a companion to the yea bible heroes series primary book two

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Notes, Explanations, and Materials NeededNote: The YEA Parent and Teacher’s Guide has especially good activities to go with this YEA book.Even if you don’t normally purchase the YEA Teacher’s Guide, we highly recommend that you do.

Materials Needed: tempera paint, paintbrushes, clay, package of colorful construction paper,string and/or yarn, glue, tape, Kids Classics Collection songbook and/or CDs, CD player, Bible,YEA books, Bible notebook, permanent marker, watercolor paints, 11 x 17 drawing paper, pencils,markers, colored pencils, crayons, scissors, ruler, index cards, CEM Hymnal, Bible dictionary,concordance, access to encyclopedia or the Internet, Bible encyclopedia, Bible map or Bible atlas,dictionary

Mobile Construction: Find a flat box—a pizza box works great. Cover it with brown paper sacksso you have a clean writing surface, which will be the side of the box visible when the mobile issuspended. Next, attach a string to the middle of each side of the box, tying them in the center.The center point will be the point from which the mobile is hung, so work to get the knot fairlywell-centered. Next, cut strings (or yarn) to different lengths. Space these evenly around the box,securely taping them to the top of the box. Dangle them over the edge so that you’ll be able toeasily attach your mobile pieces. Hang in a prominent place.

A Companion to theYEA Bible Heroes Series

Primary Book Two

“Now these are the commandments, the statutes, and the judgments, whichthe LORD your God commanded to teach you, that ye might do them in the land

whither ye go to possess it. . . And thou shalt teach them diligently unto thy children,and shalt talk of them when thou sittest in thine house, and when thou walkest by the way,

and when thou liest down, and when thou risest up”(Deuteronomy 6:1, 7).

This group of YEA! Let’s R.E.A.C.H. Activities for parents, students, homeschooling parents,and teachers is to be used to teach children the Word of God and anchor them to Jesus Christ.They are based on the YEA lessons for the Bible Heroes Series, Book Two for Primaries (6-8),

Time to Worship. If you don’t have these books, you should call 1-888-BIBLE-44 or go towww.borntowin.net to order the YEA Students’ book and the YEA Parent and Teacher’s Guide.

The following activities are companion activities to be used at home with the YEA books.

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Concordance Use: At this age, Primaries who are beginning readers probably would be over-whelmed if expected to use a concordance on their own. But they will enjoy having an adult helpthem find the words and begin learning how a concordance is used.

Sword Drill: Use the Daily Devotional Scriptures to have a sword drill. Read the Scripture refer-ence to the child. Start the timer. When the child has found the verse, stop the timer. Read theverse and talk about how it relates to the YEA lesson. Challenge the child to see how quickly he/she can find each of the verses in the Bible.

Bible Notebook: A spiral bound notebook will be used as a Bible notebook. This is a good place towrite and keep all of the writing activities.

Diorama: To construct a diorama, find a small box. If you decide to make your model Tabernacleout of the box, leave the sides high, but cut off the top. Paint sides of the box appropriate colors.Find a cube box for the Most Holy Place that will fit inside your other box. If you decide to makeyour model out of stout sticks and pieces of fabric, cut the box sides down to an inch from thebottom. These low sides will help contain the plaster of Paris. Mix the plaster, just enough to holdthe sticks in place. This will make it easier to hang the fabric pieces which make up the Taber-nacle. Hint: The construction of the model will go much more smoothly if you know exactly whatyou’re doing before you mix the plaster. Have your proportions already determined. Collect theneeded sticks and have a diagram so you know where everything goes before you begin. Theplaster of Paris will harden too quickly to try to figure everything out after it’s mixed.

Acrostic Poem: Each letter of a word begins a line of the poem; i.e. in a “G-R-E-A-T-E-S-T”acrostic poem, “G” starts the first line, “R” starts the second line, “E” the third, etc.

Popsicle Stick Puppets: On one end of a popsicle stick, use a permanent marker to draw a face.Clothing can be made with pieces of fabric glued to the body or with pieces of construction papercut into the shape of clothes. These puppets are easy for children this age to make because theyare too small to allow for too many details. (Note: The great thing about popsicle stick puppets isthe ability to put on a play with only one or two children. The puppets play the multiple parts.)

Venn Diagram: A Venn diagram is two circles which intersect, or overlap, each other. The partthat overlaps is used to show how two objects or persons are alike; the parts of the circles thatdon’t overlap are the places to write where the objects or people are different.

Readers’ Theater: Readers’ Theater uses written scripts. The students do not memorize the lines,and there is no staging or props. Readers’ Theater can be done several different ways. Sometimesactors read the script as if the audience is a part of the staging. It can also be used where there isa narrator that speaks around the actors. It can be performed as a play, but with the use of scripts.It is better just read (narrated). The narration method works really well, especially if it is done aspart of a Sabbath School class. In the narration, the narrator would speak a few lines that wouldlead into the next reader’s part, explain the action, and/or summarize what just happened.

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Special materials: small box, wrapping paper, 100 pennies, wool, red and purple fabric samples,gold, silver, and bronze items, imitation or real animal skins, map of Egypt, 20 paper heart shapes,heart-shaped rewards

1. Copy the memory verse without the vowels. Let students fill in vowels to complete the verse.

2. Model for the student the use of the concordance to locate the command that God gave ontithing. Have the student write that verse on the back of the copy of the memory verse.

3. Show the students ten pennies. Demonstrate the concept of tithing by taking one penny awayfor “a tenth” to show what a tithe looks like. Once they can do a tenth with ten pennies,show them what a tenth would look like using 100 pennies.

4. Write an acrostic poem for O-F-F-E-R-I-N-G. Be sure students include thoughts and ideasrelated to worship from the YEA lesson.

5. Gather wool, red and purple fabric samples, objects that represent gold, silver, and bronze,and imitation or real animal skins. Let the student explain why you have these items and howthey relate to the YEA lesson.

6. Use a Bible atlas or Bible to show students the country of Egypt in Bible times. Make a copy ofa map of Egypt. Let students label the map and surrounding landforms and bodies of waterusing the atlas or Bible.

7. For more map skill practice, ask the students to locate Mount Sinai.

8. Cut out 20 heart shapes about the size of a dessert plate. Write each commandment on twohearts, one side only. Shuffle the hearts and play Commandment Concentration. As thestudent makes a match ask them to tell you what they know about that commandment.

9. Gather different Bible resource books: encyclopedia, dictionary, and concordance, for ex-ample. Demonstrate to the student how to find the word “Tabernacle.”

10. Discuss with students how giving to God can help teach sharing as well as teach others aboutGod and His Son, Jesus Christ.

11. Ask students to locate 2 Corinthians 9:7-8 and challenge them to memorize the Scriptureverse. Reward them with something heart-shaped such as an eraser, notepad, or candy.

YEA Lesson 1

Bring An Offering

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12. As a class or family make a list of all the blessings that have been given to you and them.

13. Brainstorm ways you can give to others. Write this list in your Bible notebook.

14. Make a list in your Bible notebook of all the things God has given to you. Cover up each itemwith a piece of paper. How would you feel if you didn’t have this gift from God?

15. Read Deuteronomy 16:17. Think of all the things God has given to you (see #14). How couldyou possibly give back a gift to God equal to what He has given to you?

16. Think of a time when someone gave something to you. Write about it. Was it something youliked or disliked? Did you say thank you? Did you do something nice for that person?

17. Think of a time when you gave a gift to someone else. Write about it. Why did you give thema gift? Did they like it? Did they say thank you? Would you give them another gift?

18. Write about the best gift you have ever been given. Tell why it was given to you and whogave it. Then make a thank you note to give to that person.

19. Make a list of the best gifts. Are they things you can eat or wear? Are they toys? Or is it aspecial day with your dad or best friend? Is it a special trip? What makes a gift really special?

20. Do a sword drill with this week’s Daily Devotionals. Write your favorite verse on an indexcard. Each week you’ll add at least one card to your collection. By the end of this book, you’llhave a set of verses that are special to you.

21. Write your memory verse on an index card to add to your favorite verse collection.

22. Volunteer to ask the blessing on a meal this week. Be sure to thank God for His many bless-ings, including the food in front of you.

23. Sing: “Come Bless the Lord” on page 85 of Kids Classics Collection. “God is So Good” on page 87 of Kids Classics Collection. “Heavenly Father, I Appreciate You” on page 82 of Kids Classics Collection. “I Will Sing of the Mercies of the Lord Forever” on page 17 of Kids Classics Collection.

“Isn’t He Wonderful” on page 42 of Kids Classics Collection.“All Things Are Thine, No Gift Have We” on page 198 of the CEM Hymnal.“Come, Ye Thankful People, Come” on page 139 of the CEM Hymnal.“Give of Your Best of the Master” on page 147 of the CEM Hymnal.“I Gave My LIfe for Thee” on page 160 of theCEM Hymnal.

24. Cover a small box with wrapping paper. Write your memory verse on the outside of thewrapping paper with a permanent marker. Place the box on your dresser (or other prominentplace) to help you memorize your verse this week.

25. Note: From the Parent and Teacher’s Guide, page 4-5: Prepare students to participate in theGive a Bear Hug activity.

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Special materials: canvas material, embroidery materials, popsicle sticks, blocks

1. Make an outline of a tent with canvas material. Cut two flaps to designate the front of thetent. Glue the tent to sturdy paper and let dry. Cut out the outline of the tent. Open the flapsand write the first sentence of the memory verse. Turn the paper over and write the secondsentence. Practice the verse until memorized.

2. Discuss the meaning of “Promised Land.”

3. Give students a piece of poster board. Let them decide how they want to create a visual ofGod’s list of things needed to build His Tabernacle. Some students may want to just draw andcolor. Others may want to have cloth or stones. Assist them as needed. Display student workand let each of them share their posters.

4. As a class or family create a news report. One student should be Moses and another studentshould act as the reporter. The reporter’s assignment is to interview Moses about God’sinstructions for the Tabernacle. Present the news report to another class or family.

5. As a class or family research “cherubim.” Let the student practice using the concordance andBible.

6. Embroidery is very popular. Gather materials to demonstrate this art to the students. Giveeach student a piece of material, thread, and a child-friendly needle to practice embroidering.

7. In your Bible notebook, make a list of things the class or family can do to help at church.Choose one thing to do the next Sabbath.

8. Do a sword drill with this week’s Daily Devotionals. Write your favorite verse on an indexcard. Add it to the collection you started last week.


10. Make a list in your Bible notebook of places people can worship God. Then read 2 Corinthians6:16. Now answer this question: Do you have to be in a church to worship God? Why or whynot?

11. Use a concordance to find other Scriptures that talk about God living with His people. (Ask forhelp from an adult if needed.) Write this list in your Bible notebook. Be sure to title your list“God will live with His people.”

YEA Lesson 2

Tent of Worship

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12. Use a Bible map to find where the Israelites traveled with the Tabernacle. Make a copy of thismap so you can label important places like Egypt, Canaan, the Mediterranean Sea, the NileRiver, the Red Sea.

13. In your Bible notebook, make a list of the kinds of behaviors you would find in God’s house.Then make a list of behaviors you would not find in God’s house. Share this list with yourfamily. Then be sure to be respectful in God’s house when you go to church this Sabbath.

14. Make three models: a tent out of material, a lean-to out of popsicle sticks, and a house ofblocks. Which was the easiest to construct? Which was the easiest to take down and move?Which is the most permanent? What are the pros and cons of each shelter?

15. Sing: “Come and Go With Me” on page 83 of Kids Classics Collection.“Behold, Behold” on page 45 of Kids Classics Collection.

“The Church’s One Foundation” on page 25 of the CEM Hymnal.

16. Draw a picture of the Tent of Meeting. Be sure to use accurate colors. Then write yourmemory verse across the bottom of the page.

17. Note: From the Parent and Teacher’s Guide, page 6: Create a Tent of Meeting.

18. Note: From the Parent and Teacher’s Guide, page 7: Complete Mystery Box activity.

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Special materials: X-acto knife, brightly colored tissue paper, faux jewels, plain plastic cups,cardstock, cardboard boxes of various sizes, plaster of Paris, tempera paint, paintbrushes, gold andbronze paint, fabric, shower rings, dowel sticks

1. Draw three different shapes, five times, about 4 x 5 inches. Use the same color constructionpaper for all the shapes. Cut them out and place them in a pattern on the table. (For examplecircle, triangle, square, circle, etc.) With a permanent marker write each word from thememory verse on a separate shape. Shuffle the shapes and ask the student to sequence theshapes in order to find the memory verse. Did they see the pattern?

2. What is the Ark of the Covenant? Assemble Bible reference books and find out why it wasthe most important thing in the Tabernacle. Create a brochure of information and share it withanother class or family.

3. Using a shoebox or other box, make a replica of the Ark of the Covenant. Cover the box anddowel sticks with gold paper. Punch holes in each corner making sure that a shower ring canfit through each hole. Slide the dowel sticks through the rings.

4. Write each commandment on a piece of cardstock. The cardstock can be cut into “tablet ofstone” shapes. Place the commandments inside the replica of the Ark of the Covenant.

5. Create the scene inside the Tabernacle using different size tables. Put before the studentsmany different kinds of objects including those that would have been found on the tables andaltars. Ask students to choose and place the correct objects on the tables and altars. Discussthe importance of each object and its purpose.

6. Gather samples of spices that were burned on the altar. Burn potpourri, if possible, to givestudents an idea of “burning incense.”

7. Remind the students that God wants them to talk with Him every day. Discuss with studentshow and where this can take place. Reassure students that they do not need an altar to cometo God with their concerns in prayer. He will be wherever they are!

8. Do a sword drill with this week’s Daily Devotionals. Write your favorite verse on an indexcard. Add it to the collection you started the first week.


YEA Lesson 3

What’s Inside?

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10. Sing: “Come and Go With Me” on page 83 of Kids Classics Collection.“Surely the Presence of the Lord” on page 192 of the CEM Hymnal.

“The Church’s One Foundation” on page 25 of the CEM Hymnal.

11. Stained Glass Windows: Take your children to a church that has beautiful stained glasswindows. Explain that lead strips hold each piece of glass in place. Make a window shape anddraw around it on tissue paper. Draw simple scribble patterns inside window and then coverlines with black paint. Fill in spaces with lightly applied bright colors.

12. Stained Glass Windows: Cut a window shape out of black construction paper. Using an X-actoknife, cut out shapes inside the window leaving a border around each shape. Glue coloredtissue paper on the back side to fill in each shape.

13. Using a study Bible or other Bible tool, find a diagram of the Tabernacle. Make a copy of thediagram in your Bible notebook. Label each item in the Tabernacle. Color the items gold whichwere made of gold.

14. The Tabernacle was a very special place, so special that the high priest was only allowed in theMost Holy Place once a year. God’s people knew how special this place was. Is there a placewhere you can go to meet with God? How special is this place? What kinds of behaviors areappropriate? What kinds of behaviors are not appropriate?

15. Using faux jewels, decorate a plain cup to make it special. How did God’s people make thedishes in the Tabernacle special? (Hint: What were they made of?)

16. Write the words to your memory verse on a piece of cardstock. Cut them apart to make ajigsaw puzzle. Practice putting the puzzle together and saying the memory verse.

17. Construct a diorama of the Tabernacle. (See Notes, Explanations, and Materials Needed fordiorama construction.) Keep the proportions accurate. Paint the sides of the box with theappropriate colors. If you decide to use sticks and pieces of fabric to make the Tabernaclemodel more authentic, mount your sticks in plaster of Paris on a piece of cardboard to givethe sticks support for construction of the rest of the Tabernacle. Be sure the fabric is of theappropriate color. Add furnishings made from construction paper and small boxes painted goldor bronze.

18. Note: From the Parent and Teacher’s Guide, page 8: Make a Model of the Tabernacle.

19. Note: From the Parent and Teacher’s Guide, page 9: Complete the Make My House a Homeactivity.

20. Note: From the Parent and Teacher’s Guide, page 9: Complete the Stencil Pattern activity.

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Special materials: glue, gold glitter, (or gold glitter glue), magnetic tape, oil, bottle

1. Draw the shape of an apron on an 8 x 10 inch piece of cardstock. Write the memory verseinside the apron shape. Trace over the outline of the apron with gold glitter glue, or regularglue and then sprinkle with gold glitter. When the glue is dry, cut out the apron. Put a smallpiece of magnet tape on the back to hang on refrigerator or other magnetic surface. Practiceverse until memorized.

2. As an alternative to the activity in the Parent and Teacher’s Guide, create a replica of the red,blue and purple apron (described on page 13 of the YEA Student’s book) as the lesson istaught to the students. This is a great visual to use as a focus for the importance of the role ofthe priests.

3. What did each of the 12 jewels represent? Research the 12 tribes of Israel.

4. On poster board write the names of each tribe, leaving several inches of space between eachname. Ask students to tell you what they know about each tribe. Write the information on theposter board. Give each student a colored jewel to glue on the poster board; one for eachtribe. What would be a good title for the poster? Ask the students to offer suggestions. Hangthe poster in the classroom for further reference.

5. Show the students a jar of oil. (Take the oil from the original package and pour it into anunlabeled jar or bottle.) Ask students to tell you the significance of the oil as related to theYEA lesson.

6. Have students trace the outline of a heart on paper. Show students a brown or black cut-outof a heart and place it over theirs. Discuss how sin darkens our hearts and that we need JesusChrist to make them white and clean again. Give each student a white heart to cover the cutout of their heart.

7. Jesus Christ is our High Priest today. What does that mean? As a class or family discuss theimportance of Jesus’ role as our High Priest.


YEA Lesson 4

The Priests

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10. Sing: “Oh Be Careful Little Eyes” on page 39 of Kids Classics Collection.“Down in My Heart” on page 69 of Kids Classics Collection.“In My Heart There Rings a Melody” on page 127 of the CEM Hymnal.

11. Make a paper person, using cardstock or construction paper. Make two copies of the person.Tape the first on top of the second. Decorate the first with normal clothing that you mightwear. On the second, the one underneath, write attitudes and characteristics which pleaseGod that are in your heart.

12. Using a Bible encyclopedia, find what the clothing of the High Priest was made from. How isthis material made? Is it from a plant or an animal?

13. Think of a New Testament Scripture that is very similar to your memory verse. Hint: Use aconcordance and look up “put on.” Ask an adult for help if needed.

14. What did the High Priest have to do before he went into the Most Holy Place? In your Biblenotebook, write these things in a list, like following directions.

15. What should you do before you come before God to talk with Him in prayer? (Hint: It is aprivilege to come before the Great God of the Universe—so what should your attitude be?Talk about this with your family.

16. Make an outline of a person. Cut it out. Design clothing covered with the word “godliness.”Use your favorite color tools to decorate.

17. Draw a picture of the High Priest with all of his garments. Label each piece. Write yourmemory verse across the bottom of the page.

18. Note: From the Parent and Teacher’s Guide, page 10: Make High Priest clothes before classto be prepared for a student to wear them during the lesson.

19. Note: From the Parent and Teacher’s Guide, page 11: Complete the breastplate activity.

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Special materials: dry erase board or chalkboard, newsprint or butcher’s paper

1. Write the memory verse on a dry erase board or chalkboard. Erase part of the verse and askstudent to fill in the missing part. Practice until memorized.

2. What and where is the Promised Land? Explain and discuss God’s promise to the Israelites.

3. Match each of the 12 men Moses sent out to their respective tribes. Write each man’s nameon an index card with their tribe name on a separate index card. Shuffle each set of cards andpractice with a partner.

4. Who were Joshua and Caleb? As a class or family, research each man in a Bible referencebook. Share the information with other family members or another class.

5. Create a comic strip of the 12 men’s journey into the Promised Land. Work separately, in pairsor groups. Present the finished comic strip to another class.

6. On newsprint or butcher’s paper, create a newspaper front page headline and article of whatthe 12 men saw on their journey into the Promised Land. Find out what needs to be includedin newspaper articles, for example, headlines, by-lines, quotes, etc. Display for other classesand parents.

7. What promises has God given us through His word? Make a list on a chalkboard or dry eraseboard. Use Bible reference books, if needed, to find at least five Bible promises. Write eachpromise on a separate 4 x 6 inch index card. Create a design on each card. Give each card to afriend, family member, or church member. (This activity is based on directions from page 13of the YEA Parent and Teacher’s Guide.)



10. Sing: “God is So Good” on page 87 of Kids Classics Collection.“Isn’t He Wonderful” on page 42 of Kids Classics Collection.“My God is So Big” on page 14 of Kids Classics Collection.“Every Promise in the Book is Mine” on page 14 of Kids Classics Collection.“Standing on the Promises” on page 24 of the CEM Hymnal.

YEA Lesson 5

Imagine That!

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11. Read Isaiah 11:6-9. Draw a picture of what it will be like to live in God’s Kingdom based onthis Scripture.

12. Read Numbers 13:17-33 and Deuteronomy 6:1-3. Make a list in your Bible notebook of thethings the spies saw when they went into the land. Circle the things which were good.Highlight the things which worried the people.

13. If you could have a perfect world, what would it look like? In your Bible notebook, make a listof what a perfect world would look like.

14. Read Revelation 21:3-4. In your Bible notebook, write how you feel about this description ofGod’s Kingdom. Can you imagine a place where there’s no crying or sorrow or pain or death?

15. Write a play based on Numbers 13:17-33. Write dialogue. Have your family or Sabbath Schoolclass do the play.

16. Make popsicle stick puppets for the actors in your play (see #15). Put on your play for yourfamily using the puppets. (See Notes, Explanations, and Materials Needed for popsicle stickpuppet construction.)

17. Draw a picture of what the spies brought back from the land. Write your memory verse acrossthe bottom of the page.

18. Note: From the Parent and Teacher’s Guide, page 12: Teach with the Object Lesson.

19. Note: From the Parent and Teacher’s Guide, page 13: Perform a skit of The Report.

20. Note: From the Parent and Teacher’s Guide, page 13: Complete the activity Object Lesson.

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1. Have students complete a Venn diagram comparing and contrasting the Jordan River of Bibletimes to the Jordan River today. Share completed diagrams with the class or family. (SeeNotes, Explanations, and Materials Needed for instructions to make a Venn diagram.)

2. Create a 3-D mural of Joshua, the 12 men, the river, and the stones. To provide a 3-D effect,have students use crumpled brown paper for stones and strips of blue paper for the river.Make the men from craft sticks. Ask students for input on other kinds of materials to use forthe mural. Leave room at the top or bottom for the memory verse, which can be written byhand, painted on, or let students make 3-D letters if desired.

3. Everyone is afraid at times: discuss examples and offer your own. Ask why we don’t have tobe afraid. Refer to memory verse as needed.



6. Sing: “My God is So Big” on page 14 of Kids Classics Collection. “Every Promise in the Book is Mine” on page 15 of Kids Classics Collection. “God is So Good” on page 87 of Kids Classics Collection “He’s Got the Whole World in His Hands” on page 54 of Kids Classics Collection. “He Is Able to Deliver Thee” on page 72 of the CEM Hymnal. “Be Still, My Soul” on page 70 of the CEM Hymnal. “Blessed Assurance” on page 46 of the CEM Hymnal.

7. Do each of the following items in order. If this is done at home, do one each day. It’s impor-tant to help the children know that bad things will happen to God’s people, but that doesn’tmean that God has forgotten them or that He isn’t strong enough to prevent disaster.a. Make a list in your Bible notebook of the characteristics of God.b. Make a list in your Bible notebook of the bad things that happen to God’s people.c. Read Romans 8:28 and Luke 9:24 and Hebrews 5:8. Write what these Scriptures are telling

you in your Bible notebook.d. God is strong enough to save you from whatever scares you. But sometimes He chooses

not to. The difficult things you go through in this life mold you and change you into the

YEA Lesson 6

Be Strong!

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person God can use for His glory. But those bad things don’t mean God isn’t strong enoughto save you. You are still in His hand. In your Bible notebook write what you’re learningabout God, His power to save, and the things His people go through.

e. Read 2 Corinthians 4:17 and 1 Peter 1:6-7 and 1 Corinthians 10:13. Write in your Biblenotebook about the hope expressed for God’s people (and for you) in these verses.

8. There are so many hymns that tell of God’s help and protection. Find your favorite—it doesn’thave to be in the CEM Hymnal—and write the words neatly in your Bible notebook. Some-times when we’re going through something tough, the words of that song can give us thestrength to remember that God is still in control and that He loves us.

9. On a poster-size piece of paper, write your memory verse in large letters. Add notes allaround the memory verse about specific times when God has helped you. If you can’t think ofany, talk about it with your parents.

10. Draw a picture of Joshua and the children of Israel crossing the Jordan River. Add color withyour favorite color tools. Write your memory verse across the bottom of your drawing.

11. Make a comic strip of the events of Joshua crossing the Jordan River. Use your YEA lesson tohelp you. Start with the Passover celebration. Add color if you wish.

12. Note: From the Parent and Teacher’s Guide, page 14: Make a simple Ark of the Covenant,and involve the students by having them act out this lesson.

13. Note: From the Parent and Teacher’s Guide, page 15: Complete the activity A Stone ofRemembrance.

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Special materials: red cord or ribbon

1. Draw the outline of a trumpet on a piece of cardstock. Write the memory verse on thetrumpet. Punch a hole in the trumpet, thread red cord or ribbon through and knot it. Hang thetrumpet where it can be easily seen to practice the verse until memorized.

2. Where is Jericho? Help students learn to use Bible reference books by helping them findJericho using a Bible atlas or reference map. Find the spot where Joshua led the Israelitesacross the Jordan River. Have your parent/teacher copy the map so you can paste it into yourBible notebook. Then mark the location of Jericho and the crossing of the Jericho River.

3. If Story telling will not be used, consider Readers’ Theater or a play for the students toperform following the lesson. Another YEA class or family can be invited as the audience. (SeeNotes, Explanations, and Materials Needed for a description of Readers’ Theater.)

4. Complete an acrostic poem using the word P-R-O-M-I-S-E to retell the story of Rahab andthe spies. Cut pieces of red cord or ribbon for each letter of the word PROMISE. Lightly writethe word PROMISE vertically on a piece of cardstock or cardboard. Trace over the letters withglue. Then press the red cord or ribbon into the glue, forming each letter. Finish the poem bywriting in red marker or other marker of choice.



7. Sing: “Joshua Fought the Battle of Jericho” on page 7 of Kids Classics Collection.“I’m in the Lord’s Army” on page 33 of Kids Classics Collection.

“Onward Christian Soldiers” on page 155 of the CEM Hymnal.“Stand Up, Stand Up for Jesus” on page 23 of the CEM Hymnal.“On Jordan’s Stormy Bank” on page 144 of the CEM Hymnal.“Trust and Obey” on page 193 of the CEM Hymnal.“Every Promise in the Book Is Mine” on page 15 of Kids Classics Collection.

8. Draw a series of pictures that show the action described in this week’s lesson. For example,draw one of Rahab hiding the two spies on the roof of her house. Draw a second one of theIsraelites marching silently around Jericho. Draw a third of the trumpets sounding and thepeople shouting. Draw the fourth of the walls of Jericho falling out flat. Paste each drawing ona piece of cardstock. Tape the pieces of cardstock end to end. Set the constructed progressionof drawings up as a presentation on a table at church.

YEA Lesson 7

The Red Cord

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9. Make a bookmark with the memory verse on it. Finish each bookmark with a red cord orribbon to help you remember the lesson about Rahab.

10. Use a concordance to find a Scripture about Rahab in the New Testament. Write this verse inyour Bible notebook.

11. The battle against Jericho seemed a huge obstacle to the Israelites. And it would have been, ifit hadn’t been for God. Can you think of anything else that is impossible without God? Writeabout it in your Bible notebook. Share your thoughts with your family or your Sabbath Schoolclass.

12. Practice “Joshua Fought the Battle of Jericho” to perform for someone this week.

13. Note: From the Parent and Teacher’s Guide, page 16: Make a Model of the Jericho Wall.

14. Note: From the Parent and Teacher’s Guide, page 16: Use Story telling to teach this lesson.

15. Note: From the Parent and Teacher’s Guide, page 17: Complete the Horn activity if Storytelling will be used to teach the lesson.

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Special materials: thick rubber bands, chalkboard or newsprint pad, supplies to make Tabernacle(see #6)

1. On a piece of paper, write each sentence of the memory verse, omitting the last word ineach. Scramble the words “joyful,” “patient” and “faithful,” and put them in a small con-tainer. Ask students to unscramble the words. Students should then choose the word thatcorrectly completes the memory verse sentence.

2. Discuss with students some things that they want. Make a list and write it on chalkboard ornewsprint paper. Ask students how they feel as they wait for what they want. Discuss withstudents whether they would describe themselves as a patient or impatient waiter. How canthey change from impatient to patient? What kind of waiter does God want us to be? Why?

3. “Drunk” is a term that some students will be familiar with due to family circumstances. Offeran explanation of “drunk” with sensitivity, care, and love.

4. A good review: Ask students to explain Eli’s job as a “priest.”

5. God answered Hannah’s prayer in a special way by giving her a son. What is the meaning ofthe name Samuel? Provide Bible reference books for students to use to find the meaning.Students can write the meaning on a piece of paper and then illustrate its meaning relative tothe lesson.

6. As a class or family, review the Tabernacle, inside and outside. Provide supplies for eachstudent to create their own Tabernacle. Supplies can include a cardboard box, cloth or fabric,toy house furniture, etc. Brainstorm materials with the class. Students can be very creative!Use the Tabernacle in Lesson 9.

7. Students write a thank you note/prayer to God for His answers to their prayers. Cards orpaper, color tools, stickers, and envelopes are examples of supplies. Students can keep this intheir Bibles to read whenever they need a reminder of God’s care and love for them.



YEA Lesson 8

I Ask God

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10. Sing: “Whisper a Prayer” on page 57 of Kids Classics Collection. “Count Your Blessings” on page 44 of the CEM Hymnal.

11. Make two columns in your Bible notebook. In one column, write the things you really, reallywant. In the other column, write what you’d be willing to do to get those things you want.

12. Read James 4:2. What does this verse say is the reason you don’t have what you want? Thinkabout the list of things you really want. How many of those things are really good for you?How many are necessary? How many of them would be pleasing to God? Honoring to God?

13. Read Matthew 7:7-11. When you really need something, how does God respond? Do youbelieve this verse? Write your responses in your Bible notebook. Then share your thoughtswith your family or Sabbath School class.

14. On a thick rubber band, write your memory verse with a permanent marker. Plan to wear therubber band on your wrist this week to help you as you memorize the verse.

15. Pretend you are Hannah. Write three diary entries: 1) the day Hannah prayed to God that Hewould give her a child; 2) the day Samuel was born; 3) the day Hannah had to fulfill herpromise to God to give Samuel to Him.

16. Note: From the Parent and Teacher’s Guide, page 19. Complete Prayer Placemat activity.

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Special materials: timer, letter magnets, magnetic board, sticks, pipe cleaners, paper or cloth

1. Give students letter magnets and a magnetic board to help them practice their memory verseuntil memorized.

2. Make popsicle stick puppets for: Hannah, Elkanah, Samuel, and Eli. (See Notes, Explanations,and Materials Needed for instructions to make popsicle stick puppets.) Use craft sticks, pipecleaners and fabric or cloth. Provide scissors and glue. New clothes should be made forSamuel.

3. Students can use their stick puppets and Tabernacle from YEA Lesson 8 to tell today’s lesson.

4. Make a list of how students can be used by God. Type student’s ideas and give each a copy tokeep in their Bibles.

5. Role play how students would share God’s message with others. Provide input as needed.

6. Students can write a song to the tune of “Are You Sleeping?” Before they write and then singtheir song, they should brainstorm what they learned from today’s lesson.



9. Sing: “Jesus Bids Us Shine” on page 37 of Kids Classics Collection.“Thy Word Have I Hid In My Heart” on page 75 of Kids Classics Collection.“Wonderful Words of Life” on page 43 of the CEM Hymnal.“Thy Word is a Lamp” on page 190 of the CEM Hymnal.“Jesus Calls Us” on page 180 of the CEM Hymnal.

10. Take your Bible notebook outside. Sit somewhere comfortably. Set a timer for five minutes.Write down all of the sounds you hear.

11. Write a paragraph in your Bible notebook about the strangest thing you have ever heard.

YEA Lesson 9

Are You Listening?

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12. Draw a comic strip of God calling to Samuel based on 1 Samuel 3:1-21. Add your favoritecolors.

13. Brainstorm with your family or your Sabbath School class. How many examples can you thinkof when God called someone? Hint: Abraham, Saul who became Paul, etc.

14. What has God called you to do? Can you think of a verse to support your idea? Write it inyour Bible notebook. Then at supper one night this week, talk about what God is calling eachof His people to do. See what kind of discussion you can have with your family.

15. Note: From the Parent and Teacher’s Guide, page 21: Do Voice in the Night. Have studentstake turns until everyone has been either Samuel or Eli.

16. Note: From the Parent and Teacher’s Guide, page 21: Do Are You Listening?

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Special materials: ziplock bags, newsprint or poster board

1. Crown Puzzle: Make or trace enough copies on cardstock of the crown (see pattern page B inthe YEA Parent and Teacher’s Guide) for each student. Write the memory verse on the frontof each crown. Cut out each crown and then cut them into several pieces. Put each cut upcrown into separate bags, one for each student. Give a bag to each student. Instruct studentsto put their crown puzzle together and then practice their verse until memorized. (Note: cutup each crown puzzle a little differently. Ask students to exchange crowns and put themtogether. Also, the crown puzzle can be glued to paper as an optional activity.)

2. Label a large piece of newsprint or poster board with: Jehoveh-jirah, the God who provides.Have each student come up and write or draw how God has provided or given them. Giveexamples as needed. Use this list as a prayer prompt at the end of class.

3. Discuss stealing with the students. How do you feel about stealing? Why would someonesteal from you? Would you steal from someone? Why or why not?

4. Our country doesn’t have a king. Who do we have instead of a king? What are his responsi-bilities? Discuss the role of the president based on their level of understanding. How is a kingdifferent/same as a president?

5. Make two columns on a large piece of newsprint or poster board. Label one “God” and theother “king.” As a review write on separate pieces of paper events from the lesson thatindicate an action by either God or a king. Ask students to place the event in the correctcolumn and to explain their choice.

6. Sometimes we all want things to go our way. Ask students for examples of this happening intheir lives. What happened in the end? Did you get your way? If a parent or other adult toldyou “no,” why do you think that was their answer? Or why did you get a “yes” answer? Evenat Primary age, children need to know and understand how decisions are made by adults intheir lives, especially parents. Remind students of the Fifth Commandment. Pray with studentsafter the discussion that they will accept answers from their parents who have their bestinterest in mind.

7. Review the Ten Commandments by reading Exodus 20:1-17.

YEA Lesson 10

Give Us a King

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10. Sing: “The King of Love My Shepherd Is” on page 89 of the CEM Hymnal.“Crown Him With Many Crowns” on page 9 of the CEM Hymnal.“A Child of the King” on page 137 of the CEM Hymnal.“All Hail the Power” on page 1 of the CEM Hymnal.“Come Thou, Almighty King” on page 3 of the CEM Hymnal.

11. In your Bible notebook write three reasons why any man would make a much worse king thanGod.

12. Read Revelation 19:16. Copy this verse in your Bible notebook. Then write at least three otherScripture references that tell us God is the greatest King of all.

13. In your Bible notebook, write a diary entry pretending you are Samuel on the day when thepeople asked for a king and God told Samuel to give them what they asked for. Remember toread 1 Samuel 8:6-22 first.

14. Make a list in your Bible notebook of what Samuel told them a king would ask of the people.

15. Using a Bible tool (concordance, encyclopedia, etc.) find three kings of Israel or Judah. Give abrief description of each king’s life, whether he was a good or bad king, what he is remem-bered for, and how long he reigned. If you need help with this project, ask your parents forassistance. You may also choose to turn this into a family Bible study project.

16. Note: From the Parent and Teacher’s Guide, page 23. Make Paper Crowns.

Culminating Activities1. Take the Scripture and memory verse cards constructed throughout the book. Team with

another person to see how many memory verses you can tie to the YEA lesson from whichthey came.

a companion to the yea bible heroes series primary book two

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