Sample Toddlers & Twos Teacher Guide Fall by My Healthy Church

Sep | Oct | Nov 2020

Toddlers & Twos TEACHER GUIDE

Units

1: Church Is Godâ&#x20AC;&#x2122;s House 2: People at Church

3: Being at Church 4: Bible Stories at Church

Ages Walking through 2

Toddlers & Twos Teacher Guide

Volume 65 Number 1 Sep • Oct • Nov 2020

Quarter Theme: God’s House

• TEACHING HELPS Scripture taken from the HOLY BIBLE, NEW INTERNATIONAL VERSION®. NIV®. Copyright ©1973, 1978, 1984 by Biblica, Inc™. Used by permission. All rights reserved worldwide. Scripture quotations marked (KJV) are taken from the King James Version of the Bible. Scripture quotations marked (NCV) are taken from the New Century Version®. Copyright © 2005 by Thomas Nelson, Inc. Used by permission. All rights reserved. TODDLERS & TWOS TEACHER GUIDE (ISSN 1072-1487) is published quarterly by Gospel Publishing House, 1445 N. Boonville Ave., Springfield, MO 65802-1894. POSTMASTER: Send address changes to TODDLERS & TWOS TEACHER GUIDE, 1445 N. Boonville Ave., Springfield, MO 65802-1894. For information on quality discipleship resources for all ages, visit our Web sites at www.GospelPublishing.com or www.MyHealthyChurch.com or call toll-free 1-800-641-4310. 59 1196

I Am a Toddler................................................................................................................1 Five Steps to a Successful Sunday School Class................................................2 Learning Styles...............................................................................................................5 Guided Play.....................................................................................................................6 Teacher Skill Builder: Letting Them Learn ......................................................... 8 How to Use the Toddlers & Twos Resources................................................... 10 Music............................................................................................................................. 12 Bulletin Boards........................................................................................................... 14 Activity Center Ideas................................................................................................ 16 Quarter Checklist...................................................................................................... 17 Copy Masters.............................................................................. 24,32,38,44,45,46 Feedback Forum....................................................................................................... 25 Notes............................................................................................................................. 47 Coming Next Quarter.............................................................................................. 48

• LESSONS UNIT 1: CHURCH IS GOD’S HOUSE..................................19 September 6...............................................................................Building the Temple September 13........................................................................Caring for the Temple September 20..................................................... God’s People Go to the Temple

UNIT 2: PEOPLE AT CHURCH............................................ 27 September 27............................................................................................... My Pastor October 4 .................................................................................................My Teachers October 11................................................................................................... My Friends

UNIT 3: BEING AT CHURCH............................................... 33 October 18..................................................................Hannah Prays at the Temple October 25.................................................................. Samuel Goes to the Temple November 1 ............................................ Samuel Listens to God at the Temple

November 8.................................................................................... Noah Obeys God November 15........................................................................Noah and the Animals November 22.................................................................................Noah and the Ark November 29.........................................................................Noah Sees a Rainbow Cover illustration: by Miljan

at iStock by Getty Images

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I Am... a Toddler

Spiritually

I might be afraid to leave my parents, meet strangers, and try new things. I look to adults for comfort, support, and approval.

I like stories from the Bible, especially when you teach me in different ways (listening, acting, puppets, etc.) by FamVeld/iS I think God is like you. When you tock Photo © p ho to/ Th love me and make God’s house ink sto a nice place to be, you are ck teaching me about God. I like to imitate adults who are showing me how to pray, worship, and obey God.

Socially

I am learning to obey, but I can’t always remember the rules. I understand more than I can say, and I communicate through body language. I like to say “no” when asked to do something. Let me choose between two options. I am becoming aware of my personal possessions.

Emotionally

Mentally

I am curious, and I like to use my senses to explore my world. I am learning to communicate. I have a short attention span for each activity, ideally 1 minute for each year I am old plus 2 (2 years old = 4 minutes). I want to do things myself.

Physically

I have lots of energy. I like to run, climb, and move around. I am developing the ability to throw, catch, and hop. I enjoy smelling, feeling, and tasting.

I have strong feelings but may not have words to express them. Fall 8 2020

1 Toddlers & Twos

Steps to a Successful Sunday School Class

Start with Curriculum You’ve made the right choice in choosing this curriculum. It provides solid biblical teaching at a level your children will enjoy and understand.The lessons are designed for easy preparation, and the activities

will keep your children interested and reinforce the lesson. As you begin your lesson preparation, make a list (either mental or literal) of all the curriculum pieces you will be using.

 Toddlers & Twos Teacher Guide— easy-to-use lessons, plus helpful hints and tips  Toddlers & Twos Resource Packet— reproducible materials, posters, and classroom resources  Toddlers & Twos Bible Treasures— take-home cards that reinforce the lesson  Toddlers & Twos Coloring Book— fun coloring pages that tie into the lesson  Little Lamb Puppet— cuddly soft way to enhance Bible learning

Think about Your Class Next, consider what you already know about your class.

 Time—How much class time do you have? Be sure to consider total time as well as actual teaching time (after greeting, transitions, etc.). Estimating the time it will take for each activity will help you decide which ones to use.  Setting—What is your classroom setting like? Do you have a table and chairs, or is your room arranged in centers? Is there a diaper changing station? Is there a kitchen nearby? Are the bathrooms close? (For example, if there is no kitchen nearby, you may decide not to do snack time. If you have to trek down the hall for a bathroom break, you will want to include this in your estimated time.)  Teachers—How many teachers and helpers do you have? You may want to choose activities based on the amount of supervision required or modify them to fit your needs.  Children—Who are your regular attendees? How do they learn best? Do you frequently have visitors? It’s a good idea to plan your lesson for the regular attendees, but be prepared in case of visitors.

s old Nate—boy, 2 year hearing.

ng and Learns by touchi something, easily ng ldi ho He’s always to songs, listens remembers words attentively.

years old

Michaela—girl, 2

. She loves pretty Learns by seeing . dressed up, coloring things, getting all

ars old

Austin—boy, 2 ye

He’s active, enjoys Learns by moving. s ugh—play, rarely sit energetic—even ro down.

Now consider what you know about your regular attendees.You may want to keep notes (see sample) on each child describing how he/she learns best. If your regular children cover all the learning styles (like the sample note), you won’t have to plan other activities for less frequent attendees. If your class has primarily one or two learning styles, you may want to have variations or additional activities ready for visitors. (To learn more about learning styles see page 5.)

Toddlers & Twos

The Teacher Focus will help you become familiar with the lesson and give you ideas to creatively teach the story. C. Bible Story *Targets Michaela (seeing) Visual activities will target your children who learn by seeing. You can also help children learn to recognize animals and things in the story by sight.

A. Welcome/Activity Center *Targets all learning styles Gather at an Activity Center to get the child comfortable and introduce lesson.

Talk with the child as you interact with him or her: *Iâ&#x20AC;&#x2122;m glad you came to church today. * Today we are going to learn about Baby Moses. * Thank You, God, that You gave Baby Moses a family.

You may have a standard way you begin class. For example, allowing the children to play with blocks or another game helps them get comfortable quickly. Use the activity to introduce the lesson and then begin the Bible story.

B. Action Verse *Targets Austin (moving) Using large motor activities will help children learn coordination and balance. Young children need to move often. Keeping them active will help them stay focused on the lesson.

Using musical activities, like the CD from the Resource Packet, will help reinforce the lesson for your children who learn by hearing.

A Info:

D. Listening Center *Targets Nate (hearing)

Plan Your Lesson At this point, sit down with your Toddlers & Twos Teacher Guide, and adapt the lesson to fit the needs of your class. Highlight, circle, or mark the activities that your children will enjoy and, most importantly, will meet their learning styles. Here is a lesson overview with a sample way to teach the lesson.

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Plan Your Lesson cont.

H E. Bible Verse *Targets all three children (hearing, seeing, & moving) Using actions and saying the memory verse out loud will help reinforce it. Children who learn by hearing will absorb it through sound, while it will be reinforced to your other children through movements.

G. Crafts *Targets all (hearing, touching, seeing, & moving)

H. Additional Activity Centers F. Coloring Page *Targets Nate & Michaela (touching & seeing) *Do Drama Center as an activity for Austin Not all children will be interested in a given activity. It’s good to have options available. So if you have a child or two who don’t want to color, another teacher or helper can do a different activity with them.

*Do Drama/Music Center *Do Little Lamb Puppet Skit as an alternative (hearing, touching, seeing, & moving)

I. Take-Home *Ask children the reflection questions as parents pick them up, and send home the lesson card, craft, and coloring page Asking leading questions as parents pick the children up can help the children share about what they’ve learned. It can also help parents ask about the lesson as they look at the crafts and read the take-home card during the week.

It’s a good idea to have extra activities on hand in case you need to fill time or if children lose interest. Plan activities and games that will reinforce the Bible story and lesson.

Toddlers & Twos

Take a closer look at . . . LEARNING STYLES

Teach the Lesson As you teach the lesson, constantly evaluate:

• Your children— What things are you discovering about them and how they learn?

SEEING (visual) Miguel likes to “see” his world. He enjoys colors, contrast, bulletin boards, and videos. He gets bored when there are no visuals.

• Your lesson— Are the children grasping the concept and objective presented in the lesson? • T he activities— Are they working well? Is the order flowing like you’d hoped? • T he time— Is service running late? Do you have extra activities or games planned? Are you keeping your children’s attention? What fun activities can you do to reinforce the lesson?

Evaluate After each class, evaluate the lesson as a whole using the questions from step four. EVALUATION ll. * The lesson went we e for * We didn’t have tim all the activities. acting out the * The students loved ry. Bible sto y—they loved it! Note: Use more role pla

There’s no “secret formula” for a successful Sunday School class, and there’s no guarantee that all your children will remember what you teach them and apply it to their lives. But God promises that His Word will not return void. And by following these five simple steps, you can teach biblical principles so that many of your children remember and apply them . . . and that’s what teaching is all about.

HOW TO TEACH MIGUEL:

• Display posters from the Resource Packet • Show Bible Storybooks • Use object lessons

HEARING (auditory) Allison “hears” her world. She loves to hear stories and listens when you tell her to do something. She becomes bored when she hears information she already knows.

HOW TO TEACH ALLISON:

• T ell Bible stories and listen to them on the Resource Packet CD •D o activities and Little Lamb Puppet skits from the Resource Packet CD • Sing songs from the Resource Packet CD

TOUCHING (tactual) Stephanie likes to “feel” and “feel good about” her world. She needs to “get in touch” with new concepts and learns best when she can feel and compare information.

HOW TO TEACH STEPHANIE:

• Use the activity cards in the Resource Packet •M ake crafts, use play dough or finger paints, color pages in the Coloring Book • Interact with Little Lamb Puppet

MOVING (kinesthetic) Zack loves to experience his world through movement. He moves a lot during class and loves participating in things like dramas, action songs, and games.

HOW TO TEACH ZACK:

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• Act out the Bible story • Utilize ideas from the activity cards in the Resource Packet • Play movement games • Do action verses

Toddlers love to play! In fact, research tells us that it’s one of the best ways toddlers learn too. That’s why Toddlers and Twos lessons teach children through guided play. Guided play helps children: •D evelop skills (like listening and acting properly) •G ain knowledge (like Bible songs and stories about how much God loves them) •O rganize what they already know (by reviewing the Bible story or by sorting items) •E njoy the learning process (by participating in activities that are age appropriate) All in a safe and secure setting because they know you care about them.

FOUR TYPES OF PLAY Making the most of children’s playtime involves watching for teachable moments. Playing alongside the children and asking questions is a great way to turn their fun play into guided play. Here are examples of four types of guided play:

1. Basic or Free play—Children play to explore their environment and to see how things

work. You can help them think about what they are learning with questions like: ➜ What are you holding? ➜ What is it used for?

2. Creative play—Children love to build and create things, so encourage their cre-

ative play with questions like: ➜ Can you make me an animal with the play dough? ➜ Can you draw a picture of a sun?

3. Dramatic play—As children pretend and role-play stories,

they are experiencing play through their actions. Guide their play by saying: ➜ How does an elephant move? ➜ Can you pretend to be Noah in today’s story? l Let’s use this box for his boat.

4. Cooperative play—As children

play games, they will learn about guidelines, boundaries, and how to interact with one another in socially acceptable ways. For example, playing Simon Says teaches children to follow directions. The familiar game of tag teaches taking turns.

BENEFITS OF GUIDED PLAY When these four types of guided play are intentionally and purposefully used, toddlers will learn 6

Toddlers & Twos

foundational skills and concepts like mobility, focus and attention span, variety and practice, problem solving, and self-esteem.

1. Mobility—Children love to move. In fact, small children actually become physically uncomfortable if they have to sit still for long periods of time. Learning opportunities that let them move their developing muscles include: • Marching around a box and pretending it is Jericho. • Doing motions to worship songs. 2. Focus and Attention Span—A child’s attention span is

about 1 minute per year of age plus 2 additional minutes. So, toddlers and twos are generally able to focus on an activity for about 4 minutes. Having a number of short activities enables children to go from one activity to another, playing while having principles from their lesson reinforced. They learn through repetition too, so it’s okay to come back to an activity later during class time.

3. Variety and Practice—Learning centers and activities are designed to provide a variety of learning opportunities and practice for the toddlers and twos. Idea 1: As they make a craft, ask questions that tie back into the Bible story. Ask: ➜ Who gave Joseph a colorful coat? What are coats used for? Idea 2: Provide play dough and cookie cutters. Ask: ➜ What kind of meal can you make using this play dough? Who cooked a meal in today’s story? 4. Problem Solving—Guided play questions also help reinforce the unit’s Bible and Life Application objectives and encourage problem-solving skills. For example, review the story of Noah by having the toddlers walk stuffed animals into a box makeshift ark and asking questions about the story such as: ➜ What other animals do you think came to the ark? ➜ Why did God bring animals to the ark? 5. Self-Esteem—Possibly the best benefit of guided play is that it gives children more of the individual attention they need and desire. The goal is for children to learn that God knows and loves them personally. One way to teach that is to make sure they feel loved in God’s house. Guided play works well because it combines something children naturally love (play) with something they need to grow and develop (adult guidance). Guided play is not only a great way for toddlers and twos to learn. It is also a fun, rewarding way to teach. Remember: If I hear, I forget. If I see, I remember more. If I do, I understand and change the way I live. Doing through guided play will bring life-changing learning into children’s lives. Fall 2020

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A Basic Guide to Understanding Learning Styles

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ver the years understanding children and our roles in their development has been passionately debated. Some have said that children are born without personalities or learning preferences. It is up to the parents and teachers to create the child’s personality. Others argue that children are born with a set personality and learning style. Parents and teachers should step aside and let nature take its course. But as in most issues, the truth probably rests somewhere between the extremes. For the purpose of this article, we make the following assumptions: children are probably born with temperament tendencies, learning styles, and personality preferences. Parents and teachers are responsible to guide, direct, and help the child fulfill Christ’s commission to love God and love others as themselves. Where does the teacher begin in the process of developing the child? Historically, to train a child meant that the process was emphasized and the child was adapted to the process. In recent years a paradigm shift has taken place. We began to think about “training” differently. This new paradigm emphasizes understanding the individual child. An important understanding has resulted—individuals develop learning preferences that stay relatively constant throughout their lives. We call this their “learning styles.”

Discover who the child is. By using research on learning styles, we can glean some important understandings. Several learning style models are relevant to the development and teaching of children. Research has shown that children have preferences (much like being righthanded or left-handed) that they favor throughout their lives. One of the most influential factors in a

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child’s learning is his perceptual modality preference. A perceptual modality is defined as the sense (hearing, sight, touch, experiential) through which a child learns most effectively.

Auditory children learn through hearing. They perceive their world through the sounds that come at them. These students will listen attentively (unless they are familiar with the information, at which point they will most likely become bored). These learners rarely take notes and do not ask for a written copy, map, or pictorial presentation. The auditory teacher will use auditory language to communicate, e.g., “Is everyone listening?”

Visual learners process information through sight. These children “see” their world. They will notice the classroom decorations and will be enthralled with videos, TV, books, and pictures. They will notice color, design, and what people wear. They will watch what you do. The visual teacher will use visual language, e.g., “I need everyone’s eyes on me.”

Toddlers & Twos

Tactual learners explore their world through touch. For these children to grasp new and difficult information, they need to “get in touch” with the concept. For example, if you were trying to teach a child the difference between “soft” and “rough,” he would need to be presented with a piece of cotton and a piece of sandpaper. Feeling and comparing would bring about quick, effective learning. Another aspect of tactual learners is their need to “feel good” about what they’re learning. Whereas some children may not care if the information pertains to them, some tactual children find this an important aspect of the process. The tactual teacher will communicate tactually, e.g., “Are you grasping this information?”

Kinesthetic students prefer large-body movement or an actual experience. Large-body movement would mean that for these children to grasp information, they would have to act it out (e.g., run in place while thinking about the concept; use their bodies to become a “storm at sea”). To experience learning, these children need to walk through the process for new and difficult information. For example, if you were making chocolate chip cookies, just hearing the instructions would not teach these children. Seeing the instructions would not make a lasting impression, just as touching a cookie would not help them learn. These children need to make the cookies. The kinesthetic teacher communicates kinesthetically, e.g., “Are you all getting into this?” The most commonly misunderstood children are “Touch Dominant” children. These learners exhibit several of the Fall 2020

tactual and kinesthetic qualities of learning. These active children keep the teacher on her toes.

Young children tend to favor a multimodal approach to learning. Indeed all senses should be stimulated to encourage a full range of skills in the developing child. However, understanding the perceptual modality preferences will help teachers understand the choices made by some of their more challenging students. For example, Joshua is an auditory child. This means that to teach Joshua is a pleasant experience. He takes verbal instruction well. When the teacher says, “Joshua, it’s story time; come and sit down,” Joshua runs to take his seat, usually clapping enthusiastically. On the other hand, Heather is a tactualkinesthetic child. She walks around touching, pulling, and knocking over everybody and everything in sight. When instructed to sit down to listen to a story, she acts as if she hasn’t heard you. This is the child who makes every teacher (and parent) understand why they need a good dose of patience and a healthy grasp of how to deal with a tacual, “difficult” child. The learning style of a child is as individual as his fingerprints. We cannot begin to say that each classroom will need to meet each student’s needs. That would not be possible and is not healthy for the developing child who will have to learn to deal with incongruencies in life. What we can encourage is that as you deal with a child who does not “fit in,” does not cope well, or is labeled as “difficult,” you take into consideration the elements over which you have some control. Moreover, while you look at these elements, decide if there’s anything you can do to help this child be a success. Our role as Christian educators is to fulfill Christ’s commands to make disciples. We can learn effective ways to do this.

How to use the Toddlers & Twos Resources

Teacher Guide Music Pages— Toddlers and twos love music! The music and lyrics for the songs used in Worship are provided on pages 12 and 13. A recording of most of these songs is provided on the CD in the Resource Packet. Bulletin Boards— Each unit has a bulletin board idea that reinforces the unit theme. The boards are also visually appealing to toddlers and twos. Directions and illustrations for the bulletin boards are on pages 14 and 15. Unit Introduction— Each of the four units in the teacher guide has an introduction page that provides the unit theme, Bible text, Bible verse, unit objective, life application, and teacher focus for that unit. Lesson Pages— The unit’s lesson pages provide the lesson

schedule. Use the segments in the order of your choice. For each week of a unit, you will use the same lesson pages. The lesson pages provide a Welcome section, Worship, an Action Verse, the interactive unit Bible story, a Bible verse activity, a time to use the Toddlers & Twos Coloring Book, snack suggestions, crafts for each week of the unit, and Closing time idea. The Activity Cards in the Resource Packet are designed for use in each lesson and are a vital part of the unit. More information is given on these in the Resource Packet section. Copy Masters— Each unit has a Copy Master. The Copy Master can be used with one or more of the unit’s crafts and/or with the unit’s bulletin board. Directions for using Copy Masters 1–4 are found in the lesson pages. Copy Masters 5 and 6 are additional teaching helps. Directions for using these Copy Masters are found on the Copy Master itself or within the bulletin board instructions or lesson pages of the teacher guide. Teacher Notes— This page is provided for you to write down ideas for lessons or other tips that will help in the classroom.

Toddlers & Twos

Resource Packet

Format—The Resource Packet comes in a book format. It’s ideal for working with young children! Inside cover—The inside cover gives information on items found in the quarter’s Resource Packet. 64 Activity Cards—These cards have fun, lesson-related activities designed for guided play. Each unit has 16 cards.

CD—Bible stories, songs, skits, activities, and a printable form of the Copy Masters are all on the CD! Unit Storybooks—These bright, colorful books illustrate the Bible stories. There is one for each unit. Posters—Every quarter’s packet comes with a Chart Poster and another quarterly poster. Stickers—A sheet of full-color Chart Stickers comes in the Resource Packet. Copy Masters—Teaching helps, bulletin board patterns, parent letters, and more are provided on reproducible copy masters, also in printable form on the CD.

Take Home Toddlers & Twos Bible Treasures—These are take-home cards for little tykes. Each card includes a Bible story, Bible verse, and an activity related to the week’s lesson that a parent can do with the child. Toddlers & Twos Coloring Book—This coloring book has Bible story and life application pictures that relate to each week’s lesson. Buy one for each child.

Also Available Little Lamb Puppet—You can use the Little Lamb puppet with the Little Lamb skits that are on the CD in the Resource Packet. The children will love this puppet! Little Explorers CD—Children’s praise songs are available on one CD. Toddlers and twos love music. Don’t pass this up! Fall 2020

Music *These songs are recorded on the CD in the Toddlers & Twos Resource Packet.

This Is the Way We Give* (track 10) (Tune: “The Mulberry Bush”)

The Animals Went Marching* (track 9) (Tune: “The Ants Go Marching”) The (monkeys) went marching two by two. Hurrah! Hurrah! The (monkeys) went marching two by two. Hurrah! Hurrah! Elephants, zebras, and kangaroos, Noah obeyed, and I will too! And they all went marching into the ark, to get out of the rain. Boom! Boom! Boom! © GPH, USA

This is the way we give to God, Give to God, give to God. This is the way we give to God. This is the way we give. © GPH, USA

Special Book* (track 11) (Tune: “London Bridge”) The Bible is God’s special Book, Special Book, special Book. The Bible is God’s special Book. God gave us the Bible. © GPH, USA

Let’s Clean Up* (track 12) (Tune: “Are You Sleeping?”) Time to clean up, Time to clean up, All our toys, all our toys.

Mom and Dad are coming; Mom and Dad are coming. Right away, right away. © GPH, USA

This Is the Way (Tune: “The Mulberry Bush”) This is the way we build the church, (Pretend to hammer/saw.) Build the church, build the church. This is the way we build the church Early in the morning. This is the way we clean the church, (Pretend to sweep.) Clean the church, clean the church. This is the way we clean the church Early in the morning. This is the way we go to church, (Walk in place.) Go to church, go to church. This is the way we go to church Early Sunday morning. © GPH, USA

Going to Church* (track 5)

Toddlers & Twos

All Kinds of People at Church* (track 6)

The Place I Go* (track 7)

Noah’s Job* (track 8)

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Bulletin Boards

UNIT 1 BULLETIN BOARD What You Need:

l Light blue or green paper l Copy Masters A* and D* l Construction paper l Crayons l Words, I Love Godâ&#x20AC;&#x2122;s House

What You Do:

l Cover the board with light blue or green paper. l Enlarge the church pattern to fit your bulletin board. l Trace and color the enlarged church shape. (See Copy Master D*.) l Attach the church picture to the bulletin board. l Make a border of hearts. (See Copy Master A*.) l Add the words I Love Godâ&#x20AC;&#x2122;s House.

UNIT 2 BULLETIN BOARD What You Need:

People at Church

l Printed pictures of people at your church l Light-colored paper l Border of your choice l Words People at Church

What You Do:

l Print out pictures of people at your church, such as the pastor, pastoral staff, choir director, janitor, and a nursery worker. Also provide a picture of yourself and pictures of children in your class. l Cover the bulletin board with light-colored paper. l Make a border of your choosing. l Attach the words People at Church to the middle of the board. l Arrange the pictures as desired.

* found in Resource Packet

Toddlers & Twos

Letâ&#x20AC;&#x2122;s Go to Church!

UNIT 3 BULLETIN BOARD What You Need:

l Blue paper l Green crepe paper l Brown and yellow construction paper l Tape l Pictures of the children l Copy Master 6 (page 46) l Crayons

What You Do:

l Cover the board with blue paper to represent sky. Add a strip of green crepe paper at the bottom to make grass. l Make a church out of brown construction paper. Attach it to the left side of the board, overlapping the grass. l Make a cross from yellow construction paper. Attach it to the top of the church. l Tape pictures of the children in your class onto the church. l Duplicate Copy Master 6, color the pictures, and cut them out. l Tape the pictures of the family and teacher from Copy Master 6 on the right side of the board. Above the people print Letâ&#x20AC;&#x2122;s Go to Church!

UNIT 4 BULLETIN BOARD What You Need:

l Various colors of construction paper l Stapler and/or tape l Crayons l Words Noah and the Ark l Animal pictures l Copy Master 4 (page 44) l Copy Masters A* and D*

What You Do:

l Cover the top of the board with blue paper and the bottom with green paper. l At the top draw or attach a large rainbow. l Attach paper letters for the title Noah and the Ark. l Below the title attach a large ark shape. (Enlarge ark on Copy Master D*.) l Draw animals or cut out animal pictures from magazines. (See Copy Master 4.) l Attach animal pictures to the bulletin board. l Attach Noah to the board. (Enlarge Noah on Copy Master A*.)

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* found in Resource Packet

Activity Center Ideas

Separate quiet and active learning areas will help protect children who are seated or playing on the floor. Keep toys on low shelves. Check them regularly for soil or damage. Remove broken toys. Provide two or more of popular toys.

MANIPULATIVE CENTER •Little Lamb puppet •geometric pegs and pegboard • peekaboo board (board with flaps under which pictures are placed) • knob board (board with lift-out shapes) •toy people •toy vehicles •pop-up toys •stacking / nesting toys •fill / dump toys •blocks •wooden puzzles •cause-effect toys •shape / sorting toys •toy buildings •toy animals •puppets • pounding bench with plastic hammer CREATIVE CENTER •press-on stickers •self-inking stamp •paper •small easels 16

•large crayons •large paintbrushes •shallow water containers •smocks •glue sticks •zip-top plastic bags •play dough •cookie cutters •craft sticks •shaped sponges •clip clothespins •bubble solution •colorful ribbons

HOME-LIVING CENTER •dolls (ethnic mix) •doll beds, clothes, blankets •toy food •toy dishes •table, chair •furniture: stove, sink •toy telephone •unbreakable mirror • dress-up items: hats, purses, shoes, shirts, neckties •Bible clothing •toy doctor’s kit

NATURE CENTER •toy animals •toy boats •water •sand •leaves •toy bugs •magnifying glass

TRANSPORTATION CENTER •community mat •large toy vehicles • large toy people that work with vehicles

BOOK CENTER •board books •child’s Bible •mats •pillows •basket of books •child-safe CD player •flannel board and felt figures

MUSIC CENTER •rhythm instruments •bells •cymbals •drums •recorders

LARGE-MUSCLE CENTER •climbing equipment •crawl tunnel •riding toys •mat for falls •pushing toys •pulling toys •balls •rocking toys • toy tools: carpentry, lawn, cleaning Toddlers & Twos

Checklist

Sep. 20—T2BT Lesson 3 Card; T2 Coloring Book pages 5–6; craft

Standard room equipment is not included in the check-

list, such as Bible, markerboard, flannel board, scissors, CD player, or offering container.

Unit 1: Lessons 1 – 3, Sep. 6 – 20 Welcome—Attendance Chart*; Chart Stickers*; blocks; CD* Worship—CD* Activities: Choose from Activity Cards 1–16*. 1. Manipulative Center—blocks; toy broom; dust cloth 2. Manipulative Center—puzzles of people or vehicles; CD* 3. Transportation Center—toy vehicles; filland-dump toys; toy people 4. Manipulative Center—toy building tools 5. Large-Muscle Center—large-muscle toys; riding toys 6. Home-Living Center—large appliance box; toy furniture; toy dishes; cleaning supplies 7. Book Center—picture books; Unit 1 Storybook* 8. Music Center—rhythm instruments; CD* 9. Transportation Center—toy vehicle; toy person; blocks; CD* 10. Large-Muscle Center—paper wads; buckets or baskets 11. Transportation Center—child’s wagon 12. Manipulative Center—play dough; cookie cutters; plastic hammer 13. Listening Center—Little Lamb puppet; CD* 14. Drama Center—paper crowns; robes; toy tools; blocks; shoe box 15. Creative Center—construction paper; selfinking stamps 16. Large-Muscle Center—blocks or cardboard boxes; toy tools Bible Story—Unit 1 Storybook*; paper crowns; toy hammer; blocks; toy saw; large stick or dowel rod; toy dishes; toy furniture; dust rag; toy broom Bible Verse—CD* Coloring Page—T2 Coloring Books; crayons Snack: Sep. 6—cups of water; cheese; crackers; napkins Sep. 13—cups of milk; bite-size fruit pieces Sep. 20—cups of water; toasted oat cereal Crafts: Sep. 6—clear self-sticking paper; various colors of tissue paper Sep. 13—Copy Master 5; crayons; stapler Sep. 20—Copy Master 1; crayons; glue; yellow felt; cotton balls; happy face stickers Close—CD* Take-home Items: Sep. 6—T2BT Lesson 1 Card; Unit 1 Parent Letter*; T2 Coloring Book pages 1–2; craft Sep. 13—T2BT Lesson 2 Card; T2 Coloring Book pages 3–4; craft

Fall 2020

Unit 2: Lessons 4 – 6, Sep. 27 – Oct. 11 Welcome—Attendance Chart*; Chart Stickers*; Temple/Church Puzzles Poster*; CD* Worship—CD* Activities: Choose from Activity Cards 17–32*. 17. Manipulative Center—puzzles showing pictures of people 18. Home-Living Center—toy telephones, old cell phones 19. Large-Muscle Center—boxes; balls 20. Book Center—books 21. Music Center—rhythm instruments or homemade shakers 22. Home-Living Center—dolls 23. Large-Muscle Center—paint or crayons; large box with lid; craft knife; tape; Copy Master 2; beanbag 24. Manipulative Center—Temple/Church Puzzles Poster* 25. Manipulative Center—photo of your paster; magazine pictures 26. Manipulative Center—teacher items (puppet, Bible, etc.); bag 27. Home-Living Center—pastor 28. Listening Center—recording device 29. Listening Center—Little Lamb puppet; CD*; ball 30. Manipulative Center—marker; round clothespins 31. Art Center—paper; happy face stickers; crayons 32. Manipulative Center—Copy Master 2; construction paper; glue; clear self-sticking paper Bible Story—Unit 2 Storybook*; toy people; CD*; shoe box; small, gold-foil-covered box; laminated white paper clouds Bible Verse—CD* Coloring Page—T2 Coloring Books; crayons Snack: Sep. 27—vanilla wafers; cups of water Oct. 4—cups of milk; peeled apple slices Oct. 11—cups of juice; cookies Crafts: Sep. 27—construction paper; Copy Master 2; glue; felt-tip pen; crayons; stickers Oct. 4—paper plates; Copy Master 2; glue; yarn; ribbon; toasted oat cereal Oct. 11—construction paper; Copy Master 2; glue; tempera paint; felt-tip pen; wet cloth Close—CD* Take-home Items: Sep. 27—T2BT Lesson 4 Card; Unit 2 Parent Letter*; T2 Coloring Book pages 7–8; craft Oct. 4—T2BT Lesson 5 Card; T2 Coloring Book pages 9–10; craft Oct. 11—T2BT Lesson 6 Card; T2 Coloring Book pages 11–12; craft

* found in Resource Packet

Unit 3: Lessons 7 – 9, Oct. 18 – Nov. 1 Welcome—Attendance Chart*; Chart Stickers*; stuffed animals; dolls; CD* Worship—CD* Activities: Choose from Activity Cards 33–48*. 33. Large-Muscle Center—crawl tunnel 34. Home-Living Center—doll; doll bed 35. Drama Center—Bibletime clothing 36. Book Center—children’s Bible; Bible picture books; CD* 37. Transportation Center—chairs; CD* 38. Home-Living Center—mirror 39. Home-Living Center—toy dishes; toy food; toy utensils 40. Manipulative Center—Copy Master 3; glue; construction paper 41. Home-Living Center—stuffed animals; dolls; masking tape; blocks 42. Manipulative Center—bag; toy men and women; baby dolls; toy vehicles 43. Large-Muscle Center—no materials needed 44. Listening Center—Little Lamb puppet; CD* 45. Manipulative Center—Temple/Church Puzzles Poster* 46. Large-Muscle Center—no materials needed 47. Listening Center—masking tape 48. Manipulative Center—five dowel rods; Copy Masters 3 and 6; hole punch; box; string Bible Story—Unit 3 Storybook*; toy women; baby doll; toy boys; large toy truck; man hand puppet; empty coffee can Bible Verse—CD* Coloring Page—T2 Coloring Books; crayons Snack: Oct. 18—graham crackers; cups of milk Oct. 25—raisins; cups of water Nov. 1—banana slices; cups of water Crafts: Oct. 18—construction paper; glue; crayons; Copy Master 3 Oct. 25—crayons; last week’s “church building”; Copy Master 3; glue Nov. 1—crayons; last week’s “church building”; Copy Master 3; glue Close—CD* Take-home Items: Oct. 18—T2BT Lesson 7 Card; Unit 3 Parent Letter*; T2 Coloring Book pages 13–14; craft Oct. 25—T2BT Lesson 8 Card; T2 Coloring Book pages 15–16; craft Nov. 1—T2BT Lesson 9 Card; T2 Coloring Book pages 17–18; craft

Unit 4: Lessons 10 – 13, Nov. 8 – 29 Welcome—Attendance Chart*; Chart Stickers*; stuffed animals; CD* Worship—CD*

Activities: Choose from Activity Cards 49–64*. 49. Manipulative Center—blocks 50. Manipulative Center—toy animals; toy boat; plastic container; spice containers with sprinkler lids; water; plastic sheet 51. Drama Center—Bibletime costumes; masking tape 52. Manipulative Center—toy tools; play dough; pegs or clothespins 53. Large-Muscle Center—large box 54. Manipulative Center—poster board; Copy Master 4; clear self-sticking paper; tape 55. Music Center—ark and animals from activity 54; CD* 56. Creative Center—Clear corn syrup; zip-top bag; blue food coloring; masking tape; white paper 57. Drama/Music Center—blue sheet; toy boat; toy animals 58. Listening Center—Little Lamb puppet; CD* 59. Drama Center—no materials needed 60. Large-Muscle Center—colorful ribbon streamers 61. Large-Muscle Center—masking tape; obstacle course items 62. Manipulative Center—Unit 4 Storybook*; colored transparent report covers 63. Art Center—colored paper; glue; white paper; marker 64. Music Center—no materials needed Bible Story—Unit 4 Storybook*; toy men; toy saw and hammer; big toy boat or box; toy animals; water; dish; towel; laminated paper rainbow Bible Verse—CD* Coloring Page—T2 Coloring Books; crayons Snack: Nov. 8—cups of milk; cheese slices; crackers Nov. 15—cups of milk; animal crackers Nov. 22—Flavored gelatin Nov. 29—cups of water; multicolored fruit ring cereal Crafts: Nov. 8—sponges; old shirts or smocks; newspaper; construction paper; tempera paint; shallow containers; wet cloth Nov. 15—poster board; crayons; Copy Master 4; glue or tape Nov. 22—construction paper; magazine pictures of animals; glue or tape Nov. 29—paper plates; felt-tip pen; glue; crepe paper Close—CD* Take-home Items: Nov. 8—T2BT Lesson 10 Card; Unit 4 Parent Letter*; T2 Coloring Book pages 19–20; craft Nov. 15—T2BT Lesson 11 Card; T2 Coloring Book pages 21–22; craft Nov. 22—T2BT Lesson 12 Card; T2 Coloring Book pages 23–24; craft; T2BT Thanksgiving Day Bonus Nov. 29—T2BT Lesson 13 Card; T2 Coloring Book pages 25–26; craft

* found in Resource Packet

Toddlers & Twos

UNIT 1 — CHURCH IS GOD’S HOUSE BIBLE TEXT 1 Kings 6:1–14; 7:48–51

BIBLE VERSE Lord, I have loved . . . thy house. Psalm 26:8 (KJV) Lord, I love the Temple. Psalm 26:8 (NCV)

OBJECTIVE To help the child learn Solomon built the temple.

LIFE APPLICATION HELP Lesson 1 — September 6: Building the Temple To teach the child God helps His people.

Lesson 2 — September 13: Caring for the Temple To teach the child he can help at church.

Lesson 3 — September 20: God’s People Go to the Temple To teach the child people help her at church.

TEACHER FOCUS Church is a special place. The building where people gather to meet with the Lord as a corporate body is deserving of special care. Solomon spared no expense in creating the first temple of God Almighty; how much more should we, as God’s people, give our best toward the building where we find a place of ministry among God’s people. During this unit: • Help the children understand that church is a special place. • Help the children participate in activities that promote care for God’s house. • Help the children understand the church building as God’s “house,” which can be cared for in much the same way we care for our own houses. • Explain temple, God’s house, and church as being the same type of place but called different things in different times. (See page 14 for the Unit 1 bulletin board idea.) • Help the children feel happy to come to church. September 6 – 20, 2020

UNIT 1 — CHURCH IS GOD’S HOUSE l Attendance Chart* l Chart Stickers* l Blocks l Offering container l CD*

Toddlers & Twos is whole morning curriculum. Adapt the activities to best meet the needs of your children. Remember to find “teachable moments” as the children play. With this format you don’t have to do everything as a group. (See pages 6–7 for information about Guided Play.) Guided Play

WELCOME

Greet each child as he or she arrives. Help the child attach a Chart Sticker to the Attendance Chart. Provide blocks, and help the children build a “church.” Sing “This Is the Way We Give” (track 10) from the CD as the children give their offerings. l I am so glad you came to church today. l Church is God’s house. l Today we’re going to learn about Solomon and the people building the temple. l CD*

Guided Play

WORSHIP

Lead the children in singing “Going to Church” (track 5) and “The Place I Go” (track 7). Also sing “This Is the Way.” (See pages 12–13 for the lyrics and music.) l Thank You, God, for church. Amen. Guided Play

l Activity Cards*

Lead one or more children at a time in the Unit 1 action verse. Our hands can build the church; (Pound one fist on the other.) Our hands can clean it up. (Pretend to sweep.) Our hands can praise the Lord; (Put hands in front of you with palms up.) Lift them up, up, up! (Raise hands high.) Guided Play

* found in Resource Packet

ACTION VERSE

ACTIVITY CENTERS

Activity Cards are provided in the Resource Packet. Use cards 1–16 with this unit. Each week use the activities you think fit best with the lesson’s theme and with your class. The materials needed for this unit’s activities are listed on the Activity Cards and on the quarter checklist (page 17). Toddlers & Twos

Guided Play

BIBLE STORY

Use this Bible Story and the Unit 1 Bible Storybook from the Resource Packet each week of this unit. Feel free to tell the story to one child or a few children at a time. The children can also listen to the Bible story on the CD (track 1). (Give the child a paper crown to wear, and let him pretend to be King Solomon.) King Solomon wanted to build a temple for God.

l Bible l Unit 1 Storybook* l Paper crowns l Toy hammer l Blocks l Toy saw l Large stick or dowel rod l Toy dishes l Toy furniture l Dust rag l Toy broom

(Show page 1 of the Storybook.) Pound, pound, pound. Workers cut stones from the ground. The stones were cut into big blocks for God’s temple. (Give child a toy hammer. Provide a block or box for the child to tap with the hammer.) Shh, shh. Don’t make loud noises. The temple is God’s house. The workers pounded the stone far away from the temple. (Help child put finger to lips and say, “Shh.”) Push, pull, push, pull. The stones were carried to the new temple. (Help child push block across table.) (Show page 2 of the Storybook.) Saw, saw, saw. See the men sawing wood to use in God’s house. (Remove toy hammer. Give child toy saw to “saw” a large stick or dowel rod.) The workers built the temple. Stack, stack the blocks. (Remove toy saw. Give child two blocks to stack.) God’s temple was done. King Solomon and the people were happy with God’s beautiful house. (Smile; trace your smile with your fingers. Encourage child to smile and clap.) (Show page 3 of the Storybook.) Solomon put pretty things inside God’s temple: a golden table, golden lampstands, golden bowls, and dishes. Solomon brought the golden ark of God into the new temple. (Give child toy dishes or toy furniture to hold.) The priests cared for the temple. They dusted. Dust, dust. (Give child a dust rag to rub on table.) They swept. Sweep, sweep (Give child a toy broom to “sweep.”) They lit the lamps. (Show page 4 of the Storybook.) King Solomon built a wonderful temple where the people could worship God.

LEARNING STYLES Visual: Use the Unit Storybook, posters, or pictures relating to the story. Auditory: Play the story recorded on the Packet CD. Tactile: Provide play dough and items for children to touch, eat, or drink. Kinesthetic: Use crafts, actions, act out the story, or play a game.

Each unit has a Little Lamb puppet skit. These skits are recorded on the Resource Packet CD. They are printed on the Activity Cards from the Resource Packet. To order a Little Lamb puppet, see inside front cover for contact information. * found in Resource Packet

September 6 – 20, 2020

l Bible l CD*

l T2 Coloring Books l Crayons

Guided Play

BIBLE VERSE

Lord, I have loved . . . thy house. Psalm 26:8 (KJV)

Lord, I love the Temple. Psalm 26:8 (NCV)

Sing “Special Book” (track 11) from the CD. Open a Bible to Psalm 26. Encourage the children to say the verse with you. Then put actions to the verse. Lord (point up), I (point to self), love (cross arms over body), the Temple (put fingertips together above head to form roof). ➜ How do you feel when you go to God’s house? l We love God’s house. Guided Play

COLORING PAGE

Every week, pass out the T2 Coloring Book page for the week’s lesson to each child. Let the children color both sides. Talk with the children about the Bible story picture and the life application picture. ➜ Who built the temple in today’s story? (Solomon) ➜ How did the people help care for the temple? (They dusted and swept the temple.) ➜ Who came to the temple? (people) ➜ What can you do at church to take care of it? (pick up toys; clean tables; etc.) ➜ What do you do at church? (worship, pray, play, etc.) September 6: l Cups of water l Cheese triangles l Crackers l Napkins September 13: l Cups of milk l Bite-size fruit pieces September 20: l Cups of water l Toasted oat cereal

Option: Use the bonus coloring pages on pages 27–32 anytime during the quarter. Guided Play

SNACK

Say a prayer before eating the snack. September 6: Provide cups of water. Cut cheese into triangles. Position the cheese and cracker on a napkin to make a church shape. ➜ What did the people in the Bible story build? l Church is God’s house. September 13: Provide cups of milk and bite-size pieces of fruit. ➜ How did people care for the temple? ➜ How can you help at church? September 20: Provide cups of water and toasted oat cereal. ➜ Do you have fun at church? ➜ Who helps you at church?

* found in Resource Packet

Toddlers & Twos

Guided Play

CRAFTS

September 6 — Church Windows

Place a square of clear self-sticking paper sticky side up in front of each child. Help the child press pieces of colorful tissue paper onto the self-sticking paper in her own “stained glass” design. Cover the sticky side with another piece of self-sticking paper or with plastic wrap. ➜ Who built the temple? ➜ Can you say, “King Solomon”? ➜ Is washing windows part of caring for the temple?

September 13 — Clean God’s House

September 6: l Clear self-sticking paper l Various colors of tissue paper September 13: l Copy Master 5 l Crayons l Stapler September 20: l Copy Master 1 l Crayons l Glue l Yellow felt l Cotton balls l Happy face stickers

Give each child a copy of Copy Master 5 (page 45). Let the child color the pictures. Fold the squares in half on the dotted line, staple the unfolded sides, and fold in half again to make a book. ➜ Who helped keep the temple clean? ➜ How can you help keep our church clean?

September 20 — People at Church

Make a duplicate of Copy Master 1 (page 24) for each child to color. Glue yellow felt for the sun and cotton balls for clouds. Help the child draw happy faces or press happy face stickers onto the blank faces in the picture. ➜ Who comes to church? ➜ What do people do at church? Guided Play

Play “Let’s Clean Up” (track 12) from the CD as the children help you pick up toys.

l CD*

l We can show thanks to God for our families by p icking up our toys.

Take Home: Reflection

1. Can the children tell about King Solomon and that he built a temple for God? 2. Can the children tell that church is God’s house?

Each Week: l Toddlers & Twos Bible Treasures Lesson Card l T2 Coloring Book page l Craft September 6 also: l Unit 1 Parent Letter*

* found in Resource Packet

September 6 – 20, 2020

Copy Master 1

ÂŠ 2020 Permission to duplicate for classroom use only.

Toddlers & Twos

Teacher Notes