Building on the Rock WISDOM

GRADE 1 4 GRADE Building on the Rock WISDOM

GRADE 2 5 GRADE

GRADE 3 6 GRADE

SAMPLER

1 Building on the Rock Table of Contents—Teacher’s Manual

GRADE Foreword ...... vii 2.7.4 God Is Moral ...... 62 Introduction ...... viii GRADE Summit’s Faith and Convictions ...... ix Lesson 8 God’s Characteristics, Part I Building on the Rock Scope and Sequence ...... x 2.8.1 God’s Nature ...... 64 1 4 Using Building on the Rock ...... xi 2.8.2 God Is Eternal...... 66 2.8.3 God Is Immutable ...... 68 WISDOM Worldview Section 2.8.4 Reverence ...... 70 Level 1 Wisdom Lesson 9 God’s Characteristics, Part II GRADE Unit 1 Overview and Preparation ...... 1 GRADE 2.9.1 God Is Omnipresent ...... 72 Lesson 1 A Parable of Two Builders 2.9.2 God Is Omnipotent ...... 74 1.1.1 Wise William ...... 4 2.9.3 God Is Omniscient ...... 76 2 5 1.1.2 Foolish Fred ...... 6 2.9.4 God’s Infinite Knowledge ...... 78 1.1.3 Wise and Foolish Choices ...... 8 1.1.4 God Is the Rock...... 10 Unit 3 Overview and Preparation ...... 81 Lesson 10 The Trinity Lesson 2 God’s Truth in Creation GRADE 3.10.1 Unit 1 Review ...... 84 GRADE 1.2.1 Truth Can Be Known ...... 12 3.10.2 Unit 2 Review ...... 86 1.2.2 God’s Word Is Truth ...... 14 3.10.3 God in Three Persons ...... 88 1.2.3 Creation Reveals a Creator ...... 16 3.10.4 God Is Triune ...... 90 3 6 1.2.4 Obedience ...... 18 Lesson 11 God the Father Lesson 3 God’s Truth in the Bible 3.11.1 The Protector ...... 92 1.3.1 God’s Written Truth ...... 20 3.11.2 The Creator ...... 94 1.3.2 Questions and Answers I ...... 22 3.11.3 The Helper and Teacher ...... 96 1.3.3 Questions and Answers II ...... 24 3.11.4 The Savior ...... 98 1.3.4 Obedience in the Bible ...... 26 Lesson 12 God the Son Lesson 4 God’s Truth through Jesus 3.12.1 Jesus Christ ...... 100 1.4.1 A Personal Visit ...... 28 3.12.2 The Savior ...... 102 1.4.2 God in Person ...... 30 3.12.3 The Creator and Teacher ...... 104 1.4.3 Jesus Loves ...... 32 3.12.4 The Helper ...... 106 1.4.4 Jesus Saves ...... 34 Lesson 13 God the Holy Spirit Unit 2 Overview and Preparation ...... 37 3.13.1 The Holy Spirit’s Roles ...... 108 Lesson 5 Beliefs about God 3.13.2 Savior and Creator ...... 110 2.5.1 One True God ...... 40 3.13.3 Teacher and Helper ...... 112 2.5.2 Atheism ...... 42 3.13.4 Fruit of the Spirit ...... 114 2.5.3 Polytheism ...... 44 2.5.4 Theism ...... 46 Lesson 14 Loyalty 3.14.1 Being True ...... 116 Lesson 6 God’s Nature, Part I 3.14.2 Ruth Is Loyal ...... 118 2.6.1 God Is One ...... 48 3.14.3 The Sin of Disloyalty ...... 120 2.6.2 God Is a Person ...... 50 3.14.4 Three Character Traits ...... 122 2.6.3 God Thinks and Feels ...... 52 2.6.4 God Has a Will ...... 54 Unit 4 Overview and Preparation ...... 125 Lesson 15 God the Creator Lesson 7 God’s Nature, Part II 4.15.1 Units 1–3 Review ...... 128 TEACHER MANUAL 2.7.1 God’s Personhood ...... 56 4.15.2 Harmony ...... 130 2.7.2 God Is Spirit ...... 58 4.15.3 Angels ...... 132 2.7.3 God Is Holy ...... 60

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2 Building on the Rock Table of Contents—Teacher’s Manual Teacher Manual Foreword ...... vii 2.7.4 God Is Moral ...... 62 Introduction ...... viii Summit’s FaithBuilding and Convictions on ...... the Rockix Table Lesson of Contents—Teacher’s8 God’s Characteristics, Part I Manual Scope and Sequence ...... x 2.8.1 God’s Nature ...... 64 Using BuildingBuilding on the Rock ...... on the Rock Tablexi of Contents—Teacher’s2.8.2 God Is Eternal...... Manual66 Foreword ...... vii 2.8.3 God Is2.7.4 Immutable God Is ...... Moral ...... 68 62 WorldviewIntroduction SectionForeword ...... vii viii 2.8.42.7.4 Reverence God Is Moral ...... 6270 Level 1 WisdomSummit’sIntroduction Faith ...... and Convictions ...... viii ix Lesson 8 God’s Characteristics, Part I Summit’s Faith and Convictions ...... ix Lesson Lesson 9 8 God’sGod’s Characteristics, Characteristics, PartPart I II Unit 1 OverviewScope andand PreparationSequence ...... 1 x 2.8.1 God’s Nature ...... 64 Scope and Sequence ...... x 2.9.12.8.1 God God’s Is2.8.2 Omnipresent Nature God ...... Is Eternal ...... 6472 66 LessonUsing 1 BuildingA Parable on of the Two Rock Builders ...... xi 2.8.2 God Is Eternal...... 66 Using Building on the Rock ...... xi 2.9.2 God Is2.8.3 Omnipotent God Is Immutable ...... 74 68 1.1.1 Wise William ...... 4 2.8.3 God Is Immutable ...... 68 2.9.32.8.4 God Reverence Is2.8.4 Omniscient ...... Reverence ...... 7076 70 WorldviewWorldview1.1.2 FoolishSection Section Fred ...... 6 2.9.4 God’s Infinite Knowledge ...... 78 LevelLevel 11.1.3 1Wisdom Wisdom Wise and Foolish Choices ...... 8 Lesson Lesson 9 God’s 9 Characteristics,God’s Characteristics, Part II Part II Unit 1.1.41 Overview God Is and the PreparationRock...... 10 1 Unit 1 Overview and Preparation ...... Unit1 3 Overview and2.9.1 Preparation God Is Omnipresent ...... 7281 Lesson 1 A Parable of Two Builders 2.9.1 God Is Omnipresent ...... 72 Lesson 1 A Parable of Two Builders Lesson 10 The2.9.2 Trinity God 2.9.2Is Omnipotent God Is Omnipotent ...... 74 74 Lesson 2 God’s Truth1.1.1 in WiseCreation William ...... 4 1.1.1 Wise William ...... 4 3.10.12.9.3 Unit God 2.9.31Is ReviewOmniscient God ...... Is ...... Omniscient ...... 7684 76 1.2.1 Truth 1.1.2Can FoolishBe Known Fred ...... 12 6 2.9.4 God’s Infinite Knowledge ...... 78 1.1.21.1.3 Wise Foolish and FredFoolish ...... Choices ...... 8 6 3.10.2 Unit 2.9.42 Review God’s ...... Infinite Knowledge86 ...... 78 1.2.2 God’s Word Is Truth ...... 14 1.1.31.1.4 God Wise Is andthe Rock Foolish...... Choices ...... 10 8 3.10.3 God in Three Persons ...... 88 1.2.3 Creation1.1.4 Reveals God Is a theCreator Rock ...... 16 10 Unit 3 Overview and Preparation ...... 81 LessonUnit 10 3 3.10.4OverviewThe God Trinity Isand Triune Preparation ...... 90 81 Lesson1.2.4 Obedience2 God’s ...... Truth in Creation 18 3.10.1 Unit 1 Review ...... 84 1.2.1 Truth Can Be Known ...... 12 Lesson 10 The Trinity Lesson 2 God’s Truth in Creation 3.10.2 Unit 2 Review ...... 86 1.2.2 God’s Word Is Truth ...... 14 Lesson 11 God the Father3.10.1 Unit 1 Review ...... 84 Lesson 3 God’s Truth1.2.1 in theTruth Bible Can Be Known ...... 12 3.10.3 God in Three Persons ...... 88 1.2.3 Creation Reveals a Creator ...... 16 3.11.1 The Protector3.10.2 Unit ...... 2 Review ...... 92 86 1.3.1 God’s 1.2.2Written God’s Truth Word ...... Is Truth ...... 20 14 3.10.4 God Is Triune ...... 90 1.2.4 Obedience ...... 18 3.11.2 The Creator3.10.3 God ...... in Three Persons94 ...... 88 1.3.2 Questions and Answers I ...... 22 1.2.3 Creation Reveals a Creator ...... 16 3.11.3 The Helper and Teacher ...... 96 Lesson 11 God the Father3.10.4 God Is Triune ...... 90 Lesson1.3.3 Questions3 1.2.4God’s and ObedienceTruth Answers in the ...... II Bible ...... 24 18 3.11.43.11.1 The The Savior Protector ...... 9298 1.3.4 Obedience1.3.1 God’sin the Written Bible ...... Truth ...... 26 20 Lesson3.11.2 11 TheGod Creator the ...... Father 94 Lesson 3 God’s1.3.2 Questions Truth inand the Answers Bible I ...... 22 Lesson 12 God3.11.3 the The Son3.11.1 Helper The and TeacherProtector ...... 96 92 Lesson 4 God’s Truth1.3.11.3.3 through QuestionsGod’s WrittenJesus and Answers Truth II ...... 24 20 3.12.13.11.4 Jesus The 3.11.2 ChristSavior ...... The ...... Creator ...... 98100 94 1.4.1 A Personal1.3.21.3.4 VisitObedience Questions ...... in and the BibleAnswers ...... 28 I ...... 26 22 3.12.2 The Savior3.11.3 ...... The Helper and Teacher102 ...... 96 1.4.2 God in1.3.3 Person Questions ...... and Answers30 II ...... 24 Lesson 12 God the Son Lesson 4 God’s Truth through Jesus 3.12.3 The Creator3.11.4 The and Savior Teacher ...... 104 98 1.4.3 Jesus Loves ...... 32 3.12.1 Jesus Christ ...... 100 1.3.41.4.1 A Obedience Personal Visit in ...... the Bible ...... 28 26 3.12.43.12.2 The The Helper Savior ...... 102106 1.4.4 Jesus Saves1.4.2 ...... God in Person ...... 34 30 Lesson3.12.3 12 TheGod Creator the and Son Teacher ...... 104 Lesson 4 God’s1.4.3 Jesus Truth Loves through ...... Jesus 32 Lesson 13 God3.12.4 the The Holy3.12.1 Helper Spirit Jesus ...... Christ ...... 106 100 Unit 2 Overview and Preparation1.4.11.4.4 JesusA ...... Personal Saves ...... Visit ...... 37 34 28 3.13.1 The Holy3.12.2 Spirit’s The Savior Roles ...... 108 102 Lesson 5 Beliefs about1.4.2 God God in Person ...... 30 Lesson 13 3.13.2God Savior the Holy3.12.3 and Spirit Creator The Creator ...... and Teacher110 ...... 104 Unit 2.5.12 Overview One True 1.4.3and GodPreparation Jesus ...... Loves ...... 40 37 32 3.13.33.13.1 Teacher The3.12.4 Holy and Spirit’s The Helper Helper Roles ...... 108112 106 Lesson2.5.2 Atheism5 1.4.4Beliefs ...... Jesus about Saves God ...... 42 34 3.13.2 Savior and Creator ...... 110 2.5.1 One True God ...... 40 3.13.4 Fruit of the Spirit ...... 114 2.5.3 Polytheism ...... 44 3.13.3 Teacher and Helper ...... 112 2.5.2 Atheism ...... 42 Lesson 13 God the Holy Spirit Unit 2 2.5.4Overview Theism and ...... Preparation ...... 46 37 3.13.4 Fruit of the Spirit ...... 114 2.5.3 Polytheism ...... 44 Lesson 14 Loyalty 3.13.1 The Holy Spirit’s Roles ...... 108 2.5.4 Theism ...... 46 Lesson 5 Beliefs about God Lesson 14 3.14.1Loyalty Being3.13.2 True ...... Savior and Creator ...... 116 110 Lesson 6 God’s Nature, Part I 2.5.1 One True God ...... 40 3.14.23.14.1 Ruth Being3.13.3 Is TrueLoyal ...... Teacher ...... and Helper116 ...... 118 112 Lesson2.6.1 God6 IsGod’s One ...... Nature, Part I 48 2.5.2 Atheism ...... 42 3.14.33.14.2 The Ruth Sin3.13.4 Is ofLoyal Disloyalty Fruit ...... of the ...... Spirit ...... 118120 114 2.6.2 God Is2.5.32.6.1 a Person GodPolytheism Is ...... One ...... 50 48 44 3.14.3 The Sin of Disloyalty ...... 120 2.6.2 God Is a Person ...... 50 3.14.4 Three Character Traits ...... 122 2.6.3 God Thinks2.5.4 Theism and Feels ...... 52 46 3.14.4 Three Character Traits ...... 122 2.6.3 God Thinks and Feels ...... 52 Lesson 14 Loyalty 2.6.4 God Has a Will ...... 54 2.6.4 God Has a Will ...... 54 Unit Unit4 Overview 4 Overview and and Preparation Preparation3.14.1 Being ...... True ...... 125125 116 Lesson 6 God’s Nature, Part I Lesson Lesson 15 15 GodGod the the Creator Creator3.14.2 Ruth Is Loyal ...... 118 Lesson 7 LessonGod’s 7 Nature, God’s Part Nature, II Part II 2.6.1 God Is One ...... 48 4.15.14.15.1 Units Units3.14.3 1–3 1–3 Review Review The Sin ...... of Disloyalty128128 ...... 120 2.7.1 God’s Personhood2.7.1 God’s Personhood ...... 56 56 2.6.2 God Is a Person ...... 50 4.15.24.15.2 Harmony Harmony3.14.4 ...... Three Character Traits130130 ...... 122 2.7.2 God Is2.7.2 Spirit God ...... Is Spirit ...... 58 58 2.6.3 God Thinks and Feels ...... 52 4.15.34.15.3 Angels Angels ...... 132132 2.7.3 God Is2.7.3 Holy God ...... Is Holy ...... 60 60 2.6.4 God Has a Will ...... 54 Unit 4 Overview and Preparation ...... 125 iii Lesson 15 God the Creator iii Lesson 7 God’s Nature, Part II 4.15.1 Units 1–3 Review ...... 128 2.7.1 God’s Personhood ...... 56 4.15.2 Harmony ...... 130 2.7.2 God Is Spirit ...... 58 4.15.3 Angels ...... 132 2.7.3 God Is Holy ...... 60 3 iii Teacher Manual

4.15.4 Earth and Sky ...... 134 Level 4 Servanthood Units 13–16 Preparation ...... 201 Lesson 16 The Creation Lesson 23 Servanthood 4.16.1 Days4.15.4 1–2 Earth...... and Sky ...... 136 134 Level 4 Servanthood13.23.1 Biblical Truth 13 ...... 204 4.16.2 Days4.15.4 3–4 Earth ...... and Sky ...... 138 134 Level 4 Servanthood Units 13–1614.23.2 Preparation Biblical Truth ...... 14 ...... 206 201 4.16.3 Days 5–6 ...... 140 Units 13–16 Preparation15.23.3 Biblical ...... Truth 15 ...... 201208 Lesson Lesson 16 16 TheThe CreationCreation Lesson 23 Servanthood 4.16.4 Creation Days Review ...... 142 Lesson 23 16.23.4Servanthood Biblical Truth 16 ...... 210 4.16.14.16.1 Days Days 1–2...... 136136 13.23.1 Biblical13.23.1 Truth Biblical 13 ...... Truth 13 ...... 204 204 4.16.24.16.2 Days Days 3–4 ...... 138138 14.23.2 Biblical14.23.2 Truth Biblical 14 ...... Truth 14 ...... 206 206 Lesson 17 Creation in Harmony, Part I 4.16.34.16.3 Days Days 5–6 ...... 140140Level 5 Stewardship 15.23.3 Biblical15.23.3 Truth Biblical 15 ...... Truth 15 ...... 208 208 4.17.1 People4.16.4 ...... Creation Days Review ...... 144 142 4.16.4 Creation Days Review ...... 142Units 17–20 Preparation16.23.4 Biblical 16.23.4...... Truth Biblical 16 ...... Truth 16 ...... 210213 210 4.17.2 Family ...... 146 Lesson 24 Stewardship Lesson4.17.3 17 Adam Creation ...... in Harmony, Part I 148 Lesson 17 Creation in Harmony, Part I Level 5 Stewardship17.24.1 Biblical Truth 17 ...... 216 4.17.4 Eve ...... 4.17.1 People ...... 150 144 UnitsLevel 17–20 5 Preparation Stewardship ...... 213 4.17.1 People ...... 144 18.24.2 Biblical Truth 18 ...... 218 4.17.2 Family ...... 146 LessonUnits 2417–20 Stewardship Preparation ...... 213 4.17.24.17.3 Family Adam ...... 148146 19.24.3 Biblical Truth 19 ...... 220 Lesson 17.24.124 BiblicalStewardship Truth 17 ...... 216 Lesson 18 Creation4.17.3 in4.17.4 Harmony, Adam Eve ...... Part II 150 148 20.24.4 Biblical Truth 20 ...... 222 18.24.2 Biblical17.24.1 Truth Biblical 18 ...... Truth 17 ...... 218 216 4.18.1 Responsibilities4.17.4 Eve ...... 152 150 19.24.3 Biblical18.24.2 Truth Biblical 19 ...... Truth 18 ...... 220 218 Lesson4.18.2 18 God Creation Rested ...... in Harmony, Part II154 Bible Survey Section20.24.4 Biblical Truth 20 ...... 222 4.18.3 Gratitude4.18.1 Responsibilitiesfor Creation ...... 156 152 19.24.3 Biblical Truth 19 ...... 220 Lesson 18 Creation4.18.2 God in Rested Harmony, ...... Part II 154 God’s Good Plan 20.24.4 Biblical Truth 20 ...... 222 4.18.4 Gratitude for Provision ...... 158 Bible Survey Section 4.18.14.18.3 Responsibilities Gratitude for Creation ...... 156 152 Lesson 25 Creation God’s Good Plan 4.18.24.18.4 God Gratitude Rested for ...... Provision ...... 158 154 Bible Survey25.0 Overview Section and Preparation ...... 225 Lesson 19 Creation4.18.3 in Disharmony, Gratitude for Part Creation I ...... 156 Lesson 25 Creation 4.19.1 First Harmony ...... 160 God’s Good25.125.0 Plan Days Overview of Creation and Preparation ...... 225226 Lesson 19 4.18.4Creation Gratitude in Disharmony, for Provision Part ...... I 158 25.2 Adam, Eve, and the Garden ...... 228 4.19.2 Temptation4.19.1 First ...... Harmony ...... 162 160 Lesson 25.125 DaysCreation of Creation ...... 226 25.325.2 Sin Adam, Enters Eve, Creation and the Garden ...... 228230 4.19.3 The 4.19.2Fall ...... Temptation ...... 164 162 25.0 Overview and Preparation ...... 225 Lesson 19 Creation in Disharmony, Part I 25.425.3 Sin Sin and Enters Character Creation ...... 230232 4.19.4 Consequences4.19.3 The Fall ...... 166 164 25.1 Days of Creation ...... 226 4.19.14.19.4 First Consequences Harmony ...... 166160 25.4 Sin and Character ...... 232 4.19.2 Temptation ...... 162 25.2 Adam, Eve, and the Garden ...... 228 Lesson 20 Creation in Disharmony, Part II Lesson 26 The Flood25.3 andSin Entersthe Tower Creation ...... 230 Lesson 20 4.19.3Creation The inFall Disharmony, ...... Part II 164 Lesson 26 The Flood and the Tower 26.026.0 Overview Overview25.4 Sin andand and Preparation Preparation Character ...... 235235 232 4.20.1 Restoration4.19.44.20.1 Consequences Restoration ...... 168 168166 4.20.2 Redemption ...... 170 26.126.1 Noah Noah ...... 236236 4.20.2 Redemption ...... 170 26.2 God’s Promise ...... 238 4.20.3 Renewal4.20.3 ...... Renewal ...... 172 172 Lesson 26.226 God’sThe Promise Flood ...... and the Tower238 Lesson 20 Creation in Disharmony, Part II 26.326.3 Tower Tower of Babel ...... 240240 4.20.4 Units4.20.4 1–4 Units Review 1–4 ...... Review ...... 174 174 26.0 Overview and Preparation ...... 235 4.20.1 Restoration ...... 168 26.426.4 Connections Connections ...... 242242 26.1 Noah ...... 236 Level 2 Fellowship4.20.2 Redemption ...... 170 Level 2 Fellowship Lesson 27 Abraham26.2 God’s Promise ...... 238 Units 5–8 Preparation4.20.3 Renewal ...... 177172 Lesson 27 Abraham Units 5–8 Preparation ...... 177 27.0 Overview26.3 Tower and Preparation of Babel ...... 245 240 Lesson 21 4.20.4Fellowship Units 1–4 Review ...... 174 27.0 Overview and Preparation ...... 245 Lesson 21 Fellowship 27.1 God26.4 Calls Connections Abram ...... 246 242 5.21.1 Biblical Truth 5 ...... 180 27.127.2 God God’s Calls Covenant Abram with ...... Abraham ... 248246 Level 2 Fellowship5.21.1 Biblical6.21.2 Truth Biblical 5 ...... Truth 6 ...... 180 182 Lesson27.2 27.327 God’s GodAbraham Tests Covenant Abraham with ...... Abraham250 ... 248 Units 5–8 6.21.2 Preparation Biblical7.21.3 Truth ...... Biblical 6 ...... Truth 7 ...... 182 184177 27.327.4 God Abraham Tests Passes Abraham the Test ...... 252250 8.21.4 Biblical Truth 8 ...... 186 27.0 Overview and Preparation ...... 245 Lesson7.21.3 21 BiblicalFellowship Truth 7 ...... 184 27.4 Abraham Passes the Test ...... 252 8.21.4 Biblical Truth 8 ...... 186 27.1 God Calls Abram ...... 246 5.21.1 Biblical Truth 5 ...... 180 Lesson 28 Isaac Level 3 Image-Bearing 28.0 Overview27.2 God’s and Preparation Covenant ...... with Abraham255 ... 248 6.21.2 Biblical Truth 6 ...... 182 Lesson 28 Isaac Level 3 Image-BearingUnits 9–12 Preparation ...... 189 28.1 The27.3 Marriage God toTests Rebekah Abraham ...... 256 250 Lesson 22 7.21.3Image-Bearing Biblical Truth 7 ...... 184 28.028.2 Overview Jacob27.4 and Abraham Esauand PreparationAre BornPasses ...... the ...... Test258 ...... 255 252 Units 9–12 Preparation ...... 8.21.49.22.1 Biblical Biblical Truth 9 8 ...... 189 192 186 28.128.3 The Jacob Marriage Tricks Esau to ...... Rebekah ...... 260256 Lesson 22 Image-Bearing10.22.2 Biblical Truth 10 ...... 194 Lesson28.2 28.428 Jacob HonestyIsaac and and Esau Friendliness Are Born ...... 262258 9.22.1 Biblical11.22.3 Truth Biblical 9 ...... Truth 11...... 192 196 28.3 Jacob Tricks Esau ...... 260 Level 3 Image-Bearing 28.0 Overview and Preparation ...... 255 10.22.2 Biblical12.22.4 Truth Biblical 10 Truth ...... 12 ...... 194 198 28.4 Honesty and Friendliness ...... 262 Units 9–12 Preparation ...... 189 28.1 The Marriage to Rebekah ...... 256 11.22.3 Biblical Truth 11...... 196 Lesson 22 Image-Bearing 28.2 Jacob and Esau Are Born ...... 258 12.22.4 Biblical Truth 12 ...... 198 9.22.1 Biblical Truth 9 ...... 192 28.3 Jacob Tricks Esau ...... 260 10.22.2 Biblical Truth 10 ...... 194 28.4 Honesty and Friendliness ...... 262 iv 11.22.3 Biblical Truth 11...... 196 © BOTR Grade 1 12.22.4 Biblical Truth 12 ...... 198 iv © BOTR Grade 1

4 iv © BOTR Grade 1 Teacher Manual

4.15.4 Earth and Sky ...... 134 Level 4 Servanthood Lesson 29 Jacob Units 13–16 Preparation ...... 201 29.0 Overview and Preparation ...... 265 Lesson 16 The Creation Lesson 23 Servanthood 29.1 Jacob’s Remarkable Dream ...... 266 4.16.1 Days 1–2...... 136 13.23.1 Biblical Truth 13 ...... 204 29.2 Jacob’s Family...... 268 4.16.2 Days 3–4 ...... 138 14.23.2 Biblical Truth 14 ...... 206 29.3 Jacob Goes Home ...... 270 4.16.3 Days 5–6 ...... 140 15.23.3 Biblical Truth 15 ...... 208 29.4 A Reunion with Esau ...... 272 4.16.4 Creation Days Review ...... 142 16.23.4 Biblical Truth 16 ...... 210 Lesson 30 Young Joseph Lesson 17 Creation in Harmony, Part I Level 5 Stewardship 30.0 Overview and Preparation ...... 275 4.17.1 People ...... 144 Units 17–20 Preparation ...... 213 30.1 The Dreamer ...... 276 4.17.2 Family ...... 146 Lesson 24 Stewardship 30.2 Joseph Is Sold ...... 278 4.17.3 Adam ...... 148 30.3 From Slave to Prisoner ...... 280 17.24.1 Biblical Truth 17 ...... 216 4.17.4 Eve ...... 150 30.4 Two Dreams ...... 282 18.24.2 Biblical Truth 18 ...... 218 19.24.3 Biblical Truth 19 ...... 220 Lesson 18 Creation in Harmony, Part II 20.24.4 Biblical Truth 20 ...... 222 Lesson 31 Prison to Palace 4.18.1 Responsibilities ...... 152 31.0 Overview and Preparation ...... 285 31.1 Pharaoh’s Dreams ...... 286 4.18.2 God Rested ...... 154 Bible Survey Section 4.18.3 Gratitude for Creation ...... 156 31.2 Ruler over Egypt ...... 288 4.18.4 Gratitude for Provision ...... 158 God’s Good Plan 31.3 Joseph’s Dreams Come True ...... 290 Lesson 25 Creation 31.4 The Return to Canaan ...... 292 Lesson 19 Creation in Disharmony, Part I 25.0 Overview and Preparation ...... 225 4.19.1 First Harmony ...... 160 25.1 Days of Creation ...... 226 Lesson 32 Journey to Egypt 4.19.2 Temptation ...... 162 25.2 Adam, Eve, and the Garden ...... 228 32.0 Overview and Preparation ...... 295 4.19.3 The Fall ...... 164 25.3 Sin Enters Creation ...... 230 32.1 Judah Takes Responsibility ...... 296 4.19.4 Consequences ...... 166 25.4 Sin and Character ...... 232 32.2 Humility and Grace ...... 298 32.3 A Silver Cup ...... 300 Lesson 20 Creation in Disharmony, Part II Lesson 26 The Flood and the Tower 32.4 Prophecies Fulfilled ...... 302 4.20.1 Restoration ...... 168 26.0 Overview and Preparation ...... 235 4.20.2 Redemption ...... 170 26.1 Noah ...... 236 Lesson 33 Reconciliation 4.20.3 Renewal ...... 172 26.2 God’s Promise ...... 238 33.0 Overview and Preparation ...... 305 4.20.4 Units 1–4 Review ...... 174 26.3 Tower of Babel ...... 240 33.1 Joseph Reveals His Identity ...... 306 26.4 Connections ...... 242 33.2 The Family Is Reunited ...... 308 Level 2 Fellowship 33.3 Jacob Moves to Egypt ...... 310 Lesson 27 Abraham Units 5–8 Preparation ...... 177 33.4 Holiness ...... 312 27.0 Overview and Preparation ...... 245 Lesson 21 Fellowship 27.1 God Calls Abram ...... 246 Lesson 34 Jacob and Joseph 5.21.1 Biblical Truth 5 ...... 180 27.2 God’s Covenant with Abraham ... 248 6.21.2 Biblical Truth 6 ...... 182 34.0 Overview and Preparation ...... 315 27.3 God Tests Abraham ...... 250 34.1 Blessing Joseph’s Sons ...... 316 7.21.3 Biblical Truth 7 ...... 184 27.4 Abraham Passes the Test ...... 252 8.21.4 Biblical Truth 8 ...... 186 34.2 Jacob Blesses His Sons ...... 318 34.3 Promises ...... 320 Lesson 28 Isaac Level 3 Image-Bearing 34.4 God’s Good Plan ...... 322 28.0 Overview and Preparation ...... 255 Units 9–12 Preparation ...... 189 28.1 The Marriage to Rebekah ...... 256 Index ...... 324 Lesson 22 Image-Bearing 28.2 Jacob and Esau Are Born ...... 258 9.22.1 Biblical Truth 9 ...... 192 28.3 Jacob Tricks Esau ...... 260 10.22.2 Biblical Truth 10 ...... 194 28.4 Honesty and Friendliness ...... 262 11.22.3 Biblical Truth 11...... 196 12.22.4 Biblical Truth 12 ...... 198

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5 Teacher Manual

Introduction

Children’s beliefs and values develop early in life, and students bring these into the classroom. Foundational beliefs and values influence how students interpret knowledge and guide their actions. Building on the Rock is a unique curriculum designed to help students in kindergarten through fifth grades interpret knowledge and build foundational beliefs and values from a biblical perspective. In an age of competing worldviews, this curriculum will help young students formulate a biblical perspective of the world and then live accordingly. Building on the Rock incorporates worldview and Bible survey curricula in a way that cohesively presents the affirmations of the biblical worldview within the historic biblical truths of creation, the fall, and redemption. It also lays the groundwork for later comparative worldview studies at the secondary and higher levels of education.

Christian schools have a unique opportunity to model educational excellence, preparing students to enter society with a distinctly biblical worldview through which they can integrate their faith and academic knowledge. From this integrated approach to education, students are enabled not only to remain firm in their faith, but also to make lifelong contributions to society.

Summit Ministries Established in 1962, Summit Ministries exists to train Christian leaders to understand our times, faith, and culture and to know what it means to think like a Christian in every area of life. Summit is committed to developing curricula to help students articulate and apply the biblical worldview to every aspect of reality. Key strategies in this battle for the mind are Building on the Rock (for elementary students); Walking in Truth and Lightbearers (for middle school students); and Understanding the Times, Understanding the Faith, and Understanding the Culture (for high school students and adults). The latter three texts examine 10 academic disciplines within a framework of six worldviews: Marxism, secularism, postmodernism, new spirituality, Islam, and Christianity.

Design of Building on the Rock The design and goals for Building on the Rock are based on the understanding that no worldview curriculum can, or should, provide an exact model for Christian thinking and action. Rather, a worldview curriculum must present a framework of biblical truth and values, encourage students to reflect upon it, and provide opportunities in various formats for students to apply what they have learned. Ultimately, it is up to students to individually embrace biblical truth and to act upon it as they are enabled by the Holy Spirit. Within these parameters, the goal of Building on the Rock is to help students develop a cohesive biblical worldview through which they can interpret the world around them and respond to it biblically in both their thoughts and actions.

A common concern among many Christian school Bible teachers is that after years of religious education, students neither understand the relationships between the Bible facts they have memorized, nor link those facts with a clearly defined worldview. Bible stories, such as Noah and the ark, David and Goliath, and Daniel in the lions’ den, remain unrelated to the real-life issues students face, thus creating a disjointed perspective, reinforcing a sacred-versus-secular dichotomy of thought. Building on the Rock is a correlated worldview and Bible survey course that examines the major events and truths of the Bible within the framework of the biblical worldview. The worldview component of the curriculum is designed to be taught during the first two-thirds of the school year and the Bible survey in the last third. The biblical truths presented in the worldview section are introduced and reinforced, then woven into the Bible survey section of the curriculum.

From its founding, Summit Ministries has focused on applying Christianity’s essential doctrines to understand the times and know what our society ought to do.i Summit’s board of directors, employees, and volunteers seek to clearly state our faith as well as the convictions that flow from it.

Statement of Faith As a Statement of Faith, Summit agrees with and holds to the Apostles’ Creed, an ancient profession affirmed by Jesus-followers for more than 1,500 years:

[We] believe in God, the Father almighty, creator of heaven and earth. [We] believe in Jesus Christ, God’s only Son, our Lord, who was conceived by the Holy Spirit, born of the Virgin Mary, suffered under Pontius Pilate, was crucified, died, and was buried; he descended to the dead. On the third day he rose again; he ascended into heaven, he is seated at the right hand of the Father, and he will come again to judge the living and the dead. [We] believe in the Holy Spirit, the holy catholic [universal] church, the communion of saints, the forgiveness of sins, the resurrection of the body, and the life everlasting. AMEN. viii © BOTR Grade 1

6 Teacher Manual

Introduction Summit’s Faith and Convictions

Children’s beliefs and values develop early in life, and students bring these into the classroom. Foundational beliefs and values Statement of Convictions influence how students interpret knowledge and guide their actions. Building on the Rock is a unique curriculum designed to As an outworking of this Statement of Faith, Summit agrees with and holds to certain convictions describing what we know to be help students in kindergarten through fifth grades interpret knowledge and build foundational beliefs and values from a biblical true about the world: perspective. In an age of competing worldviews, this curriculum will help young students formulate a biblical perspective of the world and then live accordingly. Building on the Rock incorporates worldview and Bible survey curricula in a way that cohesively God. God, existing eternally in three persons, Father, Son, and Holy Spirit, is the source of all truth and he expresses his nature presents the affirmations of the biblical worldview within the historic biblical truths of creation, the fall, and redemption. It also lays relationally.ii God has revealed himself both in nature and through the Bible, the only inerrant, inspired, authoritative word the groundwork for later comparative worldview studies at the secondary and higher levels of education. of God.iii This has implications for the institutions of church, family, commerce and government.iv

Christian schools have a unique opportunity to model educational excellence, preparing students to enter society with a distinctly Humanity. All human beings bear God’s image and are thus inherently valuable—beginning at conception—whether or not biblical worldview through which they can integrate their faith and academic knowledge. From this integrated approach to society regards them as healthy, productive, or useful.v As God’s image-bearers, men and women of all races and nationalities education, students are enabled not only to remain firm in their faith, but also to make lifelong contributions to society. have the capacity and the calling to steward creation, create economic and social value, pursue justice, stand against evil, and act in a transforming way in culture.vi Summit Ministries Established in 1962, Summit Ministries exists to train Christian leaders to understand our times, faith, and culture and to know Salvation. Through sin humanity has departed from God’s way, but through our Lord Jesus Christ God has made a way for us what it means to think like a Christian in every area of life. Summit is committed to developing curricula to help students articulate to be reconciled to him, to be transformed to understand and do his will, and to be ambassadors of his gospel.vii Further, God has and apply the biblical worldview to every aspect of reality. Key strategies in this battle for the mind are Building on the Rock (for instituted the church as a vital means by which his gospel would be proclaimed and practiced. elementary students); Walking in Truth and Lightbearers (for middle school students); and Understanding the Times, Understanding the Faith, and Understanding the Culture (for high school students and adults). The latter three texts examine 10 academic Society. Citizens of the kingdom of heaven will always be the best citizens of the kingdom of man, because obeying God above all disciplines within a framework of six worldviews: Marxism, secularism, postmodernism, new spirituality, Islam, and Christianity. earthly powers is what best secures the blessings of liberty. Government is God-ordained to punish evil and protect the good. When it oversteps its bounds by failing to recognize the value of each person, or by constraining conscience, or by calling Design of Building on the Rock good what God calls evil and calling evil what God calls good, we must call it to account.viii The design and goals for Building on the Rock are based on the understanding that no worldview curriculum can, or should, provide an exact model for Christian thinking and action. Rather, a worldview curriculum must present a framework of biblical Marriage. God made human beings male and female, equal in value but complementary in their relationship to one another truth and values, encourage students to reflect upon it, and provide opportunities in various formats for students to apply what they (Genesis 1:26-27). Gender is not a mere social construction, but part of a loving Creator’s design that is lived out in have learned. Ultimately, it is up to students to individually embrace biblical truth and to act upon it as they are enabled by the singlehood as well as in marriage, which we believe to have been created by God and intended for one man and one Holy Spirit. Within these parameters, the goal of Building on the Rock is to help students develop a cohesive biblical worldview woman, for life (Genesis 2:18-25).ix Man/woman marriage is the only proper place for intimate sexual relationship, and it through which they can interpret the world around them and respond to it biblically in both their thoughts and actions. is the proper place in which to welcome children—by birth or adoption—as a blessing from God.x As valuable as marriage is, though, we believe that only God can ultimately meet our need for intimacy, and that our identity is properly placed in A common concern among many Christian school Bible teachers is that after years of religious education, students neither Christ rather than in our marital status or our assessment of our feelings of sexual attraction.xi understand the relationships between the Bible facts they have memorized, nor link those facts with a clearly defined worldview. Bible stories, such as Noah and the ark, David and Goliath, and Daniel in the lions’ den, remain unrelated to the real-life issues Stewardship. Human beings were given charge over God’s creation, and we take seriously our calling to care for it.xii We are students face, thus creating a disjointed perspective, reinforcing a sacred-versus-secular dichotomy of thought. Building on the Rock called to bear God’s image through creativity and industriousness.xiii We support the principles of free exchange, respect for is a correlated worldview and Bible survey course that examines the major events and truths of the Bible within the framework private property, and honesty as being means by which we best care for our planet, serve one another, and alleviate poverty of the biblical worldview. The worldview component of the curriculum is designed to be taught during the first two-thirds of and its effects.xiv the school year and the Bible survey in the last third. The biblical truths presented in the worldview section are introduced and reinforced, then woven into the Bible survey section of the curriculum. We see these convictions as based on justified true beliefs describing the world as it actually is, not on mere opinion or upbringing. Thus, out of gratitude and commitment to our Lord, we will believe them, act upon them, and seek to persuade others.xv From its founding, Summit Ministries has focused on applying Christianity’s essential doctrines to understand the times and know what our society ought to do.i Summit’s board of directors, employees, and volunteers seek to clearly state our faith as well as the convictions that flow from it. The following endnotes reference various chapters from the Understanding the Times book series to further illustrate and explain our convictions. iUnderstanding the Times, chapters 1 and 2. iiUnderstanding the Faith, chapter 4. Statement of Faith iiiUnderstanding the Faith, chapter 3. As a Statement of Faith, Summit agrees with and holds to the Apostles’ Creed, an ancient profession affirmed by Jesus-followers for ivUnderstanding the Times, chapter 15, and Understanding the Culture, chapter 12. vUnderstanding the Faith, chapters 5, 8, and 9, and Understanding the Culture, chapter 8. more than 1,500 years: viUnderstanding the Culture, chapters 15 and 16. viiUnderstanding the Faith, chapters 6 and 17. [We] believe in God, the Father almighty, creator of heaven and earth. viiiUnderstanding the Culture, chapter 13. ixUnderstanding the Culture, chapter 10. [We] believe in Jesus Christ, God’s only Son, our Lord, who was conceived by the Holy Spirit, born of the Virgin Mary, suffered xUnderstanding the Times, chapter 13, and Understanding the Culture, chapter 10. under Pontius Pilate, was crucified, died, and was buried; he descended to the dead. On the third day he rose again; he ascended xiUnderstanding the Culture, chapter 9. into heaven, he is seated at the right hand of the Father, and he will come again to judge the living and the dead. xiiUnderstanding the Culture, chapter 11. xiiiUnderstanding the Times, chapter 16, and Understanding the Culture, chapters 14. [We] believe in the Holy Spirit, the holy catholic [universal] church, the communion of saints, the forgiveness of sins, the xivUnderstanding the Times, chapter 16, and Understanding the Culture, chapters 17. resurrection of the body, and the life everlasting. AMEN. xvUnderstanding the Culture, chapter 1. viii © BOTR Grade 1 ix

7 Teacher Manual

Scope and Sequence

Building on the Rock includes five levels of study in both the Worldview and Bible Survey sections. A spiral sequence for grades K–5 assures that students receive continuing worldview and correlating Bible content at age-appropriate levels of difficulty. Grade K introduces the Biblical Truths and some of the character traits. Grade levels 1–5 concentrate on one of the five levels of the curriculum, and they either review or preview the other four. This approach helps students see the big picture of the five-year study and assures that concepts are developed and reinforced at each grade level. The spiral sequence also benefits students who enter the curriculum at different grade levels. Building on the Rock prepares students for Summit’s middle school curriculum and further comparative worldview studies.

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Truth Wisdom Fellowship Image-Bearing Servanthood Stewardship Main Focus Biblical Truths Biblical Truths Biblical Truths Biblical Truths Biblical Truths Biblical Truths 1–20 1–4 5–8 9–12 13–16 17–20 Preview Biblical Truths Biblical Truths Biblical Truths Biblical Truths 5–20 9–20 13–20 17–20 Review Biblical Truths Biblical Truths Biblical Truths Biblical Truths 1–4 1–8 1–12 1–16 Main Holiness, Obedience Joy Holiness Friendliness Orderliness Character Self-Control, Reverence Trust Confidence Honesty Dependability Traits Obedience, Loyalty Humility Self-Control Kindness Perseverance Trust, Peace, Gratitude Compassion Peace Forgiveness Initiative Forgiveness, Dependability, Confidence, Loyalty, Friendliness, Reverence, Joy, Kindness, Compassion Bible Bible Overview Genesis Exodus 1 and 2 Samuel, Major and Gospels: Survey Creation and Fall, Creation Egyptian captivity 1 and 2 Kings Minor Prophets Matthew, Mark, Topics Noah, Abraham, Noah Moses and the Samuel to the Northern Luke, John Joseph, Moses, Abraham exodus, King Saul and Southern Jesus’ early life Joshua, Ruth, Isaac Wilderness King David Kingdoms and ministry, David, Elijah, Jacob wandering, King Solomon Elijah Jesus calls Jesus’ life, death, Joseph Joshua Elisha disciples, and resurrection Judges Isaiah Jesus’ teaching, Jeremiah Jesus’ death and resurrection

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Scope and Sequence Using Building on the Rock

Building on the Rock includes five levels of study in both the Worldview and Bible Survey sections. A spiral sequence for grades Materials and Components K–5 assures that students receive continuing worldview and correlating Bible content at age-appropriate levels of difficulty. Grade K Building on the Rock is created to guide students to the understanding that there is no difference between the secular and introduces the Biblical Truths and some of the character traits. Grade levels 1–5 concentrate on one of the five levels of the sacred—all truth is God’s truth. Its unique interdisciplinary design integrates cross-curricular instruction between multiple subjects curriculum, and they either review or preview the other four. This approach helps students see the big picture of the five-year study including mathematics, science, social studies, music, art, language arts and physical education. This enables students to practice and assures that concepts are developed and reinforced at each grade level. The spiral sequence also benefits students who enter the critical thinking and collaborative skills as well as gain the understanding that knowledge is interdependent and connected rather curriculum at different grade levels. Building on the Rock prepares students for Summit’s middle school curriculum and further than a set of individual, isolated subjects. comparative worldview studies. Each grade level of Building on the Rock includes a teacher manual, full-color student workbook, and blackline masters (BLMs) Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 and transparencies (TRs) on CD. Additionally, the series includes a three-dimensional Worldview Model called The House of Truth Truth Wisdom Fellowship Image-Bearing Servanthood Stewardship and a Biblical Truth Couplets CD with songs taught in the series.

Main Focus Biblical Truths Biblical Truths Biblical Truths Biblical Truths Biblical Truths Biblical Truths The Teacher Manual is divided into two sections—Worldview and Bible Survey. Each grade level includes 34 weeks of instruction 1–20 1–4 5–8 9–12 13–16 17–20 with four daily lessons per week. The four-day format allows for chapel services, review, or testing on the fifth day of the week. The Preview Biblical Truths Biblical Truths Biblical Truths Biblical Truths Worldview section is divided into 20 units—each unit representing one of 20 biblical truths. Each Worldview unit begins with 5–20 9–20 13–20 17–20 a divider page, which includes an overview of the corresponding biblical truth. The divider page is followed by the preparation pages which contain the key concepts, memory verses, character discussion ideas, symbol explanation, and a complete list of the Review Biblical Truths Biblical Truths Biblical Truths Biblical Truths supplemental materials required for the unit. The Planning Ahead sidebar lists the materials to be obtained with advance notice. 1–4 1–8 1–12 1–16 The Bible Survey section is divided into 10 lessons that include Worldview Links. Each lesson begins with a preparation page, Main Holiness, Obedience Joy Holiness Friendliness Orderliness which includes an overview, the integrated character traits from the Worldview units, a complete list of the supplemental materials Character Self-Control, Reverence Trust Confidence Honesty Dependability required for the lesson, and a Planning Ahead sidebar. Traits Obedience, Loyalty Humility Self-Control Kindness Perseverance Trust, Peace, Gratitude Compassion Peace Forgiveness Initiative Daily lesson plans included in the Teacher Manual are coded with the unit number, lesson number, and day (e.g. 3.5.2). An Forgiveness, exception to the coding is in the Bible survey lessons that list only the lesson number and day (e.g. 25.3). Lesson plans present Dependability, the memory verse, objective, supplemental materials required for the lesson, materials necessary to teach the lesson (except those Confidence, materials commonly used in all elementary classrooms, such as scissors, crayons, and glue sticks) and enrichment activities in Loyalty, sidebars. A suggested procedure for teaching the lesson is divided into three sections: Introduce, Develop, and Close. Questions Friendliness, directed to students are written in the text. Answers may or may not be shown, depending on the nature of the questions. Socratic Reverence, questions are designed to stimulate discussion and do not require specific answers at the time that they are asked. Some questions Joy, Kindness, may have obvious answers and are therefore not included in the text. For questions that require specific responses, answers are given. Compassion You may use the Notes section to write additional questions or helpful teaching hints of your own. Bible Bible Overview Genesis Exodus 1 and 2 Samuel, Major and Gospels: The Student Workbook (SW) is a full-color workbook with perforated pages designed for student use. Each daily lesson has its Survey Creation and Fall, Creation Egyptian captivity 1 and 2 Kings Minor Prophets Matthew, Mark, own student workbook page. In lower grades, teachers will need to read the directions and some of the sentences for the students. Topics Noah, Abraham, Noah Moses and the Samuel to the Northern Luke, John In upper grades, students can complete the exercises on their own. Answers to student workbook pages are shown on reduced-size Joseph, Moses, Abraham exodus, King Saul and Southern Jesus’ early life images in the Teacher Manual. Joshua, Ruth, Isaac Wilderness King David Kingdoms and ministry, David, Elijah, Jacob wandering, King Solomon Elijah Jesus calls Blackline masters (BLMs) are available on the Supplementals CD. These materials serve a variety of purposes; some have Jesus’ life, death, Joseph Joshua Elisha disciples, paraphrased Bible stories for your convenience while others are materials for student use. Transparencies (TRs) are also available on and resurrection Judges Isaiah Jesus’ teaching, the Supplementals CD. Transparencies are full-color visual aids used to enhance instruction and can be displayed using a computer, Jeremiah Jesus’ death and an overhead projector, or an LCD projector. resurrection Tests are included in the blackline masters. These summative assessments are optional. Formative assessments, such as the review questions in the Close section, will also provide you with information about students’ understanding of biblical concepts. Building on the Rock is designed to be used with any common English translation of the Bible, and you may choose to have students recite the weekly memory verse or write it on the test.

The Worldview Model is designed like a building that students and teachers build together. The model pieces are color coded to correspond to the color of each grade level of the curriculum. Directions for building the Worldview Model—House of Truth—are included throughout the lessons in the Teacher Manual. This model is built every year. Once a piece is added to the model, do not remove it. Consider placing the model where students can see it during the school day. You may also wish to place the model on a turntable so it can be rotated. x © BOTR Grade 1 xi

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How to Teach a Lesson

5 Read 1 John 3:8. Ask students to name the person who was responsible for tempting Eve Preparation P identifies what to sin. How did the first sin bring disharmony to the world? How did Jesus defeat Satan?

you need in order to prepare 5 Read John 3:16 and introduce it as the memory verse. Lead students in reciting the for the lesson in advance. verse several times. Discuss the meaning of the verse and how it relates to God’s plan of salvation.

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6 Introduce—an activity is 7 suggested to engage students and Develop—a systematic plan is developed help them make a connection to present the lesson content. with the daily topic.

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How to Teach a Lesson

1 The lesson number 1 4.20.1 tells you that 4.20.1 Creation in Disharmony, Part II: Restoration this is Unit 4, lesson 20, and day 1. 6 Introduce M 2 Have students locate Biblical Truth 4 model piece on the House of Truth. Lead the class 10 MEMORY VERSE in reciting the truth. Ask students if God created the world in harmony or in disharmony. 6 Have students complete SW 4.20.1 God Punishes Satan. ENRICHMENT What happened to the harmony between God and people? Between people and others? • Lesson 20 is well suited for 2 John 3:16 Between people and nature? What happened to the harmony people had within themselves? 10 The memory verse is 8 Close M P giving students an opportunity Extra activities to How did disharmony come about? to reflect on God’s gift of shown on the first day of Play Christian music as you toss a balloon around the classroom. Allow students to bat salvation through Jesus enhance students’ the lesson, but it may be 7 Develop the balloon from person to person; stipulate that the balloon should not touch the ground. Christ. Without pressuring learning are suggested OBJECTIVES When you stop the music, the person who is holding the balloon should answer one of the students to accept Christ at introduced later in the Students will be able to 1 Display TR 4.19.3A Creation in Disharmony to review the consequences of the fall. following questions: this time, review this unit’s here. All enrichment week. You can use the • affirm that God’s plan of Ask students how the relationship between people and nature changed after Adam and development of creation, the ideas are optional. salvation defeated Satan Eve sinned. (God cursed the ground so that people would have to work hard to 1 How did disharmony come into the world? (Adam and Eve sinned.) fall, and redemption. Guide Bible version approved and redeemed the world. grow food.) What else changed as a result of the fall? (Death entered the world. People 2 Who tempted Eve to sin? (Satan) students to reflect on the truth by your school for the would no longer live forever on the earth.) 3 How did God punish Satan? (He told Satan that one of Eve’s descendants would of their own sinfulness and crush him.) how God, who is holy, must memory verse. 3 2 Review the sequence of the fall. Ask students how Satan was able to speak to Eve. (He 4 How did God crush Satan? (God the Son, Jesus, took the punishment that we deserve punish sin. Remind them of the consequences of sin on all appeared as a serpent.) What did Satan ask Eve? (if God really said that she should for our sins. He did this by dying on the cross and rising again.) SUPPLEMENTALS the relationships of creation, not eat the fruit) What lie did Satan tell Eve? (She would not die if she ate the fruit; 5 How can we live with God forever? (If we trust Jesus as our Lord and Savior, we will SW 4.20.1 focusing particularly on the she would be like God.) Why did Eve believe the serpent? (She saw that the fruit live with God forever.) TR 4.19.3A separation sin produces 3 looked good, and she wanted to be like God.) Why did Adam eat the fruit? (Possible between people and God. Supplementals are answer: Eve convinced him that it was okay to disobey God.) What happened after Notes Invite students to share with materials provided for 4 Adam and Eve ate the fruit? (They realized they were naked. They were afraid of you (and their parents) if God, so they hid.) What happened when God came to the garden? (He asked Adam it is their desire to ask for you, such as student MATERIALS M if he had eaten the fruit.) How did Adam answer God? (He blamed Eve.) Remind forgiveness and to express workbook pages (SW), • Worldview Model—House of students that God is holy; he cannot tolerate sin. Adam and Eve’s sin caused disharmony their belief and trust in Jesus Truth (Introduce) with God. as their Savior. transparencies (TR), • Balloon (Close) Name Date blackline masters (BLM), 3 Introduce God’s punishment of Satan, the serpent. Ask students if they think that God God Punishes Satan 4.20.1 and the music for Truth punished Satan. Read Genesis 3:13–14. Ask the following questions: How did God 5 punish all serpents? (He made the serpent crawl on its stomach in the dust.) Do snakes Fill in the circle that tells the meaning of each word or term. P Couplets. PREPARATION still crawl today? (Yes.) Read Genesis 3:15. Who was Satan? (God’s enemy.) How did 1. tempt 5. harmony • Blow up a balloon. (Close) God punish Satan? (God promised that one day an offspring of a woman would to try to make someone sin harm to creation appear and would crush Satan forever.) Remark that although Satan has no physical 9 to harm someone perfection in creation children, he is called the “father” of all who follow him. Followers of Satan are enemies 2. salvation 6. disharmony of those who follow God ( John 8:44). Satan is our enemy today. He continues to tempt 4 to stop sinning result of the fall people to sin. Materials M include items that God’s plan to save the world God’s creation 3. Satan 7. the fall need to be obtained in order 4 After many, many years, God fulfilled his promise to Adam and Eve and sent a Child God’s servant the first sin to teach the lesson. Materials to the earth to crush Satan. He was not born directly to Eve herself, but he was born to God’s enemy obedience to God one of her descendants. Inform students that a descendant is someone who is any child, 9 4. God the Son 8. descendant Answers to the student workbook assumed to be on hand in the grandchild, great-grandchild, great, great-grandchild, or a child born in a subsequent Jesus a child, grandchild, and so on generation from an original parent. Read Luke 1:26–31, 35. Ask the following questions: pages are shown in red. classroom are not listed. Adam an animal Who was the Child born to Mary? What Person of the Trinity was this Baby? Why did 9. Circle the punishments God gave Satan, the serpent. God the Son come to the earth? All serpents would shed their skin. 5 Read 1 John 3:8. Ask students to name the person who was responsible for tempting Eve All serpents would crawl on their bellies. to sin. How did the first sin bring disharmony to the world? How did Jesus defeat Satan? All serpents would eat dust. Preparation P identifies what A descendant of Eve would crush Satan. you need in order to prepare 5 Read John 3:16 and introduce it as the memory verse. Lead students in reciting the Satan would be defeated. Satan’s work would be destroyed. for the lesson in advance. verse several times. Discuss the meaning of the verse and how it relates to God’s plan of salvation. © BOTR Grade 1

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6 Introduce—an activity is 7 8 suggested to engage students and Develop—a systematic plan is developed Close—fun, kinesthetic activities are help them make a connection to present the lesson content. included to review the lesson content. with the daily topic.

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Biblical Truth 4: God Is the Creator 41 Unit Overview People through all time have gazed at the heavens and observed the beauty and orderliness of their expanse. They have stood in awe of countless galaxies and structured their lives around BIBLICAL TRUTH perfectly timed seasons. Over the centuries they have asked the inevitable questions provoked Ephesians 3:9c by such grandeur: Where did it all come from? How did it all begin? Why is it here? Where is it going? What is my relationship to it? The biblical worldview affirms that God is the Creator of the The answers to these cosmological questions have been as unique and varied as the people heavens and the earth, and who have tried to answer them. Blinded to truth because of the fall, man has constructed everything in them. endless theories of origin, some more plausible than others, but each incomplete and distorted. Although the Bible says that nature reveals the existence of God as Creator, humans have stubbornly refused to acknowledge this truth. Conceitedly searching for wisdom within ourselves, people have become fools, worshipping and exalting themselves KEY THEMES rather than the Creator (Romans 1:22–23, 25). • God’s existence and attributes are revealed through creation. Through his gracious self-revelation in nature, in Scripture, and in the Man Jesus Christ, • The harmonious relationships God has made it clear to all humanity that the world is, indeed, his handiwork. Though not of creation reflect God’s a detailed science book, Scripture describes how God brought all things into existence by his relational nature. powerful Word. Not only has he created all things, but he has declared everything he made • The disharmony within all good. The heavens declare God’s glory and verify, by their orderly existence, his faithful relationships of creation are a commitment to sustain all that he has made (Psalm 19:1, Hebrews 1:3). result of the fall. • The redemptive work of Christ The biblical worldview rests on the foundational doctrine of creation. This doctrine is the is God’s eternal plan to restore beginning point for understanding the relationships that exist within and between the creation’s harmony. material and immaterial dimensions of reality. Only with reference to the Creator do life and the cosmos have meaning and purpose.

The lessons in Unit 4 take students to their roots, explaining not only their origin but also CHARACTER TRAIT the origin of the world in which they live. These lessons are designed to reveal the awesome Gratitude and creative power of our God and Creator, to develop an appreciation for the beauty and Psalm 107:1 goodness of the world, and to encourage students to respond in a spirit of gratitude to God for all he has made and given to them. A thankfulness in my heart that I always share with God and with others

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4.0.0 Unit 4 Preparation God Is the Creator Key Concepts The Nature of Reality MEMORY VERSES For centuries people have contemplated the nature and magnitude of the cosmos, spurred on by their innate curiosity and their desire for order and meaning. Their reflections about the Genesis 1:1 source and meaning of the universe have raised timeless questions: Where did everything Genesis 1:31a come from? Why is it here? Who am I? Why am I here? Where did I come from? What is Genesis 1:27a the purpose of everything? These questions confront the nature of reality. In philosophical 1 Thessalonians 5:18 Romans 5:12 terms, questions like these are referred to as metaphysical questions. Questions that focus John 3:16 on the study of and theories about the origin, nature, and development of the cosmos are specifically classified ascosmological . In addition to cosmology, metaphysics is a philosophical study of questions related to the nature of God (theology), people (anthropology), and purpose (teleology). PLANNING AHEAD God as Ultimate Reality For Lessons 4.15.2, 4.19.1 and The biblical worldview of reality rests on the premises that God himself is ultimate Reality 4.19.2, you will need a keyboard and that everything exists because of his creative power (Isaiah 40:28, 45:18; Colossians or guitar. 1:16). What people observe with their senses or determine empirically is not all that is real. For Lesson 4.16 and Lesson God, as ultimate Reality, is comprehended through faith. 4:18.2, you will need a basket; small flashlight; piece of black The Creation of the Cosmos cloth; small plant; plastic fish, The created order came into existence out of nothing through the power of God’s spoken birds, and animals; toy chair; bubble solution; stickers of the Word (Psalm 33:9, 148:5). This Word that called all things into existence is Jesus Christ, sun, moon, and stars; and male who was with God in the beginning, and who is God (John 1:1–3). Creation is the work and a female dolls. of the triune God involving Jesus (1 Corinthians 8:6; Hebrews 1:2), the Holy Spirit (Genesis 1:2, Job 33:4), and God the Father (Exodus 20:11, Malachi 2:10, Ephesians 3:9c). For Lesson 4.17.2, have students bring in family photos. You will need to ask a student God’s Relationship to His Creation to bring in the names of his or Though God created the cosmos, he is still separate from his creation. He is transcendent. her parents, grandparents, and God did not create what exists out of himself or as an extension of his own essences. He great-grandparents. created by free choice, out of nothing. There was no preexistent chaos or an orderly set of For Lesson 4.19.4. you will molecules waiting for God’s command to organize themselves into created order. God, need gardening tools such as creating out of nothing, demonstrates his absolute sovereignty and power over what he gloves, a trowel, and a rake, or created (Isaiah 44:24, Hebrews 11:3). a spade. What the Creation Reveals about God The cosmos reflects the person and character of God. It reveals that he is orderly (Genesis 1:14, 8:22), divine, eternal, all-powerful (Romans 1:20), and good (Genesis 1:31). The CHARACTER relational nature of God the Father, God the Son, and God the Holy Spirit is likewise DISCUSSION evident in the design of creation wherein all its dimensions exist in relationship with each • Share about things for which other and their Creator. you are grateful. • Share ways you can show The Purpose of Creation gratitude beyond saying thank As a reflection of God’s character, creation is not only orderly, but it also has purpose. It you. Give examples of how was designed for God (Colossians 1:16–17), and he possesses what he created (Psalm 24.1, you have shown or can show 104:24). Creation has a history, and God is sovereignly directing its course for his purposes gratitude in these ways. and glory, including the salvation of humanity. The biblical worldview rejects any view that • Share a time when you have places people, nature, or anything else as the ultimate goal or objective of creation and its not expressed gratitude for history. Though people may be the focus of earthly history, the created order is ultimately something. directed and planned for the glory of God.

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4.0.0 Unit 4 Preparation God Is the Creator Key Concepts The Nature of Reality Symbol MEMORY VERSES For centuries people have contemplated the nature and magnitude of the cosmos, spurred on NOTES by their innate curiosity and their desire for order and meaning. Their reflections about the A single triangle containing three interlocking circles, each with its own symbol, represents Genesis 1:1 source and meaning of the universe have raised timeless questions: Where did everything God’s revelation of truth through creation, his Word, and Jesus Christ. Genesis 1:31a come from? Why is it here? Who am I? Why am I here? Where did I come from? What is Genesis 1:27a the purpose of everything? These questions confront the nature of reality. In philosophical Triangle: The one triune God—Father, Son, and Holy Spirit (2 Corinthians 13:14) 1 Thessalonians 5:18 terms, questions like these are referred to as metaphysical questions. Questions that focus Romans 5:12 Interlocking Rings: God, eternal without beginning or John 3:16 on the study of and theories about the origin, nature, and development of the cosmos are specifically classified ascosmological . In addition to cosmology, metaphysics is a philosophical end (Habakkuk 1:12, Psalm 90:2, study of questions related to the nature of God (theology), people (anthropology), and purpose Deuteronomy 33:27) (teleology). Creator: God, sovereign Creator (Deuteronomy 4:39, PLANNING AHEAD God as Ultimate Reality 1 Chronicles 29:12) For Lessons 4.15.2, 4.19.1 and The biblical worldview of reality rests on the premises that God himself is ultimate Reality 4.19.2, you will need a keyboard and that everything exists because of his creative power (Isaiah 40:28, 45:18; Colossians Music Staff: The harmony and goodness of all that or guitar. 1:16). What people observe with their senses or determine empirically is not all that is real. God has created (Genesis 1:1) For Lesson 4.16 and Lesson God, as ultimate Reality, is comprehended through faith. 4:18.2, you will need a basket; Music single-bar note: All creation in small flashlight; piece of black The Creation of the Cosmos harmony with God cloth; small plant; plastic fish, The created order came into existence out of nothing through the power of God’s spoken (Genesis 1:31) birds, and animals; toy chair; bubble solution; stickers of the Word (Psalm 33:9, 148:5). This Word that called all things into existence is Jesus Christ, sun, moon, and stars; and male who was with God in the beginning, and who is God (John 1:1–3). Creation is the work and a female dolls. of the triune God involving Jesus (1 Corinthians 8:6; Hebrews 1:2), the Holy Spirit (Genesis 1:2, Job 33:4), and God the Father (Exodus 20:11, Malachi 2:10, Ephesians 3:9c). For Lesson 4.17.2, have students bring in family photos. You will need to ask a student God’s Relationship to His Creation to bring in the names of his or Though God created the cosmos, he is still separate from his creation. He is transcendent. SUPPLEMENTAL MATERIALS her parents, grandparents, and God did not create what exists out of himself or as an extension of his own essences. He great-grandparents. created by free choice, out of nothing. There was no preexistent chaos or an orderly set of Blackline Masters SW 4.16.2 Plants, Sun, and Moon TR 1.2.3B Day 6 molecules waiting for God’s command to organize themselves into created order. God, BLM 1.1.2B Wise Man Song SW 4.16.3 Birds and Animals TR 1.2.3C Day 4 For Lesson 4.19.4. you will BLM 4.15.3A Angel SW 4.16.4 Creation Review TR 1.2.3D Unit 1 Symbol creating out of nothing, demonstrates his absolute sovereignty and power over what he need gardening tools such as BLM 4.15.4A Origin Stories SW 4.17.1 A Creative God TR 2.5.1A Truth 2 Couplet gloves, a trowel, and a rake, or created (Isaiah 44:24, Hebrews 11:3). BLM 4.15 Test 15 SW 4.17.2 God Created People TR 2.5.4A Unit 2 Symbol a spade. BLM 4.16 Test 16 SW 4.17.3 Image and Likeness TR 3.10.4A Truth 3 Couplet What the Creation Reveals about God BLM 4.17.1A Creation Cards SW 4.17.4 Adam’s Rib TR 3.10.4B Unit 3 Symbol The cosmos reflects the person and character of God. It reveals that he is orderly (Genesis BLM 4.17.3A Girl SW 4.18.1 The First Family TR 4.15.2A Truth 4 Couplet 1:14, 8:22), divine, eternal, all-powerful (Romans 1:20), and good (Genesis 1:31). The BLM 4.17.3B Boy SW 4.18.2 Creation and Rest TR 4.15.2B Unit 4 Symbol CHARACTER relational nature of God the Father, God the Son, and God the Holy Spirit is likewise BLM 4.17.3C Cutouts SW 4.18.3 Gratitude for Creation TR 4.15.3A Creation DISCUSSION evident in the design of creation wherein all its dimensions exist in relationship with each BLM Test 17 SW 4.18.4 One Man Gives Thanks TR 4.16.1A Day 1 other and their Creator. BLM 4.18.4A One Man Gives Thanks SW 4.19.1 Harmony of Creation TR 4.16.1B Day 2 • Share about things for which BLM Test 18 SW 4.19.2 Temptation TR 4.16.3A Day 5 you are grateful. The Purpose of Creation BLM Test 19 SW 4.19.3 The Fall TR 4.17.1A God’s Creativity • Share ways you can show BLM 4.20.4A Biblical Truths SW 4.19.4 Consequences TR 4.17.2A Family Tree As a reflection of God’s character, creation is not only orderly, but it also has purpose. It gratitude beyond saying thank BLM Test 20 SW 4.20.1 God Punishes Satan TR 4.17.3A Day 6 Adam you. Give examples of how was designed for God (Colossians 1:16–17), and he possesses what he created (Psalm 24.1, SW 4.20.2 Our Redeemer TR 4.17.4A Day 6 Eve you have shown or can show 104:24). Creation has a history, and God is sovereignly directing its course for his purposes Student Workbook SW 4.20.3 New Earth TR 4.17.4B Families gratitude in these ways. and glory, including the salvation of humanity. The biblical worldview rejects any view that SW 4.15.1 Biblical Truths 1–3 SW 4.20.4 Review Units 1–4 TR 4.18.2A Day 7 • Share a time when you have places people, nature, or anything else as the ultimate goal or objective of creation and its SW 4.15.2 In Harmony TR 4.18.3A Gratitude not expressed gratitude for history. Though people may be the focus of earthly history, the created order is ultimately SW 4.15.3 God Created Angels Transparencies TR 4.19.3A Creation in Disharmony something. directed and planned for the glory of God. SW 4.15.4 Earth and Sky TR 1.2.2A Truth 1 Couplet TR 4.20.2A Creation Restored in Harmony SW 4.16.1 Light, Air, and Sky TR 1.2.3A Day 3

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4.15.1 God the Creator: Units 1–3 Review

Introduce M Select a female student to go to the board. Whisper in her ear to draw Wise William MEMORY VERSE building a house on a rock foundation. Tell the student not to say anything to the class about what she is drawing. While she is drawing, allow the other students to call out what they Genesis 1:1 think the picture represents. Make sure that the correct response includes that it is Wise William building his house on a rock. Invite the student who answers correctly to identify The Rock on the House of Truth.

OBJECTIVES Select a male student to go to the board. Whisper in his ear to draw Foolish Fred building Students will be able to his house on sand. Have students guess what is being drawn. Make sure the correct response • restate Biblical Truths 1–3. includes that it is Foolish Fred building his house on sand. Invite a student who has answered correctly to identify The Foundation of Wisdom on the House of Truth. Review the concept that our life will be strong only if we lay its foundation on God and his Word by knowing, loving, and obeying him. Display BLM 1.1.2B Wise Man Song. Have students sing the SUPPLEMENTALS song using the traditional hand motions. SW 4.15.1 BLM 1.1.2B Develop M P TR 1.2.2A 1 Review Biblical Truth 1: God is Truth and always tells us what is right and true. Ask TR 1.2.3D students to state the three ways in which God speaks truth to us. (through creation; his TR 2.5.1A TR 2.5.4A Word; and his Son, Jesus Christ) Remind students that God is Truth. He graciously TRs 3.10.4A–B reveals his truth to us so we can build our lives wisely. Display TR 1.2.2A Truth 1 Biblical Truth Couplets CD Couplet. Have students recite it. Play track 1 on the Biblical Truth Couplets CD and have students sing along.

Invite a student to come to the board and to select the index card that has the correct MATERIALS M Scripture reference for Biblical Truth 1. (Isaiah 45:19c) Have that student turn the card over and read the verse. Then have him identify Biblical Truth 1 on the House of Truth. • Worldview Model—House of Truth (Introduce, Develop 1–3) Review Biblical Truth 2: God is the only true and almighty God. Ask students to • 3 index cards (Develop 1–3) name the characteristics of God that they have learned. (God is eternal, immutable, omnipresent, omniscient, and omnipotent.) Remind students that the God who speaks truth to us is the only true God. He is infinite in power, wisdom, and presence. Display TR 2.5.1A Truth 2 Couplet. Have students recite it. Play track 2 on the Biblical Truth Couplets CD and have students sing along. PREPARATION P

• Write the Scripture references Invite a student to select the index card with the Scripture for Biblical Truth 2. Have Isaiah 45:19c, Psalm 86:10, that student turn over the card and read the verse. (Psalm 86:10) Then have her identify and 2 Corinthians 13:14 each Biblical Truth 2 on the House of Truth. on a separate index card. Write the corresponding verses on the opposite sides of the index 2 Review Biblical Truth 3: God is God the Father, God the Son, and God the Holy Spirit. cards. Tape the cards onto Ask students to tell which of the three Persons of the Trinity played a role in salvation. the board with the references (all three Persons) Remind students that God is one God, yet three Persons, each with facing out. (Develop 1–3) unique personalities. Display TR 3.10.4A Truth 3 Couplet. Have students recite it. Play track 3 on the Biblical Truth Couplets CD and have students sing along.

Invite a student to select the last index card with the Scripture for Biblical Truth 3, 2 Corinthians 13:14. Have that student turn over the card and read the verse. Then have him identify Biblical Truth 3 on the House of Truth.

3 Have students complete SW 4.15.1 Biblical Truths 1–3.

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4.15.1 God the Creator: Units 1–3 Review

Introduce M Select a female student to go to the board. Whisper in her ear to draw Wise William Close MEMORY VERSE building a house on a rock foundation. Tell the student not to say anything to the class about ENRICHMENT what she is drawing. While she is drawing, allow the other students to call out what they Teach students how to play Make a Bubble. Tell them to puff out their cheeks and close their • Use TR 1.2.3D Unit 1 Symbol, Genesis 1:1 think the picture represents. Make sure that the correct response includes that it is Wise lips. This is the “bubble.” Explain that to “pop” their bubbles, they need to put one hand TR 2.5.4A Unit 2 Symbol, William building his house on a rock. Invite the student who answers correctly to identify on each cheek and squeeze in, releasing the air. After allowing students to practice making and popping bubbles, inform them that you are going to ask a series of review questions. and TR 3.104B Unit 3 Symbol The Rock on the House of Truth. to review the symbolic Before you ask each question, students are to make a bubble. If they think the answer to the representations of Biblical OBJECTIVES Select a male student to go to the board. Whisper in his ear to draw Foolish Fred building question is true, they should keep their mouths in a bubble. If they think the answer is false, Truths 1–3. students should pop their bubbles. Students will be able to his house on sand. Have students guess what is being drawn. Make sure the correct response • Divide the class into three • restate Biblical Truths 1–3. includes that it is Foolish Fred building his house on sand. Invite a student who has answered groups. Assign one of Biblical correctly to identify The Foundation of Wisdom on the House of Truth. Review the concept 1 The verse for Biblical Truth 1 is Psalm 86:10. (False.) Truths 1–3 to each group. that our life will be strong only if we lay its foundation on God and his Word by knowing, 2 The verse for Biblical Truth 1 is Isaiah 45:19c. (True.) Give each student a piece of loving, and obeying him. Display BLM 1.1.2B Wise Man Song. Have students sing the 3 Biblical Truth 2 tells us that God exists in three Persons. (False.) plain white paper. Have them 4 Biblical Truth 3 tells us that God exists in three Persons. (True.) write their assigned truth on SUPPLEMENTALS song using the traditional hand motions. 5 According to Biblical Truth 2, there is only one true God. (True.) the paper and then decorate SW 4.15.1 it. Inform students you will BLM 1.1.2B Develop M P conduct a contest for accuracy, Notes neatness, and creativity. Select TR 1.2.2A 1 Review Biblical Truth 1: God is Truth and always tells us what is right and true. Ask TR 1.2.3D one winner for each truth. students to state the three ways in which God speaks truth to us. (through creation; his TR 2.5.1A TR 2.5.4A Word; and his Son, Jesus Christ) Remind students that God is Truth. He graciously TRs 3.10.4A–B reveals his truth to us so we can build our lives wisely. Display TR 1.2.2A Truth 1 Biblical Truth Couplets CD Couplet. Have students recite it. Play track 1 on the Biblical Truth Couplets CD and have students sing along.

Invite a student to come to the board and to select the index card that has the correct Scripture reference for Biblical Truth 1. (Isaiah 45:19c) Have that student turn the card MATERIALS M Name Date over and read the verse. Then have him identify Biblical Truth 1 on the House of Truth. Biblical Truths 1–3 4.15.1 • Worldview Model—House of Truth (Introduce, Develop 1–3) Review Biblical Truth 2: God is the only true and almighty God. Ask students to • 3 index cards (Develop 1–3) Isaiah 45:19c Psalm 86:10 2 Corinthians 13:14 name the characteristics of God that they have learned. (God is eternal, immutable, Answers will vary according to Scripture version used. 1. Write the Bible verse and reference for Biblical Truth 1. omnipresent, omniscient, and omnipotent.) Remind students that the God who speaks truth to us is the only true God. He is infinite in power, wisdom, and presence. Display Isaiah 45:19c TR 2.5.1A Truth 2 Couplet. Have students recite it. Play track 2 on the Biblical Truth Couplets CD and have students sing along. PREPARATION P

• Write the Scripture references Invite a student to select the index card with the Scripture for Biblical Truth 2. Have Isaiah 45:19c, Psalm 86:10, that student turn over the card and read the verse. (Psalm 86:10) Then have her identify 2. Write the Bible verse and reference for Biblical Truth 2. and 2 Corinthians 13:14 each Biblical Truth 2 on the House of Truth. on a separate index card. Write Psalm 86:10 the corresponding verses on the opposite sides of the index 2 Review Biblical Truth 3: God is God the Father, God the Son, and God the Holy Spirit. cards. Tape the cards onto Ask students to tell which of the three Persons of the Trinity played a role in salvation. the board with the references (all three Persons) Remind students that God is one God, yet three Persons, each with facing out. (Develop 1–3) unique personalities. Display TR 3.10.4A Truth 3 Couplet. Have students recite it. Play 3. Write the Bible verse and reference for Biblical Truth 3. track 3 on the Biblical Truth Couplets CD and have students sing along. 2 Corinthians 13:14

3 Have students complete SW 4.15.1 Biblical Truths 1–3. © BOTR Grade 1

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4.15.2 God the Creator: Harmony

Introduce M P Distribute one small bag to each student. Explain to students that you are going to take OBJECTIVES them on a short walk outside to find some God-made things and some man-made things. As students identify God-made objects, have them carefully place samples such as leaves, Students will be able to rocks, flowers, and feathers into their bags. Caution them to avoid damaging what they find. • explain that God’s original Encourage them to point out small insects and other God-made objects they observe but creation was in harmony. cannot collect. Have students observe each facet of creation including the sky, the land, and water forms as well as living and nonliving parts of nature. As students find discarded man-made items such as trash or litter, have them carefully place them into their bags. Caution students not to pick up broken glass or other potentially dangerous items. Have SUPPLEMENTALS students point out man-made things they observe but cannot collect such as houses, cars, SW 4.15.2 fences, and sidewalks. When you are finished with the walk, have students bring their bags TRs 4.15.2A–B back to class. Biblical Truth Couplets CD Develop M P 1 Direct students to categorize the man-made items and the God-made items. Make a list MATERIALS M on the board of the man-made items. Have students recall some of the items that were man-made that they couldn’t bring back in their bags. Discuss the fact that these items • Small bags (Introduce) • Worldview Model—House of did not make themselves. All things exist because they are created by God or people. Truth, Biblical Truth 4 model piece (Develop 3) 2 Discuss the God-made items that students brought back. List those on the board. Have • Christian a capella music CD, students recall some of the God-made items that they couldn’t bring back in their bags. keyboard or guitar (Develop 4) Discuss the difference between man-made and God-made things. Emphasize that all man-made things are actually created from something that God made first. Man cannot create something from nothing. Only God can create out of nothing by the power of his Word. PREPARATION P 3 Introduce Biblical Truth 4: God is the Creator. Have students recite it with you. Read • Arrange for students to take a short nature walk around Ephesians 3:9c. Reiterate that God is the Creator of all things both visible and invisible. the school grounds or the People create only out of what God has already created. Direct students’ attention to the neighborhood to collect and House of Truth. Lay Biblical Truth 4 model piece on The Foundation of Wisdom adjacent observe creation and other to Biblical Truth 3 model piece. Inform students that Biblical Truth 4 is the fourth stone God-made objects as well as of truth about God in The Foundation of Wisdom. man-made objects. (Introduce) • Select a Christian a capella Display TR 4.15.2A Truth 4 Couplet. Have students recite it with you. Play track 4 on song that exemplifies musical the Biblical Truths Couplets CD, and have students sing along. harmony. (Develop 4) 4 Play the Christian a capella song and direct students to listen carefully. Point out how well the different voices sounded together. Explain that this is called harmony. Use the keyboard or guitar to demonstrate harmony by playing or plucking a middle C and then an E. Have students hum the two pitches. If you are using a keyboard, play the two notes together. If you are using a guitar, hum one of the notes and pluck the other. Explain that notes played together like this make harmony and that this harmony is pleasing to people’s ears.

5 Read the memory verse, Genesis 1:1. Have students practice reciting it. Introduce the concept of the initial harmony between God and his creation. Teach that everything God created was in harmony at the beginning. All dimensions were in tranquility and agreement. Like beautiful music, creation reflected the unity and harmony of its Creator—God the Father, the Son, and the Holy Spirit.

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4.15.2 God the Creator: Harmony

Introduce M P Distribute one small bag to each student. Explain to students that you are going to take 6 Assign SW 4.15.2 In Harmony for students to complete. OBJECTIVES them on a short walk outside to find some God-made things and some man-made things. ENRICHMENT As students identify God-made objects, have them carefully place samples such as leaves, • Display TR 4.15.2B Unit 4 Students will be able to rocks, flowers, and feathers into their bags. Caution them to avoid damaging what they find. Close Symbol. Teach that the picture • explain that God’s original Encourage them to point out small insects and other God-made objects they observe but Ask the following questions. Inform students that they are to “sing” their answers. creation was in harmony. of the hands forming a galaxy cannot collect. Have students observe each facet of creation including the sky, the land, represents that God is the and water forms as well as living and nonliving parts of nature. As students find discarded 1 What is Biblical Truth 4? (God is the Creator.) Creator. The musical staff man-made items such as trash or litter, have them carefully place them into their bags. 2 What are some things that are God-made? (Possible answers: trees, water, air, represents the harmony and Caution students not to pick up broken glass or other potentially dangerous items. Have mountains, people, plants, animals) goodness of all that God has SUPPLEMENTALS students point out man-made things they observe but cannot collect such as houses, cars, 3 What is the word for notes played together that are pleasing to the ears? (harmony) created. The musical single bar SW 4.15.2 fences, and sidewalks. When you are finished with the walk, have students bring their bags 4 What does Biblical Truth Couplet 4 say? (God created the heavens and the earth. To note represents all of creation TRs 4.15.2A–B back to class. everything within them he gave birth.) in harmony with God. Biblical Truth Couplets CD Develop M P Notes 1 Direct students to categorize the man-made items and the God-made items. Make a list MATERIALS M on the board of the man-made items. Have students recall some of the items that were man-made that they couldn’t bring back in their bags. Discuss the fact that these items • Small bags (Introduce) • Worldview Model—House of did not make themselves. All things exist because they are created by God or people. Truth, Biblical Truth 4 model piece (Develop 3) 2 Discuss the God-made items that students brought back. List those on the board. Have • Christian a capella music CD, students recall some of the God-made items that they couldn’t bring back in their bags. keyboard or guitar (Develop 4) Discuss the difference between man-made and God-made things. Emphasize that all man-made things are actually created from something that God made first. Man cannot create something from nothing. Only God can create out of nothing by the power of his Word. Name Date PREPARATION P 4.15.2 In Harmony 3 Introduce Biblical Truth 4: God is the Creator. Have students recite it with you. Read • Arrange for students to take Ephesians 3:9c. Reiterate that God is the Creator of all things both visible and invisible. a short nature walk around 1. Circle the words that belong in Biblical Truth 4. Then write them in order to show what Biblical Truth 4 says. the school grounds or the People create only out of what God has already created. Direct students’ attention to the neighborhood to collect and House of Truth. Lay Biblical Truth 4 model piece on The Foundation of Wisdom adjacent heaven observe creation and other to Biblical Truth 3 model piece. Inform students that Biblical Truth 4 is the fourth stone God-made objects as well as of truth about God in The Foundation of Wisdom. man-made objects. (Introduce) • Select a Christian a capella Display TR 4.15.2A Truth 4 Couplet. Have students recite it with you. Play track 4 on Jesus song that exemplifies musical the Biblical Truths Couplets CD, and have students sing along. Creator God harmony. (Develop 4) is 4 Play the Christian a capella song and direct students to listen carefully. Point out how well the different voices sounded together. Explain that this is called harmony. Use the the keyboard or guitar to demonstrate harmony by playing or plucking a middle C and then Rock an E. Have students hum the two pitches. If you are using a keyboard, play the two notes together. If you are using a guitar, hum one of the notes and pluck the other. Explain earth that notes played together like this make harmony and that this harmony is pleasing to Biblical Truth 4: God is the Creator. people’s ears.

2. Unscramble the letters to find the missing word. 5 Read the memory verse, Genesis 1:1. Have students practice reciting it. Introduce the concept of the initial harmony between God and his creation. Teach that everything y h r m o a n

God created was in harmony at the beginning. All dimensions were in tranquility In the beginning, God created everything in harmony . and agreement. Like beautiful music, creation reflected the unity and harmony of its Creator—God the Father, the Son, and the Holy Spirit. © BOTR Grade 1

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4.15.3 God the Creator: Angels

Introduce M P Divide the class into groups of four or five. Distribute wooden blocks to each group. Inform OBJECTIVES students that each group is going to build a house. But first, direct them to look at the blocks without touching them for a minute. Ask if the blocks are forming into a house by Students will be able to themselves. (No.) Direct students to work together as a team to build a house with the • describe God’s purpose for blocks. Once students have built their houses, ask the following questions: Did this house creating angels. make itself? Did the blocks make themselves? Why couldn’t the blocks and house make themselves? Where did the house come from?

Emphasize that it is impossible for something to create itself from nothing. Even if there were SUPPLEMENTALS building materials there, the materials could not make themselves into a building. Display SW 4.15.3 TR 4.15.3A Creation and review the concept that the creation reveals the design and plan BLM 4.15.3A of God. Have students identify the different things God created. Ask students whether TR 4.15.3A these things created themselves. (No.) Do you think someone planned the things you see? (Yes.) Point out the musical notes flowing throughout the creation. Review that the original creation was in perfect relational harmony. Each dimension was in harmony with God, with itself, and with the other dimensions of creation. Inform students that the rest of this lesson MATERIALS M and Lesson 4.16 explore how God’s good creation began. • Wooden blocks (Introduce) Develop 1 Point out the angels on TR 4.15.3A. Ask students if they know what angels are. Where did angels come from? Inform students that the New Testament writer John and the Old P PREPARATION Testament writer David wrote about the creation of all things, including angels. Read • Obtain enough wooden Revelation 4:11 and Psalm 148:2, 5. Ask the following questions: If God made all blocks for groups of four or things, did he make the angels? Do you think angels are equal to God? Can angels do five students to build houses. everything God does? Who is in charge of the angels? Emphasize that angels are created, (Introduce) finite beings who are always under God’s authority.

2 Challenge students to think about what angels look like. Ask why God created angels. Read Hebrews 1:14. Point out that since angels are spirits, they are invisible. However, they can reveal themselves in visible form to people. Sometimes God allows them to be seen by people as his messengers. Inform students that angels have names and the ability to think and communicate.

3 Share that the New Testament writer Luke wrote about an angel’s visit to Mary to announce the birth of the Messiah, Jesus Christ. Read the annunciation to Mary in Luke 1:26–31. Ask the following questions: Who sent an angel to visit Mary? What was the angel’s name? Why did God send Gabriel to Mary? Could Mary see the angel Gabriel? Why do you think Mary was confused and afraid when she saw the angel Gabriel? What message did Gabriel have for Mary?

Reinforce the concept that angels are created beings who serve God and people. Angels can manifest themselves in visible form and communicate with people in languages they can understand. However, angels do not appear unless God has a specific purpose for them to do so.

4 Redirect students’ attention to the drawings representing angels on TR 4.15.3A. Emphasize that although this illustration depicts angels with wings, most descriptions of angels in the Bible do not mention wings. The important truth is that angels are personal and spiritual beings created to be God’s servants and messengers for his glory.

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4.15.3 God the Creator: Angels

Introduce M P Divide the class into groups of four or five. Distribute wooden blocks to each group. Inform 5 Have students complete SW 4.15.3A God Created Angels. (Note: The Scriptures on this OBJECTIVES students that each group is going to build a house. But first, direct them to look at the workbook page are from The International Children’s Bible.) ENRICHMENT blocks without touching them for a minute. Ask if the blocks are forming into a house by • Obtain a children’s book about Students will be able to themselves. (No.) Direct students to work together as a team to build a house with the angels and read it to the class • describe God’s purpose for blocks. Once students have built their houses, ask the following questions: Did this house Close creating angels. for story time. make itself? Did the blocks make themselves? Why couldn’t the blocks and house make Have students clasp their hands behind their backs. Inform them you are going to ask several • To reinforce that angels exist, themselves? Where did the house come from? questions. If they think the answer is true, students are to flaps their arms like the wings of can manifest themselves in an angel. If they think the answer is false, students should keep their hands clasped. Make visible form, and communicate Emphasize that it is impossible for something to create itself from nothing. Even if there were sure students re-clasp their hands after each question. with people, read Daniel 10. SUPPLEMENTALS building materials there, the materials could not make themselves into a building. Display Have students list the details SW 4.15.3 TR 4.15.3A Creation and review the concept that the creation reveals the design and plan 1 Angels are spirits. (True.) about how the angel was BLM 4.15.3A of God. Have students identify the different things God created. Ask students whether 2 Angels are always invisible. (False.) described in the passage. TR 4.15.3A these things created themselves. (No.) Do you think someone planned the things you see? 3 Angels do not have names. (False.) • Allow students to color (Yes.) Point out the musical notes flowing throughout the creation. Review that the original 4 Angels are God’s messengers. (True.) BLM 4.15.3A Angel. creation was in perfect relational harmony. Each dimension was in harmony with God, with 5 God created angels for his glory. (True.) itself, and with the other dimensions of creation. Inform students that the rest of this lesson MATERIALS M and Lesson 4.16 explore how God’s good creation began. Notes • Wooden blocks (Introduce) Develop 1 Point out the angels on TR 4.15.3A. Ask students if they know what angels are. Where did angels come from? Inform students that the New Testament writer John and the Old P PREPARATION Testament writer David wrote about the creation of all things, including angels. Read • Obtain enough wooden Revelation 4:11 and Psalm 148:2, 5. Ask the following questions: If God made all blocks for groups of four or things, did he make the angels? Do you think angels are equal to God? Can angels do five students to build houses. everything God does? Who is in charge of the angels? Emphasize that angels are created, (Introduce) Name Date finite beings who are always under God’s authority. God Created Angels 4.15.3

2 Challenge students to think about what angels look like. Ask why God created angels. We know about angels because God’s Word tells us about them. Read the Read Hebrews 1:14. Point out that since angels are spirits, they are invisible. However, following verses. Color the wings next to the sentences that are true. they can reveal themselves in visible form to people. Sometimes God allows them to be 1. Hebrews 12:22 You have come to thousands of angels gathered together seen by people as his messengers. Inform students that angels have names and the ability with joy. to think and communicate. God created only a few angels. God created thousands of angels.

3 Share that the New Testament writer Luke wrote about an angel’s visit to Mary to 2. Matthew 28:2 An angel of the Lord came down from heaven. The angel went to the tomb and rolled the stone away from the entrance. Then announce the birth of the Messiah, Jesus Christ. Read the annunciation to Mary in he sat on the stone. Luke 1:26–31. Ask the following questions: Who sent an angel to visit Mary? What The angel came from heaven. was the angel’s name? Why did God send Gabriel to Mary? Could Mary see the angel The angel covered the tomb with the stone. Gabriel? Why do you think Mary was confused and afraid when she saw the angel 3. Matthew 28:3 4 He was shining as bright as lightning. His clothes Gabriel? What message did Gabriel have for Mary? – were white as snow. The soldiers guarding the tomb were very frightened of the angel. They shook with fear and then became like dead men. Reinforce the concept that angels are created beings who serve God and people. Angels The angel was wearing dirty clothes. can manifest themselves in visible form and communicate with people in languages they The soldiers were afraid of the angel. can understand. However, angels do not appear unless God has a specific purpose for 4. Hebrews 1:14 All the angels are spirits who serve God and are sent to help them to do so. those who will receive salvation. Angels are equal to God. 4 Redirect students’ attention to the drawings representing angels on TR 4.15.3A. Angels help God and people. Emphasize that although this illustration depicts angels with wings, most descriptions of angels in the Bible do not mention wings. The important truth is that angels are personal © BOTR Grade 1 and spiritual beings created to be God’s servants and messengers for his glory.

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4.15.4 God the Creator: Earth and Sky

Introduce Have students recite Biblical Truth 4: God is the Creator. Explain that in cultures OBJECTIVES throughout the world, people have invented stories, or myths, to help them understand how the earth and universe came into existence. Tell students you are going to read a few of the Students will be able to myths that different cultures believe about the origin of the world. Read BLM 4.15.4A • summarize how God created Origin Stories. Encourage students to comment on the stories. the earth and heavens from nothing. Develop M 1 Read the memory verse, Genesis 1:1. Have students select a partner and practice memorizing it for a few minutes. Begin discussion by asking the following questions: SUPPLEMENTALS Did the earth and sky have a beginning? Who created the earth and sky and gave them a SW 4.15.4 beginning? Does God have a beginning? Emphasize that God, who has no beginning or BLM 4.15.4A end, created the earth and sky. Unlike God, the earth and sky had a beginning.

2 Write the word Genesis on the board. Read it and have students recite it. Explain that genesis means beginning and that the first book of the Bible, Genesis, tells about the MATERIALS M beginning of the heavens and the earth and everything in them. • Globe (Develop 5) 3 Ascertain students’ understanding of how God created the earth before explaining the concept of creation ex nihilo. Ask the following questions: How did God create the earth? Did God make the earth out of rocks and soil and other things that already existed? How do people make things? Can people create things by only speaking? What is different about how God creates things and how people create things? Teach that God creates out of nothing by the power of his spoken Word. In contrast, people create only out of that which God created from nothing.

4 Write the words omnipotent and omniscient on the board. Ask students the following: Which word means all-knowing? (omniscient) Which word means all-powerful? (omnipotent) Explain that God was able to create the heavens and Earth out of nothing because he is omnipotent. His wisdom, or omniscience, gives him the ability to create anything he wants to create by just speaking.

5 Display the globe. Have students notice its shape. Introduce the term sphere, and have students name other spherical objects. Emphasize the difference between round, circular, and spherical. Point out the oceans and continents on the globe. Ask students to tell what the blue parts represent. (the oceans) What do the brown and green (or designated colors) parts represent? (the land) Explain that before the earth was a sphere with land and water forms and light, it was very different from the earth that we know today.

6 Darken the room before reading Genesis 1:1–2. Direct students to close their eyes and sit quietly as you read. Have them listen for descriptive details. Read the passage twice, slowly and emphatically. Reiterate that although God can create instantly whatever he chooses to create, he “formed” the earth. He began with a shapeless mass, and then he formed it into a sphere. Turn the lights on.

7 Review the role of the Holy Spirit as Creator. Remind students of their recent study of the Trinity. Have them identify the three Persons of the Trinity—Father, Son, and Holy Spirit. Reread Genesis 1:1–2. Ask who this Scripture says was present. (God’s Spirit) Were the other two Persons of the Trinity present at the time of creation? (Yes, although these particular Scriptures do not mention them.)

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4.15.4 God the Creator: Earth and Sky

Introduce Have students recite Biblical Truth 4: God is the Creator. Explain that in cultures 8 Have students complete SW 4.15.4 Earth and Sky. OBJECTIVES throughout the world, people have invented stories, or myths, to help them understand how ENRICHMENT the earth and universe came into existence. Tell students you are going to read a few of the Students will be able to Close • Select from the Internet a myths that different cultures believe about the origin of the world. Read BLM 4.15.4A variety of stories about the • summarize how God created Origin Stories. Encourage students to comment on the stories. Select a student to give the answer to the first question. If the student answers correctly, the earth and heavens from origin of the earth and read select another student and ask the next question. If the first question is answered incorrectly, them to students. Comment nothing. continue asking different students until you get the correct answer. Then have the entire class Develop M on the commonalities of each repeat the correct answer before asking the next question. of the stories, pointing out 1 Read the memory verse, Genesis 1:1. Have students select a partner and practice how some of the beliefs are memorizing it for a few minutes. Begin discussion by asking the following questions: 1 Do all people and cultures have the same beliefs about the beginning of the world? (No.) similar to the biblical account of SUPPLEMENTALS Did the earth and sky have a beginning? Who created the earth and sky and gave them a 2 What does the word genesis mean? (beginning) creation. SW 4.15.4 beginning? Does God have a beginning? Emphasize that God, who has no beginning or 3 Why is the first book of the Bible calledGenesis ? (It tells about the beginning of the BLM 4.15.4A end, created the earth and sky. Unlike God, the earth and sky had a beginning. heavens and the earth and everything in them.) 4 What did God create the earth and heavens from? (nothing) 2 Write the word Genesis on the board. Read it and have students recite it. Explain that 5 Why was God able to do that? (because he is omniscient and omnipotent) genesis means beginning and that the first book of the Bible, Genesis, tells about the MATERIALS M beginning of the heavens and the earth and everything in them. Prayer • Globe (Develop 5) 3 Ascertain students’ understanding of how God created the earth before explaining the Have students thank God for the world and everything in it that he made. concept of creation ex nihilo. Ask the following questions: How did God create the earth? Did God make the earth out of rocks and soil and other things that already existed? How Notes do people make things? Can people create things by only speaking? What is different about how God creates things and how people create things? Teach that God creates out of nothing by the power of his spoken Word. In contrast, people create only out of that which God created from nothing.

Name Date 4 Write the words omnipotent and omniscient on the board. Ask students the following: 4.15.4 Earth and Sky Which word means all-knowing? (omniscient) Which word means all-powerful?

(omnipotent) Explain that God was able to create the heavens and Earth out of nothing 1. Circle all the objects that are spheres. because he is omnipotent. His wisdom, or omniscience, gives him the ability to create anything he wants to create by just speaking.

6 Darken the room before reading Genesis 1:1–2. Direct students to close their eyes and sit quietly as you read. Have them listen for descriptive details. Read the passage twice, slowly and emphatically. Reiterate that although God can create instantly whatever he Fill in the missing letters. chooses to create, he “formed” the earth. He began with a shapeless mass, and then he 2. In the beginning, God created the e a r th and the s k y . formed it into a sphere. Turn the lights on. 3. God created the earth out of n o th i n g.

4. Da r kne s s covered the ocean, and God’s S p ir i t 7 Review the role of the Holy Spirit as Creator. Remind students of their recent study of was moving over the water. the Trinity. Have them identify the three Persons of the Trinity—Father, Son, and Holy 5. Genesis means be g i nn i n g. The first book of the Bible is Spirit. Reread Genesis 1:1–2. Ask who this Scripture says was present. (God’s Spirit) Were named G e n e s i s. the other two Persons of the Trinity present at the time of creation? (Yes, although these © BOTR Grade 1 particular Scriptures do not mention them.)

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Lesson 26.0 Preparation Bible Survey: The Flood and the Tower 26 Overview The effects of the fall spread throughout the earth as people developed their rebellious and God-hating societies. Grieved at the sin of the human heart and the rampant evil it CHARACTER TRAITS produced, God decided to destroy his creation. However, Noah, who loved God, found grace in his eyes (Genesis 6:8). God saved him and his family from the flood through his love, Trust—Psalm 31:14 Reverence—Deuteronomy 13:4 provision, and direction. By faith, Noah obeyed God and built the ark as God instructed him to do. The ark carried him and his family to safety. The ark also carried to safety a male and female of every bird, animal, and crawling thing on the earth.

It took 120 years to construct the ark. It was a three-story box, approximately 450 feet long, PLANNING AHEAD 75 feet wide, and 45 feet high. It contained nearly 100,000 square feet of space (Genesis 6:15). For Lesson 26.1, you will need a It had no guidance or propelling systems, but was designed to float upon the flooded earth dishpan, 1 block of balsa wood, until the time God ordained for it to come to rest on Mount Ararat. and 1 block of pine or another wood that is denser than balsa wood. Through his chosen remnant from the first creation, God would refill the earth with life and continue his eternal plan for bringing his image-bearers into fellowship with himself. His covenant with Noah reaffirmed this plan. The Messiah would eventually come through the lineage of Noah’s family. NOTES Following the flood, people again populated the earth, this time through the families of Noah’s sons, Shem, Ham, and Japheth. Bound together by one language, Noah’s descendants developed the next societies on the earth. However, they no longer worshipped God—they had separated themselves from God. Their actions were motived by arrogance, as they asserted their will against God’s. Their pride was similar to the pride that inspired Adam and Eve to rebel against God in the garden of Eden.

Rather than obeying God’s command to increase in number and fill the earth (Genesis 9:1), the inhabitants of the city desired to become famous right where they were, settled comfortably in this one part of the earth. The people tried to make a name for themselves by building a staircase-like structure. On the plains of Shinar in the land of Babylon, the people built the city of Babel. The centerpiece of the city was a towering Mesopotamian ziggurat. Their skyscraper symbolized their prideful attempt to attain immortality on their own terms.

God’s plan for creation, however, was not thwarted by the pride and arrogance of the people. He judged the inhabitants of Babel by confusing their language so that they could no longer understand each other. From there, God scattered them over all the earth where they developed multiple cultures and dialects.

SUPPLEMENTAL MATERIALS Blackline Masters Student Workbook Transparencies BLM 26.1A The Story of Noah SW 26.1 The Ark TR 26.1A Time Line, Part 2 BLM Test 26 SW 26.2 God’s Promise TR 2.8.4A Reverence SW 26.3 The Tower of Babel SW 26.4 Trust and Reverence

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26.1 The Flood and the Tower:Noah

Introduce M P Show students the dishpan that you have filled with water and the two blocks of wood. Ask MEMORY VERSE students what they think will happen when you put the blocks in the water. Will the blocks float or sink? Will just one block float? Will one block sink? Place the blocks in the dishpan Hebrews 11:7a–b and allow students to see the result. Inform students that the type of wood determines whether the block will float. Balsa wood is porous like a sponge, so the balsa-wood block floats better than the other block because it has more air trapped within the wood. Explain that in today’s lesson, students will learn how one man trusted God and built a wooden boat OBJECTIVES that floated on the water. Students will be able to • retell the story of Noah’s Develop P building, loading, and launching the ark. 1 Remind students that disharmony in relationships was a result of the fall. Adam and Eve’s children, grandchildren, great-grandchildren, and all their descendants—even to us today—had a sinful nature. Soon people filled the earth. Sadly, they continued to disobey God. Ask students how God probably felt about the sin that he saw. Explain that the book SUPPLEMENTALS of Genesis tells how God felt and what he did.

SW 26.1 Read Section A on BLM 26.1A The Story of Noah. Ask the following questions: How BLM 26.1A did God know what the people on earth were thinking? (God is omniscient.) How did TR 26.1A God feel about their sinful thoughts? (He was sad. His heart was filled with pain.) What did God decide to do? (He would destroy the wicked people and all life on the earth.) M MATERIALS 2 Remark that there was one person on the earth who was not wicked. His name was Noah. • Dishpan, water, 1 block of Noah found favor in God’s eyes because he always did what was right. Display TR 26.1.A balsa wood, 1 block of pine or Time Line, Part 2. Point to the first picture of Noah and read Section B on BLM 26.1A. another wood that is heavier Ask the following questions: How did God plan to destroy the wicked people? (He than balsa wood (Introduce) planned to send a flood.) How did God plan to save the animals? (Noah would take two of every land animal into the ark.) How did Noah get the animals to come into the ark? (God sent them to Noah. They went into the ark in pairs.) How long did the rain fall? (40 days and 40 nights) How long did water cover the earth? (150 days) PREPARATION P • Set up a floating or sinking 3 Guide students to imagine life aboard the ark. Designate an area of the classroom to be demonstration. Make sure that the “ark.” Tell students to sit quietly in the ark and to close their eyes. Ask the following one wooden block floats and questions and allow students to call out responses: What sounds would you hear on the the other sinks. (Introduce) ark? How would it feel to be floating on water? What would you see? Would it be dark • If you prefer to read from a inside the ark? What jobs would you do if you lived on the ark? What smells would you specific version of Scripture, smell? Which animals would have to stay in cages? Which ones might be free to walk bookmark the verses listed on around the boat or to sleep on your bed with you? What would you feed the animals? BLM 26.1A The Story of Noah so that you can read them as one story. (Develop 1–2) 4 Review the character trait of trust. Remind students that trust is a strong belief in my heart that God will always do what he says. Ask students how Noah demonstrated trust in God. (Possible answers: Noah trusted God to save him and his family; Noah trusted God for the directions needed to build the ark.) Why did Noah trust God? (Answers will vary but should include that Noah did what was right; trusting God is always the right thing to do.) Should you trust God even when you go through difficult times? Why? (Yes, we should trust God because he will always be with us and help us.)

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26.1 The Flood and the Tower: Noah

Introduce M P Show students the dishpan that you have filled with water and the two blocks of wood. Ask 5 Read Hebrews 11:7a–b and introduce it as the memory verse. Emphasize Noah’s faith in MEMORY VERSE students what they think will happen when you put the blocks in the water. Will the blocks God. Remind students that Noah built the ark from God’s specific directions. This took a ENRICHMENT float or sink? Will just one block float? Will one block sink? Place the blocks in the dishpan great deal of faith because it is likely that Noah had never seen a boat before. Hebrews 11:7a–b • Engage students in a creative and allow students to see the result. Inform students that the type of wood determines way to use their math skills. whether the block will float. Balsa wood is porous like a sponge, so the balsa-wood block 6 Have students complete SW 26.1 The Ark. Direct each student to choose floats better than the other block because it has more air trapped within the wood. Explain an animal, draw and color two that in today’s lesson, students will learn how one man trusted God and built a wooden boat of that animal on sturdy paper, OBJECTIVES that floated on the water. Close and cut them out. Encourage Students will be able to Emphasize that Noah had to follow God’s directions exactly in order to build the ark. Have students to choose different animals from each other so • retell the story of Noah’s Develop P students follow each direction to answer the questions. building, loading, and that you will have a variety of animals. Tape the animals on launching the ark. 1 Remind students that disharmony in relationships was a result of the fall. Adam and 1 Raise your right hand if Noah was the only good person on the earth. Raise your left Eve’s children, grandchildren, great-grandchildren, and all their descendants—even to us the board and guide students hand if there were many good people on the earth. (Raise right hand.) in counting the animals by today—had a sinful nature. Soon people filled the earth. Sadly, they continued to disobey 2 Put your left hand on your head if it only rained for 10 days and 10 nights. Put your right God. Ask students how God probably felt about the sin that he saw. Explain that the book twos. Remind students that hand on your head if it rained for 40 days and 40 nights. (Place right hand on head.) Noah probably had hundreds of Genesis tells how God felt and what he did. SUPPLEMENTALS 3 Hold up your right thumb if the animals boarded the ark in groups of three. Hold up of animals on the ark. All land your left thumb if the animals came in groups of two. (Hold up left thumb.) animals on the earth today are SW 26.1 Read Section A on BLM 26.1A The Story of Noah. Ask the following questions: How BLM 26.1A descended from those that did God know what the people on earth were thinking? (God is omniscient.) How did TR 26.1A Noah saved from the flood. God feel about their sinful thoughts? (He was sad. His heart was filled with pain.) Notes • Allow students to experiment What did God decide to do? (He would destroy the wicked people and all life on with floating and sinking. Have the earth.) them place paper boats, plastic toys, corks, blocks, sponges, M MATERIALS 2 Remark that there was one person on the earth who was not wicked. His name was Noah. or foam pieces in the dishpan. • Dishpan, water, 1 block of Noah found favor in God’s eyes because he always did what was right. Display TR 26.1.A Students will discover factors balsa wood, 1 block of pine or Time Line, Part 2. Point to the first picture of Noah and read Section B on BLM 26.1A. that influence buoyancy. another wood that is heavier Name Date Ask the following questions: How did God plan to destroy the wicked people? (He The Ark 26.1 than balsa wood (Introduce) planned to send a flood.) How did God plan to save the animals? (Noah would take two of every land animal into the ark.) How did Noah get the animals to come into Noah trusted God. Draw a line to match each sentence beginning to the correct the ark? (God sent them to Noah. They went into the ark in pairs.) How long did the ending. rain fall? (40 days and 40 nights) How long did water cover the earth? (150 days) 1. Noah was the only person • • God’s directions. PREPARATION P 2. God gave Noah directions • • who did what was right. 3. Noah followed • • for 150 days. • Set up a floating or sinking 3 Guide students to imagine life aboard the ark. Designate an area of the classroom to be 4. The animals came • • two by two. demonstration. Make sure that the “ark.” Tell students to sit quietly in the ark and to close their eyes. Ask the following 5. It rained • • for building an ark. one wooden block floats and questions and allow students to call out responses: What sounds would you hear on the 6. Water covered the earth • • for 40 days and 40 nights. the other sinks. (Introduce) ark? How would it feel to be floating on water? What would you see? Would it be dark • If you prefer to read from a inside the ark? What jobs would you do if you lived on the ark? What smells would you 7. Number the pictures in the order they happened in the story. specific version of Scripture, smell? Which animals would have to stay in cages? Which ones might be free to walk bookmark the verses listed on around the boat or to sleep on your bed with you? What would you feed the animals? BLM 26.1A The Story of Noah so that you can read them as one story. (Develop 1–2) 4 Review the character trait of trust. Remind students that trust is a strong belief in my heart that God will always do what he says. Ask students how Noah demonstrated trust in God. 2 3 1 (Possible answers: Noah trusted God to save him and his family; Noah trusted God 8. Color the raindrops that show trust. for the directions needed to build the ark.) Why did Noah trust God? (Answers will vary but should include that Noah did what was right; trusting God is always the faith worry right thing to do.) Should you trust God even when you go through difficult times? fear obedience

Why? (Yes, we should trust God because he will always be with us and help us.) willingness believe evil to act God's doubt promises

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26.2 The Flood and the Tower:God’s Promise

Introduce M Put a small amount of hand lotion on the palm of your right hand, but do not rub it into OBJECTIVES your skin. Ask students what would happen if a student were to shake hands with you. (The lotion would get on the student’s hand.) Invite a student to come forward and shake hands Students will be able to with you so that some of the lotion is transferred to the student’s hand. Have the student • describe God’s promise to show his hand to the class. Choose another student and show the class that the lotion is Noah and to us. now on that student’s hand as well. Ask students what would happen if everyone in the class • connect Biblical Truths 7 and 8 to the story of the flood. shook hands with someone who had lotion.

Explain that the lotion is like the sin that spread through the culture of Noah’s day. The people saw nothing wrong with sinning. They did not obey God because they had no SUPPLEMENTALS relationship with him. Finally, they turned their hearts against him. Noah, however, was not like the wicked people. He loved God and chose to have a relationship with him. Noah SW 26.2 placed his faith and trust in God. TR 26.1A Develop M P 1 Continue the story of Noah by reading Genesis 8:6–12. Ask students how Noah tried to MATERIALS M find out if the land was dry. (He sent a raven, but it did not come back. Then he sent a • Hand lotion (Introduce) dove, and the dove came back.) What did Noah do after seven days? (He sent the dove • Prism, flashlight Develop( 3 ) out again.) What did the dove bring back to the ark? (an olive leaf ) What did the olive • Worldview Model—House of leaf tell Noah? (That the land was almost dry and that plants were growing.) What Truth (Develop 4 ) happened the last time Noah sent the dove out? (It did not come back.) What did this tell Noah? (The land was dry and the dove had found a new home.)

Inform students that after the 150 days, the water had began to recede, but it took almost PREPARATION P a year for the land to be completely dry. Read Genesis 8:13, 18–19. Ask students what Noah did when the land was dry. (He removed the cover of the ark.) How did the • If you do not have a people and the animals leave the ark? (by families) whiteboard, tape a large piece

of white paper to a wall or board where all students can Read Genesis 9:1–3, 8–17. Ask the following questions: What did God tell Noah and see it. (Develop 3 ) his family they could eat now that they did not eat before? (the meat of animals) What command did he give them? (to have many children) What promise did God make to Noah and his family? (God promised that he would never flood the earth again.) What sign of this promise did God give us? (a rainbow)

2 Display TR 26.1.A Time Line, Part 2, and point out God’s Promise to Noah. Remind students that God always keeps his promises.

3 Teach students that a rainbow is the result of rays of white light that bend as they pass through something clear like water or glass. When the light rays bend in just the right way, we can see all the colors of the spectrum. Show students the prism and the flashlight. Hold the prism up to your eye so that students can see that it is clear glass. Turn off the classroom lights and shine the flashlight through the prism so that the spectrum shows on a white background. Ask students to name the light source for the rainbow that God placed in the sky. (the sun) What bends the light rays so that the colors appear? (raindrops in the clouds) Inform students that the colors of the spectrum are “in” the light, but we can only see them when the light rays are refracted. God is always with us, even though we cannot see him. His promises are everlasting.

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26.2 The Flood and the Tower: God’s Promise

Introduce M Put a small amount of hand lotion on the palm of your right hand, but do not rub it into 4 WORLDVIEW LINKS: Remind students that all people sin and deserve the punishment of OBJECTIVES your skin. Ask students what would happen if a student were to shake hands with you. (The death. Refer to the Worldview Model—House of Truth. Point to The Wall of Fellowship. ENRICHMENT lotion would get on the student’s hand.) Invite a student to come forward and shake hands Indicate the pillar for Biblical Truth 7: Sin causes separation and disharmony between people Students will be able to • Provide poster board and with you so that some of the lotion is transferred to the student’s hand. Have the student and God. The people of Noah’s day were so sinful and wicked that they brought God’s used nature magazines for • describe God’s promise to show his hand to the class. Choose another student and show the class that the lotion is judgment on themselves. Noah and to us. groups of students to make now on that student’s hand as well. Ask students what would happen if everyone in the class • connect Biblical Truths 7 and 8 collage posters showing animal to the story of the flood. shook hands with someone who had lotion. Refer to the pillar for Biblical Truth 8: Jesus died to restore fellowship and harmony between groups. For example, write the people and God. Remind students that God took action to save Noah and his family word cats on a piece of poster Explain that the lotion is like the sin that spread through the culture of Noah’s day. The from the flood. God is a loving, gracious God. He took action to save us from eternal board and have students look people saw nothing wrong with sinning. They did not obey God because they had no punishment through Jesus’ death on the cross. Jesus’ atoning work is our “ark.” Faith in through nature magazines for Jesus saves us from the punishment that we deserve. pictures of wild and domestic SUPPLEMENTALS relationship with him. Finally, they turned their hearts against him. Noah, however, was not like the wicked people. He loved God and chose to have a relationship with him. Noah cats to add to their collage. SW 26.2 placed his faith and trust in God. 5 Have students complete SW 26.2 God’s Promise. Students can substitute a purple crayon Other posters could be entitled dogs, birds, or rodents. Discuss TR 26.1A for violet and a blue-violet crayon for indigo. the commonalities between Develop M P members in each group. Talk Close about how Noah and his 1 Continue the story of Noah by reading Genesis 8:6–12. Ask students how Noah tried to family might have cared for the MATERIALS M find out if the land was dry. (He sent a raven, but it did not come back. Then he sent a Read each statement. Have students bark like a dog if the statement is true. Direct them to animals in the ark. meow like a cat if the answer is false. • Hand lotion (Introduce) dove, and the dove came back.) What did Noah do after seven days? (He sent the dove • Review the word salvation. Ask • Prism, flashlight Develop( 3 ) out again.) What did the dove bring back to the ark? (an olive leaf ) What did the olive students to state its meaning. • Worldview Model—House of leaf tell Noah? (That the land was almost dry and that plants were growing.) What 1 The earth was flooded for a month. (False.) How did Noah's faith save him? Truth (Develop 4 ) happened the last time Noah sent the dove out? (It did not come back.) What did this 2 Noah sent out a dove to see if the land was dry. (True.) How does our faith save us? tell Noah? (The land was dry and the dove had found a new home.) 3 The rainbow is a sign of God’s promise to never flood the earth again. (True.)

Inform students that after the 150 days, the water had began to recede, but it took almost a year for the land to be completely dry. Read Genesis 8:13, 18–19. Ask students what PREPARATION P Name Date Noah did when the land was dry. (He removed the cover of the ark.) How did the 26.2 God’s Promise • If you do not have a people and the animals leave the ark? (by families) whiteboard, tape a large piece of white paper to a wall or 1. In each pair of sentences, color the ark next to the true statement. board where all students can Read Genesis 9:1–3, 8–17. Ask the following questions: What did God tell Noah and Noah sent out a bird to see if the land was dry. see it. (Develop 3 ) his family they could eat now that they did not eat before? (the meat of animals) What Noah sent out his dog to see if the land was dry. command did he give them? (to have many children) What promise did God make to The dove brought back a rose. Noah and his family? (God promised that he would never flood the earth again.) The dove brought back an olive leaf. What sign of this promise did God give us? (a rainbow) Noah and the animals left the ark. The animals would not leave the ark. 2 Display TR 26.1.A Time Line, Part 2, and point out God’s Promise to Noah. Remind students that God always keeps his promises. God put a star in the sky as a sign of his promise. God put a rainbow in the sky as a sign of his promise. Teach students that a rainbow is the result of rays of white light that bend as they pass 2. Color the rainbow in color order. Start at the top with red. Then color orange, 3 yellow, green, blue, indigo, and violet. through something clear like water or glass. When the light rays bend in just the right way, we can see all the colors of the spectrum. Show students the prism and the flashlight. Hold the prism up to your eye so that students can see that it is clear glass. Turn off the classroom lights and shine the flashlight through the prism so that the spectrum shows on a white background. Ask students to name the light source for the rainbow that God placed in the sky. (the sun) What bends the light rays so that the colors appear? (raindrops in the clouds) Inform students that the colors of the spectrum are “in” the light, but we can only see them when the light rays are refracted. God is always with us, even though we cannot see him. His promises are everlasting.

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26.3 The Flood and the Tower:Tower of Babel

Introduce M Call for two student volunteers. Give each volunteer an equal number of building blocks. OBJECTIVES Direct the students to build, at your signal, a tower as tall as possible. Time the volunteers for one minute and then call “time.” Compare the towers. Ask the class which tower is Students will be able to taller. How would you build a very tall block tower? What kind of blocks would you place • describe the disobedience of at the bottom of your tower? What kind of blocks would you place closer to the top? Inform the people of Babel and the students that in today’s lesson they will learn about how the descendants of Noah built a very consequence of their pride. • relate Biblical Truth 9 to the tall tower. story of the Tower of Babel. Develop M 1 Ask students the name of the man who trusted God and obeyed his command to build an ark. (Noah) Who were the people saved in the ark? (Noah, his wife, his sons and their SUPPLEMENTALS wives) On the board, write the names of Noah’s sons—Ham, Shem, and Japheth. Remark SW 26.3 that those names might seem strange to us, but they were real men. Remind students that TR 26.1A God commanded Noah and his sons to have children and to fill the earth. Explain that these men and their wives followed God’s command and had many children (Genesis 10:1). Their children also had children. Soon there were many people on the earth again.

MATERIALS M Explain that there were many more sons, daughters, and grandchildren born to Noah’s • Building blocks (Introduce) sons. Those people who lived in the lands around the Mediterranean Sea were descendants • Worldview Model—House of of Japheth. After a long time, the families grew into nations, each with their own Truth (Develop 3) language (Genesis 10:5). Ham’s sons were Cush, Mizraim, Put, and Canaan (Genesis 10:6), and these men had families that eventually became great nations (Genesis 10:20). Shem, Japheth’s older brother, also had many children who eventually formed families and nations (Genesis 10:21, 31). Inform students that although Noah’s descendants obeyed some of God’s commands, they did not obey all of ghis commands. Read Genesis 11:1–3. Ask the following questions: Did the people obey God’s command to go to all parts of the earth and to fill it with people? (No.) How many languages did the people speak at that time? (one) Why didn’t the people want to be scattered all over the earth? (Possible answers: They could build a great city if they stayed together; they wanted to become famous for their great city and enormous tower.)

Continue the story by reading Genesis 11:4–9. Ask students the following questions: What did the people build with the bricks and the tar? (a city and a tower) Why did the people build those things? (to become famous and to keep from being scattered to all parts of the earth) How did having one language help the people to build the city and the tower? (The people were able to talk to one another, so they could plan and work together.) What did God think about the tower? (He did not like it.) How did God stop the building? (He confused the people’s language.) How did that stop the building? (People could not understand one another, so they could not communicate well enough to keep building.) What happened when the people could no longer build the city or the tower? (They moved out of the city and migrated to other lands.) How was God’s plan for the people fulfilled? (The earth was soon filled with people.)

(Note: Biblical scholars have speculated on the purpose for the Tower of Babel. Some believe it was intended as an astronomical observatory. Others believe it was a pagan temple, designed to allow false gods to come down to Earth. Whatever its purpose, the tower demonstrated the prideful attitude of a rebellious people.)

Remark that the people of Babel probably found others who spoke the same language

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26.3 The Flood and the Tower: Tower of Babel

Introduce M Call for two student volunteers. Give each volunteer an equal number of building blocks. as they did. It is likely that groups of people with a common language moved together. OBJECTIVES Direct the students to build, at your signal, a tower as tall as possible. Time the volunteers Inform students that there are people groups living in almost every part of the world ENRICHMENT for one minute and then call “time.” Compare the towers. Ask the class which tower is today, including regions where there are dense rain forests, high mountains, hot deserts, Students will be able to • Introduce students to the taller. How would you build a very tall block tower? What kind of blocks would you place and arctic tundra. Today, the Bible has been translated into over 5,000 languages. fact that there are Christians • describe the disobedience of at the bottom of your tower? What kind of blocks would you place closer to the top? Inform the people of Babel and the living all over the world. Play students that in today’s lesson they will learn about how the descendants of Noah built a very 2 Display TR 26.1A Time Line, Part 2. Point out the Tower of Babel. consequence of their pride. the song "He Reigns" by the • relate Biblical Truth 9 to the tall tower. Newsboys. Encourage students story of the Tower of Babel. 3 WORLDVIEW LINKS: Refer to the Worldview Model—House of Truth. Point to The to sing the chorus. Music and Wall of Image-Bearing. Direct students’ attention to Biblical Truth 9: God created people in lyrics can be found online. Develop M his image. Ask the following questions: Did God create Noah in his image? Were Noah’s 1 Ask students the name of the man who trusted God and obeyed his command to build an descendants also created in God’s image? Did Noah’s descendants have minds to develop ark. (Noah) Who were the people saved in the ark? (Noah, his wife, his sons and their a way to make bricks and to use the bricks to build? Did the people know right and SUPPLEMENTALS wives) On the board, write the names of Noah’s sons—Ham, Shem, and Japheth. Remark wrong? Do you think they knew it was wrong to build a tower? How did the people use SW 26.3 that those names might seem strange to us, but they were real men. Remind students that their will in disobedience to God? TR 26.1A God commanded Noah and his sons to have children and to fill the earth. Explain that these men and their wives followed God’s command and had many children (Genesis 4 Assign SW 26.3 The Tower of Babel. Teach students the words gracias (GRA see us), 10:1). Their children also had children. Soon there were many people on the earth again. merci (mare SEE), and obrigado (oh bree GA doh). Explain that each word means thank you in either Spanish, French, or Portuguese. Challenge students to guess the languages. MATERIALS M Explain that there were many more sons, daughters, and grandchildren born to Noah’s (gracias: Spanish, merci: French, obrigado: Portuguese) Then have students complete • Building blocks (Introduce) sons. Those people who lived in the lands around the Mediterranean Sea were descendants the page. • Worldview Model—House of of Japheth. After a long time, the families grew into nations, each with their own Truth (Develop 3) language (Genesis 10:5). Ham’s sons were Cush, Mizraim, Put, and Canaan (Genesis 10:6), and these men had families that eventually became great nations (Genesis 10:20). Close Shem, Japheth’s older brother, also had many children who eventually formed families Teach students the Spanish word for yes, sí. Inform them that the Spanish word for no is and nations (Genesis 10:21, 31). Inform students that although Noah’s descendants the same as it is in English. Read the following questions obeyed some of God’s commands, they did not obey all of ghis commands. Read Genesis Name Date 11:1–3. Ask the following questions: Did the people obey God’s command to go to all and have students respond in The Tower of Babel 26.3 parts of the earth and to fill it with people? (No.) How many languages did the people Spanish. speak at that time? (one) Why didn’t the people want to be scattered all over the earth? God’s image-bearers know right and wrong. On each line, write right if the (Possible answers: They could build a great city if they stayed together; they wanted 1 Were Noah’s descendants people’s behavior was the right thing to do. Write wrong if it was not. to become famous for their great city and enormous tower.) God’s image-bearers? (Sí.) 1. The people stayed in one place. wrong 2. They built a city so that they could stay together. wrong 2 Did the people follow all of 3. They built the tower so they would be famous. wrong Continue the story by reading Genesis 11:4–9. Ask students the following questions: God’s commands? (No.) 4. The people disobeyed God’s command to fill the earth. wrong What did the people build with the bricks and the tar? (a city and a tower) Why did the 3 Did the people build the 5. After God confused their language, the people of Babel moved to people build those things? (to become famous and to keep from being scattered to all tower to glorify God? (No.) new places. right parts of the earth) How did having one language help the people to build the city and 4 Did God make the the tower? (The people were able to talk to one another, so they could plan and work languages that people speak 6. Number the pictures in correct order. together.) What did God think about the tower? (He did not like it.) How did God stop today? (Sí.) the building? (He confused the people’s language.) How did that stop the building? (People could not understand one another, so they could not communicate well enough to keep building.) What happened when the people could no longer build the city or the tower? (They moved out of the city and migrated to other lands.) How was 2 3 1

God’s plan for the people fulfilled? (The earth was soon filled with people.) 7. As God’s image-bearers, we have minds for learning. Learning another language is fun! Match the words for “thank you” to the language. (Note: Biblical scholars have speculated on the purpose for the Tower of Babel. Some Gracias • • French believe it was intended as an astronomical observatory. Others believe it was a pagan Merci • • Portuguese Obrigado • • Spanish temple, designed to allow false gods to come down to Earth. Whatever its purpose, the Thank you! tower demonstrated the prideful attitude of a rebellious people.)

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26.4 The Flood and the Tower:Connections

Introduce Display TR 26.1A Time Line, Part 2. Draw student’s attention to the first three pictures. OBJECTIVES Select three students to tell the stories of “Noah and the Flood,” “God’s Promise to Noah,” and “The City and the Tower of Babel” in their own words. Contrast the faith of Noah with Students will be able to the faithlessness of his descendants. Remind students that Noah’s faith in God saved him • relate Biblical Truths 5, 7, and his family. Reiterate that the people of Babel chose to disobey God. God did not tolerate and 14 to the disharmony disobedience. When he confused their language, they had to stop building the tower. God’s experienced by the people of Babel. will was done when the people moved to new lands.

Develop M 1 WORLDVIEW LINKS: Display the House of Truth and point out Biblical Truth 7: Sin SUPPLEMENTALS causes separation and disharmony between people and God on The Wall of Fellowship. Ask SW 26.4 why sin separates us from God. (God is holy and cannot be in the presence of sin.) TR 2.8.4A Why did God decide to flood the earth in Noah’s day? (because the people were evil) TR 26.1A Who loved and honored God? (Noah) What did God ask Noah to do? (to build an ark to save himself, his family, and the animals from the flood) Refer to The Wall of Servanthood on the House of Truth. Point out Biblical Truth 14: God made the family and nation in which his image-bearers are to live and serve each other. Ask students the following MATERIALS M questions: What is a nation? (groups of people who live in the same land and who • Worldview Model—House of share the same leadership) Were the people of Babel building nations all over the earth? Truth (Develop 1–3) (No.) Were they content with only one nation? (Yes.) How was God’s plan accomplished despite the disobedience of the people? (When God confused their languages, they couldn’t work together any longer. People probably found others who spoke the same language. They all moved away.) Remark that God’s plan will always be done, even if people disobey him.

Return to The Wall of Fellowship on the House of Truth. Point out Biblical Truth 5: God created people to be his children and to praise his glory. Ask students the following questions: Did the people of Babel build the tower to praise God? (No.) Why did they build the tower? (to make themselves famous) How did their disobedience to God’s command show that they were in disharmony with God? (If they were in harmony with God, they would have known, trusted, and obeyed him.) How do you think God felt when he saw the disobedience of the people? (Possible answers: sad, angry, disappointed)

2 Display TR 2.8.4A Reverence. Read the definition ofreverence: an attitude of respect and honor for God. Explain that harmony with God includes having reverence for him and his Word. Remark that the people of Babel did not show reverence for God. Present the following scenarios. Ask students which shows reverence for God and which does not. Anna Lucia does not like to go to chapel. She plays with little toys in her pocket while the chapel speaker is talking. She does not sing the songs. She looks around while her classmates are praying. (Anna Lucia does not show reverence.)

Jeremiah reminds his family to pray before meals. He always talks to Jesus before bed and reads his Bible daily. ( Jeremiah shows reverence.)

Ask students how Anna Lucia could change her behavior to show reverence for God. How do you show reverence for God? How can you lead others to develop a reverent attitude?

3 Have students complete SW 26.4 Trust and Reverence.

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26.4 The Flood and the Tower: Connections

Introduce Display TR 26.1A Time Line, Part 2. Draw student’s attention to the first three pictures. Close OBJECTIVES Select three students to tell the stories of “Noah and the Flood,” “God’s Promise to Noah,” Have students listen as you read the statements below. In response, have them shake their ENRICHMENT and “The City and the Tower of Babel” in their own words. Contrast the faith of Noah with heads up and down if the statement is true and side to side if it is false. Students will be able to • Explain that God’s confusion the faithlessness of his descendants. Remind students that Noah’s faith in God saved him of languages may have • relate Biblical Truths 5, 7, and his family. Reiterate that the people of Babel chose to disobey God. God did not tolerate and 14 to the disharmony 1 God flooded the earth because the people had become evil. (True.) seemed like a punishment, disobedience. When he confused their language, they had to stop building the tower. God’s experienced by the people of 2 The people of Babel built a tower to glorify God. (False.) but it was actually a blessing. Babel. will was done when the people moved to new lands. 3 The people of Babel did not show reverence for God. (True.) From your own life, provide an example of a hardship that you experienced and how it turned M Develop Prayer out to be a blessing. 1 WORLDVIEW LINKS: Display the House of Truth and point out Biblical Truth 7: Sin • Set up a learning center with SUPPLEMENTALS Have students thank God for creating the family, the nation, and the languages he has causes separation and disharmony between people and God on The Wall of Fellowship. Ask created for his glory. Guide students to pray for their families and for their nation. plastic building bricks. Allow SW 26.4 why sin separates us from God. (God is holy and cannot be in the presence of sin.) students to build towers. TR 2.8.4A Why did God decide to flood the earth in Noah’s day? (because the people were evil) Challenge them to build the TR 26.1A Who loved and honored God? (Noah) What did God ask Noah to do? (to build an tallest tower possible. Ask them how they know when to stop ark to save himself, his family, and the animals from the flood) Refer to The Wall of building. What happens if you Servanthood on the House of Truth. Point out Biblical Truth 14: God made the family and stack too many bricks? nation in which his image-bearers are to live and serve each other. Ask students the following MATERIALS M questions: What is a nation? (groups of people who live in the same land and who • Worldview Model—House of share the same leadership) Were the people of Babel building nations all over the earth? Truth (Develop 1–3) (No.) Were they content with only one nation? (Yes.) How was God’s plan accomplished despite the disobedience of the people? (When God confused their languages, they couldn’t work together any longer. People probably found others who spoke the same language. They all moved away.) Remark that God’s plan will always be done, even if people disobey him.

Name Date Return to The Wall of Fellowship on the House of Truth. Point out Biblical Truth 5: God 26.4 Trust and Reverence created people to be his children and to praise his glory. Ask students the following questions:

Did the people of Babel build the tower to praise God? (No.) Why did they build the 1. Noah trusted God. Read each story about trust. Write yes or no to answer the tower? (to make themselves famous) How did their disobedience to God’s command questions. show that they were in disharmony with God? (If they were in harmony with God, Diana’s family is moving to a new home. Diana is worried. Can she trust God to help they would have known, trusted, and obeyed him.) How do you think God felt when her feel good about the move? he saw the disobedience of the people? (Possible answers: sad, angry, disappointed) yes

2 Display TR 2.8.4A Reverence. Read the definition ofreverence: an attitude of respect and Sammy is not good at math. He has to take a math test tomorrow. He is worried about honor for God. Explain that harmony with God includes having reverence for him and how he will do. Can Sammy trust God to his Word. Remark that the people of Babel did not show reverence for God. Present the help him feel less worried? yes following scenarios. Ask students which shows reverence for God and which does not. Anna Lucia does not like to go to chapel. She plays with little toys in her pocket while the chapel speaker is talking. She does not sing the songs. She looks around while her 2. Reverence is an attitude of respect and honor for God. The people of Babel did not show reverence for God. Circle the pictures that do show reverence classmates are praying. (Anna Lucia does not show reverence.) for God.

Jeremiah reminds his family to pray before meals. He always talks to Jesus before bed and reads his Bible daily. ( Jeremiah shows reverence.)

Ask students how Anna Lucia could change her behavior to show reverence for God. How do you show reverence for God? How can you lead others to develop a reverent attitude?

3 Have students complete SW 26.4 Trust and Reverence. © BOTR Grade 1

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Name Date BUILDING ON THE ROCK Biblical Truths 1–3 4.15.1 GRADE

GRADE 1 4 Building on the Rock Isaiah 45:19c Psalm 86:10 2 Corinthians 13:14 WISDOM 1. Write the Bible verse and reference for Biblical Truth 1.

GRADE 2 5 GRADE

GRADE 3 6 GRADE 2. Write the Bible verse and reference for Biblical Truth 2.

3. Write the Bible verse and reference for Biblical Truth 3. STUDENT WORKBOOK

SUMMIT MINISTRIES PO Box 207 Manitou Springs, CO 80829 866.786.6483 summit.org STUDENT WORKBOOK

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34 Student Manual

Name Date Biblical Truths 1–3 4.15.1

Isaiah 45:19c Psalm 86:10 2 Corinthians 13:14

1. Write the Bible verse and reference for Biblical Truth 1.

2. Write the Bible verse and reference for Biblical Truth 2.

3. Write the Bible verse and reference for Biblical Truth 3.

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Name Date Name Date 4.15.2 In Harmony God Created Angels 4.15.3

heaven 1. Hebrews 12:22 You have come to thousands of angels gathered together with joy. God created only a few angels. God created thousands of angels. Jesus 2. Matthew 28:2 An angel of the Lord came down from heaven. The Creator God angel went to the tomb and rolled the stone away from the entrance. Then he sat on the stone. is The angel came from heaven. The angel covered the tomb with the stone. the Rock 3. Matthew 28:3–4 He was shining as bright as lightning. His clothes were white as snow. The soldiers guarding the tomb were very frightened of the angel. They shook with fear and then became like dead men. earth The angel was wearing dirty clothes. Biblical Truth 4: The soldiers were afraid of the angel.

4. Hebrews 1:14 All the angels are spirits who serve God and are sent to help 2. Unscramble the letters to find the missing word. those who will receive salvation. y h r m o a n Angels are equal to God. Angels help God and people.

In the beginning, God created everything in .

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Name Date Name Date 4.15.2 In Harmony God Created Angels 4.15.3

1. Circle the words that belong in Biblical Truth 4. Then write them in order to We know about angels because God’s Word tells us about them. Read the show what Biblical Truth 4 says. following verses. Color the wings next to the sentences that are true. heaven 1. Hebrews 12:22 You have come to thousands of angels gathered together with joy. God created only a few angels. God created thousands of angels. Jesus 2. Matthew 28:2 An angel of the Lord came down from heaven. The Creator God angel went to the tomb and rolled the stone away from the entrance. Then he sat on the stone. is The angel came from heaven. The angel covered the tomb with the stone. the Rock 3. Matthew 28:3–4 He was shining as bright as lightning. His clothes were white as snow. The soldiers guarding the tomb were very frightened of the angel. They shook with fear and then became like dead men. earth The angel was wearing dirty clothes. Biblical Truth 4: The soldiers were afraid of the angel.

In the beginning, God created everything in .

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Name Date Name Date 4.15.4 Earth and Sky The Ark 26.1

1. Circle all the objects that are spheres. Noah trusted God. Draw a line to match each sentence beginning to the correct ending. 1. Noah was the only person • • God’s directions. 2. God gave Noah directions • • who did what was right. 3. Noah followed • • for 150 days. 4. The animals came • • two by two. 5. It rained • • for building an ark. 6. Water covered the earth • • for 40 days and 40 nights.

7. Number the pictures in the order they happened in the story.

Fill in the missing letters.

2. In the beginning, God created the e th and the s . 8. Color the raindrops that show trust.

3. God created the earth out of n th g.

4. Da kne covered the ocean, and God’s S ir t faith worry was moving over the water. fear obedience

5. Genesis means be nn g. The first book of the Bible is willingness believe evil to act God's doubt named e e s. promises

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Name Date Name Date 4.15.4 Earth and Sky The Ark 26.1

7. Number the pictures in the order they happened in the story.

Fill in the missing letters.

2. In the beginning, God created the e th and the s . 8. Color the raindrops that show trust.

3. God created the earth out of n th g.

4. Da kne covered the ocean, and God’s S ir t faith worry was moving over the water. fear obedience

5. Genesis means be nn g. The first book of the Bible is willingness believe evil to act God's doubt named e e s. promises

39 Student Manual

Name Date Name Date 26.2 God’s Promise The Tower of Babel 26.3

1. In each pair of sentences, color the ark next to the true statement. God’s image-bearers know right and wrong. On each line, write right if the people’s behavior was the right thing to do. Write wrong if it was not. Noah sent out a bird to see if the land was dry. 1. The people stayed in one place. Noah sent out his dog to see if the land was dry. 2. They built a city so that they could stay together. The dove brought back a rose. 3. They built the tower so they would be famous. The dove brought back an olive leaf. 4. The people disobeyed God’s command to fill the earth. Noah and the animals left the ark. 5. After God confused their language, the people of Babel moved to The animals would not leave the ark. new places.

God put a star in the sky as a sign of his promise. 6. Number the pictures in correct order. God put a rainbow in the sky as a sign of his promise.

2. Color the rainbow in color order. Start at the top with red. Then color orange, yellow, green, blue, indigo, and violet.

7. As God’s image-bearers, we have minds for learning. Learning another language is fun! Match the words for “thank you” to the language. Gracias • • French Merci • • Portuguese Obrigado • • Spanish Thank you!

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Name Date Name Date 26.2 God’s Promise The Tower of Babel 26.3

God put a star in the sky as a sign of his promise. 6. Number the pictures in correct order. God put a rainbow in the sky as a sign of his promise.

2. Color the rainbow in color order. Start at the top with red. Then color orange, yellow, green, blue, indigo, and violet.

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Name Date 26.4 Trust and Reverence

1. Noah trusted God. Read each story about trust. Write yes or no to answer the questions.

Diana’s family is moving to a new home. Diana is worried. Can she trust God to help her feel good about the move?

Sammy is not good at math. He has to take a math test tomorrow. He is worried about how he will do. Can Sammy trust God to help him feel less worried?

2. Reverence is an attitude of respect and honor for God. The people of Babel did not show reverence for God. Circle the pictures that do show reverence for God.

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Name Date 26.4 Trust and Reverence

1. Noah trusted God. Read each story about trust. Write yes or no to answer the questions.

Diana’s family is moving to a new home. Diana is worried. Can she trust God to help her feel good about the move?

Sammy is not good at math. He has to take a math test tomorrow. He is worried about how he will do. Can Sammy trust God to help him feel less worried?

2. Reverence is an attitude of respect and honor for God. The people of Babel did not show reverence for God. Circle the pictures that do show reverence for God.

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Origin Stories 4.15.4A

Hopi Indian Mythology The world was nothing but endless space, and there existed only one creator, named Taiowa. This world existed only in the mind of the creator. Eventually Taiowa created a being whom he called his nephew. He told his nephew to make nine universes and nine solid worlds from space matter. Then he took the waters from space and put them on these worlds to make land and sea. When the nephew had finished, the creator instructed him to collect air and make winds and breezes on these worlds. The creator then told his nephew to create life. So the nephew went to one of the worlds he made and created Spider Woman, to whom he gave the power to create life. Spider Woman took some dirt and mixed it with saliva to make two creatures. She sang a creation song and the creatures came to life. Then Spider Woman made all the plants, Namebirds, and animals by singing the creation song. Finally, she made human beings, using yellow, red, white, and black dirt mixed with her saliva. Angel 4.15.3A Norse Mythology In the beginning, there was nothing. Neither heaven nor Earth existed. But long before the earth was made, there was a frost-giant named Ymir, who carriedColor a flaming the angel. sword. A man namedBuri was created when a cow—who was formed from melting ice—licked the salt from the ice. Buri had a son named Bor, who married the goddess, Bestla. Bor and Bestla had three sons, one of whom was Odin, the most powerful of the gods. Ymir, the giant, was not a god. He eventually became evil. After a struggle between the giant and the young gods, Bor’s three sons killed Ymir. From Ymir’s immense body, they made the earth. Ymir’s blood became the sea, his bones became the rocks and crags, and his hair became the trees. The gods made the sky and clouds from Ymir’s head.

Classical Chinese Mythology A very long time ago, the entire universe was contained in an egg-shaped cloud. All the matter of the universe swirled around in the egg. Inside the swirling matter was a huge giant. For 18,000 years, the giant grew and slept in the egg. One day he woke up and stretched. He was so big that the egg broke and released the matter of the universe. The lighter matter floated upwards to make the sky and heavens. The heavier matter’s elements settled downward to make the earth. The giant worried that Test 15 Answers the heavens and Earth would swirl again, so he put the heavens on his head and the earth under his feet. Hundreds of years later, a goddess roamed the world that the giant had made. She became very lonely in her solitude. She decided to make something like herself so she would have company. From 1. Memory Verse: Fill in the rest of the words to Genesis 1:1. the banks of a pond, she took some mud and shaped it into the form of a human being. Pleased with her creation, she made more of human beings, and soon her loneliness disappeared in the crowd of In the beginning, Answers will vary according the Bible version. little humans around her. 2. Cross out the words that do not belong in Biblical Truth 4. God and the angels is are the Creator.

Write T if the sentence is true, and F if the sentence is false. F 3. Only God the Father created the earth and sky. T 4. God created everything in harmony. © BOTR Grade 1 T 5. God created angels. F 6. Angels are equal to God. T 7. The angel Gabriel told Mary she would have a baby. T 8. Only God can create something out of nothing. F 9. Angels are always invisible. T 10. In the beginning, the earth had no form.

11. Answers will vary. Samples reduced; not actual size

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The Story of Noah 26.1A

Section A The Lord saw that the human beings on the earth were very wicked. He also saw that their thoughts were only about evil all the time. But Noah pleased the Lord. He was the most innocent man of his time. He walked with God. Noah had three sons: Shem, Ham and Japheth.

So God said to Noah, “People have made the earth full of violence. So I will destroy all people from the earth. Build a boat, called an ark, out of cypress wood for yourself. Make rooms in it and cover it inside and outside with tar. I will bring a flood of water on the earth. I will destroy all living things that live under the sky. This includes everything that breathes. Everything on the earth will die.”

God continued, “But I will make an agreement with you. You, your sons, your wife and your sons’ wives will all go into the ark. Also, you must bring into the ark two of every living thing, male and female. Keep them alive with you. There will be two of every kind of bird, animal, and crawling thing. They will come to you and you will keep them alive and safe. Also gather some of every kind of food. Store it on the boat as food for you and the animals.” Noah did everything that God commanded him. (Genesis 6:5, 8–10, 13–14, 17–22)

Section B Then the Lord said to Noah, “I have seen that you are the best man among the people of this time. So you and your family go into the ark. Take with you seven pairs, each male with its female, of every kind of clean animal that you can eat safely. And take one pair, each male with its female, of every kind of unclean animal. Take seven pairs of all the birds of the sky, each male with its female. This will allow all these animals to continue living on the earth after the flood. Seven days from now I will send rain on the earth. It will rain 40 days and 40 nights. I will destroy from the earth every living thing that I made.” Noah did everything that the Lord commanded him. Noah was 600 years old when the flood came. He and his wife and his sons and their wives went Test 26 Answers into the ark to escape the waters of the flood. The clean animals, the unclean animals, the birds, and everything that crawls on the ground came to Noah. They went into the ark in groups of two, male and female. This was just as God had told Noah. Seven days later, it began to rain. 1. Memory Verse: Which sentence tells the meaning of Hebrews 11:7a–b? The flood started on the seventeenth day of the second month of that year. That day, the springs Circle it. under the ground split open and the clouds in the sky poured out rain for 40 days and 40 nights. Noah and his wife; his sons Shem, Ham, and Japheth and their wives went into the ark. Then It was by faith that Noah built a large boat to save his family from the the Lord closed the door behind them. Water flooded the earth for 40 days. As the water rose, it flood. lifted the ark off the ground. The water continued to rise until it was more than 20 feet above the mountains. The people of Babel built a tall tower.

All living things on the earth died. This included all the birds, tame animals, wild animals and Fill in the circle of the correct answer. creatures that swarm on the earth. And all human beings died. So God destroyed from the earth every living thing that was on the land. All that was left was Noah and what was with him in the ark. 2. How did Noah respond to God’s call to build a boat? And the waters continued to cover the earth for 150 days. (Genesis 7:1–9, 16–24) He argued with God. He obeyed. He would not build it.

4. What sign of his promise did God give Noah? a cross a flag a rainbow

5. What is trust? a strong belief that God will do what he says a sin disharmony within myself

6. What did the descendants of Noah build? a stone wall an ark a city with a tall tower

7. What did God do to stop the building of the Tower of Babel? He gave them other work. He confused their language.

8. What is reverence? friendliness toward others an attitude of respect and honor for God

45 Transparencies Transparencies

Truth 4 Couplet TR 4.15.2A

God created the heavens AndCreation theTR4.15.3A earth. To everything within them He gave birth.

Unit 4 Symbol TR 4.15.2B

T he Creation

Samples reduced; not actual size

46 Transparencies

Truth 1 Couplet TR 1.2.2A

God is Truth And he speaks to us. Everything he tells us We can trust.

Time Line, Part 2 TR 26.1A GOD’S GOOD PLAN The Story of the Creation, the Fall, and God’s Plan for Redemption

Noah and God’s Promise The City and Tower Abraham and Sarah the Flood to Noah of Babel Journey to Canaan

Genesis 7:1, 6 Genesis 9:8, 11, 13 Genesis 11:4, 7–9 Genesis 12:1–2 5 6 7 8

47 BUILDING ON THE ROCK

GRADE 1 4 GRADE Building on the Rock WISDOM

GRADE 2 5 GRADE

GRADE 3 6 GRADE

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