Leader’s manual AD5 Jesus, Son of God From John
Contents How it works
4
Unit introduction
6
1 2 3 4 5 6 7 8 9 10
Introducing Jesus
John 1:15–34
9
Jesus, name above all names
John 1:35–51
19
Water, wine and a miracle
John 2:1–12
27
Nicodemus questions Jesus
John 3:1–18
35
Saviour and Son
John 4:3–42
43
One and the same
John 5:1–18
49
Fish and bread to go, please
John 6:1–14,26–29
57
Lazarus, come out
John 11:1–53
65
Life giver
John 18:12–14, 28–40; 19:15–18
73
Risen Saviour
John 20:11–29
81
Adventure
Adventure
How it works How the sessions are structured Bible passage: All sessions are Bible-focused
Aim This is the ‘big idea’ to be taught during the session. It is child-oriented.
Outcomes These statements break down the aim into ‘do-able’ chunks. There are generally only three, so that the leader can keep them in mind and check up later whether or not they were achieved. They are broken up into: • knowledge – information, concepts, beliefs • understanding – more personal ways of grasping the concepts in the session • life application – ways of making links between knowledge and children’s lives, and reflecting on what kind of change might happen in response to God’s word.
Memory verse This verse is usually based on the CEV Bible and will be taught during the session.
Notes
Get ready
These notes for the leader give Bible context and background. There are hints regarding the theology of the passage, where it fits in salvation history and how it may properly be applied to both leader and child. There might also be comments about the management of the session content and special comments when needed about visual aids and activities.
This section gives hints about important preparation to be done before the session starts.
Leader’s prayer This section links to the aim and outcomes, mentioning the way this session will actually call for a response from the child and make a difference in their lives.
Start up During this time activities occur that introduce the theme, aim and ideas of the session. There may be a few activities to choose from. Each activity has a specific purpose. Your choice of activities will often depend on the children in your group and the space available.
Gear
Chat time
A summary is given at the beginning of the session of all the equipment needed by the leader and when it will be used. Some items will be given as optional. The gear needed for the Start up and concluding Activities is given with the particular activity. Leaders should choose these in advance to ensure that they have all that is needed. It is advisable to try out any unfamiliar activity before the session to make sure it works.
This short section is when the activities are over and the leader and children reflect on what the activities were about and how they lead into the Bible focus time. This will often involve a few open-ended questions.
Adventure
Bible focus
Music spot Various songs, on readily available CDs, are suggested to link into the session and to provide a high-interest flow to the activities.
Links ?
Links are made with the previous sessions. Connections with life are raised and the children are encouraged to discuss ‘real life’ situations they face. We will raise the issue here and it will be drawn to a conclusion during Bringing it together.
NOTE: Sometimes during Bible focus time there will be a special comment to the leader about an issue that may come up during the session.
Bringing it together
Teaching time This is the body of the session. It involves teaching and learning activities. The story time has as its central focus the explanation of the Bible text in an age-appropriate way so that the aim of the session is reached. The activities ensure that all the session outcomes are achieved.
This section is really important. The leader is encouraged to allow enough time for this as connections are discussed that impact the children’s lives.
What the leader actually says to the children is presented in bold text. Directions to the leader are in normal type. In this part of the session the children are helped to understand the Bible. Concepts and activities are designed to be age-appropriate. The activities are designed to reinforce this by enabling the teacher to revise the main concepts and test the children’s recall. Application is an important part of this section and it is done carefully, while being true to the passage and to the developmental needs of the children. Adventure 5-7s builds on what the child has learnt in Serious play 3-5s as well as at home and in school Religious Education classes. Foundations continue to be laid for further knowledge and understanding. Regardless of the stage of their faith, they can be called on to respond and can be encouraged to know how God’s word challenges them to love and trust Jesus as their Saviour and Lord. This icon shows where in the session the Bible will be read to the children so they can listen to and interact with the word of God.
There may be open-ended questions that encourage children to respond in their own terms. We are aiming for honest responses from the children. The Memory verse is often taught during this part of the session.
Prayer This will normally follow Bringing it together and allows time to pray for the issues highlighted by the children. Leaders will model prayer and also teach children how to pray – both for themselves and for others, and for the issues in the wider world.
Activities After the more formal learning time the leader is encouraged to choose one or more of the activities included in each session as a way of reinforcing the main learning ideas. This also allows the children to interact with the adult leaders and their fellow group members. It provides time for the leader to talk informally with the children to hear their responses to the learning. NOTE: The Links in each session help children to recall what they have already learnt. Leaders may wish to include a reflective session also.
Think about it
Think ahead
Here the leader is encouraged to think through issues that occurred in the session and reflect on possible strategies for the future.
This is a very brief indication of what the leader will need to plan ahead for next session. It may involve equipment, people and so on.
Adventure
Unit introduction
Jesus, Son of God From John
Unit aim The children will explore John’s Gospel to learn how Jesus was revealed as the Son of God.
Unit outcomes By the end of this unit the children will: • know that God sent his Son, Jesus, to be a light for the world • understand that Jesus has God’s power to perform miracles and forgive sins • understand that Jesus died on the cross to save us from our sins • know that Jesus came to life again • understand that those who have faith in Jesus will have eternal life.
Memory verses Sessions 1–6 God loved the people of this world so much that he gave his only Son so that everyone who has faith in him will have eternal life and never really die. John 3:16 (CEV)
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Timeline Cr ea ti on
Where this fits in God’s plan of salvation
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Sessions 7–10 God wants you to have faith in the one he sent. John 6:29 (CEV)
We encourage the children to understand that God sent Jesus to show us how to have eternal life, and that he wants us to respond to his Son with faith.
Adventure
Notes Bible background This unit establishes that Jesus of Nazareth is both the Son of God, and also God. The children will look at how this is revealed both through Jesus’ teachings, miracles, and ultimately through his death and resurrection. Session 1 introduces both John the Baptist and Jesus. John the Baptist was Jesus’ cousin. When people asked who he was, thinking he was Elijah or the Messiah, he replied that he was preparing the way for Jesus, the ‘Lamb of God who takes away the sin of the world!’ (John 1:29). Later, when he saw Jesus walking by, he told onlookers that Jesus was the Son of God (John 1:34). Session 2 continues the theme of introducing Jesus by looking at how the first disciples responded to Jesus’ call to ‘Come and see’. It also considers the different names they gave Jesus, like Teacher, Messiah, and Lamb of God. Session 3 deals with the first of Jesus’ miracles, or signs: Jesus turned water into wine. Here Jesus is revealed as one with God’s power to perform miraculous deeds, and John 2:11 noted that it is at this point that the disciples ‘put their faith’ in this man they had chosen to follow. Throughout this unit the children will be encouraged to put their faith in Jesus, just as the disciples did. Sessions 4 and 5 introduce some challenging concepts. In Session 4 the children hear the story of Jesus talking to Nicodemus about being ‘born again’ – a concept even Nicodemus, a grown man and teacher, found hard to understand. As Jesus explained, people must be born by the Spirit, or ‘born from above’ (John 3:3,7); this rebirth gives new life and changes people into children of God. Session five examines the concepts of Jesus’ ‘living water’ that is available to all who are led by the Spirit to find it. The result of drinking of ‘living water’ – Jesus – is eternal life. All of these concepts are explained in simple and fun ways. Don’t worry if the children don’t understand the concepts in depth at this point. Sessions 6 to 8 examine more of Jesus’ miracles, revealing his God-given power and authority. Jesus healed a paralysed man, fed 5000 men, and raised his friend, Lazarus, from death. These sessions also draw out the fact that despite Jesus’ miracles, and his growing number of followers, there was also a mounting hostility towards him. Fearful, dismayed, and angered by his teachings and miracles, the Jewish leaders began to plot his death. In each session, the children are encouraged to trust in Jesus and receive the gift of eternal life.
Sessions 9 and 10 focus on Jesus’ death and resurrection. In session nine the children will hear how Jesus suffered and died for the sins of all people. Session ten reflects on the disciples’ eventual understanding of who Jesus really was. Time and time again Jesus had shown that he had God’s power over everything – even life and death. Moreover, he had said that he was equal with God (John 5:17–18). Now it seemed clear that Jesus was actually God – one and the same. As Thomas so fittingly said, ‘You are my Lord and God’ (John 20:28). In this final session the children will be encouraged to reflect upon the importance of Jesus in their lives. They will be reminded that one day they will see him in the eternal home that has been prepared for us.
Faith development Children grow and develop physically, emotionally, cognitively and spiritually at different rates and in different ways. This unit aims to encourage growth in their relationship with Jesus, the Son of God. No matter what the stage of their faith development, they can be challenged to respond to God in Christ and to live in the way he wants us to. Faith has been described as having four aspects: believing, imagining, trusting and doing. (See Children Finding Faith by Francis Bridger, SU, England, 2000, available from CEP.) Believing involves having faith in the truth of the gospel and a reliance on the promises of God in Christ. Imagining involves creatively exploring our beliefs. Trusting involves the relational side of faith. Doing is the way we act as an outworking of our faith. Children, like adults, benefit from learning approaches that involve exploring faith from each of these four aspects. These sessions have been written with this in mind.
Special features The Leader’s pack includes: • the Leader’s manual with ten sessions • nine full-colour A3 Leader’s posters • one full-colour A3 Map poster of the places Jesus travelled • a sample of the full-colour Son of God scrapbook child’s component. (Extra scrapbooks may be purchased from CEP so that every child has their own book to work with in each session.) • a set of photocopiable masters • a variety of Visual aids and activities for each session.
Adventure
Leader’s posters
Photocopiable masters
There are ten, A3 colour posters included in this pack – nine Leader’s posters and one Map poster. These are useful for reinforcing teaching, summarising and recalling past sessions, and creating a colourful timeline of learning. While it is helpful to laminate the posters, some need to be folded or cut in order to tell the story. Check how each poster is used before laminating.
The set of photocopiable masters include Memory verse ideas, templates for craft activities and worksheets for children who finish more quickly than some of the others in the group. Purchase of the Leader’s pack entitles you to make one copy for each member of your group.
Children’s component The children’s component is a Son of God scrapbook designed to reinforce each session’s teaching. Each session the children will complete activities in the Scrapbook. In the centre of the book there is a ‘scrapbook photo’ for each session. There is also a copy of the map on the back cover. At the end of the series, the children will be able to take the Scrapbooks home as a visual reminder of what they have learned.
Activities Children all learn in a variety of ways. Adventure 5-7s is for five to seven year olds who are beginner readers and actively learn through a range of activities. These have been selected to provide variety and to cater for the preferred learning styles of all children.
Music spot Often the music helps children to remember the significant learning that has taken place in the session. CDs that will appeal to children include: • • • • • • • • • • • •
Promises, promises, CEP How cool is that, Johnny Burns Praise crazy, Johnny Burns LIVE in the big tent, Colin Buchanan Jesus rocks the world, Colin Buchanan 10,9,8 … God is great, Colin Buchanan Practise being Godly, Colin Buchanan Remember the Lord, Colin Buchanan Follow the Saviour, Colin Buchanan The King, the snake and the promise, Emu Music Lovely jubbly, Doug Horley Whoopah wahey!, Doug Horley
These CDs are available from CEP.
When choosing the activities you will include in each session, consider the number of children in your group, their individual skills and the space you have available. Try to encourage a wide range of activities so that the different learning skills of the children will be catered for. At this stage children are learning how to relate to God through his word, the Bible, and also through prayer. It is important that the leaders model this behaviour and encourage the children to follow their personal example. A Memory verse activity is included in each session and is presented in an interactive way so that the children will begin to build their own personal store of Bible verses.
Adventure
1
Introducing
Jesus John 1:15–34
Aim To help the children begin to grasp that Jesus is God’s Son, who came to take away sin.
Outcomes By the end of the session the children will: • know that John the Baptist was preparing the way for someone who was greater than he • understand that Jesus is the one John talked about • be encouraged to share John’s excitement about Jesus.
Memory verse God loved the people of this world so much that he gave his only Son. John 3:16a (CEV)
Notes Read John 1:15–34. Luke’s Gospel tells us that John the Baptist was a relative of Jesus, also born in miraculous circumstances (Luke 1:5–17). In John’s Gospel, we are introduced to the adult John the Baptist, preaching repentance and performing baptisms near the Jordan River. The Jewish leaders were curious. Who was this preacher? Was he the long awaited Messiah or king who would deliver Israel from Roman oppression? Was he Elijah, or a ‘Prophet’ (John 1:21), like Moses, yet greater? John answered that he was none of these. Rather, he was the humble herald and forerunner to someone far superior. Quoting Isaiah 40:3, he explained that he was ‘someone shouting in the desert, “Get the road ready for the Lord”’. When Jesus approached John the following day, John announced, ‘Here is the Lamb of God who takes away the sin of the world’ (John 1:29). This description was heavy with meaning for the people of Israel, picking up imagery and concepts including the Passover lamb (Exodus 12), the lamb sacrificed for sin (Exodus 29:38–46) and the suffering servant (Isaiah 53:4–12). John’s claim was that Jesus was God’s chosen sacrificial lamb, sent to take away sin. John also declared, ‘I tell you that he is the Son of God’ (John 1:34). John continued to preach and
baptise, but would later explain to his followers, ‘Jesus must become more important, while I become less important’ (John 3:30). John was both excited and humbled by the arrival of Jesus, recognising that Jesus alone could ‘take away sin’ and reconcile people with God. We can also share in John’s excitement, since Jesus’ sacrifice was for all his people for all time. This session introduces Jesus as God’s Son and the one sent to take away sin. The concept of ‘taking away sin’ will not be explored fully in this session, but will be further examined during the unit. John’s baptism: John’s role as forerunner of Christ involved him in calling on God’s people to repent of their sins and turn back to God. As a symbol of this change in attitude they were baptised by John. Jesus did not need to repent or turn back to God. His baptism was symbolic of his complete obedience to his Father as the perfect Israelite and his identification with God’s people, expressed fully when he died on their behalf.
Leader’s prayer Give thanks for Jesus, the one who came to take away our sin. Pray that as you work through this unit, the children will have a deeper understanding of who Jesus is and what he has done for them.
Adventure
Gear q q q q q q q q q q q q q
A CEV Bible marked at John 1:15–34 Leader’s poster 1 (John baptised Jesus) Map poster A Son of God scrapbook for each child Blue sheet Optional biblical costumes (see Get ready) Blessing shape 1 (dove) for each child (see Get ready) A copy of the Memory verse visual aid on page 18, (optional, see Get ready) A copy of the Jesus and John photocopiable (page 15) for each child Large Blessing shape 1 (dove) for the Memory verse activity Gear for the Memory verse and Take home activities A CD player and CD of choice Gear for chosen activities in Start up and Activities sections
Get ready Display Leader’s poster 1. Cover the picture of Jesus in preparation for Bible focus. Display the Map poster. Have ready a blue sheet to represent the ‘Jordan river’. A long strip of blue crepe paper will also do. In each session of this unit the children will be given a Blessing shape (found on the Blessing shape photocopiables pages 16–17). We suggest that you photocopy the Blessing shapes for the unit onto brightly coloured paper. Keep your copies and each session cut out the shape for that session. The children will be asked to complete an activity written on the shape, and then glue it into their Son of God scrapbooks. Also, make one copy of the Blessing shapes photocopiables and enlarge it. This will be for decorating your Memory verse poster (see below). Make a Memory verse poster for use over the next several sessions. Use a sheet of brightly coloured cardboard. With a felt pen, rule a border 10 cm in from the edge. You can photocopy and enlarge the words from the Memory verse visual aid (page 18) and glue it inside the border. Alternatively, write the Memory verse in large letters with a marker pen. Over the next several sessions, the children will help to decorate the poster. A large copy of the session’s Blessing shape can be glued in the border, as shown in the Memory verse visual aid (page 18). Make a copy of the John and Jesus photocopiable (page 15) for each child.
Remove the colour centre spread from each child’s Son of God scrapbook. Cut Scrapbook photo 1 from each centre spread. Place the centre spreads aside for later sessions; place each child’s Scrapbook photo 1 inside his or her scrapbook. If you wish, assemble simple costumes for ‘John the Baptist’ and ‘Jesus’, such as some sandals, a large T-shirt and a fabric belt. Use Leader’s poster 1 as a guide. For extra impact If you have access to the song, Who are you? by The Who, (or a segment of the television series CSI theme: Who are you? Who, who, who, who?), you could play this as the children enter the room.
Start up Choose from the following warm-up activities to suit your group and the time you have available. These activities are designed to introduce the content and concepts that form part of the session. Please note that the Chat time is an important component of the session and should be completed immediately before moving into the Bible focus. For future reference, tick the activities you use.
Who am I? Purpose: To practise asking and answering questions about people, in order to better appreciate the Jews’ questioning of John the Baptist. Gear q The Guess Who® game or similar (optional) q A box, paper, coloured pens and pencils, and adhesive tape Choose from the following activities. You only need the Gear for the option(s) you choose. • Tell the children, I’m pretending I am one person in this class. If you ask me questions, I’ll answer to help you guess which person I am. Encourage the children to ask questions such as, ‘Are you a boy or girl?’ ‘What colour hair do you have?’ What do you like to do?’ and so on. Once they have the hang of it, children can take turns to pretend they are someone else in the class and answer the questions. It may help if they whisper who it is to you before they begin. For an older group, invite the children to try asking only questions with a ‘Yes’ or ‘No’ answer.
10 Adventure
• Take turns playing the Guess Who® game with the children. Cheaper and smaller versions of this game can also be purchased from bargain stores. • On separate slips of paper write the names of popular animated movie characters, such as Shrek, Nemo, Ariel (the little mermaid), Pikachu, and so on. Place each name in a box. Encourage the children to draw one name from the box and either act, draw, or describe the character until the rest of the children guess who it is. For younger children, let them come up with a list of characters together so it narrows the field a little. • Write the names of popular animated characters on paper as in the option above, but instead select the name from the box and attach the name to a child’s forehead. Encourage the child to ask questions, preferably those with yes or no answers, in order to guess who is on the paper.
Chat time Lead the following discussion. In our first activity, we used questions to find out who each person was pretending to be. This was only a game of course, but sometimes we have real questions about people, and want to know, ‘Who are you?’
Can anyone tell me who those baby boys were? (Jesus and John.) Sometimes, when the Bible tells us about a baby being born, that baby grows up to be someone important in God’s great plan. Show the children John 1:15–34 in your CEV Bible. Baby Jesus and baby John were both important. We’ll find out how today.
Teaching time Sit near Leader’s poster 1 (see Get ready) and the Map poster. Spread a sheet on the ground to represent water. If you wish, invite two children to dress as ‘John’ and ‘Jesus’ (see Get ready). Ask the rest of the children to act as ‘messengers’ and ‘Jewish leaders’. Elizabeth and Mary watched their boys grow up into strong young men. Both John and Jesus loved God very much. Both had important things to do for God. Point to John on Leader’s poster 1. This is John, all grown up. He lived in the desert for a long time.
Think about:
Point out the Jordan River on the Map poster.
• when a stranger comes to your front door
• when someone’s face is on the television a lot.
One day, John went to a place called the Jordan River. There, John told people about God. He spoke with great power because he had God’s Spirit. People came from far and wide to listen to him.
Can you think of another time when you’ve wondered, ‘Who are you?’ (Accept responses.)
‘Someone greater than me is coming,’ he shouted to the people.
There was once a man who was asked ‘Who are you?’ His name was John the Baptist.
Ask ‘John’ to repeat, ‘Someone greater than me is coming,’ and then continue to stand and mime talking to people. ‘John’ should stand near the blue sheet that represents the river.
• when there is an visitor at your school
Bible focus
John baptised many people and he soon became known as ‘John the Baptist’.
Links ?
Here’s a story you might know. Once there were two cousins, Mary and Elizabeth. One day, Mary discovered she was having a baby! It was rather a surprise, so she went to visit Elizabeth, and found that she too was having a baby. Both women had baby boys and this made them very happy! Put your hand up if you’ve heard that story before.
Who can tell me what baptism is? (Accept responses. When John baptised people he ‘dunked’ them in the river. People did this to show they were sorry for their sin and were turning back to God.) When the Jewish leaders heard about John the Baptist, they became curious. ‘Who is that man?’ they wondered. Ask the ‘Jewish leaders’ to repeat, ‘Who is that man?’ They sent some messengers to ask John who he was. Whisper each question to the group, so they
11 Adventure
1
can ask ‘John’ together. ‘John’ should answer ‘No!’ each time and shake ‘his’ head.
Bringing it together
‘Are you the Messiah?’
Look once more at John the Baptist from Leader’s poster 1.
‘Are you Elijah?’
Why do you think lots of people went to see John the Baptist? (Accept responses.)
‘Are you the prophet?’ Invite the children to ask any questions they have!
When people listened to John talk about God, they thought he was someone great. But John told them someone greater than him was coming.
Finally, the messengers asked, ‘We give up! Who are you? Tell us!’ Ask the ‘messengers’ to repeat, ‘We give up! Who are you? Tell us!’ ‘I’m only someone shouting in the desert, “Get ready for the Lord”,’ said John. Ask ‘John’ to say, ‘I’m preparing the way for the Lord.’
What did John say when the messengers asked, ‘Who are you?’ (Accept responses. He was someone shouting in the desert, preparing the way for the Lord.)
The messengers were confused. What did that mean? (Ask the messengers to look confused.)
Who was John preparing the way for? (Someone greater than him; Jesus.)
What do you think John meant? (Accept responses. John was preparing the people for someone much greater than himself.)
What were some of the things John said about Jesus? (He was God’s Son, and he could take away sin.)
Someone greater than John was coming; John was preparing the way. He was getting the people ready for this other, greater person.
Does anyone know how Jesus can ‘take away sin’? (He did so by dying on the cross.)
The next day, the person John was talking about came to the Jordan River. Invite the child dressed as ‘Jesus’ to walk towards John. ‘Here is the one who is greater than I am!’ shouted John. Ask ‘John’ to repeat ‘Here is the one who is greater than I am!’
We’ll talk more about that in the next few weeks. It’s hard to understand but when I think about it I feel … (tell the children how you feel). How do you think John felt about Jesus? Why? (Excited, happy, thankful, because he knew Jesus was God’s Son who had come to take away sin.)
Do you know who it was? (Accept responses. Jesus.)
How does this news about Jesus make you feel? (Encourage the children to respond by filling in the ‘feelings monitor’ on page 2 of their Scrapbooks.)
Reveal the picture of Jesus on Leader’s poster 1.
Memory verse
It was Jesus! Listen carefully to what John said about Jesus.
Gear Your Memory verse poster A large copy of this session’s Blessing shape (dove) Colour pens and pencils Glitter and glue
‘Here is the Lamb of God who takes away the sin of the world,’ announced John. Ask ‘John’ to repeat these words.
q q q q
‘Here is one I told you about,’ repeated John. Ask ‘John’ to repeat these words.
During this unit the children will learn John 3:16 in parts.
‘Here is the Son of God,’ said John. Ask ‘John’ to repeat these words.
Show the Memory verse poster to the children and read the words together, remembering that some children will be non-readers. Read again the first part, ‘God loved the people of this world so much that he gave his only Son’. Explain that you will learn the rest of the words during the next few weeks.
Point to John, then Jesus on Leader’s poster 1. John had God’s Spirit. He spoke powerfully and had many followers. He was a great man. But Jesus was far greater. Even John said so. It’s funny – people had come to find out who John was, but John wanted them to know who Jesus was! Thank the children for their help and ask them to sit down.
Teach the verse as follows: Leader: God loved the people of this world … Which world? Children: This world!
12 Adventure
Leader: God loved the people of this world so much … How much?
Activities
Children: So much!
Do the Scrappin’ activity. Do the other activities as time permits.
Leader: God loved the people of this world so much that he gave his only Son … Gave his only what?
Scrappin’ Gear
Children: His only Son! All repeat the verse together. Encourage the children to start decorating the poster with the colour pens and pencils. Add some glitter. Ask a child to glue this week’s Blessing shape in the border.
A Son of God scrapbook for each child Scrapbook photo 1 (see Get ready) Blessing shape 1 (dove, see Get ready) Coloured pens and pencils Glue sticks
Encourage the children to complete the activities on page 2 of their Scrapbook.
Keep the poster for next week.
Prayer Remind the children that John wanted people to know about Jesus. Encourage the children to draw a picture of, or write the name of, someone they would like to pray for. Perhaps it is someone who doesn’t know Jesus. Invite the children to repeat the following prayer. Dear Father, Thank you loving us so much that you sent us Jesus. Help us to learn as much as we can about him. Help us to tell people about your Son, just like John did. We especially think of … (invite the children to pray silently for the person on their paper). Amen.
Ask the children to glue Scrapbook photo 1 into the space provided, then fill in the missing letters on the Blessing shape to work out why God sent Jesus and glue the shape into the space provided. If they haven’t already done so, invite the children to colour in the appropriate face on the ‘feelings monitor’ at the bottom of the page to show how they feel about Jesus. Ask if they remember how John might have felt when he talked about Jesus. Encourage the children to write a sentence near the scrapbook photo to describe what happened in today’s story. You may need to help some children. If time permits, help the children to draw an ‘x’ on the east side of the Jordan River (see map on page 16 of the Scrapbook). Remember to collect the Scrapbooks for the next session.
Music spot Choose from the following songs:
Take home
Follow the Saviour, track 1 of Colin Buchanan’s LIVE in the big tent CD.
Gear
Jumping for Jesus, track 9 of Johnny Burn’s How cool is that CD. I’m gonna jump up and down (be happy!), track 5 of Doug Horley’s Lovely jubbly CD. Oh it’s great great brill brill, track 2 on Doug Horley’s Whoopah wahey CD.
q q q q q
q A copy of the Jesus and John photocopiable (page 15) for each child q Coloured pens and pencils Give each child their copy of the Jesus and John pictures on page 15. Invite the children to write ‘Jesus’ and ‘John’ in the appropriate spaces. You may wish to write both names on a chalkboard or whiteboard for the children to copy. The children can then colour each figure, and cut them out. They can be used to play ‘Who am I?’ Choose one of the figures and hold it above one child’s head where they cannot see. They must ask two questions before guessing which person they are.
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1
And the greatest is …
Food ‘n’ fun
Gear
Gear
q q q q
Plasticine or similar modelling material Ribbon Cardboard and coloured felt tips A range of craft materials
q Jelly babies, three for each child q Sour fruit strips
Remind the children that John said Jesus was greater than he was. Why did John say this? Discuss briefly how ‘greatness’ is recognised at the children’s school or in the wider community. Invite the children to make a medal, a trophy, a certificate, a statue or something similar for Jesus, then to prepare a brief speech, explaining why Jesus is the greatest. Allow each child to make a presentation speech. Encourage them to keep their award somewhere at home where it will remind them that Jesus is the greatest!
Give each child a piece of the sour fruit strip and some jelly babies. Ask them to pretend the sour strip is the river John the Baptist baptised people in. Who can remember what the river was called? Invite the children to choose one jelly baby to be John the Baptist. What did John the Baptist do? The other jelly baby can be someone questioning John about who he is. What were some of the questions the people asked him? What did he say about Jesus? The last jelly baby can represent Jesus. What did Jesus come to do? Act out the story with the jelly babies, telling the children that John also baptised Jesus in that river.
Think about it
Think ahead
Did the children grasp why John was excited about Jesus? The problem of sin will be further explored future sessions, so that the children will better appreciate what Jesus has done, and why it’s such great news!
You will need Leader’s poster 2 (Jesus’ friends), the Map poster, the children’s Son of God scrapbooks and a copy of the Invitation photocopiable (page 25) for each child. Also a Blessing shape 2 (crown) for each child, and a large copy for the border of your Memory verse poster.
Do you have enough scrapbooks for the children in your group? Remember to have a few extras on hand for visiting children to use.
Refer to Gear for Session 2 (page 20).
14 Adventure
Š CEP 2004 The purchaser of the Adventure AD5 manual is entitled to photocopy this page for use with his or her group. 15 Adventure
2.
3.
1.
4.
5.
7.
Š CEP 2004 The purchaser of the Adventure AD5 manual is entitled to photocopy this page for use with his or her group. 16 Adventure
6.
10.
9.
8.
Š CEP 2004 The purchaser of the Adventure AD5 manual is entitled to photocopy this page for use with his or her group. 17 Adventure
Š CEP 2004 The purchaser of the Adventure AD5 manual is entitled to photocopy this page for use with his or her group. 18 Adventure