Connect B2 Upper Primary Teacher's manual

TEACHER’S MANUAL

cO nnect Upper Primary B2

REVISED

2018

Welcome Connect is a three-year (Special) Religious Education curriculum designed for use in Australian and New Zealand schools. It is Bible-based and offers 20 lessons each semester at Infants, Lower Primary and Upper Primary levels.

The curriculum has as its foundation the belief that it is important to allow the Bible’s own theological framework to determine what is taught and how it is taught. It is therefore content-structured, teaching the major events, concepts and doctrines of the Bible.

The intention of Connect is to introduce students to God and his saving purposes for the world through Jesus Christ, his Son. This curriculum is also student-related. It is designed to engage students’ minds and emotions as well as develop the skills needed for students to explore the nature and content of the Christian faith.

Educational approach Like all other CEP children’s ministry resources, Connect draws on recent research on the way students think and learn. Importance is placed on: ■ teaching concepts in a way that is appropriate for the age and developmental stage of the students; ■ recognising that intuitive or tacit knowing means that students generally have more of a grasp of a concept than they can express in words; ■ acknowledging that knowing requires more than intellectual experience because it involves the emotions as well; ■ relating all that is taught to their experience; and ■ providing discussion and activities that encourage students to reprocess information and make it their own.

Connect uses a range of teaching and learning strategies to engage the intellectual strengths and preferred learning styles of all students. Teachers are encouraged to try a variety of these in order to discern which approaches best suit the needs of their classes.

The overriding aim of this curriculum is to present the heart of God’s message of salvation in a clear and appropriate manner. You may want to think of ways beyond the immediate lesson of linking students who express an interest to church-run children’s and youth activities, so they can experience Christian community and learn more about the Christian faith.

Curriculum structure Connect is a three-year curriculum presented at three separate levels—Infants (for students aged 5 to 7), Lower Primary (ages 7 to 9) and Upper Primary (ages 10 to 12).

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Accordingly students will only meet the particular Bible passage, upon which a lesson is built, three times during these years. The lesson content and learning outcomes are different at each level, achieving both reinforcement and learning at greater depth as the student progresses through school.

Additional CEP curricula are available: Beginning with God is for the first year of school and Big Questions is for students in the last year of primary school and making the transition into high school. A series of CEP high school resources is also available. See the current CEP catalogue for details or contact CEP.

Content Connect B1 focused on linking Jesus’ life, death and resurrection with God’s promises in the Bible in the Old Testament. This gave students a big-picture view of God’s plan to redeem a fallen world. The first ten lessons examined Jesus’ life (including his words and actions) to reveal that Jesus is God’s powerful Son who saves us from our sins and fulfils God’s promises.

The second unit in Connect B1 introduced students to Abraham and encouraged students to investigate people from the Old Testament who received promises from God. We ended this first semester with Joseph.

And so Connect B2 continues Connect B1 by concentrating on Old Testament events beginning with God’s people in slavery in Egypt. Students learn about Moses and how God used him to rescue his people from the king of Egypt. An examination of Exodus, Numbers and Deuteronomy familiarises students with events controlled and directed by God, all of which point to Jesus. The second ten lessons extend the focus to include the entire gospel. The book of Romans demonstrates how the promises God made to Abraham are ultimately fulfilled in Jesus (2 Corinthians 1:20). God’s promises are for the inclusion of the whole world, and therefore each student. There is also a special lesson on the environment and another introducing students to a contemporary Australian Christian.

Special lessons As well as the Christmas and Easter lessons in the curriculum, a special assembly idea for these major Christian celebrations is provided for those who may be asked to conduct a whole school or large group activity.

Each semester also contains a lesson dealing with a major issue children may face. This semester features a lesson on the environment, and provides a biblical basis for how we should interact with God’s world.

Contents For the teacher What you will find in each lesson Music, drama, PowerPoints and PDFs Curriculum stance Training and support Five circles of learning Connect icons

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Introduction—God keeps his promises Lesson 1 Survivor: Egypt begins Exodus 1:1—2:10 Lesson 2 The leader Exodus 3:1—4:17 Lesson 3 The challenge Exodus 7:1—10:29 Lesson 4 The rescue Exodus 11–14 Lesson 5 The Law Exodus 19–20 Lesson 6 The tabernacle Exodus 25–40 Lesson 7 The exploration Numbers 13–14 Lesson 8 The people’s response Deuteronomy 4 Lesson 9 The land Joshua 1–6 Lesson 10 The new covenant Various

10 12 24 32 50 60 72 86 96 106 116

Introduction—God’s promise for the world Lesson 11 The gospel: then and now Romans 1:1–17 Lesson 12 The need for the gospel Romans 1:18—3:26 Lesson 13 The good news of the gospel!

Romans 3:21—5:21 Lesson 14 The fruit of the gospel Romans 6–7 Lesson 15 The goal of the gospel Romans 8:1–13 Lesson 16 The hope of the gospel Romans 8:14–39 Lesson 17 The body of the gospel Romans 12:1–8 Lesson 18 The love of the gospel Romans 16:25–27 Lesson 19 The Christmas promise Matthew 1 Lesson 20 Miriam 1 Timothy 4:12

128 130 136 144 152 158 168 178 186 196 210

Christmas assembly

Matthew 1

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Special lesson The environment

Genesis 1–2; 2 Peter 3:13

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Teaching ideas Help with classroom management 235 Helpful teaching techniques 237 Teaching Memory verses 240 Is your class different?

243 Teaching Aboriginal and Torres Strait Islander students 244 Understanding the student: the learning theory undergirding Connect 245 Using appropriate language in the (S)RE/RI class 247 What the Bible says about living as God’s friends 248

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What you will find in each lesson Each lesson has three parts: Way in, Bible focus and Connections. These will require approximately 25–30 minutes.

Since no two classes are ever the same, teachers are encouraged to adapt the lesson to the learning needs of their students. However care should be taken not to distort the main points of the Bible’s teaching.

It is recommended that teachers allocate at least 30 minutes for preparation before each lesson.

Preferably this should be well in advance to allow the Holy Spirit to make the Bible text relevant first in the life of the teacher. Some lessons may require more preparation time.

For those who follow the lesson exactly, the words the teacher will use are printed in bold, while the instructions to the teacher are in normal type.

Suggested student answers where applicable are placed in brackets.

Icons indicate when teachers should read the Bible, display the Visual aids and use the student Activity book, as well as many of the learning activities. For an explanation of the icons, see page 9.

Introduction An Introduction for each set of ten lessons (half a semester) has been included to give the teacher an overview of each set of lessons, their major theme and the Big idea that we want the students to engage with. There are also some ideas of ways the students can be encouraged to apply what they are learning to their everyday life.

The Introduction includes a general Bible background that encompasses the whole set of lessons and a Timeline that is designed to inform the teacher of the unit’s place within the broader framework of God’s activity in world history, or in the life and ministry of Jesus.

An explanation of the teaching techniques employed in the lessons is also given as well as suggestions for adjusting the number of lessons presented if time is not available to cover them all.

Lesson aim This presents the focus concept to be taught in each lesson.

Lesson outcomes These are the knowledge, understanding, skills, values and attitudes that the lesson seeks to teach.

An outcome is an observable accomplishment. Most of these can be assessed through direct questioning or observing the students' unaided completion of the Activity books. Value and attitude changes often have to be discerned or inferred over time. Some of the outcomes are repeated in subsequent lessons, because not all students will achieve all outcomes at the same time or in the same way.

Many of the outcomes will be assessed in the Connections stage of the lesson, so it is important to allow time for students to respond to any openended questions. Additional time may also need to be factored in for slow workers to complete activities.

Memory verse The Memory verse is included in each lesson. The same verse usually covers three to five lessons.

There are two to three Memory verses for each set of ten lessons. We encourage students to learn these verses as the Bible has power to bring about change as it is applied by the Holy Spirit. (For additional ideas for teaching the Memory verse, see page 240.)

Bible background These notes give more detailed information to help the teacher to understand the main elements of the lesson, their place in the Bible and their historical background. Further information can be obtained from standard Bible dictionaries (see references, page 7).

You will need This section lists all the items needed for each lesson.

It is designed to be a handy checklist. Teachers will find that the Activity book and the content found on cepconnect.com.au (including music, dramas, PowerPoints and PDFs) form an integral part of the lessons. An optional Coloured Visual aid pack is also available.

Before you start This section gives help with preparation and presentation. It advises about some of the pitfalls to avoid and presents creative ideas and information about successful teaching techniques.

The teaching tips provided in this section also include any 'danger zone' warnings of potential problems and no-go areas to help the teacher to avoid situations that may damage the lesson’s effectiveness.

Teacher’s prayer This helps the teacher focus on the God about whom they teach, the students and their needs, and the teaching task.

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This is the body of each lesson in which the main ideas, biblical content and learning concepts are explored. Lessons seek to involve the students actively in their own learning. In many cases the Activity books are integrated into the learning during Bible focus.

Connections Drawing everything together, this section seeks to connect students with Christ and his Church. Many of the questions and activities are designed to evaluate the students' understanding and allow them to process, internalise and give expression to what has been learnt. Teachers may wish to incorporate some of the ideas suggested in Taking it further at this point in the lesson.

Concluding prayer An important part of any lesson that reminds the students that God wants to hear from them and he will listen to them when they pray. This section of the lesson allows you to model prayer and encourages students to join you when they choose.

Teachers may want to open the lesson in prayer sometimes or incorporate prayer during the lesson rather than always at the end.

Taking it further These suggestions are designed for incorporation into, or as extensions of, the lesson. They cover a range of learning styles that are indicated by an icon.

(For further details of the underlying learning theory, see page 245. The icons are listed on page 9.)

In most Primary lessons there are further Bible exploration activities that can be used with older students, capable workers or as suggestions for students to follow up between one lesson and the next. If they are to be used in the lesson, the teacher will need to provide the appropriate Bible

Teacher reflections This section encourages the teacher to think back over the lesson and note the aspects of the lesson which worked well and what could have been changed or done differently. Teachers can also note down anything they need to follow up, such as a response to a student’s question or any added information they would like to share with the class. Prayer points about the class or individual students can also be recorded.

Visual aids Where required, black line Visual aids for use in the presentation of the lesson are included immediately following the lesson. Purchase of the Teacher’s manual carries with it the right to photocopy one enlargement of each Visual aid for use with the classes that teacher takes.

A further pack of A2-size full-colour maps, timelines, scenes and characters is also available for use with lessons (see the current CEP catalogue or go online to cepstore.com.au). This pack includes the coloured posters and access to downloadable files containing these illustrations.

Student Activity book This is an integral part of every lesson. The Activity book has engaging activities that are appropriate for the stage of development of the students.

The Upper Primary Activity book has been expanded to include the Bible passages within the lesson and more activities. The words of songs and prayers, maps, charts, diagrams and timelines are included to help the students to see the relationship of different parts of their learning to life.

Music, drama, PowerPoints and PDFs Music and drama audio tracks, as well as the PowerPoints and PDFs, are available for free download at cepconnect.com.au. See page 6 for more information.

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Bible focus

The music referred to in Other resources, such as songs by Colin Buchanan, can be purchased at cepstore.com.au.

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This is an essential part of the lesson that helps to revise concepts, link lessons to prior learning, set the scene and gain the students' interest. Frequently a key question is raised that links to the students’ life experiences and is dealt with as the lesson progresses. Alternatives are offered in some lessons.

Teachers may wish to devise their own alternative that suits their past experience or the needs and interests of their students.

text. When a greater degree of difficulty is involved, indication is given that the exploration is for more advanced students.

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LESSON AIM ■ To help students to understand that God wants his people to trust and obey him.

LESSON OUTCOMES Students will learn about: ■ how God sent his people in to explore the land he was going to give them ■ how God’s people didn’t trust him and disobeyed his command to take the land.

Students will learn to: ■ recognise that the Bible demonstrates that God’s promises are good promises and that he is faithful to them ■ recognise that God wants people today to trust and obey God too.

MEMORY VERSE His love for us is wonderful; his faithfulness never ends. Shout praises to the Lord!

Psalm 117:2 (CEV)

» Bible background Lessons 1–6 showed that God rescued his people from Egypt with a mighty hand. He made a covenant with Israel and brought them through the desert to the edge of the Promised Land.

While God’s people did show some faithful obedience to the instruction of their good and powerful God, Israel’s complaints against God and their disobedience to his word (Numbers 11–21) were clear. Their most blatant rejection of God is recorded in Numbers 13–14.

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The exploration Numbers 13–14

Chapter 13 shows how the people obeyed God’s command to explore the land. Twelve spies were selected, one from each tribe of Israel, to explore the land and bring back a report to Israel. The spies reported that the land was good, ‘flowing with milk and honey’ (Numbers 13:27), the people were strong and the cities large and fortified (Numbers 13:28). Things took a downturn when ten of the spies spread a bad report among the people (Numbers 13:31–33). To take the land would be difficult! They would have to fight these huge people in their strong cities. How quickly the spies had forgotten the mighty God who brought them out of Egypt and would go before them, driving out the nations to give them the land. Only Caleb and Joshua trusted God (Numbers 13:30; 14:6–9). The rest of the people, however, grumbled against God. They rejected Joshua and Caleb and attempted to stone them.

As a result, God’s anger burned against his people. Their faithlessness and disobedience was abominable, especially since God was just about to fulfil his promises to them. Initially, God was preparing to wipe out Israel completely and start again with Moses and his family (Numbers 14:11–12). However, Moses was quick to defend God’s honour and reputation and to intercede for Israel (Numbers 14:13–19). God relented, forgiving the people and keeping his promise—but to the next generation. God declared on oath: the grumbling generation would not enter into the Promised Land but would die in the desert as they had asked to do (Numbers 14:20–25).

So Israel wandered in the desert for 40 years until everyone over 20 years of age died and their children had grown. This account reveals God to be faithful, gracious and just and able to fulfil his promises, despite the disobedience and faithlessness of his people.

✔ A CEV Bible marked at Numbers 10:11–13; 14:1–9, 10b; John 3:16 ✔ A bandanna of the same colour for each student ✔ Survivor: Egypt challenge chart and sticker for winning tribe (see Introduction to Lessons 1–10) ✔ Visual aids on pages 92–95 of the Lesson 7 Way in challenge, Lesson 7 Bible focus challenge, Exploring the land, Journey to the Promised Land map and God’s provision (see Before you start) ✔ Envelopes ✔ Activity books ✔ Materials for Taking it further (optional) ✔ Journey to the Promised Land map and God’s provision from the Coloured Visual aid pack

›› UPPER PRIMARY LESSON 7

» You will need

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■ You will need to photocopy and enlarge the Visual aids on pages 94–95 of the Journey to the Promised Land map and God’s provision.

■ Photocopy the Visual aid on page 93 of Exploring the land. Have enough copies for one between two students.

» Teacher’s prayer Thank God that he is faithful despite the times when his people are unfaithful to him.

Repent of the times when you don’t trust and obey God and ask that he will help you to trust and obey him.

OTHER RESOURCES If your lessons are longer than the standard, you may find the following resources useful.

■ Trust in the Lord (track 8) on Genie and Troy Nilsson’s Scripture Rock album.

■ Generous God (track 8) on Colin Buchanan’s Jesus Rocks the World album.

BEFORE YOU START ■ If you intend to use an interactive whiteboard, review the PowerPoint slides for this lesson (see page 6 for details on how to download these).

■ Photocopy and cut the Visual aid on page 92 of the Lesson 7 Way in challenge and seal it in an envelope so you can open it in front of the students.

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■ Seal the Lesson 7 Bible focus challenge in an envelope so you can open it in front of the students.

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» Way in Hand out the bandannas to the students and give them a few moments to put them on.

Welcome back for another week of Survivor: Egypt. Bible icon Survivors, please put on your bandannas.

Activityyour Books icon I have received first challenge for today.

Open your envelope and read out the Visual Aid icon Visual aid on page 92 of the Lesson 7 Way in challenge.

CD icon

Give your students a few moments to choose their partner and assume their positions. When they are Music icon ready, say ...

Survivors, are you ready? Go!

Word icon

Make sure you supervise carefully while the students Maths are participating in the Lesson 7 Way in & Logic icon challenge. If anyone is silly or dangerous they will need to sit down and miss out.

Body icon

›› UPPER PRIMARY LESSON 7

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Once everyone has had a turn of supporting and Space & congratulate Vision icon all the students being supported, and ask them to take a seat. Choose the most Interpersonal icon to the Survivor: Egypt sensible pair to add a sticker challenge chart and write their names beside it.

iconchallenged to trust each other Today weSelf were and we succeeded. We are going to see that God’s people were Nature iconchallenged to trust God. And we will find out now whether or not they succeeded.

Bible Exploration icon

» Bible focus ■ What happened last lesson?

(Accept responses. God gave his people the directions to build his special tent, the tabernacle. God was going to live with his people. He also gave special instructions for the sacrifices the people had to make.)

Well, it had been two years since Israel first came to Mount Sinai and now it was time to move on.

Ask a student to read Numbers 10:11–13 Bible icon from your CEV Bible.

iconIsraelites set up camp after ■ WhereBible did the leaving Sinai?

Activity BooksThe iconDesert of Paran.)

(Accept responses.

Display the Visual aid on page 94 or the Visual Aid icon Coloured Visual aid of the Journey to the Promised Land map. Trace the path the icon as you say the next section.

Israelites CD travelled So God rescued his people from Egypt. They Music icon travelled out of Egypt, passed through the Red Sea, then headed down to Mount Sinai.

Bibleaticon Word icon They stayed Mount Sinai for approximately two years before they headed up to Activity Books icon Desert.

Kadesh-Barnea the Paran Maths &in Logic icon Display the Visual aid on page 95 or the Visual Aid icon Body icon Coloured Visual aid of God’s provision.

And God provided for his people the whole Space & Vision icon CD icon time they were in the desert. He provided food for them by sending bread and quail Interpersonal Music icon icon (like chicken) from heaven each day. He provided water for them out of a rock. He even icon Self icon protectedWord them when they were attacked by the Amalekite army. And now, God was about Nature to give them the land he promised to Abraham, Maths &icon Logic icon Isaac andBible Jacob. icon

Bible Exploration icon

Body iconhappened, we have our To find out what Activity next challenge. Books icon Space & Vision icon

Bibleyour iconenvelope and read out the Open Visual Aid icon Visual aid on page 92 of the Lesson 7 Bible Interpersonal icon Activity Books icon focus challenge.

CD icon

Once the students are in their groups, give Self icon Visual Aid icon each student a copy of the Visual aid on Music icon page 93 of Exploring the land, and say:

Nature icon CD icon Word icon Bible Exploration icon Stage 1: The answers Music icon are below.

Maths LogicSheet icon ■ Exploring the&Land

OK, survivors, are you ready? Go!

Word icon

• What were the instructions for exploring Body icon the land?

Mathswas & Logic icon leaders from each of (Moses to select Space & Vision icon the 12 tribes of Israel. They were to explore theBody land icon from south to north. They were Interpersonal icon to see what the land was like, how many Space & Vision people were there,icon how strong they were, Selfkind iconof cities they lived in, how fertile what theInterpersonal land was andicon what kind of trees grew there.

They were also to bring back some Nature icon fruit from the land.)

Self icon Bible Exploration icon

Activity Books icon

Nature icon

Visual Aid icon

Bible Exploration icon

CD icon 88 • CONNECT – TEACHER’S MANUAL

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• The explorers responded in two different ways to what they saw. What were the responses and who responded that way?

(1. Caleb and Joshua believed they could take the land.

2. The other ten were frightened and didn’t think they would take the land.)

Once all groups have finished, ask them to sit down quietly.

■ Who thinks the Israelites will listen to the ten explorers?

(Allow time for students to raise their hands.)

■ Who thinks the Israelites will listen to Caleb and Joshua?

(Allow time for students to raise their hands.)

Bible Let’s find out who theicon Israelites listened to ...

Ask a student to read Numbers 14:1–9 from your CEV Bible while the others follow in their

Bible icon Activity Books icon ActivityVisual BooksAid iconicon Activity books.

■ Who did the Israelites listen to?

Visual Aid CDicon icon (Accept responses.

The other explorers.)

■ Who remembers icon the Israelites had CD iconMusicwhat promised God at Mount Sinai?

(Accept responses. They had promised Music icon Word icon God that they would do everything he commanded—Exodus 19:7–8.)

Word icon Maths & Logic icon

■ Did they keep the promise they had made to God? Maths &Body Logicicon icon (Accept responses. No.) They didn’t trust God & and were threatening to Space Vision icon Body icon hurt Moses, Aaron, Caleb and Joshua. But ...

icon your CEV Bible Space &Interpersonal Vision14:10b icon from Read Numbers Bible icon (from ‘But just then ...’).

Interpersonal icon

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■ What do we remember about the sacred tent, or the tabernacle, from last week?

(Accept responses. It was the place where God met with Moses, and his people, to talk with them.)

›› UPPER PRIMARY LESSON 7

• Draw in the box what the explorers saw.

(Students draw where they found the fruit, they could draw the land flowing with milk and honey, they are to draw people and walled cities, and where each of the tribes lived.)

■ What do you think God would have to say about this situation?

(Accept responses.)

God was angry with his people.

■ Why do you think God might be angry with them?

(Accept responses. They didn’t trust him. They disobeyed him and didn’t keep their promise to him.)

■ Did God’s people have any good reasons to trust God? What were they?

(Accept responses. Yes! They saw all the amazing things God did in bringing them out of Egypt, he appeared to them at Mount Sinai, he lived with them in the tabernacle and he even protected them and provided for them in the desert.)

■ Did any of the explorers trust him?

(Accept responses. Yes! Joshua and Caleb trusted that God could give them the land, just as he promised.)

God’s people had seen all the things God had done for them. God was a trustworthy God. He always keeps his promises.

■ What was one of God’s promises to them?

(Accept response. That he would give them the land.)

But despite all of this, God’s people still failed to trust him. They grumbled against him and refused to go in and take the land. And because they didn’t trust God, despite all they’d seen him do, they would never get to see the land.

God sent his people back out into the desert to wander around for 40 years, until all the adults were gone and all the kids had grown up.

Self icon ■ Who appeared?

Activity Books icon (Accept responses. God did.)

Self iconNature icon

Visual they Aid icon ■ How could tell God was there?

(Accept responses. A cloud appeared at the Bible Exploration icon Nature icon sacred tent.)

CD icon

Bible Exploration icon Music icon

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» Connections God is a trustworthy God. He will always keep the promises he has made. And his promises are good! God wants his people to trust him!

■ How could God’s people have shown that they trusted him?

(Accept responses. By obeying his command to take the land. This would show that they trusted his words and they would be successful.)

God’s people needed to trust God and obey him by taking the land. Because they didn’t trust God they missed out on the good things he had promised them—they wouldn’t get to go into the land. But Caleb and Joshua trusted God and he promised them that they would live to enter the land.

And God is the same God today ... He has brought forgiveness and promised his people today good things too.

›› UPPER PRIMARY LESSON 7

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■ How has God rescued (or saved) people from their sin?

(Accept responses. He sent Jesus to die in people’s place so that they can be forgiven.)

■ God promised Israel land. What has God promised Christians today?

(Accept responses. He has promised that everyone who believes in Jesus will have life with God forever in heaven.)

Ask a student to read John 3:16 from your Bible icon CEV Bible.

The BibleActivity says that God is trustworthy and Books icon has promised his people good things. He has promised that everyone who believes in him, Visual Aid icon who follows Jesus, will have eternal life. But people need to make a decision to trust him.

CD icon

■ How could someone show God that they trust him?

Music icon (Accept responses. By obeying him.)

■ How would someone know what God Word icon wants them to do?

(Accept responses. By reading the Bible.)

Maths & Logic icon

Trusting and obeying God isn’t always easy but the BibleBody says icon that when people trust him they will get the good things he has promised— Bible icon eternal life with Space & him!

Vision icon Direct students’ attention to Lesson 7 in Activity Booksicon icon Interpersonal their Activity books.

Visual Aid icon Self icon CD icon

Nature icon 90 • CONNECT – TEACHER’S MANUAL Music icon Bible Exploration icon

I’m going to pray now. If you would like to pray too, please join me. If you would rather not, that’s OK. Please just sit quietly so we don’t get distracted.

» Concluding prayer Dear God, thank you that we learned today that you are trustworthy and always keep your promises. Thank you that you loved the world so much that you sent your Son to bring forgiveness of sins so that your people can live forever with you. Please help your people to trust and obey you.

Amen.

Bible icon Bible icon Bible icon Activity Books icon Activity Books icon ActivityVisual BooksAid iconicon Visual Aid icon Visual Aid CDicon icon

» Taking it further CD icon CD iconMusic icon Music icon Music icon Word icon

SPY REPORT

Word icon Word icon Maths & Logic icon

Ask the students to imagine they were one of the Maths & Logic icon spies whoMaths explored theicon land. &Body Logic icon Students then write a report to give to Moses including the things they Body icon saw and whether or not&they recommend entering Space Vision icon Body icon and living there.

Space & Vision icon Space &Interpersonal Vision icon icon Interpersonal icon TRUSTING Interpersonal icon Self icon

GOD

Self icon In small groups: ask the students to discuss the Self iconNature icon following questions. Why did the people of Israel Nature icon find it hard to trust God? What reasons did they Bible Exploration icon Nature icon have to trust God? Bible Exploration icon Bible Exploration icon

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Word icon Bible icon Maths & Logic icon Body icon

Visual icon If you have time,Aid Space &head Visionoutside icon so the students can participate in further trust exercises. Depending on the number of children in your group, divide CD icon Interpersonal icon Bibleinto icon the students pairs or trios to carry out the following Music exercises. icon For child protection reasons, Selfshould iconBooks Activity icon the teacher not participate in these activities with the children.

» Teacher reflections

›› UPPER PRIMARY LESSON 7

TRUST EXERCISES Activity Books icon

■ Can all students see the Visual aids from where they are sitting?

■ Do students know you are able and willing to assist them in their lesson and Activity book tasks?

Word icon NatureAid icon Visual icon

In pairs: • Children sit back-to-back with arms by Maths & Logic icon Bible Exploration icon CD icon sides, the children try to get into an upright position together, then sit down again. Ask Body icon them which Music iconwas more difficult—sitting down or standing up.

» For next lesson ■ There are some Visual aids to prepare.

Space & Vision icon

In trios: Word icon • One child stiffensicon their body and is rocked Interpersonal back and forth between Maths & Logic icon the other two.

Self icon Body icon

EXPLORING ISRAEL Nature icon Space & Vision icon

Ask the students to spend some Bible Exploration icon time doing some Interpersonal icon research on what the land of Israel is like now.

What is the landscape like? What are the fruit and treesSelf like?icon What kinds of things grow well in the land?

Nature icon

TRUST GOD

Bible Exploration icon

Ask the students to read Proverbs 3:1–12.

■ How does the writer of Proverbs encourage his son to express his trust in God? (By not forgetting God’s word and keeping his commands.)

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■ What is he to think about himself?

(He is never to think that he is wise enough— always needs to trust in God’s wisdom and his word.)

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Connect B2 Upper Primary | Lesson 7

Way in challenge

Bible focus challenge

Your first challenge today will be done in pairs and is a challenge that requires trust.

Your second challenge today will be completed in groups of four or five. You will be given a sheet with a Bible passage and questions to answer.

Face your partner, standing about one arm’s length apart (you could demonstrate by putting your arms out in front of you) and put the palms of your hands together—your arms should be bent.

You then need to rock forward one at a time, trusting that your partner will catch you and hold you up.

You will also be required to draw a small image.

In the box on your handout, draw what the explorers saw. Students might draw fruit, land with cows and beehives, or the people who were living in that land at the time.

The aim of the challenge is for everyone in the room to trust their partner.

Lesson 7 © 2012 The purchaser of this manual is entitled to photocopy this page for classroom purposes.

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Connect B2 Upper Primary | Lesson 7

Exploring the land Numbers 13 (CEV) The Lord said to Moses, 2‘Choose a leader from each tribe and send them into Canaan to explore the land I am giving you’.

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So Moses sent 12 tribal leaders from Israel’s camp in the Paran Desert 4–16with orders to explore the land of Canaan ...

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Before Moses sent them into Canaan, he said:

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After you go through the Southern Desert of Canaan, continue north into the hill country and find out what those regions are like. Be sure to remember how many people live there, how strong they are, 19–20and if they live in open towns or walled cities. See if the land is good for growing crops and find out what kinds of trees grow there. It’s time for grapes to ripen, so try to bring back some of the fruit that grows there.

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21 The 12 men left to explore Canaan from the Zin Desert in the south all the way to the town of Rehob near Lebo-Hamath in the north ...

25After exploring the land of Canaan for 40 days, 26the 12 men returned to Kadesh in the Paran Desert and told Moses, Aaron, and the people what they had seen. They showed them the fruit 27and said: Look at this fruit! The land we explored is rich with milk and honey. 28But the people who live there are strong, and their cities are large and walled. We even saw the three Anakim clans. 29Besides that, the Amalekites live in the Southern Desert; the Hittites, Jebusites, and Amorites are in the hill country; and the Canaanites live along the Mediterranean Sea and the Jordan River.

Caleb calmed down the crowd and said, ‘Let’s go and take the land. I know we can do it!’

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But the other men replied, ‘Those people are much too strong for us’. 32Then they started spreading rumours and saying, ‘We won’t be able to grow anything in that soil. And the people are like giants. 33In fact, we saw the Nephilim who are the ancestors of the Anakim.

They were so big that we felt as small as grasshoppers’.

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• What were the instructions for exploring the land?

• In the box beside, draw what the explorers saw.

• The explorers responded in two different ways to what they saw. What were the responses and who responded each way?

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Connect B2 Upper Primary | Lesson 7

© 2012 The purchaser of this manual is entitled to photocopy this page for classroom purposes.

94 • CONNECT – TEACHER’S MANUAL

Connect B2 Upper Primary | Lesson 7

© 2012 The purchaser of this manual is entitled to photocopy this page for classroom purposes.

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