Managing Our Money for God's Glory (K-2) - Facilitator Guide by LiFT Institute at SEU

About LiFT Institute at SEU

The LiFT Institute at Southeastern University exists to equip individuals and families with the tools they need to thrive financially, professionally, and personally. Rooted in biblical values and committed to community transformation, the Institute empowers people through practical financial literacy and leadership development.

Our mission is to foster sustainable growth, informed stewardship, and meaningful collaboration by meeting learners right where they are from the earliest grades through adulthood. Through our four pillars Financial Stewardship, Workforce Development,

Nonprofit Sustainability, and Organizational Excellence we provide programs that build confidence, character, and capability

This curriculum reflects our belief that it’s never too early to learn wise money habits and that every child has the potential to be a faithful steward By combining age-appropriate lessons with real-world application and biblical truth, we aim to lay the foundation for a future marked by financial responsibility, generosity, and purpose.

Welcome to the journey!

Connecting Money to Needs and Wants

Objectives:

Students will be able to distinguish the difference between needs and wants

Students will be able to define integrity

Students will be able to explain where money comes from

Students will be able to explain how to align our wants with God’s desires

Lesson 1: Connecting Money to Needs and Wants

Memory Verse

And my God will supply every need of yours according to his riches in glory in Christ Jesus. (Philippians 4:19)

Vocabulary

Money

Responsible

What we use to buy things like toys, food or clothes.

Making good choices and taking care of what you are supposed to do.

Integrity

Doing the right thing, even when no one is watching by being honest and making good choices.

Saving

Putting some of your money away so you can use it later.

Needs

Things we must have to live, like food, water, and a place to live.

Wants

Things we would like to have, but we don’t need them to live, like toys or candy.

Lesson 1: Connecting Money to Needs and Wants

Teacher Resources

Circle Map (pg. 122)

Juny Tony - Songs and Stories Video (pg. 121)

Tree Map (pg. 123)

Pictures of Needs & Wants - to be printed (pg. 125)

Home Connection Sheets - to be printed (pg. 143)

** Digital Links available at www.liftinstitute.org/digitalresources

Materials

Facilitator Guide

Student Workbooks

Pencils

Easel w/Chart Paper

Markers (for Easel)

Music (can play from computer or phone)

Book - Daddy, Can You Teach Me About Money? By Ashton

McCants

Pictures of Needs & Wants (can be printed from Teacher Resources or you can also use old magazine for this)

Scissors

Glue Sticks

Center 1 - Grocery Store

Grocery Items

Price Tags

Cash Register

Play Money

Center 3 - Drawing/Coloring

Crayons

Center 4 - Playdough

Playdough

Home Connection Sheets (Lesson 1)

Lesson 1: Connecting Money to Needs and Wants

Prayer

Dear God, thank You for giving us everything we need Help us learn how to be wise, share what we have, and take care of the money You give us Teach us to be thankful and to trust You with all we have We love You and want to honor You in all we do Amen.

Memory Verse

And my God will supply every need of yours according to his riches in glory in Christ Jesus. (Philippians 4:19)

1. Engage

Mix-Pair-Share (5-Minutes)

Play music and have students walk around the room until the music stops. Whoever they are standing closest to they will pair up with.

Ask: Where do we get money?

Students will take turns telling each other where they get money from. Let them share. Right now there is no wrong answer. This is an opportunity for them to share their thoughts and glean information from others. Once they finish sharing, play music and mix around the room again. When the music stops, students should pair with a DIFFERENT partner answer the next question

Ask: How can we honor God with the money we are given?

Lesson 1: Connecting Money to Needs and Wants

2. Mini Lesson (5-Minutes)

In James 1:17, the scripture states “Every good and perfect thing comes from God.” That includes our money.

If God gave us the money we have, then can we use it however we want? Allow students time to raise their hands and give answers.

What does it mean to be responsible with our money?

What does it mean to have integrity?

If we don’t know how to be responsible with our money, can we ask God for help?

Is there a difference between what we want and what we need?

Define needs and wants and give a few examples of each.

1. Explore

Circle Map (10-Minutes)

Draw a circle map on the easel (Found in Teacher Resources pg 122) .Have students raise their hand and call on students to share what they think money is and how we get it.

Draw a picture to accompany the words they use. Anything is acceptable This is a brainstorming opportunity

Lesson 1: Connecting Money to Needs and Wants

Watch & Sing

Watch the Juny Tony - Songs and Stories Video about saving money Let this song and video lead you into a discussion of needs and wants 2.

Elaborate

Read the book Daddy, Can You Teach Me About Money? By Ashton McCants Stop periodically as you read to talk about the pages in the book This book is filled with discussion points Stopping to ask questions as you read engages the students

Lead students in singing Jesus Loves Me: Jesus loves me, this I know, for the Bible tells me so. Little ones to him belong; they are weak, but he is strong. Yes, Jesus loves me! Yes, Jesus loves me! Yes, Jesus loves me! The Bible tells me so.

On a sheet of paper, have students draw a Tree Map (Found in Teacher Resources pg 123)

Pass out pictures of needs and wants to each student Students sort each picture as a need or a want on their paper After sorting, have students glue their picture under needs or wants. The teacher will walk around to check for understanding. Students that are having trouble with this concept, will be called to the teacher center for additional help.

Lesson 1: Connecting Money to Needs and Wants

Centers

Instructions: Students will rotate clockwise every 10 minutes when the timer goes off They should take their Student Workbooks with them to each station

Grocery Store

Set up a grocery store with prices. If students do not yet know numbers, use pictures for each item. An apple might be worth three dollars. There will be a picture of three dollar bills. They can visually see if they have that in their hands. They are using their money to buy food

Teacher Center

The teacher will give further discussions/instructions to those students who need additional help with understanding wants and needs. 2.

Drawing/Coloring

Students draw and label pictures of things they need to survive (needs).

Playdough

Students create objects they would like to have, but are not essential for survival (wants) 4.

Lesson 1: Connecting Money to Needs and Wants

Lesson Wrap-Up

Prayer

Dear God, Thank You for giving us everything we have, including our money. Help us use it in ways that make You happy like helping others, saving for what we need, and giving back to You. Teach us to be wise and thankful with every penny We want to use our money to show love and make good choices Amen 1.

Scripture Connections

Honor your father and your mother, so that you may live long in the land the Lord your God is giving you. (Exodus 20:12)

God tells us to obey our parents in Exodus 20:12. How can we do that when we want things we don’t need?

Additional Scripture:

1 Peter 5:7 - Cast all your anxiety on him because he cares for you.

2 Peter 1:3-8 - His divine power has given us everything we need for a godly life through our knowledge of him who called us by his own glory and goodness Through these he has given us his very great and precious promises, so that through them you may participate in the divine nature, having escaped the corruption in the world caused by evildesires For this very reason, make every effort to add to your faith goodness; and to goodness, knowledge; and to knowledge, self-control; and to self-control, perseverance; and to perseverance, godliness; and to godliness, mutual affection; and to mutual affection, love. For if you possess these qualities in increasing measure, they will keep you

Lesson 1: Connecting Money to Needs and Wants

from being ineffective and unproductive in your knowledge of our Lord Jesus Christ

Philippians 4:19 - And my God will supply every need of yours according to his riches in glory in Christ Jesus.

Ephesians 3:14-19 - For this reason I kneel before the Father, from whom every family in heaven and on earth derives its name. I pray that out of his glorious riches he may strengthen you with power through his Spirit in your inner being, so that Christ may dwell in your hearts through faith. And I pray that you, being rooted and established in love, may have power, together with all the Lord’s holy people, to grasp how wide and long and high and deep is the love of Christ, and to know this love that surpasses knowledge that you may be filled to the measure of all the fullness of God.

John 13:34-35 - A new command I give you: Love one another. As I have loved you, so you must love one another. By this everyone will know that you are my disciples, if you love one another

3. Closing Prayer

Dear God, Thank You for teaching us today about how to use money wisely Help us remember to be kind, to save, and to give Thank You for all the good things You give us. Please help us use what we have to honor You every day. Amen.

Lesson 1: Connecting Money to Needs and Wants

Home Connection

To keep the learning going at home, students can earn points during the week for doing things without being asked For example, making up their bed

As a family, gather and talk about things children can earn points for and assign a point value to each task. They can earn points to earn fun things like family movie night, earn screen time, or choose a family activity to do together.

Children will learn what it means to earn or work for their points and how it correlates to earning and working for money. Then children will use their points to buy time and activities. If one activity is especially expensive they will learn how to bank or save their points for this particular activity.

LESSON 2 LESSON 2

Connecting Making Money to Giving, Saving, and Spending

Objectives:

Students will be able to identify give, save and spend as the three things you can do with money.

Students will be able to explain the importance of using their money for necessities and how to save

Students will be able to explain the purpose of a bank, including a savings account

Students will be able to explain the importance of tithing, emphasizing the importance of gratitude, generosity, and giving back to God.

Lesson 2: Connecting Making Money to Giving, Saving, and Spending

Memory Verse

And my God will supply every need of yours according to his riches in glory in Christ Jesus. (Philippians 4:19)

Vocabulary

Bank A safe place where people keep their money.

Savings Account A special place at the bank where you put your money to save it for later.

Job

Work that people do to earn money.

Bills

Tithing

Papers that tell us how much we need to pay for things like water, lights, or our home.

Giving a part of our money to God, usually at church, to help others and show our love for Him.

Lesson 2: Connecting Making Money to Giving, Saving, and Spending

Teacher Resources

Hula Hoop Challenge Labels - to be printed (pg. 126)

Hula Hoop Challenge Scenario Cards - to be printed (pg. 127)

Community Worker Worksheet - to be printed (pg. 128-130)

Give, Save Spend Piggy Bank Instructions (pg. 131)

Home Connection Sheets - to be printed (pg. 144)

** Digital Links available at www.liftinstitute.org/digitalresources **

Materials

Facilitator Guide

Student Workbooks

Pencils

Easel Paper w/ Chart

Markers for Easel

3 Hula Hoops

Challenge Labels (can be printed from Teacher Resources)

Challenge Scenario Cards (can be printed from Teacher Resources)

Book - Career Day by Anne Rockwell.

Book - Miss Bindergarten Takes a Field Trip with Kindergarten by Joseph Slate

Center 2 - Grocery Store

Community Worker Worksheet (can be printed from Teacher Resources)

Community Worker Hats

Center 3 - Making My Piggy Bank

Three-Section Plastic Containers

Labels

Stickers

Center 4 - Using My Piggy Bank

Piggy Bank

Play Money

Home Connection Sheets (Lesson 2)

Lesson 2: Connecting Making Money to Giving,

Saving, and Spending

Prayer

Dear God, Thank You for everything we have our homes, our clothes, our toys, and our money We know it all belongs to You, and You are so kind to share it with us Please help us use what You give us to make good choices and to show others how much we love You We want to glorify You with all we do Amen.

And my God will supply every need of yours according to his riches in glory in Christ Jesus. (Philippians 4:19) Memory Verse

Engage

Circle Time (5-Minutes)

Sometimes things happen that we didn’t plan. Think of a time something unexpected happened that cost your family money.

Call on a few students to share their examples.

Mini Lesson (5-Minutes)

Everyone makes choices about earning, saving, spending, and giving money. When you make those choices, it’s a good idea to think ahead about what you might need in the future. It could be a car repair, a broken cell phone, or a medical bill. The money spent on these situations can be both unexpected and expensive.

Lesson 2: Connecting Making Money to Giving, Saving, and Spending

If you don’t have money set aside, paying for them could be difficult or impossible. A bank is a safe place to set money aside for emergencies. The bank will place your saved money in a savings account that you can use in case of an emergency.

Read the story of Cain and Abel from Genesis 4:2-12 focusing on the idea of giving our best to God.

Cain & Abel (Genesis 4:2-12)

Later she gave birth to his brother Abel.

Now Abel kept flocks, and Cain worked the soil 3 In the course of time Cain brought some of the fruits of the soil as an offering to the Lord. And Abel also brought an offering fat portions from some of the firstborn of his flock. The Lord looked with favor on Abel and his offering, but on Cain and his offering he did not look with favor So Cain was very angry, and his face was downcast Then the Lord said to Cain, “Why are you angry? Why is your face downcast? 7 If you do what is right, will you not be accepted? But if you do not do what is right, sin is crouching at your door; it desires to have you, but you must rule over it.”

Now Cain said to his brother Abel, “Let’s go out to the field” While they were in the field, Cain attacked his brother Abel and killed him.

Then the Lord said to Cain, “Where is your brother Abel?”

“I don’t know,” he replied “Am I my brother’s keeper?”

Lesson 2: Connecting Making Money to Giving, Saving, and Spending

The Lord said, “What have you done? Listen! Your brother’s blood cries out to me from the ground. Now you are under a curse and driven from the ground, which opened its mouth to receive your brother’s blood from your hand. When you work the ground, it will no longer yield its crops for you You will be a restless wanderer on the earth”

Hula Hoop Challenge (5-Minutes) 1.

Lay three hula hoops on the floor to create spaces for Give, Save and Spend as below (Labels can be found in Teacher Resources pg. 126)

I am going to give you each a different scenario card. These will each be a common scenario that you may encounter one day.

Pass out scenario cards to students (Found in Teacher Resources pg. 127). One at a time have the students read their short scenario out loud and place their scenario card in either the Give, Save or Spend hula hoop Have students Rally Robin (turn and talk with their should partners) to discuss whether they agree or disagree with the placement of the scenario card.

Lesson 2: Connecting Making Money to Giving, Saving, and Spending

Explain

Ask the following questions again. Students quickly write their answers in their Student Workbooks.

Where does money come from?

If no one mentions money comes from working, be sure and tell them. This should lead into a discussion about work and jobs Have students share different types of jobs

How do your parents earn money?

How can we honor God with the money he gives us?

What is the safest place we can keep our money that we save?

Elaborate

Have a discussion on community workers to give ideas. (See Teacher Resources pg. 128).

Read one of the following books about community workers: Career Day by Anne Rockwell. Miss Bindergarten Takes a Field Trip with Kindergarten by Joseph Slate

As you read, have students raise their hands to point out different jobs

Lesson 2: Connecting Making Money to Giving,

Saving, and Spending

Evaluate

Have each student independently answer the following questions in their Student Workbooks.

How do people earn money?

When people buy things, they are classified as a or a __.

What is a savings account?

How can we show that we are thankful to God for what he provides for us?

Centers

Instructions: Students will rotate clockwise every 10 minutes when the timer goes off. They should take their Student Workbooks with them to each station.

Teacher Center

Check students Evaluate answers. Have a discussion about jobs, money, bills, saving, and spending to help those students who need to build their understanding of the instruction of the day

Discussion suggestions for the teacher center: What is a job?

Where does money come from?

How do people get money?

Why do we need to make money?

What are some things your family spends money on?

Lesson 2: Connecting Making Money to Giving, Saving, and Spending

2. When I Grow Up Role Play

Students will pick one job they would like to do when they grow up from the community workers worksheet (see Teacher Resources pg. 128) and “go to work”. One day they will have to work to make money to buy things like a house, a car, clothes, and food They will also want to earn money to spend on fun things like eating out at a restaurant as well as vacations

Students will pretend for a bit in their job with hats and community worker props. This is a time to play and learn at the same time. They are moving their bodies and pretending and learning how to work

3. Making My Give, Save, Spend Piggy Bank

Students will make the Piggy Bank craft (see Teacher Resources for directions pg. 131)

4. Using My Give, Save, Spend Piggy Bank

At this time you will pay the students for their participation. Each student will earn “$20.00” for the job they did. Once their piggy banks dry they will “save” their money for the next week in their piggy banks

Remind students that we give back to God with a thankful heart. Have students place their tithing in a pretend offering plate/basket. (Each student should place 10 percent of earnings = $2 for Tithing)

Lesson 2: Connecting Making Money to Giving,

Saving, and Spending

Have student “spend” their money on the following needs.

Food $2

House $8

Lights $2

Have students count their savings in the bank ($6) After students figure out their savings, have them express their appreciation to God for the blessings.

Lesson Wrap-Up

1. Final Thoughts

The money that is left after paying bills is considered your savings. We save in case of emergencies. To be able to buy your needs, you have to save. Tithing is a form of giving as a way to say “thank you” to God for all He has done

2. Closing Prayer

Dear God, Thank You for helping us learn about money today Thank You for the chance to give, save, and spend wisely Help us remember to give to You first, save for things we need, and be careful with how we spend. Thank You for always taking care of us. We love You and want to honor You with everything we have. Amen.

Lesson 2: Connecting Money to Needs and Wants

Home Connection

To keep the learning going at home, students can earn points during the week for doing things without being asked For example, making up their bed

The Bank. What Is It and Why Do We Need It?

Objectives:

Students will be able to explain the purpose and value of a bank

Students will be able to explain what a savings account is and why we should work towards having one

Students will be able to explain a checking account

Students will be able to explain what a debit card is and how to use it.

Lesson

3:

The

Bank. What Is It and Why Do We Need It?

Memory Verse

And my God will supply every need of yours according to his riches in glory in Christ Jesus. (Philippians 4:19)

Vocabulary

Checking Account

A place at the bank where you keep your money to use for spending.

Debit Card

A card that lets you use the money from your checking account to buy things.

Couponing

Using special papers or codes to save money when you buy things.

Deposit Slip

Bank Log

A paper you fill out when you put money into your bank account.

A list where you write down the money you put in and take out of your bank account.

Lesson 3: The Bank. What Is It and Why Do We Need It?

Teacher Resources

Spider Map (pg. 124)

Circle Map (pg. 122)

Banker’s Log - to be printed (pg. 133)

Deposit Slips - to be printed (pg. 132)

Bingo Cards - to be printed (only available digitally)

Home Connection Sheets - to be printed (pg. 145)

** Digital Links available at www.liftinstitute.org/digitalresources **

Materials

Facilitator Guide

Student Workbooks

Pencils

Easel w/Chart Paper

Markers (for Easel)

Music (can play from computer or phone)

Piggy Banks

Community Worker Hats

Cash Register

Play Money

Book - The Money Plan By Monica Eaton

Center 4 - Jobs Bingo

Bingo Cards

Home Connection Sheets (Lesson 3)

Lesson 3: The Bank. What Is It

and Why Do We Need It?

Prayer

Dear God, Thank You for Your goodness and for always taking care of us You give us everything we need, and we are so thankful Please help us learn how to use our money in ways that make You happy Show us how to spend, save, and give in a way that brings You glory We love You! Amen

And my God will supply every need of yours according to his riches in glory in Christ Jesus. (Philippians 4:19) Memory Verse

Review

Ask: What is money and where does it come from?

Get their piggy banks from the previous week.

Engage

1. Think

Ask: What is something that you really want, but don’t have the money to buy yet?

The teacher will create a spider map (Found in Teacher Resources pg. 124) with all the students' “wants” displayed.

Lesson 3: The Bank. What Is It and Why Do We Need It?

Mix-Pair-Share (5-Minutes)

Play music and have students walk around the room until the music stops. Whoever they are standing closest to they will pair up with

Ask: What is money?

Students will take turns defining money. This is an opportunity for them to share their thoughts and glean information from others. Once they finish sharing, play music and mix around the room again When the music stops, students should pair with a DIFFERENT partner answer the next question. Repeat this process between each of the remaining questions

Ask: How do you get money?

Ask: What is savings?

Mini Lesson (5-Minutes)

Last week, we went to work and earned a salary or wage. We paid our bills and gave our tithes then put the rest of what was leftover into our piggy banks. What we put into our piggy banks is our savings.

Pass out each student’s piggy bank and have them count how much money they have in their piggy banks

We want to be able to save $50.00 during our time together.

Lesson 3: The Bank.

What Is It and Why Do We Need It?

Circle Map (5-Minutes) 1.

Draw a circle map (Found in Teacher Resources pg 122) on chart paper. Ask the students the following questions:

Ask: Does anyone know another place where we can safely keep our money?

They will give lots of ideas Take all of their ideas and write them in the circle map or draw each item. You will have a picture of the word and write the work under the picture. This is a brainstorming map. There is no wrong answer.

If no one states checking account or debit card, have a discussion about how this is also a place we can keep our money safe

A debit card is a way to spend money that’s already in a bank account, called a checking account. Think of it like a digital piggy bank. When you swipe a debit card, the money is taken directly from the linked bank account.

When using a debit card, you can only spend what you have. It’s important to set spending limits or budget your money. This helps you reach your savings goal.

Food for Thought

Have students raise hands and answer questions aloud. If students are quiet, you may call on them or give suggestions.

Ask: What do you think couponing is?

Lesson 3: The Bank.

What Is It and Why Do We Need It?

Ask: Where do we keep our money so that we don’t use it? In the bank or a savings account.

Ask: Where do we keep the money we don’t use as savings? On a debit card or in a checking account

Remind students that the safest place to keep your money is in a bank.

Ask: Why is a bank the safest place to keep money?

Ask: Have you ever been to a bank? If so, share what you noticed.

Explain

We started a little bit of a budget and saved our money.

Have students turn to their partner to explain how they have started saving money.

Read the book The Money Plan By Monica Eaton. Stop periodically as you read to talk about the pages in the book. Stopping to ask questions as you read engages the students. Have a discussion about the budget that Mia learned about from her mom.

After finishing the book, have students turn to their shoulder partner and share what they learned from the book

Come back together and talk to the whole group about what they learned from the story

Lesson 3: The Bank. What Is It and Why Do We Need It?

What did they say about a bank in the story?

Go back to the page that defines what a bank is.

A piggy bank is used to save our money at home It is best to put your money into a bank to keep safe This also keeps you from using the money in your piggy bank and helps you save up money for emergencies or for fun things like toys or vacation.

Elaborate

Get the community worker hats out again and have students go to work to earn money for the day They can take turns working different jobs Set a timer for 15 minutes and have students pretend to go to work for the day At the end of the 15 minutes call “quitting time” and have students return to the carpet with their piggy banks.

Pass out $20.00 to each student. Repeat paying bills activity with the “bills worksheet” labeled for bills to be paid.

Pay bills as follows:

Food $2

House $8

Lights $2

Tithing $2

Savings: $6

In the back of the room, set up a “bank” center Have students line up with their money from their piggy banks and deposit their money into a savings account They will use the Bank Log on pg 142 of their Student Workbook to keep track of how much money has been deposited each week This way they can keep track of how much money they have in savings Use the Banker’s Log (Found in Teacher Resources pg. 133) to keep track of the amount in each student’s savings account.

Lesson 3: The Bank. What Is It and Why Do We Need It?

Show the students a deposit slip (Found in Teacher Resources pg. 132). Take each child through the process of filling out the deposit slip and use the play money from their piggy banks to actually deposit money into their savings account.

After the initial bank deposit, the students put their money each week into their piggy bank Once they have saved $1000 then have them deposit the $1000 into their savings account Remind them that their goal is to save $5000 by the end of our time together

Evaluate

Have each student independently answer the following questions in their Student Workbooks.

What is a bank?

What do we use a bank for?

What is the safest place for your money?

How is a debit card helpful?

Come back to the whole group to take answers in the group You can write the answers on chart paper

Instructions: Students will rotate clockwise every 10 minutes when the timer goes off. They should take their Student Workbooks with them to each station Centers

Lesson

3: The Bank. What Is It and Why Do We Need It?

1. Teacher Center

The teacher will help those who need a better understanding of what a bank is and why a bank is the safest place to keep money. The teacher will also discuss how a debit card is similar to a digital piggy bank and other rules to using a debit card.

2. Be the Banker

Imagine you received a letter in the mail that states, “Dear Banker I’m having a hard time getting started saving money Each time I get some, I spend or lose it Can you help me?” Write back to the customer who wants to save. Make sure your letter tells the customer how to make better choices when it comes to saving, spending and giving. Make sure to emphasize the difference between wants and needs.

3. Would You Rather

Students will take turns posing questions that require students to choose between spending on a want and saving for a future need

Example: Would you rather have dinner out at a restaurant or a safe place to live?

4. Jobs Bingo

Students will listen to job descriptions and match them to the job names on their Bingo cards (Found in Teacher Resources pg XX) Students can use a pencil or marker to cross off the jobs they identify.

Lesson 3: The Bank. What Is It and

Why Do We Need It?

Lesson Wrap-Up

Final Thoughts

The safest place to keep your money is in a bank. This could be in a savings account, where you can keep your money until you need it for an emergency. It could also be in a checking account with a debit card attached, so that you can access it as needed to pay for your needs

Prayer

Dear God, Thank You for teaching us today about how to use the money You give us. Help us remember to spend wisely, save for what we need, and give with thankful hearts. Everything we have comes from You, and we want to use it to honor You. Thank You for always providing for us. Amen.

Home Connection

To keep the learning going at home, students can earn points during the week for doing things without being asked For example, making up their bed.

Saving Your Money - Part I

Objectives:

Students will be able to define savings and budgets.

Students will demonstrate what saving their money looks like.

Students will demonstrate where to put their money for safekeeping

Students will demonstrate how to fill out a deposit slip

Students will define what a bank is.

I

Memory Verse

And my God will supply every need of yours according to his riches in glory in Christ Jesus. (Philippians 4:19)

Vocabulary

Budget

A plan for how to use your money to buy things, save, and give.

Savings Money you set aside to use later.

Money

What we use to buy things we need or want.

Self-Control Making good choices, even when it’s hard. Patience

Waiting calmly for something without getting upset. Earn

Circle Map (pg. 122)

Banker’s Log - to be printed (pg. 133)

Deposit Slips - to be printed (pg. 132)

Home Connection Sheets - to be printed (pg. 146)

** Digital Links available at www.liftinstitute.org/digitalresources **

Materials

Facilitator Guide

Student Workbooks

Pencils

Easel w/Chart Paper

Markers (for Easel)

Book - Savannah’s Savings Jar By Chelsea Addison. Groceries with Prices (these can be from home or props)

Cash Register

Play Money

Piggy Banks

Community Worker Hats

Center 2 - Grocery Store Scavenger Hunt

School Device (iPad or Chromebook)

Home Connection Sheets (Lesson 4)

Lesson 4: Saving Your Money - Part I

Dear God, Thank You for giving us everything we need Today we are excited to learn how to save money and make smart choices Help us understand what a budget is, how to keep our money safe, and how to use the bank wisely Thank You for teaching us how to take care of what You’ve given us We want to use our money in ways that honor You. Amen.

And my God will supply every need of yours according to his riches in glory in Christ Jesus. (Philippians 4:19) Memory Verse

1. Engage

Prayer Heads Together, Bottoms Up

Put students in groups of four. For each question have them work “Heads Together, Bottoms Up.” This means that they are up on their knees in their chairs so that their heads are close together near the center of the group of desks This way, students can discuss more privately their ideas, and the room doesn't get too loud because everyone can hear each other. After each questions you can call on a couple groups to share their answers if time allows.

Ask: What is a need?

Ask: What is a want?

Ask: Where do you get money?

Lesson 4: Saving Your Money - Part I

Ask: What is a job?

2. Mini Lesson (5-Minutes)

Ask: Why it is important to save some of the money you make as you work?

Have them stop and think before raising their hand to give an answer.

In our very first lesson together, we talked about the differences in needs and wants. Needs are things we have to have to live this life God has given us. Wants are things we desire but don't need to survive.

We save a portion of the money we make to first tithe 10% to the church, to help others with what God has given us. We pay our bills and for our needs. And, we put money away in a savings account to save for things we want.

Deposits are how money is added to your savings account for safekeeping. Your deposits help banks lend money to other customers who need to borrow it. Your bank may pay you interest for using your money. This means you will earn extra for depositing money into your savings account and keeping it there, which allows your savings to grow over time.

Lesson 4: Saving Your Money - Part I

3. Heads Together, Bottoms Up - Again! (5-Minutes)

Gather students in their groups of four again.

Ask: Think about something from a grocery store that you don’t need to survive, but would really like to have.

Have students share their answers with the group by playing “Heads Together, Bottoms Up”.

Once they are all seated and finished sharing, come back to the whole group and call on students to share things they want Display their answers on chart paper using a circle map (Found in Teacher Resources pg. 122).

Read the book Savannah’s Savings Jar By Chelsea Addison. Stop periodically as you read to talk about the pages in the book. Stopping to ask questions as you read engages the students

Ask: Would you like to start a business like Savannah?

Ask: I wonder what Savannah is going to do now that she spent her money on things she shouldn’t have with Spending Spencer. What do you think she should do?

Have students get their piggy banks. By week four the students should have money in their savings account. Have them count the money they have in their piggy banks as well as what money

Lesson 4: Saving Your Money - Part I

they have deposited in their savings account from their Bank Log

This is also a good time to incorporate the Home School Connection activity, if they have been doing it at home.

Talk to students about making money like Savannah did. Tell students if you could start your own business, what it would be and why

Turn and talk to your partner to discuss a business you would choose to start and why.

Students will go “work” again today using the Community Worker hats to earn their wage or they start their own business Whatever they decide, they will go to work for the “day” to make money to pay their bills and feed themselves.

At the end of their working time they will be paid and pay their bills again Remind students how to fill out a deposit slip

Explain

Today we are going grocery shopping!

“Shopping” can be done with each student You can send them all shopping or if time is short and supplies are short you can have one person shop while the class watches the transaction at the register

Food items should be set up in the store with prices ranging from $1 to $5 using whole dollar amounts. already have prices on the food before students shop.

Lesson 4: Saving Your Money - Part I

Send each child to the store with their money allotted for groceries, and a grocery basket You can also take this time to bring out the book Money Plan You don’t have to read the story again, but you can revisit what Mia and her mother did when they went grocery shopping with their budget. Reminding them to buy food they need, not food they want.

Students will shop for food and go through the grocery line at check out and pay for their food with the money they have. This will help them understand what foods they need versus what foods they want. For example, they may have to choose between ice cream and carrots. We need fruits and vegetables and we do not need ice cream like Mia did.

Students must stay within their weekly food budget so that they can put money into savings to put into the bank If they buy more food than they budget for there is less that goes into savings Save now to have money later mentality Don’t use all of your money now just because you have it Emphasize that an unexpected emergency may come up later and your savings helps you pay for the emergency.

Elaborate

Have a discussion about the importance of using patience and self control not only while shopping but in our daily lives Learning these things will help them make good decisions later. This is a great time to talk about the Fruits of the Spirit.

“But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, self-control; against such things there is no law.” Galatians 5:22-23.

Not only is it helpful to learn the Fruits of the Spirit like patience and self control, but it is actually what God wants us to do because

Lesson 4: Saving Your Money - Part I

he loves us! I wonder how else you can practice patience and self control this week?

Have students write one example of how they can show patience and one example of how they can show self-control this week

Evaluate

Bring students attention to their piggy banks

Write down as many words as you can come up with when they think about a piggy bank.

Words to look for include but are not limited to money, save, coins, cash, add, patience, goals, budget, wants, needs, etc.

Centers

Instructions: Students will rotate clockwise every 10 minutes when the timer goes off They should take their Student Workbooks with them to each station

Teacher Center

The teacher will help those who need a better understanding how to budget while grocery shopping. The teacher will help students determine which items are wants and which items are needs while shopping 1.

Lesson 4: Saving Your Money - Part I

2. Grocery Store Scavenger Hunt

Take a virtual trip to the grocery store online. Have students create a grocery list of their favorite food items. Students can use their school devices to search their favorite grocery store to complete this.

I Spy

Using the play food from earlier in the lesson, have students play “I Spy" by giving clues that focus on the food price and whether the item is a need or want

Deposit Slip Practice

Students will count the savings in their piggy bank and fill out another deposit slip for their savings account.

Lesson 4: Saving Your Money - Part I

Lesson Wrap-Up

Final Thoughts

Saving means putting money aside for later. We can use a budget to help us plan how to use our money. Remember, God gives us what we need, and He wants us to be wise with what we have. When we save, we’re making smart choices that honor Him!

Prayer

Dear God,Thank You for helping us learn how to save and take care of our money today Help us remember what a budget is, where to keep our money safe, and how to use what You give us wisely. Thank You for always providing for us. We want to honor You with the way we use our money. Amen.

Home Connection

To keep the learning going at home this week, have the students practice patience and self control

This could be something they are rewarded for during the week to earn their points for activities during the week. It is important to praise children when you see them doing these things throughout the week without reminders. It is something they can also help you with throughout the week. This is a family activity where you love each other with patience and self control. Families are encouraged to track behaviors on a daily chart as a visual reminder to keep students motivated through rewards and recognition.

Saving Your Money - Part II

Objectives:

Students will identify the concept of a budget and why a good budget is important.

Students will demonstrate how to save money to buy both needs and wants

Memory Verse

And my God will supply every need of yours according to his riches in glory in Christ Jesus. (Philippians 4:19)

Vocabulary

Budget

A plan for how to use your money to buy things, save, and give.

Savings Account A special place at the bank where you put your money to save it for later.

Self-Control

Making good choices, even when it’s hard.

Patience

Waiting calmly for something without getting upset.

Teacher

Carrot Budget Activity (pg. 138)

Banker’s Log - to be printed (pg. 133)

Deposit Slips - to be printed (pg. 132)

Home Connection Sheets - to be printed (pg. 147)

** Digital Links available at www.liftinstitute.org/digitalresources **

Materials

Facilitator Guide

Student Workbooks

Pencils

Easel w/Chart Paper

Markers (for Easel)

Book - Save It! by Cinders Mcleod.

Carrot Budget Activity

Play Money

Piggy Banks

Community Worker Hats

Center 4 - Arts & Crafts

Construction Paper

Scissors

Glue

Home Connection Sheets (Lesson 5)

Lesson 5: Saving Your Money - Part II

Prayer

Dear God, Thank You for all the good things You give us Today, help us learn how to make a plan for our money and how to save for the things we need and want Teach us to be wise and to use our money in ways that make You happy We are thankful for Your love and for always taking care of us Amen

Memory Verse

And my God will supply every need of yours according to his riches in glory in Christ Jesus. (Philippians 4:19)

Engage

Heads Together, Bottoms Up

Ask: How should we use our money for God’s glory and not our own? 1.

Put students in groups of four For each question have them work “Heads Together, Bottoms Up” This means that they are up on their knees in their chairs so that their heads are close together near the center of the group of desks. This way, students can discuss more privately their ideas, and the room doesn't get too loud because everyone can hear each other. Call one student from each group to answer for their group Write down students' answers on chart paper

Ask: Where does money come from?

Lesson 5: Saving Your Money - Part II

Ask: Why do we need money?

Ask: How do we save our money?

Let each student share. 2.

Mini Lesson (5-Minutes)

We are learning about saving our money again today. I would like to introduce you to a new word that helps you save your money. That word is budget. A budget is a plan that will help you get more from your money. It shows you how much money you have available to spend. This skill will help you make good choices with your income or money you earn from going to work.

Express how important it is to be responsible and save your money.

This requires patience and self control that are Fruits of the Spirit.

“But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, self-control; against such things there is no law.” Galatians 5:22-23:

Ask: How have you practiced this during the week at home with your families?

Lesson 5: Saving Your Money - Part II

Explore

Before reading, show students the cover page. Ask students to turn to their partner to share what they think the story will be about. After students share, call on a few students to share out loud

Read the book Save It! by Cinders Mcleod. Stop periodically as you read to talk about the pages in the book. Stopping to ask questions as you read engages the students.

During reading - Use the Stop and Think Questions to have conversations with the students about what is happening in the story.

Ask: How is money in Bunnyland different than our money? Carrots are money in Bunnyland.

Ask: What kind of work did Honey do to earn income? She took care of her brothers and sisters.

Ask: Why did Honey decide to save her money? She wanted to buy a playhouse.

Ask: What was Honey’s savings goal? Honey’s savings goal was ten carrots.

Ask: Why did she decide not to save both of the carrots she earned each week for taking care of her siblings? Honey made a choice She decided to spend some money on treats so it took her longer to reach her savings goal

Lesson 5: Saving Your Money - Part II

Ask: How did Honey feel at the end of the story?

She was happy to have a playhouse where she could find a quiet place to be by herself.

Have a discussion relating Honey’s choice to save money for the playhouse to something they have saved money for. Emphasize how Honey used a budget that required patience and self-control

Explain

Pass out carrots from the carrot budget activity (Found in Teacher Resources pg 137) to complete the carrot budget worksheet Students can work together or independently The teacher will walk around and make note of those who need help All students should feel successful in this activity so that they understand what a budget is and how to use it

Elaborate

Pass out community worker hats and have students go to work.

Call quitting time and have students clean up and return their hats Come back to the carpet with their piggy banks

Pay students $20 for their work that day and have them pay their bills for the week and put the savings that is left over into their piggy bank

Lesson 5: Saving Your Money - Part II

Evaluate

Have students write their parents a short letter (or draw a picture) explaining what a budget is Tell students their letter must include the word budget and two or more sentences explaining what it is and/or why a budget is important.

Centers

Instructions: Students will rotate clockwise every 10 minutes when the timer goes off They should take their Student Workbooks with them to each station.

Teacher Center

The teacher will assist those who need further help with the Carrot Budget worksheet Students should be able to explain what a budget is 1.

Math Story Problems

Students will answer the following story problem on a sheet of paper: You have $10. You want to buy a toy that costs $15. How much more money do you need to save? Then, draw a picture of two more examples of something you would like to save money for 2.

Honey’s Playhouse

Students draw a picture of what they think Honey’s playhouse looks like. 3.

Lesson 5: Saving Your Money - Part II

Arts & Crafts

Carrots are money in Bunnyland. Use construction paper, scissors, and glue to create a wallet that Honey could use to carry her money to the bank.

Lesson Wrap-Up

Final Thoughts

We learned that a budget is a plan to help us decide how to use our money wisely. We also talked about saving, so we can buy the things we need and some things we want. When we save and plan, we are being smart and honoring God with what He has given us Remember, even small savings can grow over time

Prayer

Dear God, Thank You for teaching us how to make smart choices with our money Help us remember to save for things we need and to make a good plan with our budget. Thank You for always taking care of us and giving us what we need. We want to use our money to honor You. Amen.

Home Connection

Continue practicing patience and self control at home and reading Galatians 5: 22-23

This is also a good time to work on a budget at home with the points they earn for chores and kindness. Put what they have been doing for the last four weeks into a paper budget they can see and work with. This could be as big as chart paper so that everyone can participate.

Stewardship –Taking Good Care of the Things God has Given Us

Objectives:

Students will be able to define stewardship.

Students will be able to share how they can be a good steward.

Students will be able to share why we use our money for God’s glory

Lesson 6: Stewardship – Taking Good Care of the Things God has Given Us

Memory Verse

And my God will supply every need of yours according to his riches in glory in Christ Jesus. (Philippians 4:19)

Vocabulary

Steward A person who takes care of something.

Stewardship

How we take care of the things God has given us.

Possessions

Things you have or own.

Belongings The special things that belong to you.

Lesson 6: Stewardship

Teacher Resources

Banker’s Log - to be printed (pg. 133)

Deposit Slips - to be printed (pg. 132)

Joseph and Potiphar Video (pg. 121)

Home Connection Sheets - to be printed (pg. 148)

** Digital Links available at www.liftinstitute.org/digitalresources **

Materials

Facilitator Guide

Student Workbooks

Pencils

Easel w/Chart Paper

Markers (for Easel)

Book - Taking Care of God’s Stuff: Understanding Stewardship for Children by Yolanda Washington-Cowan

Play Money

Piggy Banks

Community Worker Hats

Pictures of Good Steward Items (can be printed from Teacher

Resources or show your own)

Center 2 - Color/Drawing

Crayons

Center 4 - Arts & Crafts

Crayons

Home Connection Sheets (Lesson 6)

Lesson 6: Stewardship – Taking Good Care of the Things God has Given Us

Prayer

Dear God, Thank You for all the wonderful things You have given us our money, our toys, our homes, and the people we love Today, help us learn what it means to be a good steward and how to take care of everything You give us Teach us to use our money and our things in ways that make You happy and bring You glory We love You and want to do our best for You. Amen.

Memory Verse

And my God will supply every need of yours according to his riches in glory in Christ Jesus (Philippians 4:19)

1. Engage

Heads Together, Bottoms Up

Put students in groups of four. For each question have them work “Heads Together, Bottoms Up.” This means that they are up on their knees in their chairs so that their heads are close together near the center of the group of desks This way, students can discuss more privately their ideas, and the room doesn't get too loud because everyone can hear each other. Call one student from each group to answer for their group. Write down students' answers on chart paper.

Ask: Where can you keep your money safe?

Ask: Why should you save your money?

Lesson 6: Stewardship – Taking Good Care of the Things God has Given Us

Ask: Name a time when you practiced patience with your money.

Ask: Why do we need money?

Mix-Pair-Share (5-Minutes)

Play music and have students walk around the room until the music stops Whoever they are standing closest to they will pair up with

Ask: What is a budget?

Students will take turns defining a budget. This is an opportunity for them to share their thoughts and glean information from others Once they finish sharing, play music and mix around the room again. When the music stops, students should pair with a DIFFERENT partner answer the next question. Repeat this process between each of the remaining questions

Ask: How do you save using a budget?

Bring students back together and write down their answers on chart paper or have students to share aloud.

Read Taking Care of God’s Stuff: Understanding Stewardship for Children by Yolanda Washington-Cowan pages 1-8. Stop periodically as you read to talk about the pages in the book. Stopping to ask questions as you read engages the students.

Lesson 6: Stewardship – Taking Good Care of the Things God has Given Us

Ask: What things has God made you a steward of or put you in charge of?

If they are having difficulty thinking of things, give them some suggestions of things they are possibly stewards of.

Ask: What assets of earth, home, and school are we stewards of?

This is a good time to discuss vocabulary terms: possessions, belongings, stewardship and give students examples of each for better understanding.

After discussing the vocabulary, the teacher will refer back to the money that students have earned while working.

Ask: How can you be a good steward using the money you have earned from working?

Give students time to discuss their answer with a partner Remind students that the money that they have earned comes from God. Give students time to share their answers.

Elaborate

Pass out community worker hats and have students go to work.

Call quitting time and have students clean up and return their hats Come back to the carpet with their piggy banks

Pay students $20 for their work that day and have them pay their bills for the week and put the savings that is left over into their piggy bank.

Lesson 6: Stewardship – Taking Good Care of the Things God has Given Us

Have students to do the following with the money they were paid:

Put the money that they earned today in their piggy bank

Look at their budget for the week that will be spent on food and paying bills. Have students discuss their budget with a partner. While students are discussing their budget, the teacher should walk around to listen for meaningful discussions. The teacher should also ask questions about individual students' budgets.

Set aside money for savings.

Remind students the importance of saving money. Explain to students that it is tempting to spend the money we have left over on things that we want However, God expects everyone to be good stewards over what he has given us including money

Review the difference between needs and wants Discuss with students that there will be many times that they will want things such as a toy or a video game. However, that is the time to save their money or be a blessing to someone else instead. Share experiences of a time you wanted to buy things that were not a necessity.

Explore

Good Stewards 1.

Display the items below (in Teacher Resources):

Broom or mop (helping around the house with cleaning)

Rake (helping an elderly neighbor with raking leaves)

Clothes and shoes (giving them to those that needs it)

Assorted toys (putting them away after playing with them in the right place)

Plastic dishes (helping around the house by washing dishes)

Money (spend it on things we need/saving it/paying tithes)

Lesson 6: Stewardship – Taking Good Care of the Things God has Given Us

Display each item and talk about how the students can be a good steward with each item Have students talk about how they can use them to serve God at home or even in your community

Show each item to a student and have the student demonstrate how they would use the item to be a steward for God and who they would use it for. You could even take this time to walk around the building and pick up things that don’t belong like trash or a misplaced book or other misplaced items and return them to where they belong.

Play music and have students walk around the room until the music stops Whoever they are standing closest to they will pair up with

Ask: Share how you will work to be good stewards at home, school, and in the community this week.

Students will take turns sharing This is an opportunity for them to share their thoughts and glean information from others Once they finish sharing, play music and mix around the room again. When the music stops, students should pair with a DIFFERENT partner answer the next question. Repeat this process so that students have shared with three partners.

Watch the Joseph and Potiphar Video. Skip through the intro and begin where the story starts. This way they hear the Bible story read and see the story played out.

Lesson 6: Stewardship – Taking Good Care of the Things God has Given Us

Ask: How was Joseph a good steward?

Ask: What was he a steward of? How can you tell he was a good Steward?

Ask: What part of the story tells us that Joseph was a good steward of what Potiphar put him in charge of?

Ask: How would it have been different if Joseph wasn’t a good steward of Potiphar’s house?

Ask: How could he have misused his position in Potiphar’s house?

Ask: What would have made him a bad steward?

Remind students that God trusts us to be stewards just like he did Joseph.

Centers

Instructions: Students will rotate clockwise every 10 minutes when the timer goes off They should take their Student Workbooks with them to each station

Teacher Center

The teacher will meet with any students that are having trouble identifying how to be a good steward by taking care of the things that God has given us 1.

Color/Drawing

Students will draw and color a picture of something that is special to them that was given to them by God 2.

Lesson 6: Stewardship – Taking Good Care of the Things God has Given Us

Writing

Stewardship Worksheet - Taking Care of What God has Given You can be found in the Student Workbook. There are 2 different worksheets, one for Kindergarten and one for 1 and 2 grades. st nd

Arts & Crafts

Students will work to create a poster showing how they can respect the environment such as picking up litter, planting a garden, or volunteering at their local animal shelter Students should also explain their poster

Lesson Wrap-Up

Final Thoughts

Stewardship means taking good care of everything God has given us. We can be good stewards by sharing, saving, giving, and using our money in ways that honor God. Remember, all we have belongs to Him, and when we take care of it, we show Him that we are thankful Even small choices can make a big difference when we use them to glorify God!

Prayer

Dear God, Thank You for teaching us how to be good stewards today. Help us to take care of the money and things You have given us and to use them in ways that make You happy Thank You for trusting us with so much We want to honor You with our hearts, our choices, and everything we have. Amen.

Lesson 6: Stewardship – Taking Good Care of the Things God has Given Us

Home Connection

Encourage students to go home and talk to someone they know and trust about what a good steward is and how we are all called to be good stewards of what God has given us so that we can glorify Him each day Share how we can do that by saving our money and practicing patience and self control.

Stewardship –Helping Others

Objectives:

Students will be able to define generosity. Students will be able to demonstrate how they can be generous to others.

Lesson 7: Stewardship – Helping Others

Memory Verse

And my God will supply every need of yours according to his riches in glory in Christ Jesus. (Philippians 4:19)

Vocabulary

Generosity

Being kind and sharing what you have with others.

Steward Someone who takes care of something.

Stewardship Taking care of the things God has given us.

Lesson 7: Stewardship – Helping Others

Teacher Resources

Banker’s Log - to be printed (pg. 133)

Deposit Slips - to be printed (pg. 132)

Douglas Talks Generosity | Teaching Kids to be Generous Video (pg. 121)

Home Connection Sheets - to be printed (pg. 149)

** Digital Links available at www.liftinstitute.org/digitalresources **

Materials

Facilitator Guide

Student Workbooks

Pencils

Easel w/Chart Paper

Markers (for Easel)

Book - What is Given from the Heart by Patricia C. McKissak. Play Money

Piggy Banks

Community Worker Hats

Centers

Crayons

Home Connection Sheets (Lesson 7)

Lesson 7: Stewardship – Helping Others

Prayer

Dear God, Thank You for being so generous and giving us everything we need Today, please help us learn what it means to be generous and how we can help others with kind hearts Show us ways to share and take care of the things You’ve given us We want to love others the way You love us Amen

And my God will supply every need of yours according to his riches in glory in Christ Jesus (Philippians 4:19) Memory Verse

Engage

Scripture Connection

For God so loved the world that he gave his one and only son, that whoever believes in him shall not perish but have eternal life. (John 3:16)

Read

Read the title What is Given from the Heart and ask students what they think the story will be about Give students time to respond

Read What is Given from the Heart by Patricia C. McKissak. This book is the perfect example of how we can love others and be good stewards of the things that God has given us.

Lesson 7: Stewardship – Helping Others

Explain to students that we don't have to have a lot of money or things to help others. Saving our money and having self control are ways that we can help others. Just as Otis did in the story.

Ask: How were James Otis and his mother good stewards?

Ask: Did they do what God has asked all of us to do?

Ask: Was it easy for James Otis and his mother to do what God asked? Why or why not?

Explore

Students will discuss with a partner how they can help a family that has lost everything in a fire. Students will record their answers in their Student Workbooks. Students will also explain why it is important to help others. Students will share their answers aloud. The teacher can record answers on chart paper.

Ask: What are some things you can do to be a blessing to others? How can you share the love of Jesus?

This should be done independently to check for understanding. Kindergarten can draw or write their answer.

Talk with the students about how they can be a steward. Give students examples of how you can be a good steward – such as donating to those that are in need, helping at a food bank, saving

Lesson 7: Stewardship – Helping Others

money, spending your money wisely and according to God’s will, etc Discuss with students that we can be stewards of many things.

Map it Out 2.

Students will complete a blank tree map on how they can be a good steward at home, school, church, and in their community. Students will take their map home to share with their family and use it to remind them how to be good stewards each day.

Watch 3.

Watch the Douglas Talks Generosity | Teaching Kids to be Generous Video. After the video ask students questions to check for understanding.

Ask: What did Douglas do with the cupcakes that he was supposed to share with his friends at school? Do you think he was being generous?

Ask: Why is it important to be generous with what we have?

Ask: What lesson did Douglas learn?

Elaborate

Pass out community worker hats and have students go to work.

Call quitting time and have students clean up and return their hats Come back to the carpet with their piggy banks

Pay students $20 for their work that day and have them pay their bills for the week and put the savings that is left over into their piggy bank.

Lesson 7: Stewardship – Helping Others

Evaluate

Have students think about a time someone has been generous to them. Have students write a letter to the person who was generous to them thanking them for their generosity. Remind them to be specific in what they are thanking them for!

Centers

Instructions: Students will rotate clockwise every 10 minutes when the timer goes off. They should take their Student Workbooks with them to each station.

1. Color

Teacher Center

The teacher will meet with any students that are having trouble with why it is important to help others.

Students will color the Helping others color sheet in their Student Workbooks.

Writing

Students will complete the I can be a Good Steward Bubble Writing Activity in their Student Workbooks.

Arts & Crafts

Students will complete the hand print worksheet in their Student Workbooks to write things that they can do to help others.

Lesson 7: Stewardship – Helping Others

Lesson Wrap-Up

1. Final Thoughts

Generosity means being kind and sharing what we have with others. When we are generous, we are being good stewards and showing God’s love. Even small acts like sharing a toy, helping a friend, or giving to someone in need—can make a big difference. Remember, when we help others, we are also honoring God!

2. Prayer

Dear God, Thank You for teaching us how to be generous and kind. Help us remember to share what we have and help others whenever we can We want to be good stewards and use everything You’ve given us to show Your love. Thank You for loving us and helping us love others. Amen.

Home Connection

Encourage students to be generous this week. Find a way to show generosity to a neighbor, friend or family member.

Stewardship –Giving LESSON 8 LESSON 8

Objectives:

Students will understand the reason we give and why it is important. Students will understand tithing.

Students will understand how much money we should set aside to tithe to the church

Lesson 8: Stewardship – Giving

Memory Verse

And my God will supply every need of yours according to his riches in glory in Christ Jesus. (Philippians 4:19)

Vocabulary

Generosity

Being kind and sharing what you have with others. Giving Sharing what you have with others to help them.

Tithe

Giving a part of your money to God, usually at church, to say thank You and help others.

Lesson 8: Stewardship – Giving

Teacher Resources

Banker’s Log - to be printed (pg. 133)

Deposit Slips - to be printed (pg. 132)

Stewardship/What does God want me to do with my money?

Video (pg. 121)

Home Connection Sheets - to be printed (pg. 150)

** Digital Links available at www.liftinstitute.org/digitalresources **

Materials

Facilitator Guide

Student Workbooks

Pencils

Easel w/Chart Paper

Markers (for Easel)

Book - What is Given from the Heart by Patricia C. McKissak.

Book - Quentin the Quarter of Tithing by Lisa Dixon-Todd

Play Money

Piggy Banks

Community Worker Hats

Envelopes

Center 2 - Color

Crayons

Center 3 - Arts & Crafts

Manilla Envelopes

Crayons

Home Connection Sheets (Lesson 8)

Lesson 8: Stewardship – Giving

Prayer

Dear God, Thank You for all the blessings You give us Today, help us learn why it’s important to give and how we can share what we have to help others Teach us about tithing and how we can give a special part of our money back to You We want to show our love for You by giving with happy hearts Amen

Memory Verse

And my God will supply every need of yours according to his riches in glory in Christ Jesus (Philippians 4:19)

Engage

1. Review

Remind students of the book What is Given from the Heart by Patricia C. McKissak we read last week.

Discuss how James Otis was a good steward Then allow that to lead into tithing to the church People tithing to James Otis’ church allowed the church to help people in the community that are struggling and need help. This is why God asks us to be good stewards of what he has given us.

We have to take care of what God has given us and not spend it on things we don’t need. Remember that Joy comes from the Lord, not things we can buy. Things make us happy for a little while but what is most important is that we make God happy and tithing is one way to make God happy.

Lesson 8: Stewardship – Giving

Stop and Think 2.

Have students to stop and think.

Ask: Think about a time you helped someone, shared something with someone or gave someone something they needed.

Once they have thought of this, have them share with their shoulder partner.

Explore

Note: If you do not have time to Read and Watch, you can pick one

Ask: What are some things that Molly did with her money? Read 1.

Read Quentin the Quarter of Tithing by Lisa Dixon-Todd (pages 1-4).

After reading page 4, show students a piggy bank and some coins Put in a quarter like Molly did with Quentin. This isn’t a lot She can’t even buy the candy she wants right now

Put in more quarters to show “saving” money. Set a goal and save money to reach that goal.

After reading pages 1-4 ask the following questions and let students think about their answers

Ask: How does God want us to use our money?

Lesson 8: Stewardship – Giving

Watch 2.

Watch the Stewardship/What does God want me to do with my money? Video After the video ask students questions

Ask: What problem did Douglas have?

Ask: How can we give money back to God?

Ask: What is tithing?

Ask: Who owns all the money in the world?

Ask: What is a steward?

Ask: What lesson did Douglas learn?

Ask: How can we be responsible with our money?

Ask: What is something you learned from this video?

Explain

Explain to students that saving keeps us patient like the fruit of the spirit Saving also keeps us from spending money on things that we don’t need.

Giving and saving is something God wants us to do. God wants us to put others before ourselves and not be selfish just as Molly did.

Tithing is our opportunity to give part of our money to God, usually at church, to say thank You and help others. The Bible encourages us to give 10% of our earnings back to God, but 2 Corinthians 9:7 says, “Each one must give as he has decided in his heart, not reluctantly or under compulsion, for God loves a cheerful giver".

Lesson 8: Stewardship – Giving

Elaborate

Pass out community worker hats and have students go to work

Call quitting time and have students clean up and return their hats

Come back to the carpet with their piggy banks.

Pay students $20 for their work that day. Have them pay their bills for the week and put the savings that is left over into their piggy bank.

Evaluate

Have students sit on the carpet. The teacher will demonstrate what ten percent is using dollars ($1.00, $2.00, $5.00, $10.00, and $20.00). The teacher will use scenarios such as:

“If I earned $2.00 for helping my mom wash the dishes, I would put aside 20 cent for tithing”

”If my grandmother gave me $1000, I would put aside $100 for my tithe”

You earned $500 raking the neighbors yard, how much would you put aside for tithing?

Explaining to students that the amount that was set aside was 10 percent.

Break the students into groups of four and give them three envelopes per group as well as 1,5, 10 and 20 dollar bills. In the groups the students should divide their money into the tithing envelope, giving, and spending envelopes. Each group can choose how much to save and how much to spend. Students will share how they worked together to divide their money into the giving and spending envelopes.

Lesson 8: Stewardship – Giving

Centers

Instructions: Students will rotate clockwise every 10 minutes when the timer goes off. They should take their Student Workbooks with them to each station.

Teacher Center

The teacher will meet with students that are still having trouble with understanding what tithing is and the importance of it The teacher will explain why we give 10 percent.

Color

2. Arts & Crafts

Students will color the I Can Pay Tithing Coloring Sheet

Give students a small manila clasp envelope to decorate Students will take the envelope home and use it to save their tithing money.

Writing

Students will answer the following questions on a piece of paper.

What did you learn today about tithing?

How much does God expect us to tithe?

Lesson 8: Stewardship – Giving

Lesson Wrap-Up

1. Final Thoughts

Giving is one way we show our love for God and for others A tithe is giving a part of our money back to God, usually at church, to say “thank You” and to help His work. When we give with happy hearts, we are being good stewards of what God has given us. Remember, everything we have comes from Him, and giving is our way to honor Him!

2. Prayer

Dear God, Thank You for teaching us how important it is to give Help us remember that everything we have comes from You, and show us how to give back with thankful and joyful hearts. Thank You for letting us be part of Your work through our tithes and offerings. We love You and want to honor You in all we do. Amen.

Home

Connection

Encourage students to be generous this week. Find creative ways to show generosity to a neighbor, friend or family member.

Choosing To Do the Right Thing When You Don’t Want To

Objectives:

Students will be able to explain why it is important to always do the right thing.

Lesson 9: Choosing To Do the Right Thing When You Don’t Want To

Memory Verse

And my God will supply every need of yours according to his riches in glory in Christ Jesus. (Philippians 4:19)

Vocabulary

Integrity

Generosity

Right

Wrong

Doing the right thing, even when no one is watching by being honest and making good choices.

Being kind and sharing what you have with others.

Making good choices that are kind, fair, and pleasing to God.

Making choices that hurt others, are unkind, or do not make God happy.

Lesson 9: Choosing To Do the Right Thing When You Don’t Want To

Teacher Resources

Banker’s Log - to be printed (pg. 133)

Deposit Slips - to be printed (pg. 132)

What would you choose? Worksheet (pg. 139)

Living Generously Worksheet (pg. 140)

Home Connection Sheets - to be printed (pg. 151)

** Digital Links available at www.liftinstitute.org/digitalresources **

Materials

Facilitator Guide

Student Workbooks

Pencils

Easel w/Chart Paper

Markers (for Easel)

Book - Your Magnificent Chooser: Teaching Kids to Make Godly Choices by John Orterg

Play Money

Piggy Banks

Community Worker Hats

Envelopes

Center 2 - Read & Color

Crayons

Center 4 - Arts & Crafts

Crayons

Home Connection Sheets (Lesson 9)

Lesson 9: Choosing To Do the Right Thing When

You Don’t Want To

Prayer

Dear God, Thank You for loving us and teaching us what is right Sometimes it’s hard to make good choices, especially when we don’t feel like it Please help us remember that doing the right thing is important and makes You happy Give us strong hearts to always choose what is good Amen

Memory Verse

And my God will supply every need of yours according to his riches in glory in Christ Jesus (Philippians 4:19)

Engage

Scripture Connection

Do what is right and good in the Lord’s sight, so that it may go in and take over the good land the Lord promised on oath to your ancestors. (Deuteronomy 6:18)

Review

Review: savings, bank, bills, tithing, stewardship, steward. Call on students to tell you what each of the words mean and to give an example of each

Sometimes it is hard to do the right thing even when we know what the right thing is.

Lesson 9:

Choosing To Do the Right Thing When You Don’t Want To

This would be a good time to share with the class a time that you (the teacher) did the right thing although you didn’t want to How did it make you feel doing the right thing? Why did you decide to do the right thing? How do you think God would feel if you had decided not to do the right thing?

The good news is that God doesn’t ask us to do the right thing and leave us. He walks right beside us and is always with us whenever we need him.

Read Your Magnificent Chooser: Teaching Kids to Make Godly Choices by John Orterg. Ask the following questions and let students think about their answers

Ask: If we come to a problem that we don’t know the answer to, what should we do?

Ask: If we know what the right thing to do is, but we just don’t want to do it, what should we do?

Ask: Who’s chooser is perfect, loving, and good?

We can always ask God what to do. Ask him to give us a heart to follow him and do his will. When we are obedient to God, we help spread his word.

Lesson 9: Choosing To Do the Right Thing When You Don’t Want To

Explore

Display What would you choose? on the Smart Board (also in Student Workbooks). Use this to spark discussion in groups of four.

Have students discuss each picture and discuss what they would choose to do in that situation. Have one student from the group share their answers

Have students work with a partner to discuss the following scenario:

Jacob was walking in the grocery store and saw a lady in front of him drop $10 on the floor. Jacob picked up the $10 and wanted to put it in his pocket. However, he didn't. He returned the money to the lady.

Ask: Did Jacob do the right thing or not?

Ask: Why do you think Jacob returned the money?

Think About It 1.

Ask: Why it is important to always do the right thing even when we don’t want to?

Have students answer independently in their Student Workbooks and check students' writing to make sure that they have an understanding of doing what's right

Lesson 9: Choosing

To Do the Right Thing When You Don’t Want To

Heads Together, Bottoms Up 2.

Put students in groups of four For each question have them work “Heads Together, Bottoms Up” This means that they are up on their knees in their chairs so that their heads are close together near the center of the group of desks This way, students can discuss more privately their ideas, and the room doesn't get too loud because everyone can hear each other. Call one student from each group to answer for their group. Write down students' answers on chart paper.

Ask: You saw the coolest new toy at the store that you really want. If you buy the toy you can’t tithe to the church this week. What would you do?

Ask: What is something you got as a gift that you really wanted? As much as you loved that gift will you play with that toy forever? Do you feel the same today about that gift as the day you bought it? Is this a gift that will last forever?

Share with students that things we really want can only make us happy for a little while What God offers us is forever His love lasts forever and fills the tank in our heart forever What he calls us to do in obedience brings joy for a lifetime. He wants our heart to have lasting joy, and He knows we can’t get that from toys or clothes or trips. When we tithe or we use our money to help someone else that gives us lasting joy that a toy we want right now cannot.

Lesson 9: Choosing To Do the Right Thing When You Don’t Want To

Elaborate

Pass out community worker hats and have students go to work

Call quitting time and have students clean up and return their hats

Come back to the carpet with their piggy banks.

Pay students $20 for their work that day. Have them pay their bills for the week and put the savings that is left over into their piggy bank.

Evaluate

Show students the Living Generously worksheet in their Student Workbooks. Talk to students about different ways that they can experience lasting joy instead of temporary joy for the moment with things and toys. They can draw their ideas or write them. There is no wrong way to do this It is time to think about what they learned today

Centers

Instructions: Students will rotate clockwise every 10 minutes when the timer goes off. They should take their Student Workbooks with them to each station.

Teacher Center

The teacher will meet with students that may have trouble understanding the lesson. 1.

Lesson 9: Choosing To Do the Right Thing When You

Don’t Want To

2. Writing

Read & Color

Students will read, discuss, and color the Fruit of the Spirit Cut out sheet.

3. Arts & Crafts

Students will use the Fruit of the Spirit Color Sheet to explain how they can use 2 or more of the fruit of the spirits on a daily basis.

Draw a picture of someone doing what is right.

Lesson Wrap-Up

1. Prayer

Final Thoughts

Doing what is right means making good choices that make God happy, even when it’s hard. Doing what is wrong can hurt others and doesn’t please God. Remember, God helps us be strong and brave to do the right thing, even when we don’t want to. Every time we choose what is right, we are showing our love for Him!

Dear God, Thank You for teaching us how important it is to do what is right Please help us make good choices, even when it feels hard or when we don’t want to. Give us courage to follow You and to live in a way that makes You happy. We love You and want to honor You with all we do. Amen.

Lesson 9: Choosing To Do the Right Thing

When You Don’t Want To

Home Connection

Encourage students to be generous this week. Find creative ways to show generosity to a neighbor, friend or family member.

Saving for a Rainy Day

Objectives: Students will be able to explain why saving money is important for rainy days.

Lesson

10: Saving for a Rainy Day

Memory Verse

And my God will supply every need of yours according to his riches in glory in Christ Jesus. (Philippians 4:19)

Vocabulary

Rainy Day

A time when something unexpected happens and you might need extra money or help.

Lesson 10: Saving for a Rainy Day

Teacher Resources

Banker’s Log - to be printed (pg. 133)

Deposit Slips - to be printed (pg. 132)

Tina the Turtle Saves for a Rainy Day Video (pg. 121)

Rainy Day Savings Sheet - to be printed (pg. 141)

Home Connection Sheets - to be printed (pg. 152)

** Digital Links available at www.liftinstitute.org/digitalresources **

Materials

Facilitator Guide

Student Workbooks

Pencils

Easel w/Chart Paper

Markers (for Easel)

Book - Quentin the Quarter of Tithing by Lisa Dixon-Todd

Play Money

Piggy Banks

Community Worker Hats

Envelopes

Center 2 - Draw & Color

Crayons

Center 3 - Arts & Crafts

Crayons

Rainy Day Savings Sheet

Home Connection Sheets (Lesson 10)

Lesson 10: Saving for a Rainy Day

Prayer

Dear God, Thank You for giving us what we need each day Please help us learn why it’s important to save money for times when we might need it later Teach us to be wise and to plan ahead so we can be ready for surprises We want to use our money in ways that make You happy Amen

And my God will supply every need of yours according to his riches in glory in Christ Jesus (Philippians 4:19)

1. Engage

Sing

Today we will be talking about saving for a rainy day.

Sing Rain Rain Go Away

Rain, rain, go away Come again another day [Insert name]’s Class wants to play, Come again another day.

Ask: What do you do to prepare for a rainy day?

List things on the chart paper that they say they need for a rainy day.

Lesson 10: Saving for a Rainy Day

Ask: If you get caught in the rain and you don’t have a raincoat or umbrella what happens?

That’s right, you get soaking wet! That’s no fun!!

You have to be prepared for a rainy day. Maybe you keep an umbrella in your backpack or adults might keep an umbrella in their car or bag. You don’t want to get caught in the rain. When your clothes are wet you get cold and it is just miserable.

Think About It

Give a few examples of rainy day situations that the money that was saved could be used for. 2.

Ask: Have you ever been caught in the rain. How did you feel? Did you wish you had a raincoat or umbrella?

Just like we have to prepare for an actual rainy day we also have to prepare for a “money” rainy day.

Ask: What do you think “a rainy day” means when referring to money?

After students have given you their answer, explain/discuss the meaning of the phrase “saving for a rainy day.”

There are two different things a rainy day can mean. It can mean that it is actually raining outside OR it can mean to save and put money aside for an emergency situation.

Lesson 10: Saving for a Rainy Day

Explore

Read Quentin the Quarter of Tithing by Lisa Dixon-Todd (pages 8-9).

This talks about a rainy day in Molly’s mother’s words. Discuss pages 8-9 with students

Have students talk with a partner to name unexpected things that may occur that would be considered a “rainy day.” Examples could be the AC went out in the house, burst pipe under the sink, medical bill, car repairs, etc. Have students explain what would happen in those situations if money had not been set aside for the rainy day Bring students back together and have students share their answers with the class. Write their answers on the chart paper

Watch 2.

Watch the Tina the Turtle Saves for a Rainy Day Video After the video ask students questions

Ask: What lesson did Tina learn?

Ask: Do you think Tina made the right decision to save her money for a rainy day?

Lesson 10: Saving for a Rainy Day

Elaborate

Pass out community worker hats and have students go to work

Call quitting time and have students clean up and return their hats

Come back to the carpet with their piggy banks.

Pay students $20 for their work that day. Have them pay their bills for the week and put the savings that is left over into their piggy bank.

Discuss again with students the importance of saving money. Having money in your savings account will help you in an emergency. For example, if your parents car needs repairing, the money that they have put aside for a rainy day will be used to pay for repairs. That is why it is important to always put money aside for things that happen unexpectedly

Also, explain to students that sometimes when their parents tell them no they can't have something they “want”, it is because they are saving money for a rainy day

Evaluate

Have students summarize what they have learned from today’s lesson in 2 or more sentences The teacher should check students' responses and correct students that may be having trouble

Give Kindergarteners a sentence frame. The teacher will write… Today I learned on the board for students to copy and finish the sentence.

Lesson 10: Saving for a Rainy Day

Centers

Instructions: Students will rotate clockwise every 10 minutes when the timer goes off. They should take their Student Workbooks with them to each station.

Teacher Center

The teacher will meet with students that may have trouble understanding the lesson and the concept of saving for a rainy day.

Draw & Color

Students will draw or write underneath an umbrella picture what they could save their rainy day money for. If time permits they may color their umbrella/pictures.

Arts & Crafts

Give students the Rainy Day Savings sheet Explain to students that they can take the sheets home and use it to track their savings They will write the amount in the rain drops and color it lightly. Continue this until all the raindrops have been colored. They will add the amounts (or with a parent) to see how much they have saved.

Writing

Write about what you learned in today’s lesson. Kindergarten (1-2 complete sentences) First and Second grade (at least 3-4 complete sentences)

Lesson 10: Saving for a Rainy Day

Lesson Wrap-Up

1. Final Thoughts

Saving money is important so we are ready for a “rainy day,” which means an unexpected time when we might need extra help. When we save, we are planning ahead and being wise with what God has given us Remember, even small amounts saved can grow over time and help us when we need it most Saving for a rainy day is one way we can be good stewards and honor God!

2. Prayer

Dear God, Thank You for teaching us how important it is to save for a rainy day. Help us to be wise with our money and to plan ahead so we can be ready for surprises. Thank You for always taking care of us and giving us what we need. We want to use our money in ways that honor You. Amen.

Home Connection

Encourage students to be generous this week. Find creative ways to show generosity to a neighbor, friend or family member.

Joy Comes from the Lord, Not Things

Objectives:

Students will be able to explain where true, lasting joy comes from. Students will be able to explain that things do not bring lasting joy.

Lesson 11: Joy Comes from the Lord, Not Things

Memory Verse

And my God will supply every need of yours according to his riches in glory in Christ Jesus. (Philippians 4:19)

Vocabulary

Joy

Things

A happy feeling you have inside, even when things aren’t perfect.

Objects you can see or touch, like toys, clothes, or books.

Lesson 11: Joy Comes from the Lord, Not Things

Teacher Resources

Banker’s Log - to be printed (pg. 133)

Deposit Slips - to be printed (pg. 132)

I’ve Got This Joy, Joy, Joy, Joy Down in My Heart Video (pg. 121)

Home Connection Sheets - to be printed (pg. 153)

** Digital Links available at www.liftinstitute.org/digitalresources **

Materials

Facilitator Guide

Student Workbooks

Pencils

Easel w/Chart Paper

Markers (for Easel)

Book - Let’s Find Joy by Shaunti Feldhahn. Play Money

Piggy Banks

Community Worker Hats

Center 2 - Draw & Color

Crayons

Center 3 - Arts & Crafts

Index Cards (cut in half)

Glue Sticks

Home Connection Sheets (Lesson 11)

Lesson 11: Joy Comes from the Lord, Not Things

Prayer

Dear God, Thank You for giving us true joy that comes from knowing You Help us understand that toys, clothes, and other things can make us happy for a little while, but only You can give us joy that lasts forever Teach us to be thankful for what we have and to find our happiness in You We love You! Amen

And my God will supply every need of yours according to his riches in glory in Christ Jesus (Philippians 4:19) Memory Verse

Engage

1. Review

Review topics shared over the last several weeks. Have students get into groups of four and take turns sharing what they have learned. This is an opportunity for students to talk freely about what they have learned

Ask: Why do you think it is important to save, pay tithes, and help others?

Ask: How much does God want us to tithe?

Ask: What does saving for a rainy day mean?

Explain why it is important to be obedient to God.

Lesson 11: Joy Comes from the Lord, Not

Things

Remember that practicing patience is a Fruit of the Spirit. God rewards obedience. That doesn’t mean he will give us everything we want. But he will supply us with everything we need!

Sing 2.

Today we will be taking about where true Joy comes from

Sing I’ve Got Thes Joy, Joy, Joy, Joy Down in My Heart.

I’ve Got the Joy, Joy, Joy, Joy Down in My Heart

I've got the joy, joy, joy, joy down in my heart

Where?

Down in my heart!

Where?

Down in my heart!

I've got the joy, joy, joy, joy down in my heart

Down in my heart to stay

And I'm so happy

So very happy

I've got the love of Jesus in my heart

And I'm so happy

So very happy

I've got the love of Jesus in my heart.

I've got the love of Jesus, love of Jesus down in my heart

Where?

Down in my heart!

Where?

Down in my heart!

Lesson 11: Joy Comes from the Lord, Not

Things

I've got the love of Jesus, love of Jesus Down in my heart

Where?

Down in my heart to stay.

And I'm so happy

So very happy

I've got the love of Jesus in my heart

And I'm so happy

So very happy

I've got the love of Jesus in my heart.

I've got the peace that passes understanding down in my heart! Where?

Down in my heart!

Where?

Down in my heart!

I've got the peace that passes understanding down in my heart!

Where?

Down in my heart to stay

And I'm so happy

So very happy

I've got the love of Jesus in my heart

And I'm so happy

So very happy

I've got the love of Jesus in my heart.

Lesson 11: Joy Comes from the Lord, Not Things

Heads Together, Bottoms Up 3.

Put students in groups of four. For each question have them work “Heads Together, Bottoms Up.” This means that they are up on their knees in their chairs so that their heads are close together near the center of the group of desks. This way, students can discuss more privately their ideas, and the room doesn't get too loud because everyone can hear each other Call one student from each group to answer for their group. Write down students' answers on chart paper.

Ask: What does it means to have joy down in your heart?

Scripture Connection 4.

And do not be grieved, for the joy of the Lord is your strength. (Nehemiah 8:10)

But the fruit of the spirit is love, JOY, peace, patience, kindness, goodness, faithfulness, gentleness and self control. Against such things there is no law. (Galatians 5:22-23)

Read Let’s Find Joy by Shaunti Feldhahn.

You will find that you can stop on pages and have conversations about what you read It is easier at this age to stop throughout the book to ask questions rather than wait until the end You can even have them turn to their “shoulder partner” and share the answer to your question. Then bring them back together. This

Lesson 11: Joy Comes from the Lord, Not Things

helps them sit through the book because they were able to talk and move a bit.

Mix-Pair-Share 2.

Play music and have students walk around the room until the music stops. Whoever they are standing closest to they will pair up with.

Ask: How do you get joy down in your heart?

Students will take turns sharing. This is an opportunity for them to share their thoughts and glean information from others. Once they finish sharing, play music and mix around the room again. When the music stops, students should pair with a DIFFERENT partner answer the next question Repeat this process so that students have shared with three partners.

Mini Lesson 3.

Remember what we talked about a couple of weeks ago when we talked about toys and things not making us happy and bringing us joy?

Ask: What are some things that can make us happy and bring us joy?

Each time we obey God we get more of Him. He makes our hearts want what HE wants rather than what WE want.

Lesson 11: Joy Comes from the Lord, Not Things

Explain

Have students stop and think for a minute about how they can get more of God and less of things

God wants us to focus more on him than toys or other things.

Ask: How can we focus more on him and his word?

God wants us to spend more time with him by praying and reading the Bible daily. The more we do those things the more we become closer to God. This makes him happy.

Elaborate

Pass out community worker hats and have students go to work.

Call quitting time and have students clean up and return their hats. Come back to the carpet with their piggy banks.

Pay students $20 for their work that day Have them pay their bills for the week and put the savings that is left over into their piggy bank

Evaluate

Ask God for more of him and less of things.

The scripture says: “Ask, and it will be given to you; seek, and you will find; knock, and it will be opened to you.” Matthew 7:7

If we ask God to give us more of Him so that our hearts want what He wants he will give us that. We won’t want the things we want. We will want what God wants for us.

Lesson 11: Joy Comes from the Lord, Not Things

Have students write down three things that can get in the way of focusing on God

Centers

Instructions: Students will rotate clockwise every 10 minutes when the timer goes off. They should take their Student Workbooks with them to each station.

1. Teacher Center

The teacher will meet with students that may have trouble understanding the lesson and the importance of putting God first in all we do Explain how we get our joy from God instead of things and people. God will always be with us no matter what.

2. Arts & Crafts

Draw & Color

Draw a picture/pictures of what brings you joy

Give students 5 half index cards (we recommend pre-cutting) and have them write or draw things that bring them joy. After writing or drawing them, have students glue the cards in their Student Workbooks in order of their importance to their joy After students are finished, talk about the things they wrote Reminding them that true joy comes from the Lord and he is the head of our life.

Writing

Name 5 or more things that bring you joy and explain why. Kindergarten can name 3 things or more.

Lesson 11: Joy Comes from the Lord, Not Things

Lesson Wrap-Up

Final Thoughts

True, lasting joy comes from God, not from the things we own. Toys, clothes, and other things can make us happy for a short time, but only God can give us joy that never goes away. When we know Him, love Him, and follow Him, our hearts can be full of joy no matter what Remember, God’s joy is the best gift we can ever have!

Prayer

Dear God, Thank You for teaching us that true joy comes from You, not from the things we have. Help us remember to be thankful and to find our happiness in knowing and loving You. Thank You for giving us joy that lasts forever. We love You and want to follow You every day. Amen.

Home Connection

As you go through your week look for opportunities to ask God to give you a heart to want what He wants for you. When there is a time during the week that you really, really want something, but know it isn’t something you need, take that time to talk to God

Show What You Know!

Objectives:

Students will be able to demonstrate understanding that money comes from working/job.

Students will be able to demonstrate how to use their money for God’s glory

My Business Plan (pg. 142)

Home Connection Sheets - to be printed (pg. 154)

** Digital Links available at www.liftinstitute.org/digitalresources **

Materials

Facilitator Guide

Student Workbooks

Pencils

Easel w/Chart Paper

Markers (for Easel)

Home Connection Sheets (Lesson 12)

Lesson 12: Show What You Know!

Prayer

Dear God, Thank You for giving us the ability to work and earn money

Help us remember that everything we have comes from You Today, please show us how to use our money in ways that make You happy and bring You glory We want to honor You with the way we work, save, give, and spend Amen

Memory Verse

And my God will supply every need of yours according to his riches in glory in Christ Jesus (Philippians 4:19)

Engage

1. Review/Thinking Ahead

You have learned so much and you are ready to share what you know with the world.

Have the students get into groups of four

Ask: What do you want to do when you grow up?

Have students share answers with their group.

Ask: If you could start a business what would it be?

Students share with their group. Have them dream big! Ask volunteers to share their business goals out loud.

Lesson 12: Show What You Know!

Mini Lesson 2.

The purpose of the next activity is to make sure you understand that in order to make money you must work. Money does not grow on trees. It does not appear like magic. You have to work hard at a job and show up everyday to get paid a salary. Using your money for God’s glory is the key. God created us to work hard and to do hard things.

Explore

Display My Business Plan (Found in Teacher Resource Pg 142) on chart paper or the SmartBoard. Create a mock business and fill in the four blanks to show an example of how they are to create their own business.

Have students break into groups of four They are to brainstorm about what they want their business to be and what items they will need to get started. They should complete the My Business Plan Worksheet in their Student Workbooks with their group.

Explain

As groups work on completing the My Business Plan task together, the teacher will walk around asking each group to explain their ideas.

Here are sample questions the teacher might ask to get students motivated about starting a business. Why do you want to start a business? What are you passionate about? What are you good at? Who will be your customers? How will you promote your business?

Lesson 12: Show What You Know!

Elaborate

Ask students to make a plan for their business by following the steps and answering the questions below

Business name and logo: Think of a catchy name and who you will serve. Then draw a logo for your business.

Supplies: What will you need to get your business started? Make a list of the supplies your business will need.

Income: How much will you charge your customers for your services? How much money do you want to make each day for your services?

Needs/Wants: What will you buy with the money that you make from your business? Label needs with a letter N Label wants with a letter W

God’s Glory: How will you use the money from your business for God’s Glory? How much money would you give back to God?

Evaluate

Take time to have each group present their business plan in front of the class Assess students' understanding of the objectives by the way they present the information about their business

The teacher will encourage positive feedback and ask volunteers to share something they liked about the business being presented.

Lesson 12: Show What You Know!

Lesson Wrap-Up

Final Thoughts

Money comes from working and that we can use our money to honor God. Remember, God doesn’t ask us to do things and then leave us alone He is always with us. He will always listen to our prayers and give us the strength to do what He asks We were made to do hard things because God is with us every step of the way. When we trust Him and follow His ways, we can use our money and our whole lives for His glory!

Scripture Connection

Keep your life free from love of money, and be content with what you have, for he has said, “I will never leave you nor forsake you.” So we can confidently say, “The Lord is my helper; I will not fear; what can man do to me?” (Hebrews 13:5-6)

It is the Lord who goes before you. He will be with you; he will not leave you or forsake you. Do not fear or be dismayed. (Deuteronomy 31:7-8)

Prayer

Dear God, Thank You for teaching us that true joy comes from You, not from the things we have. Help us remember to be thankful and to find our happiness in knowing and loving You Thank You for giving us joy that lasts forever We love You and want to follow You every day Amen

Lesson 12: Show What You Know!

Home Connection

Share what you know and have learned with your family and friends. Dream big! Remember that Jesus loves you endlessly and He is with you as you make money and use it for God’s glory!

Teacher Resources

Songs & Videos

Juny Tony - Songs and Stories Video https://wwwyoutubecom/watch?v=WkEa5TCjeZQ

Joseph and Potiphar Video https://www.youtube.com/watch?v=lYAR3cgFi6I

Douglas Talks Generosity | Teaching Kids to be Generous Video https://www.youtube.com/watch?v=gcN 8DFTKWw

Stewardship/What Does God Want Me to do with My Money? Video

https://www.youtube.com/watch?v=gQ4lIvi9rpk

Tina the Turtle Saves for a Rainy Day Video https://www.youtube.com/watch?v=6-7HmqdLYUc

I’ve Got This Joy, Joy, Joy, Joy Down in My Heart https://wwwyoutubecom/watch?v=LylgwOEI7AY ** Digital Links available at www.liftinstitute.org/digitalresources **

Teacher Resources

Circle Map (For Defining)

Key Components of a Circle Map:

Central Circle: Contains the primary topic, concept, or idea that is being explored

Outer Circle: Encircles the central circle and is used to record related ideas, details, supporting information, or brainstorming related to the central topic.

Frame of Reference (Optional): A square or rectangle placed outside the outer circle. It provides context for the topic and can be used to address questions about the topic's source or perspective.

Teacher Resources

Tree Map (For Classifying)

Tree Maps help students to group main ideas and details and to classify things and ideas into categories The main category or topic is written at the top of the “tree” A “connection line” connects the main idea to sub-categories or the supporting ideas to specific details

Idea

Teacher Resources

Spider Map (For Brainstorming)

A spider map is a visual tool used for brainstorming, organizing information, and exploring relationships between a central topic and its related ideas

Supporting Idea

Main Idea

Supporting Idea

Teacher Resources

Needs & Wants

Needs

Wants

Hula Hoop Challenge Labels Teacher Resources

Teacher Resources

Hula Hoop Challenge Scenario Cards

Cal has been given quite a lot of money by his grandad. He went shopping with his family but didn’t know what he was going to spend his money on yet.

Should Cal save or spend his money on what he wants?

Bella has been given some money for her birthday. She wants to buy a holiday dress that costs more than what Bella has in her wallet. The holiday is months away.

What should Bella do?

Michael sees a great deal on a new watch that he’s been wanting. Michael checked his savings and found out that he doesn’t have enough money to buy it yet.

What should Michael do?

Keshia has money in her purse and some extra money in her piggy bank at home. She has seen a toy she wants. She has enough money to buy the toy and will have some money left over.

Help Keshia decide whether to spend or save her money.

Marcus has enough money to buy Roblux. He gets an allowance every week and will get more money for completing his chores on Saturday.

What should Marcus do with his money?

Teacher Resources

Give, Save, Spend Piggy Bank

Supplies

Three-Section Plastic Container w/ Lid

3 Labels (1-inch x 2⅝-inch)

1 Label (2-inch x 4-inch) Stickers

Directions

Use the 1-inch x 2⅝-inch Labels to label the three sections on the side of the outside front of the section GIVE SAVE SPEND

Use the 2-inch x 4-inch Label to add the Student’s Name on the Lid.

Use stickers to decorate the Give, Save, Spend Bank!

Teacher Resources

Banker’s Log

The Banker’s Log is setup for 10 student and 10 dates There are 3 copies in the Facilitator’s Guide (pg 134-136) to use for additional students or dates, and you can print more from the digital Teacher Resources, if needed

How to Use

Label the student names across the top. Label meeting dates down the left side. For each deposit ticket you receive from a student, you will add money to the students account by adding it to the corresponding cell on the Banker’s Log. See example below.

MY BUDGET

Use

Teacher Resources

Carrots

Teacher Resources

Helping around the house with cleaning

Helping an elderly neighbor with raking leaves

Teacher Resources

Giving clothing items to those that need it

Putting toys away in the right place after playing with them

Teacher Resources

Rainy Day Savings Sheet

Use this sheet to track your savings. Write the amount you save each week in a rain drops and color it lightly. When all the raindrops have been colored, add the amounts to see how much you saved.

Teacher Resources

My Business Plan Worksheet

Managing Our Money for God’s

Glory

Home Connection - Lesson 1

To keep the learning going at home, students can earn points during the week for doing things without being asked. For example, making up their bed.

Children will learn what it means to earn or work for their points and how it correlates to earning and working for money Then children will use their points to buy time and activities If one activity is especially expensive they will learn how to bank or save their points for this particular activity

Managing Our Money for God’s Glory

Home Connection - Lesson 1

To keep the learning going at home, students can earn points during the week for doing things without being asked. For example, making up their bed.

Managing Our Money for God’s

Glory

Home Connection - Lesson 2

To keep the learning going at home, students can earn points during the week for doing things without being asked. For example, making up their bed.

Managing Our Money for God’s Glory

Home Connection - Lesson 2

To keep the learning going at home, students can earn points during the week for doing things without being asked. For example, making up their bed.

Managing Our Money for God’s

Glory

Home Connection - Lesson 3

To keep the learning going at home, students can earn points during the week for doing things without being asked. For example, making up their bed.

Managing Our Money for God’s Glory

Home Connection - Lesson 3

To keep the learning going at home, students can earn points during the week for doing things without being asked. For example, making up their bed.

Managing Our Money for God’s

Glory

Home Connection - Lesson 4

To keep the learning going at home this week, have the students practice patience and self control.

Managing

Our Money for God’s Glory

Home Connection - Lesson 5

Continue practicing patience and self control at home and reading Galatians 5: 22-23.

Glory

Home Connection - Lesson 5

Continue practicing patience and self control at home and reading Galatians 5: 22-23.

Go home and talk to someone you know and trust about what a good steward is and how we are all called to be good stewards of what God has given us so that we can glorify Him each day. Share how we can do that by saving our money and practicing patience and self control.

Go home and talk to someone you know and trust about what a good steward is and how we are all called to be good stewards of what God has given us so that we can glorify Him each day Share how we can do that by saving our money and practicing patience and self control

Home Connection - Lesson 11

Share what you know and have learned with your family and friends. Dream big! Remember that Jesus loves you endlessly and He is with you as you make money and use it for God’s glory!

Dream

Teacher Resources

Attention Grabbers

Freeze Game

Play music. When the music plays the students can dance around. When the music stops they must freeze. Do this three times. After the third time freezing make sure the students stay frozen as you give the next direction. Tell the students that you will count to three and they will tip toe back to the carpet as quiet as a mouse.

Stop And Think

Have students hold their hand in front of them like a stop sign Then use that hand to point to their brain and close their eyes to “think” about the question being asked This allows students to physically stop and think about their answer without talking to others.

Call and Responses:

Teacher: macaroni and cheese, Students: everybody freeze

Teacher: if you can hear me touch your nose, if you can hear me clap once, if you can hear me zip it, lock it, and put it in your pocket

Teacher: Bump buda bump bump Students: bump bump

Teacher: Class, Class Students: Yes, yes. Teacher: classify class class class Students: Yessity Yes yes yes. Teacher: Class, class, class Students: Yes, yes, yes

** Digital Links available at www.liftinstitute.org/digitalresources