Echoes Elementary Sample

elementary

Teacher’s Commentary fall 2025

escaping egypt I god delivers us I following god with courage

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Custom-created videos accompany every Echoes lesson. Right before Step 2, a three-minute video introduces each unit theme. A guide, found with the videos, ties the unit theme to the day’s lesson.

Unit family devotions, along with the videos, can be sent to your families to continue learning at home.

You can stream these videos from the site or download them to your own device.

Get the lesson videos at EchoesCurriculum.com/Video

Elementary Teacher’s Commentary Fall 2025

Special Features

ECHOES Elementary Teacher’s Commentary A self-contained teaching program for use with Elementary Creative Teaching Aids, Elementary Kid Crafts, and My Bible Book Take-Home Paper. © 2025 David C Cook, 4050 Lee Vance Drive, Colorado Springs, CO 80918, U.S.A. All rights reserved.

Printed in South Korea. Cannot be reproduced without permission.

Echoes is a multicultural curriculum published quarterly

by David C Cook. Visit our website at DavidCCook.org. Contact us at 1-800-323-7543 (U.S. only) or 1-800-263-2664 (Canada only).

To equip the Church with Christcentered resources for making and teaching disciples who obediently transform today’s generations…David C Cook is a nonprofit organization dedicated to international Christian education.

This Quarter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 A few thoughts as you teach this quarter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Resources for Your Elementary Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-5 Supplies/Step by Step through the Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Highlights in Black History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Explaining God’s Plan of Salvation . . . . . . . . . . . . . . . . . . . . . . . . . . Inside Back Cover

Unit 13: Escaping Egypt Sept. 7 14 21 28

Unit 14: God Delivers Us Oct. 5 12

Editor: Rebecca Stone Designer: Dale Johnson

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Cover Photography © Tom Werner/Getty Images Interior Art Mei Fun Chan All Scripture quotations, unless otherwise indicated, are taken from the Holy Bible, New International Version TM , NIV TM Copyright © 1973, 1978, 1984, 2011 by Biblica, Inc. Used with permission. All rights reserved worldwide. www.biblica.com.

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Lesson 5 God Can Do Anything . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Exodus 13:17–15:22 Lesson 6 God Gives Us What We Need . . . . . . . . . . . . . . . . . . . . . . 43 Exodus 15:22–16:36 Lesson 7 God Gives Rules to Help Us . . . . . . . . . . . . . . . . . . . . . . . 50 Exodus 19:1–20:20 Lesson 8 God Wants to Be Our Friend . . . . . . . . . . . . . . . . . . . . . . . 57 Exodus 32:1–33:17

Unit 15: Following God with Courage

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Lesson 1 God Helps Us Do Our Part . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Exodus 1:1–2:10 Lesson 2 God Helps Us Do What He Asks . . . . . . . . . . . . . . . . . . . . 15 Exodus 3:1–4:20 Lesson 3 God Helps Us Keep Trying . . . . . . . . . . . . . . . . . . . . . . . . .22 Exodus 5:1–10:29 Lesson 4 God Will Always Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Exodus 11:1–12:51

Lesson 9 God Helps Us When We’re Afraid . . . . . . . . . . . . . . . . . . . 64 Numbers 13:1–14:35 Lesson 10 We Know God Is Always Near . . . . . . . . . . . . . . . . . . . . . . 71 Joshua 1:1-18; 3:1–4:9 Lesson 11 We Do It God’s Way . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Joshua 5:13–6:27 Lesson 12 We Remember How Good God Is . . . . . . . . . . . . . . . . . . 85 Leviticus 23:33-44; Nehemiah 8:13-18 Lesson 13 We Can Always Trust God . . . . . . . . . . . . . . . . . . . . . . . . . 92 Joshua 14:6-15; 15:13-14

This Quarter …

Unit 13: Escaping Egypt These lessons show how God used Moses, even though he hesitated at first, to take His people out of Egypt.

Just as Moses trusted God each step of the way, your students can follow his example for their lives.

Unit 14: God Delivers Us This unit on the wilderness wanderings show how God delivered His people and provided all they needed. As the Israelites experience that nothing is too hard for God, students will be challenged to trust God’s power to deliver them when there seems to be no way out.

Unit 15: Following God with Courage The lessons in this unit follow the Israelites’ journey to the Promised Land.

As students watch Joshua and Caleb follow God as they lead His people, they will be challenged to trust God’s direction for their lives.

A few thoughts as you teach this quarter …

Where is God asking you to step out in faith?

Moses took many steps of faith when God sent Him to deliver His people from their bondage in Egypt. Moses had a lot of excuses at first, but he persevered and completed the work God gave him.

Think about this: What excuses are holding you back from doing what God is calling you to do? This quarter’s lessons about trusting God’s plan and will for our lives should challenge us to take that bold step of faith we’ve been putting off.

As you teach your students this quarter, encourage them to ask God for the strength and courage to do what He is calling them to do. He says, “I will instruct you and teach you in the way you should go” (Psalm 32:8).

Teacher Training It only takes a couple minutes … teacher training articles and videos are online! Visit http://EchoesCurriculum.com/training

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Resources for Your Elementary Class

Elementary Teacher’s Commentary Bible background with black biblical heritage highlights and other teacher helps combine with easyto-teach lessons for second and third graders. One per class.

Elementary Creative Teaching Aids Visual and audio resources (Bible art posters, 3D models, puzzles, games, and PraisePAC) enhance the lessons in the teacher’s commentary. One per class.

Kid Crafts These craft books allow students to investigate what was learned in the Bible story. One per student.

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My Bible Book This student book includes Bible study pages and activities that allow students to explore the Bible story and how it applies to their lives. One per student.

Friends This take-home paper reinforces the Bible lesson at home. This product doesn’t directly correlate with the Echoes outline. One per student.

PraisePAC features four songs that correlate with each of the three units per quarter along with a booklet containing lead (song) sheets and lyric sheets. Both full and accompaniment versions are available for each song.

Lesson Videos Each unit features a different video showing children living out their faith in everyday life. These three-to four-minute video segments highlight the monthly unit theme.

Digital Bundle The Elementary Teacher’s Commentary, Elementary Creative Teaching Aids, My Bible Book, Kids Crafts, and Friends are also available in a digital format. Need one bundle per class.

Superintendent’s Handbook has multi-grade material, on a common Biblical theme, to open and close the Sunday school hour.

There are two downloadable guides to help bring the videos into the lives of your students: Video Connection Guide: These tie-ins can be used at the beginning of Step 2 Bible Learning.

Each lesson has a tie-in that connects the theme of the video to the day’s Bible story or lesson aim.

Family Devotions Guide and the lesson videos it connects with is available for the families in your church. Email the guides to families or download them and print them for each unit. Families can use the devotion on its own or also stream that unit’s lesson video to help their family learn and grow together. These devotions are a great way for families to build faith in everyday life!

Find ways to spark your heart and ignite your children’s ministry. Go to MinistrySpark.com and sign up to receive more free resources.

Lesson videos, video guides, and family devotions guides can be found at EchoesCurriculum.com/video

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Standard Supplies

Step by Step through the Lesson

o Elementary Teacher’s Commentary

You know what will work best for your group, your space, and your time. Feel free to adapt each lesson to the needs of your students.

(1 per class)

o Elementary Creative Teaching Aids

(1 per class)

o My Bible Book

(1 per student)

o Kid Crafts (1 per student) o Friends (1 per student) o Bibles

o Clear tape and masking tape o Colored markers or crayons o Glue or glue sticks o Media player o Paper

o Paper clips

o Paper fasteners

o Pencils with erasers o Poster board

o Roll of butcher paper o Scissors

o Whiteboard, markers, and erasers o Yarn, glitter, confetti

See individual lessons for additional supplies needed.

Teacher Pages give you an overview of the lesson while helping you prepare for what you will teach.

Step 1

Life Need includes an activity and discussion to help children connect with each other and with God’s Word through their individual ideas and experiences.

Step 2

Bible Learning gives children an opportunity to hear the Bible story and learn what the Bible says about the Bible truth. You can use the script word-for-word but use your own expressions.

Step 3

Bible Application allows children a time to explore how the Bible truth applies to their lives through activities including Bible memory work.

Step 4

Life Response gives children a chance to respond to God’s Word by applying it to everyday life.

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Ella Baker

highlights in black history

A Model of Servant Leadership

By Juliet Liu

understood the necessity to engage Among the many who played a role in the civil rights movement young people in the civil rights of the mid-twentieth century, Ella movement and recognize their Baker stands out as a unique reprecapacity to drive change. While the sentation of leadership. Ella Baker SCLC and the NAACP had always shows the meaning of Christlike made efforts to convince young leadership—not seeking to be a activists to join their existing organicharismatic person in the spotlight zational structure, Baker feared that but accepting the role of a quiet seryoung students would not be taken vant, one who raises others up. She seriously or allowed to contribute demonstrates that true leadership in their own unique ways. Baker is rooted in giving and empowering encouraged the college students others. to create their own movement.

Early Life and Education Thus Baker inspired a generation Born in 1903 in the state of Virginof young men and women to an ia, Ella Baker grew up in a family that active rather than passive role in the valued education and community struggle for civil rights. activism. Her grandmother was born A Quiet Leader Photo Credit: Public Domain into slavery, and her parents instilled Behind closed doors, Baker chalin her a strong sense of justice and the importance of lenged Dr. King. She argued that, if people were tempted standing up against inequality. After college, she began to worship and follow him as an extraordinary hero, this a career as a teacher. Soon her passion for activism took would not be good for the movement. An emphasis on center stage in her professional and personal life. This other charismatic leaders might cause ordinary citizens activism was rooted in the stories her grandmother told, to question their own ability to make meaningful contriabout what it was like to grow up enslaved. butions. Ella Baker did not back down from conflict, and Activism and the NAACP she continued to grow the movement in her own ways.

Baker demonstrated her commitment to civil rights Baker famously stated, “Strong people don’t need in the 1930s when she began working with the National strong leaders.” This philosophy emphasizes the imporAssociation for the Advancement of Colored People tance of empowering individuals to take ownership of (NAACP). Beginning as a volunteer, her hard work and their activism. It is all too easy to tell ourselves, Someone determination advanced her to several leadership roles. else can be the one to do it. But Baker encouraged indiThroughout the 1940s, Baker acted as the organization’s viduals to think critically and to take action; she fostered first field secretary. that sense of agency.

Baker believed in the power of ordinary people to Defined by humility and a focus on service rather than effect change, and her role only made her more certain. personal acclaim, Baker’s leadership style was effective.

This belief would shape her approach to leadership As she worked behind the scenes, provided support and guidance to others—while deliberately avoiding the throughout her life, as she began to witness that real spotlight for herself—Baker modeled a different path. power lies in collective action, not in the visibility of Her mentorship extended beyond mere guidance; she individuals. invested in the growth, contributions, and success of all SCLC and the Importance of Collective Action those around her.

In 1957, Baker founded the Southern Christian Leadership Conference (SCLC) alongside Dr. Martin Luther Legacy King Jr. and others. As she worked with Dr. King, Baker Ella Baker’s life reminds others of the leadership style began to see her vision of leadership diverge from many of Jesus, who told His disciples that anyone wishing to be male counterparts in the SCLC. Several of these men a leader must first be a servant of others (Mark 10:43–45). emphasized a centralized, charismatic leadership model: She embodied this principle, demonstrating that true they believed only strong leadership would drive the civil leadership is not about seeking power or recognition but rights movement forward. But Baker advocated for the about lifting others up and serving the community. Bakopposite—a more decentralized, democratic approach er’s legacy lives on and continues to influence activists to organization. She believed that leadership should not and leaders today, especially those who value collaborajust arise from public speakers in the limelight but from tion and community engagement. In a world that values ordinary members of the community. For Baker, it was charisma and personal glory, Baker’s example says, Think essential to nurture the skills and voices of those who again. She teaches that effective leaders emerge from the might otherwise remain unheard. community, driven by a passion for justice and a commitSNCC and the Empowerment of Young Leaders ment to the good of others.

Baker’s commitment to empowering others became especially evident in her approach to youth activism. She 7

Theme for Unit 13: Escaping Egypt Church/Home Theme: God Redeems and Restores Us

lesson

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God Helps Us Do Our Part

Lesson Video for Step 2!

Check out the contents page for details.

BIBLE BASIS

BIBLE TRUTH

MEMORY VERSE

LESSON AIM

Miriam does her part to care for baby Moses in a dangerous situation (Exodus 1:1–2:10).

God is pleased when each person does his part to deal with problems.

“Let us therefore make every effort to do what leads to peace.”

Romans 14:19

That your students will seek to please God by doing their part to help with problems.

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LIFE NEED (5-10 MINUTES) Students will think about how to deal with problems they face.

Materials: 25-50 piece puzzle

BIBLE LEARNING (15–20 MINUTES) Bible Words: Talk about who the Hebrew people and pharaoh were.

Materials: My Bible Book p. 3, “Journey to Freedom” Teaching Aid—prepare before class, “God’s People in the Land of the Pharaohs” and Bible Overview Chart Teaching Aids, Bibles Bible Story: Hear the story of how Miriam had a big part in solving a problem her family had.

Materials: Bibles Bible Review: Perform a skit and place story pictures in order.

Materials: My Bible Book p. 4, baby doll, basket, tiara, triangle shape, bottle of water, trench coat, magnifying glass, Elementary Kid Crafts Lesson 1—prepare card holder and a set of cards as a sample before class, tape Memory Work: Learn Romans 14:19.

Materials: Bibles, “Baby in a Basket-Boat” Teaching Aid

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BIBLE APPLICATION (5-10 MINUTES)

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LIFE RESPONSE (5–15 MINUTES)

Discuss how children could act as peacemakers.

Materials: My Bible Book p. 5 Optional: Act out peaceful endings to arguments.

Plan how to handle a problem.

Materials: Whiteboard and marker, My Bible Book p. 6, pencils, Friends for Lesson 1 and Family Fun Activities Cover This symbol means extra preparation or supplies are needed.

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ELEMENTARY | LESSON 1

Understanding the Bible Overview of This Quarter: This quarter we’ll see how God led the Israelites from slavery in Egypt to the promised land. The first unit teaches us how God was with His people, no matter how difficult the situation was. We’ll learn how God saved Moses from death as an infant. In the following weeks, we’ll see how God spoke to Moses at the burning bush, how He helped Moses deal with Pharaoh, and how He led the Israelites out of Egypt. The October lessons focus on God’s care for His people as He led them to the promised land.

We will finish the quarter by examining some of the ways God helped the Israelites possess the land He had promised them.

This Week’s Bible Story: Four hundred years had passed since Joseph brought his father’s family to Egypt. The ruling pharaoh saw the large Hebrew population as a threat to his country, so he sought to control them through slavery. When this didn’t work, Pharaoh decided to kill all the male children. This

Understanding Your Students Elementary students have a strong desire to do well and to be helpful. However, their limited abilities can sometimes be a source of frustration for them.

Because their attention spans can be short, they tend to get restless. Some of the children may be impulsive and have a tendency to interrupt. Fine motor skills are still developing, so writing or drawing well may be difficult for some of them. Most of your students should be fluent readers by now. However, others may still be learning to read.

week’s story focuses on God’s intervention in Pharaoh’s plans.

When Joseph brought his father’s family to Egypt, there were about 70 people (Gen. 46:27). By Moses’ time, there were about two million people (Num. 1:45-66).

Moses was put in the basket near the spot where Pharaoh’s daughter bathed. When Moses was discovered, his sister was ready to do her part—she brought her mother to Pharaoh’s daughter to be a nursemaid for the baby Moses.

Through Miriam’s faithfulness in doing her part, God saved Moses, the person who would later lead His people out of Egypt. As we do our part in dealing with the problems we see, God can work through us as He did through Miriam and Moses.

Classroom Tips Here are some ideas to help your students deal with the frustrations they experience because of their limitations: Be patient with their skills, and be sure they know that you don’t expect what they do to be perfect.

Be positive. Your students will try harder when they receive praise for their efforts.

Be an encourager. Urge them to keep trying by expressing your confidence in them and their ability to learn.

Avoid embarrassing a child.

Don’t compare students and their abilities.

Ask for volunteers to do oral reading read aloud. If a poor reader volunteers, let her try a short section. Quickly and quietly help with the hard words if necessary.

Look for signs of frustration (silliness or bothering others, fiddling with materials, acting out) and change activities.

ELEMENTARY | LESSON 1

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Presession Activities Choose from the following activities to do with your students as they arrive this week.

Prepare the “Journey to Freedom” Attendance Chart before class. This attendance chart will help students track the Israelites’ deliverance from Egypt, and their journey to the promised land.

The numbered scenes correspond to each lesson.

Students may take turns moving the groups of Hebrews to the proper location each week.

Make sure each child marks his attendance with an X or a sticker.

“Journey to Freedom” Materials: Attendance Teaching Aid chart, stickers or markers

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Let six volunteers practice the drama “K.C. and the Case of the Wet Basket” from My Bible Book. It will be performed as a Bible Review.

Materials: My Bible Book, page 4 Introduce a song on this quarter’s PraisePAC audio files from your Elementary Creative Teaching Aids packet.

Materials: PraisePAC audio files, media player

Life Need

5–10 minutes Objective: That your students will understand how God sees the whole picture when we don’t.

This activity and discussion will help children begin thinking of how to deal with problems as we study about Miriam and Moses.

Gather the children into a large group on the floor. To begin, give each child a puzzle piece. They should only look at their piece. Then follow up with this discussion.

What do you think this is a picture of? (After all the children guess, show the puzzle box lid. If you chose a small puzzle and have time, let students put the puzzle together before you show them the lid.)

Why did some of you guess incorrectly?

(Because we couldn’t see the whole picture—only small pieces of it.)

Sometimes our lives feel like this puzzle. We can only see one small part of what’s going on.

We can’t see the whole picture.

When are times that you haven’t been able to see how a problem would turn out? (Let the children express their experiences with being worried about something that later made sense. Caution 10

Introduce your new class by taking and printing a picture of each student. Frame the pictures in the middle of a paper plate. Have students decorate the frame with pictures or words that tell about themselves.

Materials: Digital camera and printer, paper plates, glue sticks, markers

ELEMENTARY | LESSON 1

them not to use the names of individuals from their experiences. If some children don’t feel comfortable relating an experience, allow them to just listen and begin to realize that everyone faces difficulties, problems, and uncertainties in their lives.)

What’s something that you’re facing right now that worries you because you can’t see the whole picture? (Let volunteers give examples.

Once again, don’t pressure any child who is reluctant to participate by giving an example. They will learn a great deal just by listening. Some children can be facing difficulties in their families that might include: illness, family problems, financial hardships, etc. This is something they can consider while not having to relate it to everyone else. The goal is to help students become aware of their need for God’s help with their problems.)

We usually don’t know what’s going to happen in our lives. But God sees the whole picture, even when we don’t. Let’s look at a problem that some Israelites faced when they couldn’t see the whole picture, specifically a young girl named Miriam.

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Bible Learning

15–20 minutes

Objective: That your students will be able to tell how Miriam did her part in solving a big problem.

Distribute My Bible Book to your students and have them turn to page 3. This page includes words and phrases that are in the story but may be unfamiliar to them.

Point to “Hebrew” and read about God’s special people as students look at the picture. Then have them find the names of the My Bible Book, page 3 Hebrew girl (Miriam) and her baby brother (Moses). Help students pronounce the word “Pharaoh,” then read the description. They may say the names with you a few times to become familiar with the pronunciation.

You may refer to the “Journey to Freedom” Attendance Chart scene “Nile River in Egypt” and let children guess what the Bible story will be about.

(Baby Moses is rescued by Pharaoh’s daughter.) Choose two students to place the two groups of Hebrew figures in the slits for scene 1 if not already done as a Presession activity.

Show “God’s People in the Land of the Pharaohs” Teaching Aid. Read the text under number 1 and have “God’s People in the Land of the Pharaohs” Teaching Aid students answer the question.

Point out, using the Bible Overview Chart Teaching Aid that Exodus is in the Old Testament. Talk about how Exodus tells about the Israelites who were special to God. They are Bible Overview Chart Teaching Aid slaves in Egypt.

Have the children open their Bibles to Exodus 2:3 and bookmark it for later use. Help them use the table of Let us therefore make every effort to do what leads to peace.

Romans 14:19

Lesson 1

Hebrew

God made the Hebrew people to be His special people.

God let the Hebrew people know who He was.

He helped them write about Him. Now all people who believe in Jesus are God’s special people.

Miriam

Miriam was a Hebrew girl.

Moses

Moses was a Hebrew, too.

He was Miriam’s brother.

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Purpose: “My Bible Words” pages are a weekly feature of this workbook. Each includes the week’s memory verse, plus definitions and pictures of key words, concepts, and customs from the Bible story. (Teacher stories are in the teacher’s commentary.) Directions: Discuss this weekly dictionary page before you present the Bible story, comparing and contrasting Bible times with life today.

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contents if they need help finding Exodus. They should find the page number for Exodus and turn to that page.

Then show them how to look for the chapter and verse.

Open your Bible to Exodus 2:1-10. We’ll hear about Miriam and her family. If you listen carefully, you’ll find out what Miriam did to help solve the problem she and her family faced.

BIBLE STORY Miriam rocked her crying baby brother back and forth.

She held him close to muffle the noise.

Miriam’s brother was nearly three months old. Her parents were Hebrew slaves in Egypt. The pharaoh of Egypt said all newborn baby boys should be killed.

Pharaoh was afraid there were too many Hebrews and that the Hebrew baby boys would grow up and fight against him.

Miriam’s parents told her to keep the baby hidden during the daytime. She was to be especially careful if Egyptian soldiers were near.

But Miriam was worried. Her brother was getting bigger, and his crying was getting louder and harder to quiet. So when Miriam’s parents came home from making bricks for the Egyptians, she told them about the problem.

“What should we do?” asked Miriam’s mother. “The soldiers will kill our baby.”

“Come and pray. God will help us know what to do,” answered Miriam’s father.

Let’s see what the Bible says happened. Have the children read Exodus 2:3 aloud together.

It might have sounded like this: “Miriam, run to the Nile River and bring me all the bulrushes you can carry.”

Bulrushes were long, strawlike plants that grew along the river. Baskets were woven from them in Bible times.

After Miriam came back, her mother wove the bulrushes into a large basket with a cover. She coated the outside of the basket with something like tar, so water could not leak into it. When it was dry, she placed the baby in the basket.

Then Miriam and her mother carried the basket to ELEMENTARY | LESSON 1

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the river and placed it in the water.

“God will protect him,” said Miriam’s mother. Then the mother told Miriam to stay and watch to see what happened to her brother.

Miriam hid behind the bulrushes along the shore and watched the basket. She wondered who would find her baby brother.

Then she saw Pharaoh’s daughter coming to the river to wash.

The princess spied the basket and told a servant, “Bring me that basket.”

The servant went into the water and retrieved the basket. The princess raised the basket lid and looked in.

The bright sun woke the baby, and he began to cry. The princess reached down and lifted him from his basket.

Looking at her servants the princess said, “This is one of the Hebrew children. He is very beautiful. What should I do with him?”

Before the servants could answer, Miriam ran to the princess. “Should I go and call a Hebrew woman to take care of the child for you?”

“Why, yes. That is a fine idea. I will pay good wages to the woman,” answered the princess.

Miriam ran across the fields to her house.

“Mother, come quickly!” she cried. “The princess has found our baby and wants someone to take care of him!”

Miriam’s mother could hardly believe what had happened. She and Miriam hurried to the river.

“Take this child and care for him,” said the princess to Miriam’s mother. “I will call him Moses because I took him out of the water.”

“Miriam,” her mother whispered, “thank you for watching the baby. Now he will be safe with us. God helped us solve our problem.”

BIBLE REVIEW

What problem did Miriam and her family have? (Pharaoh did not want Hebrew baby boys to live.)

Why did the pharaoh order Hebrew baby boys to be killed? (He was afraid the Hebrew people would continue to grow in number, and the baby boys would grow up and fight against his army.)

How did Miriam help her family with their problem? (Miriam helped hide the baby at home while her parents went to work; she helped take the baby to the river and watched to see that he was safe; she asked the princess if she could get someone to take care of the baby, and then ran home to get her mother.)

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ELEMENTARY | LESSON 1

Choose six volunteers to perform the drama “K.C. and the Case of the Wet Basket” on page 4 of My Bible Book. The group can practice the drama and then perform it for the entire class.

Encourage actors to get into the drama with facial expressions, arm movements, and tone of My Bible Book, page 4 voice.

Miriam did her part, and God certainly did His part. God helped the princess love the baby; she named him Moses and let his own mother take care of him. God saw the whole picture. It was all part of God’s plan and Miriam helped make it happen!

Show your students a completed sample of Kid Crafts, Lesson 1. You will need the piece for Lesson 1 from the Add-on Page (page 3) and the “Miriam Match” project from page 5. As a group, put the pictures in the correct order, creating a domino chain Kid Crafts, Lesson 1 from the cards (see example on page 6). Students can read the short version of the story on the back of the cards.

Give students their own Kid Crafts projects to work on. Have students separate the cards and follow the directions for how to put the card holder together.

Collect the completed projects now and send them home after class.

MEMORY WORK

Our Bible verse tells us when we make every effort to do what leads to peace, it means we do everything we can to help solve the problem.

God helped Miriam do hard things to solve her family’s problem. God will do the same thing for us when we do our part.

Have your students look at Romans 14:19 in their Bibles. Read the verse aloud together as a class.

Practice the verse by having each student walk across the room, one at a time, to the “Baby in a Basket-Boat” Teaching Aid. The whole class should say the verse together as the student finds Miriam and the princess on “Baby in a Basket-Boat” Teaching Aid the poster.

Bible Application 3

5–10 minutes

Objective: That your students will discuss situations where children can be peacemakers.

Ask your students to turn to page 5 in My Bible Book. Read the title and remind your students of this week’s Bible memory verse.

Romans 14:19 said that doing what helps other people, especially in a problem situation, leads to peace.

Then have students look at the classroom scenes shown on the page.

My Bible Book, page 5

What are the children in these pictures doing?

(They are making fall decorations for their classroom.)

Let students take turns reading the children’s speech balloons and identifying the problem in each scene.

What’s the problem in the first picture? (One child wants to decorate the bulletin board all by himself.)

Direct your students as they discuss how each problem could be changed so there would be peace instead of arguing.

Even when you don’t feel that you’ve caused the problem, there’s usually something you can do to help—and when you help solve a problem between two people, you are acting as a peacemaker. You and everyone else will be a lot happier when the problem is solved and it’s peaceful again. It isn’t always easy. But just as God helped Miriam do what was best to help her family, God will help each of us do what’s best when we face a problem.

Optional Activity If you have extra class time, you might let your students act out happy endings for each situation on page 5 in My Bible Book. Discuss how they are acting as peacemakers in each scene.

What’s happening in the first picture in the second row? (One child doesn’t want to help.)

What should the children in the third picture do? (They should clean up the mess instead of arguing about it.)

What is the problem in the fourth picture?

(Both children want the teacher’s attention and neither one wants to wait.)

What is happening in the last picture? (The girl doesn’t want to share the red paper with the other child.)

ELEMENTARY | LESSON 1

13

1

Life Response 4

5–15 minutes

Objective: That your students will plan what they can do, with God’s help, when they run into a problem.

Everyone has problems now and then. Have your students suggest problems they might face during the coming week. List their suggestions on the board or a large sheet of paper. If students need help thinking of problems, suggest things such as worrying about a test at school, being picked on by a bully, afraid of dogs in the neighborhood, not being picked to play with children during recess, worried about parents fighting, or a parent lost a job.

Look at our list of problems. You may not have one of these problems this week, but we will all have a problem sometime.

Ask your students to turn to page 6 in My Bible Book and read the title and the question directly under it.

Have students find the way from the choices to the answers.

What did each child do to get an answer? (Pray.)

My Bible Book, page 6

Is it possible to get to the answer without going through God? (Let students answer.)

We can ask God to help us do what will lead to peace. Miriam and her parents prayed to God about their problem. We can do the same.

Next, have your students choose one problem from the list you made. Think about this problem.

After praying to God and asking for help, what might be the next thing to do? (Let students think about this for a moment; then talk about their ideas of what they might do. For example, if their problem is that a parent is angry because they didn’t clean up their room, the thing to do that would lead to peace would be to clean up the room. If the problem is that they have a hard test in school, they might ask a parent to help them study to prepare for it.)

14

ELEMENTARY | LESSON 1

When you do face a problem this week, remember Miriam. Her problem was a big one.

Think about it: Her baby brother was in danger of being killed! But God was there to help her do what would solve the problem. He’ll do the same for you and your family.

CLOSING ACTIVITY

What should we do when we face a problem?

(Pray.)

Let’s do that now. Lead your class in a short prayer such as the one below.

Dear God, thank You for stories in the Bible that tell how You helped people like Miriam and her family. We know that You are with us to help us just as You helped her. Please give us the courage to choose the best thing to do when we face a problem. Please help us do what will lead to peace. In Jesus’ name we pray. Amen.

Tear out pages 3-6 from My Bible Book for students to take home, along with their “Miriam Match” cards and card holder from Elementary Kid Crafts. Encourage children to play the matching game at home with family and friends. They can talk with their families about how they can all work together to solve problems that come up at home.

Explaining God’s Plan of Salvation

A

s you discuss salvation with your class, remember that each student is developmentally different. Some students may not be spiritually mature enough to go through all the steps to become a Christian or all the steps to have a relationship with God. They may not fully understand that they are accountable to God for their sins and need forgiveness that Christ makes possible.

However, learning that God loves them and wants to forgive their sins will prepare them for the time when they are ready to receive Christ as Savior.

You and your church family have the responsibility to provide this information and the environment for this learning.

For those who do express an interest in personal salvation, try talking with them alone after class or arrange a time for them to meet on this subject with the pastor or one of the church officers. As you prepare to talk with a student about his or her personal salvation, you may want to read the Scriptures listed to reacquaint yourself with their messages. Share this information naturally with your student.

Help your students know how to pray. This should include teaching how to tell Jesus they believe He is God’s Son, they are sorry for their sins, and they want Him to forgive them and be with them always.

The two sets of steps listed here are a help for you to be ready to respond whenever the Holy Spirit leads a student to you to make a commitment to Christ.

To give your student both steps at once may be too much to process. Offer steps to your student as the Holy Spirit leads you.

Steps to Becoming a Christian 1. Respond to God’s invitation to salvation Jeremiah 31:3; John 3:16 2. Seek a relationship with the Lord Isaiah 55:6-7; Matthew 6:31-33 3. Confess your sins Romans 3:23 and 10:9-10; 1 Corinthians 15:3-4; 1 John 1:9 4. Repent of your sins 2 Chronicles 7:14; Luke 13:3 and 15:7; Acts 17:30 5. Ask God to save you Romans 10:13

Steps for a Close Relationship with God 1. Listen to the Holy Spirit John 14:26; John 16:13-14 2. Adjust your life to God’s will Jeremiah 18:1-6; Matthew 22:37-38; John 5:17, 19-20, and 8:47

3. Learn to be God’s servant Matthew 20:26-28; Philippians 2:5-8, 13 4. By faith, join God in His work Amos 3:7; Hebrews 11:24-29; James 5:17-18 5. Remain faithful to God Philippians 3:4-14

The Heart Who Wanted to Be Whole Healing Our Heart

The Heart Who Wanted to Sing The Power of Songs

The Heart Who Wanted to Find a Way Overcome Fear

Grow Strong Hearts with God’s Help StrongHeart Stories help children see the biblical gifts—Scripture, worship, rest, prayer, confession, and community—God has given them to understand Biblical truth.

Ideal for children ages 4 to 8, the StrongHeart Stories books are high quality picture books that weave engaging stories, Bible truths, and vibrant illustrations to protect the hearts of young children and strengthen their faith in God.

Available from David C Cook and everywhere books are sold

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Elementary Teacher’s Commentary No. 5030 1503025

elementary

creative teaching aids

®

fall 2025

escaping egypt I god delivers us I following god with courage

R

E

Elementary Creative Teaching Aids Printed in South Korea No. 5031 1503125

How to get your Echoes PraisePAC Resources: For best results, download PraisePAC resources to a desktop computer.* Go to http://Lesson-DL.com

This Quarter’s Access Code: 242150317 *While it is possible to download a .ZIP compressed file to a mobile device, you may need to install a helper App first, like UnZip or WinZip. Check the Apple App Store (iOS) or the Google Play Store (Android) for a suitable app. Search for “Zip file opener.”

elementary

creative teaching aids

®

fall 2025

Designed for use with Elementary Teacher’s Guide, Bible Discoveries, Discovery Pack, and Friends

Lesson

Teaching Aid

Al Lessons

PraisePAC—Audio files and Booklet

Al Lessons

Fall Attendance Chart—“Journey to Freedom”

Al Lessons

Time Line— “Bible Overview Chart”

1–5

Poster—“God’s People in the Land of the Pharaohs”

1

Poster—“A Baby in a Basket-Boat”

4

Pop-up Poster—“Jerome’s New Neighborhood”

4

Matching Cards—“Saved!”

5

Folding Poster—“Lost in the City”

5

Poster—“A Walk through the Sea”

7-11

Game—“The Power of 10”

9

Puzzle— “Don’t Be Afraid”

11

Poster—“God Wins a Battle”

11

Fold-over Cards—“God’s Strange Directions”

ECHOES ELEMENTARY CREATIVE TEACHING AIDS is published quarterly by David C Cook, DavidCCook.org. © 2025 by David C Cook, 4050 Lee Vance Drive, Colorado Springs, CO 80918, U.S.A. Echoes and David C Cook and its related logos are registered trademarks of David C Cook. All rights reserved.

ISBN 978-0-781-44782-9 #1503125. Printed in Gunpo-si, Gyeonggi-do, South Korea, February–April 2025. All Scripture quotations, unless otherwise indicated, are taken from the Holy Bible, New International Version®, NIV® Copyright © 1973, 1978, 1984, 2011 by Biblica, Inc.® Used by permission. All rights reserved worldwide.

Digital products are subject to the End User License Agreement (EULA) found at DavidCCook.org/EULA/ and any additional terms or restrictions that may accompany the product. Digital products cannot be returned, sold, or relicensed. This product license is good for 6 months. After 6 months, you must purchase another license.

Cover Photo: © Tom Werner/Getty Images

2.

Mount Horeb

1.

3.

Nile River in Egypt

4. Hebrew Village

Pharaoh’s Palace in Egypt

in Goshen

8.

Golden Calf

7.

Mount Sinai

6.

Desert

5.

Red Sea

9.

Wilderness of Paran

12.

Feast of Tabernacles

11.

13.

Anakite giants defeated in Canaan

Jericho

10.

Jordan River

1E

1—All Lessons

Journey to Freedom Copyrighted material; permission required to reproduce.

1-5031

Use this teaching aid throughout the quarter to record attendance and to help students track the Israelites’ deliverance from Egypt and their jour­ney to the promised land.

The large sheet features 13 scenes rep­re­sent­ing a trip through the quarter’s Bible stories. Each scene corresponds to the setting of a weekly lesson. The single sheet contains an at­ten­dance grid and two groups of figures.

Before you begin Lesson 1, carefully open all the marked slits on the large background sheet. Write the dates on the attendance chart. Then punch out and tape the chart to the bottom of the double sheet (see diagram). Punch out the two groups of figures and save for class.

Explain to the students how they will mark their attendance on the grid each week. Children may take turns moving the two groups of Hebrews to the proper location each week. (The numbers on the scenes will help students see where they will move each week.)

You may refer to the teaching aid scenes before each lesson to let children guess what the Bible story will be about. Or use the teaching aid as a review tool for studying individual Bible stories, a monthly unit of stories, or the stories for the entire quarter.

The scenes on the background poster are: Lesson 1: Stems of tall grass along the Nile River—Baby Moses is rescued by Pharaoh’s daughter.

Lesson 2: Area around Mount Horeb—Moses meets with God at the burning bush.

Lesson 3: Pharaoh’s palace in Egypt—Moses asks Pharaoh to free the Hebrew slaves.

Lesson 4: Hebrew village in Goshen, Egypt— The events of Passover take place.

Lesson 5: The Red Sea—God parts the water to allow the Hebrews to escape from the Egyptian army.

Lesson 6: Desert— God supplies food for His people.

Lesson 7: Mount Sinai—God gives His people the Ten Commandments.

Lesson 8: Golden Calf—The people of Israel build a golden calf to worship.

Lesson 9: Wilderness of Paran outside of the land of Canaan—The people of Israel are afraid to claim the promised land despite Joshua and Caleb’s report.

Lesson 10: Jordan River—After 40 years of wandering, the people of Israel cross over into the promised land.

Lesson 11: The city of Jericho—God’s directions result in the fall of Jericho.

Lesson 12: Feast of Tabernacles— The people of Israel remember ways God has been good to them.

Lesson 13: Anakites defeated— Caleb follows the Lord and conquers the giants of Anak.

4—Lessons 1–5 Copyrighted material; permission required to reproduce.

1-1041/5031

GOD’S PEOPLE IN

The LAND of the

PHARAOHS

MEDITERRANEAN SEA

8

NAAN

TO CA

3

GOSHEN Home of the Israelites

10 7

9

5

2

6

RED SEA

NILE RIVER

4

1

1 2 3 4 5 6 7 8 9 10

Did you know that you could write on a plant? A plant called papyrus (puh-PIErus) is what people in Egypt used as paper.

The papyrus plant is like the tall grass found in a marsh.

It grows 10 to 15 feet high! People would open up the hollow stems of the papyrus. They would hammer it flat until the strips stuck together in sheets.

Papyrus was also used to make baskets. One was used in a Bible story. What was it used for?

(Exodus 2:3)

The people in Egypt did not write with letters. They wrote with pictures. Their picture writing is called hieroglyphics (high-ruh-GLIFF-iks).

Sometimes picture writing went from the top of a page to the bottom. Other times it went from the bottom to the top. Sometimes people wrote it from left to right.

And sometimes they wrote from right to left.

Moses could probably read and write the picture writing. Where do you think he learned to do this?

(Exodus 2:10)

How could Pharaoh build huge cities without machines?

He made the He­brew slaves do his work. The slaves were forced to make Pharaoh’s bricks. Clay, straw, and water were mixed together and pressed into wood­en molds for bricks. Then the bricks were dried in the sun. Egyptian taskmasters beat the slaves to make them work faster.

Bricks without straw have been found in some buildings. Do you know why?

(Exodus 5:6-7)

Who was greater, the God of Israel or the false gods of Egypt? The people of Egypt believed there were many gods. They thought that each god had its own power. But the one true God sent plagues (PLAYgz).

Plagues were bad things that happened to the whole country of Egypt. The plagues proved that the gods of Egypt had no real power. The people of Egypt believed that the most powerful god was the sun god. What plague did God send to prove that the sun god was really not a god at all? (Exodus 10:21)

Many Egyptians were rich. Pharaoh was the richest of all. He built huge, beautiful temples to honor himself. He lived in a beautiful palace. His furniture was covered with gold and jewels. The Egyptian queens and princesses had expensive jewelry, perfumes, and makeup.

On one terrible night, these things were given away to slaves. Can you tell why?

(Exodus 12:35-36)

Pharaoh’s army was the most powerful in all the world.

His troops had the best fighting tools.

They were very good with the bow and arrow. Thousands of Egyptian soldiers rode in speedy chariots (CHAIR-eeuts). Chariots were two-wheeled wagons pulled by powerful horses. Because their chariots were small and light, the Egyptian troops could overtake almost any enemy.

What do you think happened when the powerful Egyptian army went against the Lord and His people?

(Exodus 14:28)

Do you believe anyone would ever wish for a flood?

The people of Egypt did! Every summer they waited for the Nile River to overflow its banks.

When the floodwater went down, it left behind rich soil from faraway mountains. The Egyptians could grow crops on this soil. The rest of the land was dry, barren desert. Without the Nile and its floods, the people would have starved. The Nile was so important that Egyptians worshiped it as a god.

The Egyptians built tall buildings that looked like a triangle on every side. These buildings were called pyramids (PEER-uhmids). The people of Egypt built them as a place to bury the pharaohs after they died.

Pyramids were as big as skyscrapers.

They were big enough to hold everything a Pharaoh wanted buried with him. The largest pyramid is made of over two million stone blocks. Each block weighs about two and one-half tons. Slaves pulled the huge blocks into place on the pyramids.

People in Egypt who were rich and important were not buried until months after they had died.

It took a long time to get ready for the burial. The body of the dead person was carefully stuffed and wrapped in a way that would make it last. The wrapped body was called a mummy. It was placed in a wooden or stone box and taken across the Nile River to be buried.

The people of Israel took a mummy with them when they left Egypt. Whose body was it?

(Joshua 24:32)

In Egypt is a big stone statue.

It has the body of a lion and the head of a pharaoh. It is called the Great Sphinx (SFINKS).

It was built by a pharaoh long ago. It sits in the desert by the other pyramids. The people of Egypt used to worship the Sphinx. Which commandment warns against worshiping anyone other than God? (Exodus 20:4-5)

4

5 — Lesson 1

Copyrighted material; permission required to reproduce.

1-1041/5031

A Baby in a Basket-Boat

Exodus 1:7–2:10

Miriam does her part to hide baby Moses from Pharaoh’s men.

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elementary R

my bible book student book Fall 2025

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Peek ahead . . .

ECHOES EARLY ELEMENTARY MY BIBLE BOOK is published quarterly by David C Cook, DavidCCook.org. © 2025 by David C Cook, 4050 Lee Vance Drive, Colorado Springs, CO 80918, U.S.A. Bible In Life and David C Cook and its related logos are registered trademarks of David C Cook. All rights reserved. ISBN 978-0-781-44783-6 #1503225. Printed in Gunpo-si, Gyeonggi-do, South Korea, February–April 2025. All Scripture quotations, unless otherwise indicated, are taken from the Holy Bible, New International Version®, NIV® Copyright © 1973, 1978, 1984, 2011 by Biblica, Inc.® Used by permission. All rights reserved worldwide.

Cover 1 Photo: © Tom Werner/Getty Images; Bible Illustrations: David Barnett; Other Illustrations: Marilee Harrald-Pilz, Gwen Connelly, Terry Sirrell, Thomas Hudson.

“Let us therefore make every effort to do what leads to peace.”

Romans 14:19 Lesson 1

Hebrew

Pharaoh (FAIR-oh)

God made the Hebrew people to be His special people.

God let the Hebrew people know who He was.

He helped them write about Him. Now all people who believe in Jesus are God’s special people.

Pharaoh was the name given to the king of Egypt. The Hebrews lived in the land of Egypt. Pharaoh was their ruler.

Moses Moses was a Hebrew, too.

He was Miriam’s brother.

Miriam Miriam was a Hebrew girl.

Directions: Discuss this weekly dictionary page before you present the Bible story, comparing and contrasting Bible times with life today.

1503225.indd 3

3 11/25/24 11:39 AM

K.C. and

?

The case of the

?

Wet Basket

Perform the drama to review the Bible story you

learned in class. You’ll need five friends, a baby doll, a basket, a tiara, a triangle shape, and a bottle of water. If you want, the detective can wear a trench coat and hold a magnifying glass as a costume.

K.C.: Hi! I’m K.C. Bible Investigator. I’m

?

on a case. I came to the scene here and found all these clues. I’m trying to put together the whole picture to learn what Bible story this is about.

assistant #1: (Pick up the basket) K.C., I

think I might be able to help you. Baskets usually hold things. This one must have held something large. It looks like it’s wet.

It must have been in water.

K.C.: Water? Why would someone put a basket in water?

assistant #2 (Girl): (Pick up tiara and place

on head) I love tiaras. They make me feel like a princess. (Twirl around) I wish I could be a princess.

K.C.: So far our clues tell us about a basket in water and a princess. I definitely need more clues to figure this out.

assistant #3: (Picking up the triangle

shape) You know what triangles make me think of? Pyramids. Once I made a pyramid of sugar cubes for a school project about Egypt.

K.C.: A basket and a princess in Egypt, now we are getting somewhere!

assistant #4: (Pick up the bottle of water) 4 1503225.indd 4

Do you know what this reminds me of?

A river. The longest river in the world is the Nile River in Africa. It’s over 4,000 miles long and goes through nine countries including Egypt.

?

K.C.: Hmm… I wonder if the basket was placed in the Nile River? But what was in the basket?

assistant #5: (Pick up baby doll) I love babies. I especially love the stories of babies in the Bible—Moses, Samuel, Jesus.

K.C.: Wait, did you say Moses? I know

this Bible story now. It’s about how God saved baby Moses when his mother placed him in a basket in the Nile River while his sister Miriam watched.

Pharaoh’s daughter saw the basket and saved Moses. Wow! I sure needed all your help to solve that case. I’m glad that God sees the whole picture even when we don’t. I sure didn’t see the whole picture of this Bible story.

(Looking at the assistants) Thanks for helping me piece this story together!

?

11/25/24 11:39 AM

?

Be a Peacemaker I don’t like to cut. You do it.

I need help right now.

My fingers will get tired if I do it all.

Let me help.

This is a mess! You should clean it up.

I was here first.

Red is my favorite color.

I want to put up ALL the leaves!

I didn’t do it!

The red paper is all gone! I want some.

Illustration by Lois Axeman

Directions: Have students look at the scenes of children making fall decorations for their classroom. Let them take turns reading the children’s speech balloons above. Students should then identify the problems that could lead to arguments, and discuss how things could be changed so there would be peace instead of arguing.

5 1503225.indd 5

11/25/24 11:39 AM

Can you find the way from the choices to the answers?

66 1503225.indd 6

Directions: Have students find the way from the choices to the answers. Ask students if it’s possible to get to the answer without going through God first. Ask each student to name a problem he may have to face this week—at home, school, or in the neighborhood. Let students pray silently or aloud, asking God to show them what to do.

11/25/24 11:39 AM

Name What did you do this week?

1. Color one box shape if you read your Bible story with your family.

2. Color something round if you used your Kid Craft project.

3. Color a triangle if you practiced your Bible memory verse at home.

Lesson 1

M em ory Verses

“Let us therefore make every effort to do what leads to peace.” Romans 14:19

Lesson 2 “Carry each other’s burdens.”

Galatians 6:2

Lesson 3 “Trust in the Lord and do good.”

Psalm 37:3

Lesson 4 “God is our refuge and strength, an ever-present help in trouble.”

Psalm 46:1

Lesson 5

Lesson 8 “This is how God showed his love among us: He sent his one and only Son.” 1 John 4:9

Lesson 9 “Whoever trusts in the Lord is kept safe.” Proverbs 29:25

Lesson 10 “The Lord your God will be with you wherever you go.”

Joshua 1:9

Lesson 11 “I will instruct you and teach you in the way you should go.” Psalm 32:8

“For no word from God will ever fail.”

Luke 1:37

Lesson 6 “And my God will meet all your needs.”

Philippians 4:19

Lesson 7 “If you love me, keep my commands.” John 14:15

Lesson 12 “For the Lord is good and his love endures forever.” Psalm 100:5

Lesson 13 “Surely your goodness and love will follow me all the days of my life.”

Psalm 23:6

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Elementary My Bible Book No. 5032 1503225

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kIds crafts craft book Fall 2025

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Here is a list of this quarter’s projects with lesson numbers and page numbers. You can tear out each page when you need it.

Project

Lesson

Page

Miriam Match

1

3, 5

Wisdom from God Game

2

7, 9

Faith Boosters

3

11

Big Picture Glasses

4

13

Add-on Picture

5

15

Paper Wall Hanging

6

17

Commandments Puzzle Book

7

19, 21

Creative Cross

8

23

Memory Verse Banner

10

31

Picture Viewer

11

25

Toss and Remember Cube

12

27

Lifetime Mobile

13

3, 29

These projects are planned for use with the Elementary Teacher’s Commentary, Elementary Creative Teaching Aids, My Bible Book, and Friends.

222

Add-on Page

Use these add-on pieces to complete Lessons 1 and 13

Lesson 1

Miriam helped baby Moses Surely your goodness and love will follow me all the days of my life.

Psalm 23:6

76 Years

Lesson 13

3

Miriam Match

Lesson 1

Start

2 Mother put the baby in a little basket boat.

Mother and Miriam took the baby to the river.

4 Mother went home.

Miriam watched the baby.

6 Miriam ran to get Mother.

8 God kept Moses safe.

Miriam did her part to help.

DIRECTIONS: Have students remove the cards and the card holder from the add-on page in the front of the book. Fold and tape the edges of the holder together to provide a pocket in which to store the cards. The flap can be tucked into the slit on the holder.

Mix the cards up, spread them out picture-side up, and find the card that says “Start” in the upper left corner. Look for the picture that shows what happened next and place that card next to the first one so the shapes along the edges match. Continue doing this to form a crooked domino chain. The first person—or team—to put all cards in the right order is the winner. The cards can be stored in the holder.

(OVER)

5

1

Miriam and her family were Hebrews.

The king did not want any Hebrew boys to live.

Miriam helped to keep her baby brother quiet so the king would not know about him.

3 They put the basket in the river.

5

The princess found the baby.

Miriam asked the princess, “Should I get someone to take care of the baby?”

“Yes,” said the princess.

7 The princess told Mother, “Take care of this baby.

I will call him Moses.”

End FOLLOW-UP: Students may use their cards to retell the story of Miriam and how she helped her family deal with a problem. (The story is printed on the backs of the cards.) Encourage students to put their cards together with their families and to talk about Miriam with them, too. They can discuss ways their families might work together as Miriam’s family did.

6

Second and third graders will be delighted with all the things to do in this Elementary Kid Crafts book. Designed for in-class use, these crafts allow students to explore what they have just learned in the Bible story. Only basic classroom supplies are needed. Children will start the projects in class and take them home to use during the week as they apply what they have learned from God’s Word to their daily lives.

ECHOES ELEMENTARY KID CRAFTS is published quarterly by David C Cook, DavidCCook.org. © 2025 by David C Cook, 4050 Lee Vance Drive, Colorado Springs, CO 80918, U.S.A. Bible In Life and David C Cook and its related logos are registered trademarks of David C Cook. All rights reserved. ISBN 978-0-78144610-5 #1503325. Printed in Gunpo-si, Gyeonggi-do, South Korea, February– April 2025. All Scripture quotations, unless otherwise indicated, are taken from the Holy Bible, New International Version®, NIV® Copyright © 1973, 1978, 1984, 2011 by Biblica, Inc.® Used by permission. All rights reserved worldwide.

Writer: Joan M. Daniels, Ruth Elwardt, Susan Koss, Betsy Ross Phillips, Beth Swale, Jan Wimberley; Illustrators: Marilee Harrald-Pilz, Anne Kennedy, Cindy Miller, Kathleen McCord, Steve McInturff, Murray McKeehan, Janet Morra-Yoe, Guy Wolek Cover photo: © Tom Werner/Getty Images

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Elementary Kid Crafts No. 5033

1503325

elementary

BIBLE

friends

family take home Fall 2025

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September

This month your child is learning all about Moses and the end of the Israelites’ enslavement in Egypt.

Egyptian pot Make an Egyptian pot with clay that air-dries hard. Break off lumps of clay and roll into ropes. Coil the ropes to make a base and then build the shape of the pot. You may need to wet the clay with a little water to help the ropes stick. Use a knife to smooth the surface of the pot. When it dries, paint the pot using Egyptian colors and patterns.

October

This month continues the story of Moses and the Israelites on their journey to the promised land.

Smoking Mountain When God gave Moses the Ten Commandments, the Israelites could see the smoke, fire, and lightning on Mount Sinai. Use the following experiment to create a smoking mountain.

C

A R

F

T S

You’ll need: □ small jar filled halfway with water □ vinegar □ baking soda □ laundry detergent □ straw □ tray or protective tablecloth

Lesson 1

Best Friends Have you ever had a best friend who moved away? I have. My name is Emma Nakawatase and my best friend’s name was Olivia. Olivia was born in Japan.

At school, Olivia sat at my table and we took turns reading to each other. During recess, we played games together and had fun telling stories. I liked Olivia a lot.

But then something made me very sad.

Olivia was going to move back to Japan with her family.

I talked to God about Olivia moving away. I told Him I didn’t want her to leave, but Olivia’s family still moved.

I also talked to my mother. She said that God could help me find friends, especially if I asked Him. At first, I didn’t think I wanted another friend besides

Olivia. So I prayed, “Dear God, I’m sad Olivia’s gone, but please help me find new friends.”

Then one day I played with Megan, another girl at school. I was surprised to find out Megan liked the same games I did. And she liked to tell stories, too!

Olivia was still my best friend, but then Megan was also my friend. I’m glad God gave me a new friend so I wouldn’t miss Olivia so much. I knew God would help Olivia, too.

Talk-a-Bit

What did Emma do about her problem?

What can you do when you have a problem?

What I learned about God this week: God sees the whole picture even when we don’t.

1104425 L01.indd 1

11/25/24 12:05 PM

God’s Plan for Moses Bible story from Exodus 1:7–2:10

Miriam and her

family were Israelites.

The Israelites were God’s people, but they were slaves in Egypt. Pharaoh, the king of Egypt, was killing their baby boys.

Miriam had a baby brother. She wanted to hide him. She watched her mother make a basket boat for her brother. Her mother put the baby in the basket. They took the basket to the river. They put it in the water.

1104425 L01.indd 2

11/25/24 12:05 PM

“What is that basket?” asked Pharaoh’s daughter. A servant went to get it. Pharaoh’s daughter looked in the basket. “It’s an Israelite baby,” she said, “and he’s so cute.”

Miriam ran over to them. “Would you like me to get someone to take care of this baby?” Miriam asked.

“Yes,” said Pharaoh’s daughter.

“We will hide our baby here,” said Miriam’s mother. “We don’t know what will happen, so watch and see.”

Miriam ran to get her mother.

Pharaoh’s daughter told her to take care of the baby. Pharaoh’s daughter said, “I will name him Moses.”

Soon Miriam saw Pharaoh’s daughter with her servants.

God knew what would happen. God kept baby Moses safe.

This Week’s Bible Memory Verse: “We know that in all things God works for the good of those who love him.” Romans 8:28

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Miriam hid to help save baby Moses.

Can you find Miriam and 10 animals in this picture? Circle them.

problems even though you can only see just pieces now.

Lesson Focus:

God sees the whole picture even when we don’t.

Jigsaw Puzzle

As a family, do a jigsaw puzzle without a completed picture to look at. Then cut large jigsaw pieces from paper. On each piece write a problem that someone in the family is facing. Discuss how God sees the “whole picture” of these

Memory Verse Activity

Write out the verse on a large sheet of paper. Cut it apart like a jigsaw puzzle. Put it together and say the verse together.

“We know that in all things God works for the good of those who love him.”

Romans 8:28

1-1044 Copyrighted material; permission required to reproduce.

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Place the jar in the middle of the tray. If you want, make it look like a mountain by piling stones around the jar. Add 1 teaspoon baking soda and stir with a straw until it dissolves. Add the laundry detergent. Slowly pour in 1/3 cup vinegar. As you watch your “mountain” smoke, talk about the importance of rules and why the Ten Commandments are so important.

November

This month moves the focus from Moses to Joshua and the conquest of the promised land.

Facing Challenges Moses and Joshua both faced challenges as they led the Israelites. Spend some time learning about and praying for the leaders in your church, city, state, and nation. Pray that they would be strong godly leaders and that they would listen to God’s direction.

You may want to send notes to some of these leaders encouraging them and letting them know you are praying for them.

Prayer is simply communicating with God—listening to Him and speaking with Him. As with all relationships, it develops over time. As prayer is practiced, it becomes a habit which becomes a way of life. Here are some ways for your family to develop your prayer relationship with God. ◾ While a memorized prayer like the Lord’s Prayer is one way to pray, encourage your child to use his or her own words when talking with God. Children can be themselves when talking to their friend, Jesus.

Make prayer timely. It is good to have a regular time of prayer such as mealtime and bedtime.

But whenever there’s a problem, talk with Jesus about it right away. Thank God for the good things that happen and ask for His help to deal with the not-so-good.

◾

Keep a family prayer journal. It doesn’t have to be fancy or elaborate. Just write down your prayer requests, then, go back to them later to write how God answered.

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Let your child hear you pray and listen to you talk about prayer requests with others. Let your child know that you spend time praying specifically for him or her.

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iStock illustrations © Russell Tate

Lesson 7 Lesson 1 Scripture Passage: Exodus 1:7–2:10 Memory Verse: “We know that in all things God works for the good of those who love him.”

Romans 8:28

Lesson 2 Scripture Passage: Exodus 3:1–4:20 Memory Verse: “My grace is sufficient for you, for my power is made perfect in weakness.”

2 Corinthians 12:9

Lesson 3 Scripture Passage: Exodus 5:1–10:29 Memory Verse: “Let us not become weary in doing good.” Galatians 6:9

Lesson 4 Scripture Passage: Exodus 11:1–12:42 Memory Verse: “Christ was sacrificed once to take away the sins of many.” Hebrews 9:28

Lesson 5 Scripture Passage: Exodus 13:17–15:21 Memory Verse: “Sing to him, sing praise to him; tell of all his wonderful acts.” Psalm 105:2

Lesson 6

Scripture Passage: Exodus 19:1–20:21 Memory Verse: “Your word is a lamp for my feet, a light on my path.” Psalm 119:105

Lesson 8 Scripture Passage: Exodus 25:1-9; 35:4–36:7 Memory Verse: “Each of you should give what you have decided in your heart to give.” 2 Corinthians 9:7

Lesson 9

Scripture Passage: Numbers 13:1–14:45 Memory Verse: “Be strong and courageous. Do not be afraid; do not be discouraged, for the Lord your God will be with you wherever you go.”

Joshua 1:9

Lesson 10 Scripture Passage: Joshua 2:1–3:17 Memory Verse: “You who fear him, trust in the Lord—he is their help and shield.” Psalm 115:11

Lesson 11

Scripture Passage: Joshua 5:13–6:27 Memory Verse: “If you pay attention to these laws and are careful to follow them, then the Lord your God will keep his covenant of love with you.” Deuteronomy 7:12

Lesson 12

Scripture Passage: Joshua 9:1-27 Memory Verse: “Be very careful, then, how you live—not as unwise but as wise.” Ephesians 5:15

Scripture Passage: Exodus 15:22–16:24; Numbers 11:4-9 Memory Verse: “Do everything without grumbling or arguing.” Philippians 2:14 ELEMENTARY FRIENDS is published quarterly by David C Cook, DavidCCook.org. © 2025

by David C Cook, 4050 Lee Vance Drive, Colorado Springs, CO 80918, U.S.A. Bible In Life and David C Cook and its related logos are registered trademarks of David C Cook. All rights reserved. ISBN 978-0-781-44598-6 #1104425. Printed in Gunpo-si, Gyeonggi-do, South Korea, February–April 2025. All Scripture quotations, unless otherwise indicated, are taken from the Holy Bible, New International Version®, NIV® Copyright © 1973, 1978, 1984, 2011 by Biblica, Inc.® Used by permission. All rights reserved worldwide. Illustrators: Elizabeth Allen, David Barnett, C. C. Beck, Craig Boldman, Bruce Day, Shelley Dietrichs, Leslie Dunlap, Joy Dunn, George Erling, Van Evan Fuller, Chuck Hamrick, Marilee Harrald-Pilz, Conrad Hasck, Joyce John, Steve McInturff, Jay Mead, Paul Montgomery, Donna Kae Nelson, Jim Philips, Naomi Pridjian, Cruz Puga, B.B. Sams, Terry Sirrell, Paul Thompson, Paul Turnbaugh, Jenny Williams; Photos: Publisher-owned by Brad Armstrong or Gené Photography Cover photo: © Catherine Delahaye/Getty Images

Lesson 13 Scripture Passage: Joshua 10:1-14 Memory Verse: “My help comes from the Lord, the Maker of heaven and earth.” Psalm 121:2

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Elementary Friends No. 1044

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