar, label it polytheism and place several small objects/toys to represent different gods. (seashell-sea god, farm animal-earth/harvest god, heart shaped object-love god).
Explain that in the monotheism jar, the worship is directed at one, single God. In the polytheism jar, each object represents a different god with a different job.
At the Table:
Adults read Exodus 20:1-6.
Discuss what God commanded the people to do
Kids read 1 Kings 18:20-21. What did Elijah say the people had to choose between?
Kids read Acts 17:22-23. What strange thing did Paul notice in Athens?
Adults read Acts 17: 24-31.
Discuss how some people in the world may still believe in polytheism, but only God is deserving of our worship.
Activity:
Give each kid a blank piece of paper and crayons
Have them draw or write at least 5 things that people might prioritize God. Ex: playing video games, sleeping, being on their cell phone, money
Have students share what they put on their papers. Then instruct students to make a large red X over each item. Discuss how we need to encourage each other to prioritize God first.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
Week 11: Egypt and the Exodus
(11-16-25)
Introduction Activity:
Discuss that God’s family (Israel) were now in slavery in Egypt and Egypt is a land of many gods, each god considered a protector of something.
Examine the chart listing the plague, corresponding god and area it challenged. (You may wish to write a plague on one card and the corresponding god on another card to create a matching game.)
Discuss why you think that God had a plague that corresponded to an Egyptian god?
At the Table:
Adults read Exodus 7:1-7.
What does it mean when the Lord says “But I will harden Pharaoh’s heart”?
Kids read Exodus 7: 10-13, Exodus 7: 20-22, Exodus 8:6-7, Exodus 8:18-19 and Exodus 9:10-12.
What pattern do you see happening with the plagues and the Egyptian magicians? What does this tell you about who is more powerful-God or the Egyptian god?
We read in the Bible that the Lord hardened Pharaoh’s heart, but also that Pharaoh hardened his own heart. Do people today still harden their hearts?
Activity:
Gather a dry sponge, a rock, a small clear bowl and a cup of water.
Hold up the sponge and the rock. Ask kids which object represents Pharoah’s heart.
Pour water over the rock, noting how it does not absorb the water. Pour water over the sponge, noting how the sponge soaks up the water.
Discuss how we have a choice- a soft heart, soaking up all of God’s words and wisdom or a hard heart like Pharaoh’s, which doesn’t let God’s message in.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers.
Week 10: The Patriarchs and Their Worship
(11-09-25)
Introduction Activity:
Write various scenarios on an index card for when someone might need help. (ex. Your dog runs away; You are having a hard time understanding how to do division in math class; your friend hurts your feelings, etc.)
Give each child a card and have them read aloud the problem. If another child has an idea of WHO can help them with the problem, they will pick up a “phone” (make a paper phone, use a toy phone or use hand sign ) to call their friend and help them out.
Discuss how God is always ready and willing for us to call on him when we are in trouble or in times of thankfulness.
At the Table:
Give each child a verse to read: Genesis 13:4, Genesis 21:33, Psalm 99:6 and Psalm 50:15.
Create a list of each of the patriarchs mentioned. What does the Bible record each of them doing in the verses?
Activity:
Give each child a piece of paper and markers
Have each child write the letters C, A, L, L vertically down the paper, leaving room to write beside each letter
Have kids write a word or phrase for each letter that describes God or how we call on Him. Ex: C-calm, A-ask for help, L-love
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
Week 9: Abraham
(11-02-25)
Introduction Activity:
Gather items you may wish to pack for a trip. (Water, food, map, sunblock, pillow, stuffed animal, Bible, swimsuit, hiking boots, medicine etc.) Have at least 10 different items to be chosen from.
Divide kids into 2 teams. Have teams pick 3 items they would most like to take on a trip. (Do not tell them what type of trip it is)
After each team has made their 3 selections, give time for them to explain their choices.
Discuss how Abram was asked to follow God and travel to a new land without knowing what he would need for the journey. Discuss how Abram and his family had to trust in God’s promises.
At the Table:
Have children read Genesis 12: 1-3.
What promises does God make to Abram?
Have adults read Genesis 12: 4-9.
What are the names of places that Abram and his family traveled? What did he do when he reached those places?
Adult Genesis 15: 1-6.
What BIG promise did God make Abram? What object in the sky did God say “so shall your descendents be”?
Activity:
Before class begins, hide paper or plastic stars around the room.
Have students try to seek out all the stars you have hidden in the room.
Invite students to contemplate God’s promise about Abram’s descendants and the stars in the skies
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
Week 8: The Three Rebellions
(10-26-25)
Introduction Activity:
Play “Would you rather…” For example, “Would you rather fight a battle with a lightsaber or Thor’s hammer?” “Would you rather fight with Superman or Batman?” “Would you rather have super speed or invisibility?”
Ask who is their favorite superhero and why.
Discuss how each superhero has some kind of weapon to use against enemies and some kind of defense they can use.
At the Table:
Review the 3 rebellions we have learned about the consequences of those rebellions. Adam and Eve wanting all knowledge right now; have to leave the Garden, must work, pain in childbirth. People continue doing evil on the earth; the world is destroyed except for Noah and his family. Build a tower; God gives them multiple languages to confuse them.
Read Ephesians 6:12
Discuss: Who does the writer say our struggle is with?
Activity:
Write down lies (You aren’t good enough. You aren’t smart. etc.) on slips of paper and place around the room.
Turn off the lights. Use a flashlight to find the slips of paper. Have kids read the lies.
Discuss: How does reading the Bible, praying and learning about God help us to defeat the forces of darkness.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
Week 7: The Tower of Babel
(10-19-25)
Introduction Activity:
Divide kids into pairs or small groups. Give each group spaghetti noodles and marshmallows.
Instruct the groups to build the tallest structure they can in 5 minutes WITHOUT talking to their teammates. Set the timer for 5 minutes. If groups talk, they must start over.
Discuss: How did you communicate with your teammates without talking? What feelings did you have about the lack of clear communication?
At the Table:
Read Genesis 11:1-9
Discuss: What did God do when he discovered the people building a tower?
Continue reading in One BIG Family about Nimrod and the Tower of Babel
Activity:
Make a copy of the Tower of Babel word search for each child
Give class time to complete the word search activity. They can help each other find the words, but they cannot speak the same language in order to help each other.
Do you think giving the people multiple languages was a good punishment?
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
Week 6: Noah and the Flood
(10-12-25)
Introduction Activity:
Create a simple obstacle course in the room. Blindfold 1 kid and have their partner give them directions to navigate the obstacle course. Have other children call out misleading directions.
With the next pair, have the partner on the other side give out clear directions. No other kids should speak.
Discuss: God is going to give Noah precise instructions on what to do to survive the flood. We must learn to listen to God and follow his directions for our lives.
At the Table:
Read Genesis 6:11-14.
Discuss: Why did Noah build the ark?
Read Genesis 8: 1-5 and Genesis 8: 20-22
Discuss: What did Noah do when he got off the ark? What was God’s response?
Continue reading in One BIG Family text
Activity:
Bring several spices and cooking seasonings for kids to smell. Have kids guess what each seasoning is.
Discuss how Genesis 8:21 states that “the Lord smelled the soothing aroma”. What do we do today that is a soothing aroma to the Lord?
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
Week 5: Genesis 6
(10-5-25)
Introduction Activity:
Give each child a small cup filled with water. Instruct them to hold their arm out straight for several minutes. You may wish to see who can hold the water the longest without spilling
Discuss how sin is like the cup of water; it starts out as a small, manageable problem, but, over time, becomes an overwhelming and destructive burden.
At the Table:
Have kids read Genesis 6:5-7.
Discuss: Why has the Lord decided to destroy the earth?
Have kids read Genesis 6:8-10.
Discuss: What does is mean to “find favor in the eyes of the Lord?”
Discuss: How is Noah described in the Bible?
Thinking question: Are other people in the Bible described as having “found favor in the eyes of the Lord”. Do you think these people are perfect or trying really hard to do the right thing?
Activity:
Mark a straight line on the floor with tape.
Have kids walk on the straight line with eyes open. Teacher or friend can be on other end of line to encourage participation and correct movement
Next, have kids try to walk the straight line with their eyes closed. Or spin the child several times and have them walk the line.
Discuss how sin can confuse us and keep us off the line to God and his ways.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
Week 4: Genesis 3 and “The Fall”
(9-28-25)
Introduction Activity:
Divide children into 2 teams. Give each team a roll of toilet paper on a stick. One team member holds the stick, the others unravel the TP. The first team to unravel the TP first is the winner.
All this TP around is a mess. Sin makes things messy.
At the Table
Discuss : what is sin. (God said do this, but you did this instead) Ex: lying, cheating, hurting someone/animals, etc.
Children will read Genesis 3: 1-13
Discuss what Adam and Eve did that was a sin. (Wanted to know everything all at once and NOT by God’s plan) Then they lied. Can other people/things lead us to sin?
Adults read Genesis 3: 14-24
Were there consequences to their sin? Discuss.
Activity:
Write scenarios on index cards. Ex: Someone pushes you off the swing on the playground, Your mom asks to help set the table, You feel frustrated and want to say bad words, Your brother is hogging the TV and your favorite show is on, etc.
Each child will select a card and act out the “Not God’s way” or “God’s Way” to respond to the scenario
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
Week 3: God’s Family – Human and Divine (9/21/25)
Introduction Activity:
Create a list of jobs children can easily act out and write 1 job on a slip of paper EX:firefighter, chef, teacher, vet
Have each child pick a slip of popper and act out the job on the paper. Other children will try to guess their job.
Discuss how different people have different jobs and have children list people they know and jobs that they do
At the Table:
Have children read Deuteronomy 32:7-9 and Job 38: 4-7
Adults read Psalm 82.
Remind children that God is our Leader/”Boss” but He has given jobs (rule and authority) to human and spiritual beings.
“Does everyone always make good choices?” Discuss how this happens on earth and in heaven.
Review what we have read in One BIG Family and continue to read the corresponding pages to this lesson
Activity:
Teamwork challenge: Divide kids into 2 teams
Write simple challenges on sticky notes: 20 jumping jacks, 10 hop on 1 foot, 30 backward steps, etc.
Each child reads their sticky note, completes the challenge and then tags the next person on the team. You can set a timer to add another layer of difficulty/fun.
Discuss how it may be hard for 1 person to do all the challenges, but by working together it is achievable.
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
Week 2: Creation and Eden (9/14/25)
Introduction Activity:
Give each child a piece of white paper and markers/crayons
Have each child draw a picture of themselves. As they draw, ask them, “does God only see the outside?”
Then have children write words of their “inside” characteristics . Ex: kind, funny, gentle, patient, etc.
At the Table:
Discuss how we are made in God’s image= He wants to see Himself in how we behave, treat others, do the right things, etc.
Have children read Genesis 1:26-31.
Adults read aloud Genesis 2: 7-23. Discuss how this section shows how God has a plan for when he created man and woman.
Introduce One BIG Family book. Read the first few pages. Let children know we will use this book to help our understanding over the next few weeks.
Discuss how we are made in God’s image, yet different, but all part of God’s family.
Activity:
Give each child a piece of paper
Lightly paint 1 hand of each child and have them place it on the paper
Have kids clean their hands and examine each other’s handprints
What do they notice is the same and different with the handprints?
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
Week 1: Introduction (9/7/25)
Introduction Activity:
Play Follow the Leader Game. Give each child a chance to be the leader.
Explain that when we study the Bible, we are learning how to follow The Leader=God
At the Table:
Discuss why it can be hard to learn something new.
Discuss how you would feel if you had to relearn something you already knew to do. EX: the abc’s with a new letter, tying your shoes
Have children read 2 Timothy 3:16-17 and 2 Timothy 2:15, helping them sound out words. What reasons does the Bible give for needing the Bible?
Have children read Psalm 119:17-24. How does the writer feel and think about reading the Bible?
Discuss how all the kids, teens and adults will be learning about the same Bible topics each week for several months and how some thinking about these topics may be new for kids, teens and even adults!
Activity:
This can be done as a group or individually
You will need paper, markers or whiteboard and dry erase markers
Write the word Bible in the center of the paper/whiteboard
Children will write or draw reasons “why we should study the Bible” around the word Bible
Prayer:
Remind children that we are talking to God and our bodies and voices should be respectful
Teacher leads, specifically mentioning topics from today’s lesson
Each child is encouraged to take turns and contribute
Teacher closes prayer after children have shared their prayers
The Divine Epic: God's story from creation to now. 