Building Blocks
Units of Study for Christian Schooling
based on the work of Margaret McIntyre
© 2002
Beacon Media
2 Linton Court
Berwick 3806
Australia
(03) 9707 4857
Supporting Resources
Themes for Christian Studies (Beacon Media) - a devotional
resource for the primary school.
Units of Study (Beacon Media) - expanded science/SOSE units
including student activities.
New Start (Beacon Media) – health program
I Can Read Bible Stories (Beacon Media) – literacy resource for
ages 6-8
Stories of Faith (Beacon Media) – literacy resource for ages 9-12
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Introduction
Building Blocks provides ideas for linking for linking science and SOSE
topics to God, the living person – not just to His creation.
The following attributes of God provide the foundations for science and
SOSE units in this document:
God is a Powerful Creator - (creator, Lord and king, pure and holy)
God is a Loving Provider - (a father, a shepherd, kind, faithful, a healer, a
provider, a person)
God is Patient and Kind - (gentle, forgiving, persevering)
God is Wisdom and Truth - (just, resourceful, the way, faithful)
God is Pure and Holy - (righteous, good, a judge)
God is a Powerful Protector - (a father, Lord and King, great and mighty)
God is a Humble Servant - (humble, a healer, a helper, faithful)
God is our Redeemer, Life and Peace - (our redeemer, saviour, a
preserver, merciful, gracious)
Topics link to the attributes of God. Using Building Blocks, teachers
can select topics and arrange them to create their own scope and
sequence.
Contents
Overview of topics
Theme 1: God is a Powerful Creator
Theme 2: God is a Loving Provider
Theme 3: God is Patient and Kind
Theme 4: God is Wisdom and Truth
Theme 5: God is Pure and Holy
Theme 6: God is a Powerful Protector
Theme 7: God is a Humble Servant
Theme 8: God is our Redeemer, life
and peace
Alphabetical subject Index
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3
6
20
39
56
73
90
108
121
129
Overview of Topics
Theme 1: God is a Powerful Creator
Topics are based on the six days of creation:
1. Light (Creation Day 1) p.5
2a. Water (Creation Day 2) p.6
2b. Air (Creation Day 2) p.7
3a. Landforms (Creation Day 3) p.9
3b. Rocks (Creation Day 3) p.10
3c. Plants (Creation Day 3) p.11
4. The Solar System (Creation Day 4) p.12
5a. Birds (Creation Day 5)) p.14
5b. Fish (Creation Day 5) p.15
6a. Minibeasts (Creation Day 6) p.17
6b. Larger Land Animals (Creation Day 6) p.17
6c. Dinosaurs (Creation Day 6) p.18
6d. Human Biology (Creation Day 6) p. 19
Theme 2: God is a Loving Provider
1. My home/My family p. 20
2. Me p.22
3. Food p. 24
4. Fibres and fabrics p. 26
5. Forests / forestry p. 27
6. Soil/crop farming p. 30
7. Animal Husbandry p. 32
8. Nations of the World: my country; World food shortage p. 33
9. Weather p. 33
10. Electricity p. 37
Theme 3: God is Patient and Kind
1. Friends p.39
2. Multi-cultural studies p. 41
3. My country p. 42
4. Australian Aboriginal Culture p. 43
5. Explorers and Pioneers p.45
6. One Hundred Years Ago p. 47
7. Growth and change p. 50
8. Creators and Builders p. 52
9. Sound and communications p. 53
Theme 4: God is Wisdom and Truth
1. Laws and customs p. 56
2. Health and safety p. 57
3. Choices and Decisions; Consumer Education p. 59
4. Community insects - Wisdom of the Ant p. 61
5. Natural Disasters p. 62
6. Transport, Exploration and Navigation p. 64
7. Discovering Truth through Archaeology p. 65
8. Creation or Evolution? p. 66
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9. Scientists who searched for truth: pendulums; scientific method p. 68
10. Real or substitute: Using the Senses; Fact or Fantasy p. 70
11. Balance p. 71
Theme 5: God is Pure and Holy
1. The Fruit of the Spirit p. 73
2. Pollution and Environmental Conservation p. 75
3. Cleaning - inside and outside the home p. 77
4. Geology - salt, crystals, gemstones p. 79
5. Light and colour p. 81
6. The Great Flood p. 83
7. Heat p. 83
8. Water p. 87
9. Government p. 89
Theme 6: God is a Powerful Protector
1. Weather and seasons p. 91
2. How animals protect themselves p. 92
3. Community protection services p. 94
4. The human body - the blood, immune system, skeletal system p. 95
5. Lighthouses and sea voyages p. 96
6. Shelter - houses; life in a castle p. 98
7. Structures for strength p.100
8. Our special planet p. 102
9. Rules for safety p. 104
10. God's caretakers/Endangered species p. 105
11. Air p. 106
Theme 7: God is a Humble Servant
1. Serving in the home p. 108
2. Community services p. 109
3. The Medical Profession 110
4. Special Communities: Aged; Disabled p. 112
5. Occupations: Serving with time and talents p.113
6. Transport, Machines and Technology p.115
7. Australian Pioneers p.116
8. Missionaries: Serving with humility and sacrifice p.117
9. Christian Scientists p.119
Theme 8: God is our Redeemer / God is Life and Peace
1. Life cycles p. 121
2. Living and non-living p. 122
3. Times and seasons / Christmas; the second coming p. 123
4. Rivers, Glaciers, Water Cycle p. 125
5. The History of the World p. 126
6. The Romans p. 129
7. Racial and national peace p. 130
8. The Great Commission p. 132
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Theme 1: God is a Powerful Creator
Introduction
God is…
• the creator of the universe
• supernatural
• a designer
• a miracle worker
• a healer
• Lord and King of the universe
Our response to 'God is a Powerful Creator'
Because God is a Powerful Creator, I will…
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Walk in the Light, because God is light.
Live a life that is good, honest and true.
Appreciate God's ability to supernaturally create.
Ask God to help me create new things, so that I can bless others.
Trust in a mighty, supernatural God.
Care for the universe He has created.
Appreciate the greatness of God and recognize that He is in control of all
He has made.
Thank Him for His provision, through the Creation.
Recognize that I am wonderfully made and thank Him for making me as I
am.
Recognize that God is Lord and King of the universe and has everything in
control.
Recognize that in order to be the person God wants me to be, I must make
Jesus Lord and King of my own life.
Topic 1: Light (Creation day 1)
Spiritual Awareness: God is Light
God created light on the first day of creation. This is the first 24-hour day of
creation. Light existed before the light of the sun. Light is essential to life. God
Himself is light.
Light is a symbol of goodness and purity, as opposed to darkness (a symbol
of that which is evil). God wants us to walk in His light and live a life of purity.
Supporting devotional resource
Themes for Christian Studies 1, (Creator): God created light; He is light
Biblical references
Genesis 1 The creation
John 1:5 God is light, and in Him there is no darkness at all.
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John 8:12 Jesus, the light of the world.
Ephesians 5:8 Walk as children of the light.
1 Peter 2:9 He has brought you out of darkness into His wonderful light.
Key Questions
How is life dependent on light?
Has God always been there?
What is the meaning of the word 'create'?
Why did God call the light 'good'?
What does it mean to walk as children of the 'light'.
Objectives
• To explain human dependence upon light.
• To explain animal dependence upon light.
• To understand the critical role the sun plays in supplying the earth with
light and energy.
• To recognize that the sun is a star and describe its structure.
• To contrast the structure of a star with other bodies in space.
Activities
• Devise an experiment to show that plants depend on light for growth.
• Plant seeds, varying exposure to light.
• Observe plants in the natural environment and note the way in which they
compete for light.
• List reasons for human and animal dependence upon light. e.g. to see
objects, availability of plant food.
• Classify animals of the day and animals of the night.
• Observe different kinds of lights.
• Classify lights, e.g. lights in the sky; electric lights; projected lights;
reflected lights; flames.
• Devise shadow games using an overhead projector.
• Set up a shadow stick, observing shadow lengths throughout the day.
• Use models to demonstrate an eclipse of the moon or sun/ day and night.
• Experiment with light using opaque, transparent and translucent paper.
• Discover how light travels.
• Experiment with mirrors.
• Make a spectrum using prisms.
• Record the colours of the rainbow.
Topic 2: Water and Sky (Creation Day 2)
Spiritual Awareness: God has power over creation
God divided the water in two. This was the water above, (the atmosphere),
and the water below. The water vapour above was called 'sky'. This happened
in the second 24-hour day of creation. No rain fell until the time of the Great
Flood.
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God's power is expressed in the greatness of the creation. We see this in the
oceans, and powerful weather forces. This powerful God cares about me
individually. He is able to perform miracles on my behalf.
Supporting devotional resource
Themes for Christian Studies 2, (Creator): God provides for His creation
(water)
Themes for Christian Studies 7, (Life): God is the sustainer of life (air)
Biblical references
Genesis 1 The creation
Psalm 93:4 The Lord rules... greater than the roar of the oceans, more
powerful than the waves of the sea.
Mark 4:35-41 - Jesus calms the storm.
Matthew 14:22-32 Jesus walks on water. (Jesus' power over creation)
Job 36:22 - God does great things by His power.
Key Questions
Why did God create water?
How do we get water?
Why did God create air?
Could we live without air?
Do other planets have air?
How can I thank God for all that He has made?
Topic 2a: The water cycle
Supporting devotional resource
Themes for Christian Studies 2, (Creator): God provides for His creation
Biblical references
Genesis 1 -The creation
Psalm 93:4 - The Lord rules... greater than the roar of the oceans, more
powerful than the waves of the sea.
Mark 4:35-41 - Jesus calms the storm.
Matthew 14:22-32 Jesus walks on water. (Jesus' power over creation)
Job 36:22 - God does great things by His power.
Psalm 104:10-18 God provides for all of His creation.
Key Questions
Why did God create water?
How do we get water?
How can I thank God for all that He has made?
Objectives:
• To explain the importance of water to life.
• To explain the water cycle.
Activities
• Make a chart showing our dependence on water, e.g. for drinking; for plant
survival; for washing.
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Conduct experiments with plants to show their dependence on water.
Measure rainfall.
Conduct evaporation / condensation experiments.
Study and chart cloud cover and rainfall.
Classify cloud types.
Topic 2b: Air
Supporting devotional resource
Themes for Christian Studies 7, (Life): God is the sustainer of life (air)
Biblical references
Genesis 1 The creation
Job 36:22 - God does great things by His power.
John 15 Jesus, the vine, is our sustenance
John 10:10 I have come that you might have life.
Exodus – God sustained the Israelites in the wilderness.
Nehemiah 9:6 You give life
Key Questions
Why did God create air?
Could we live without air?
Do other planets have air?
How can I thank God for all that He has made?
Objectives
• To show that air exerts pressure and can be used for moving things.
• To observe the effects of moving air.
• To measure the strength of moving air.
• To demonstrate ways in which air can move solids and liquids.
Activities
• Experiments to show that air exerts pressure:
• Fill a drinking glass to the brim and place cardboard over it. While holding
the cardboard against the glass, turn the glass upside down. Take hand
away and cardboard will remain.
• Experiment with moving things by blowing:
• Blow ping pong balls across a table. Make a yacht and move it across
water by blowing the sail.
• Make a siphon to show how air pressure can move liquids.
• Measure and record wind strength on different days.
• Use wind to move things, e.g. kites.
• Compare wind direction and direction of object's movement.
• Predict how an object may move, depending on wind strength and
direction.
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Topic 3a & 3b: Landforms and Rocks (Creation Day 3)
Spiritual Awareness: God provides though his creation
God said, "Let the water under the sky be gathered together so the dry land
will appear." Dry land would provide a place for plants to grow.
Then, God created the plants, which would become food, shelter and clothing.
God's greatness and majesty are seen in the landforms: mountains, valleys,
glaciers, canyons, oceans and rivers. In the study of landforms we also see
natural disasters, such as land slides and volcanic eruptions. These disasters
were not part of God's original creation, but are a result of the fall. The Great
Flood, God's judgment on sin, is the most amazing example of massive
upheaval of the Earth's crust. Great landslides and swirling mud caused the
deposition of layers, with plant and animals being quickly buried within them.
These fossils, evolutionists falsely believe, were deposited over millions of
years, when in fact, they were the result of one great disaster - the Flood.
Supporting devotional resource
Themes for Christian Studies 4, (Powerful): God's power is the greatest
(landforms)
Themes for Christian Studies 4, (Truth): God's word is a sure foundation
(rocks)
Biblical references
Psalm 93:4 The Lord rules…greater than the roar of the oceans, more
powerful than the waves of the seas.
Rocks:
Psalm 18:2; 19:14; 40:2; 61:2; 92:15 - God is our rock
Isaiah 26:4
Matthew 7:24 - the man who built his house on the rock
Key questions
What do great mountains tell us about God as creator?
What part did the Great Flood have in the formation of landforms?
Why did God create rocks and soil?
How can we enjoy the beauty of the Creation?
3a - Landforms
Objectives
• To name and identify major landforms.
• To explain the their formation.
• To explain the impact of the Great Flood upon world geography.
Activities
• Examine and discuss pictures of landforms e.g. cape, gully, tableland,
volcano, canyon, cliff, lake, river
• Identify landforms in the local area.
• Draw and label them.
• Make a model using a sand tray to depict different landforms.
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Use an atlas to find where landforms are situated.
Locate the highest peak, largest bay, major rivers, in a particular country.
Make a study of the Grand Canyon and see what creation scientists say
about its formation.
Identify other landforms created during the Great Flood.
Research the way in which layers were deposited during the Great Flood,
burying plants and animals within them.
Contrast evolutionists' views of geology and landforms, to those of
creationists.
Discuss the composition and processes at work in volcanoes.
Explain the meaning of active, dormant and extinct volcanoes.
Name and locate on a map, volcanoes that are still active.
Construct a volcano.
Examine volcanic rock.
Research accounts of Mt. St. Helens, Pompeii and Krakatoa eruptions.
Draw the different types of glaciers.
Explain the processes at work in glaciers and the result of glacial action.
Identify some famous glaciers in an atlas.
Research the expedition of Sir Edmund Hillary, the first person to climb Mt.
Everest.
3b -Rocks
Objectives
To be able to classify various kinds of rocks
To understand ways in which rocks were formed
To link the strength and durability of some rocks with the strength of God our
creator, (God is our Rock).
Activities
• Make a class collection of rocks.
• Identify igneous, sedimentary and conglomerate rocks.
• Explain how these were formed.
• Identify and classify rocks according to the following three groups:
1. granite, basalt, scoria, quartz, (formed by cooling of molten material)
2. sandstone, mudstone, conglomerate, coal, limestone (formed by
sedimentary deposition).
3. marble, quartzite, slate (formed by effects of heat and pressure on
previously existing rock).
• Classify rocks according to size, shape, weight, density, colour, texture,
layer formation.
• Record weights and sizes of rocks.
• Test rocks for hardness / softness / brittleness using a hammer.
• Try writing with rocks on hard surfaces.
• Compare freshly broken surfaces with weather-worn surfaces.
• Visit a road cutting.
• Use a magnifying glass to identify crystals in rocks.
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Demonstrate some of the principles of rock formation by making toffee,
firing clay, allowing layers of mud to dry out, throwing pebbles into a
cement-sand-water mixture.
Test for limestone in rocks by pouring on lemon juice, vinegar or other
diluted acid. Limestone rocks will effervesce or bubble in the presence of
acid.
Identify rocks used in local buildings or monuments.
Identify man-made rocks including bricks, tiles and concrete.
Study examples of rock art.
Make rock creatures by gluing attachments to a stone.
Topic 3c: Plants (Creation Day 3)
Spiritual Awareness: God provides though his creation
On day 3, God created plants for our pleasure, our sustenance and our wellbeing. God is a loving provider who knows our needs. We should thank God
constantly for the things He provides. It was God's plan that in His perfect
world there would be no killing. God intended that people and animals would
eat only plants. It was not until after the flood, when plant supplies were short,
that God gave us permission to eat meat.
Supporting devotional resource
Themes for Christian Studies 3, (Creator): God provides through His creation
(plants)
Themes for Christian Studies 3, (Provider): God provides the things we need
Biblical references
Genesis 1 The creation
Genesis 1:29 I give you every seed-bearing plant on the face of the whole
earth and every tree that has fruit with seed in it. They will be yours for food.
Matthew 6:28-29 The lilies of the field. God will provide for us.
Matthew 6: 25-34 Do not worry about food or clothes.
Psalm 147:7-9 God gives food to every living creature.
Ruth chapters 1-4 God provides grain for Ruth and Naomi.
Psalm 104:10-18 God provides for all of His creation.
Philippians 4:19 My God shall supply all your needs.
Luke 17:11-19 The man who remembered to say ‘Thank you’.
Key Questions
Why did God create plants?
How can I learn how to use plants for my own well-being?
Objectives
• To show God's purpose in creating plant life.
• To study the variety of plant life and identify requirements for life.
• To show the importance of plants for food, clothing and medicine.
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Concepts/Knowledge
• identification of plant parts
• growing and caring for plants
• plants as food
Skills
• observing plants using sight, smell, touch and taste
• classifying plants
• recording plant growth rates
Values
• appreciation of God’s creation and provision
• saying ‘thank you’ for our food.
• appreciation of the role of plant foods for maintaining good health
• awareness of responsibility towards plants in the environment
Activities
• Identify, draw and label plant parts
• Classify plants into groups.
• Classify food plants into fruits, vegetables, herbs and cereals, seeds,
stems, leaves.
• Classify according to colour, size, and uses.
• Grow and care for plants. Measure growth rates.
• Make a plant collection.
• Make a collection of food plants and classify them according to the edible
parts, e.g. leaves, stems, fruits, roots, flowers and seeds.
• Identify plants using the senses.
• Observe plants in local area.
Thinking skills
How could you make a musical instrument from plants?
Topic 4: The Solar System (Creation Day 4)
Spiritual Awareness: God is Lord and King
God has placed the stars, planets and their moons in place. He upholds them
by His power. He has created the gravitational systems that cause our times
and seasons.
Supporting devotional resource
Themes for Christian Studies 3, (Powerful): God is great, strong and mighty
Biblical references
Genesis 1 The Creation
Joshua 10 The day the sun stood still.
Isaiah 40:25-26 The greatness of the stars.
Psalm 74:16-17 You established the sun and the moon; It was You who set
all the boundaries of the earth; You made both summer and winter.
Psalm 104:19 The moon marks off the seasons and the sun knows where to
go down.
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Psalm 102:25 In the beginning you laid the foundations of the earth and the
heavens are the work of your hands.
Psalm 8 When I consider the heavens, the works of your fingers, the moon
and stars which You have set in place…
Psalm 136:1-9 Give thanks for His great creation.
Key Questions
What does the greatness of the universe show us about God?
How great is God's love?
Is the Earth a special planet?
What has God provided for us in the creation of the solar system?
What does such a great and mighty God think about me?
Objectives
• To understand our place in space.
• To explain what a solar system is.
• To understand the difference between a stars and planets, moons, comets
and meteors.
• To explain the cause of day and night, times and seasons. To understand
the main characteristics of the sun and its importance to earth.
• To understand the phases of the moon and its effect upon tides.
• To explain the effect of the earth's tilt.
• To explain the main characteristics of the planets in our solar system.
• To explain the effects of an eclipse.
• To define galaxies, constellations and stars, and find examples in the night
sky.
Activities
• Draw a diagram of our solar system and name the planets.
• Set up a model using a light globe and a ball to show the way in which the
earth rotates on its axis, experiencing day and night.
• Use the model to show the earth's revolution around the sun.
• Make a 3D model of the solar system.
• Find our place on a rotating earth model.
• Chart the position of the sun during the day and explain why the sun rises
and sets.
• Experiment with a mirror and an electric light bulb to show how the moon
reflects the sun's light.
• Describe the experiences of astronauts and their space voyages.
• Design and make a rocket.
• Recognize and name the phases of the moon. Keep an observation chart.
• Find out relative distances of planets from sun and show in diagram form.
• Make a star map and learn to recognize the main constellations.
• Make a report on the conditions of each planet in the solar system and
explain why the Earth is perfectly suited to living things.
• Make a model which illustrates how an eclipse occurs.
• Study Galileo's work with the telescope.
Accompanying support document: 'Space' (Beacon Media)
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Topic 5: Birds and Sea Creatures (Creation Day 5)
Spiritual Awareness: God cares for his creation
As God made the living creatures to inhabit the Earth, He first made those
that could exist in water and in the air. Some Christians accept the theory of
evolution, believing that if each day was millions of years, then the 'lower
forms' of life, birds and fish, existed millions of years before 'higher' land
animals. However, the Bible speaks of the passing of 'evening and morning',
(Genesis 1), before each new day of creation. This points to 24-hour days.
God said that His creation was good. To believe that birds and fish developed
into higher land animals, through evolution, one must believe that there was
death and suffering. That is to say, one species died out and gave way to a
new species. It is therefore impossible to believe that God created animals
over millions of years, involving death and suffering, (fossils), and at the same
time believe that God's creation was 'good'. A perfect creation does not
involve death and suffering. Death and suffering came into existence after the
creation of man, at the point of His fall from God's perfection.
Supporting devotional resource
Themes for Christian Studies 1, (Love): God is a loving and faithful shepherd
Themes for Christian Studies 6, (Provider): God is a miraculous Provider
Biblical references
The Creation (Genesis 1)
Genesis 1: 20-21 God said, "Let the water teem with living creatures, and let
birds fly above the earth across the expanse of the sky. So God created the
great creatures of the sea and every living and moving thing with which the
water teems, according to their kinds, and every winged bird, according to its
own kind. And God saw that it was good."
Matthew 10:29 God cares for the sparrow.
Matthew 6:25-27 Do not worry. If God cares for the birds, He will care for you.
Psalm 148 The Creation praises God.
Luke 5:1-11 - The great catch. (Shows Jesus' power over creation)
Key questions
What does it mean to be created 'according to its own kind'?
What does God mean when He said His creation was 'good'?
How much does God love the creatures He has made?
How can we help to take care of them?
Topic 5a - Birds
Objectives
• To understand the diversity of bird life, all deriving from a common genetic
pool.
• To identify habits and habitat.
• To understand the body structure and explain the basic principles of flight.
Activities
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Observe and draw birds in the local environment.
Make a bird feeding table.
Classify birds according to size, colours, structure, food, sounds, nests,
flying ability.
Identify birds using books or charts.
Research habits and habitats.
Describe structure of a bird's body, which includes hollow bones and large
breast bone to support wing muscle.
Draw the skeleton of a bird and label the parts.
Describe the special features of the wing, and how it is designed for flight
e.g. special shape, flapping technique, primary and secondary feathers.
Demonstrate principle of flight using a paper model aerofoil. (Air rushes
fast over the top and less below so the aerofoil rises.)
Topic 5b – Ecosystems - marine and freshwater
Objectives
• To appreciate the diversity of marine life.
• To understand the relationship between plants and animals in a marine
ecosystem.
• To understand our dependence upon sea life.
Activities
• Classify different type of sea creatures e.g. mammals, crustaceans, fish,
whales, coral, mollusks.
• Study animal food chains and represent them in the form of a flow chart.
• Visit a seashore and observe shore life.
• Compare life on rocky shores, sandy shores, coral reefs.
• Compare differences in sea life between tropical waters and
Arctic/Antarctic waters.
• Study and chart whale migration.
• List types of sea creatures used for our food.
• Discuss problems of over fishing and impact of pollution on sea life.
• Discuss near extinction of rare species. What can be done?
• Draw a food web.
• Observe using a microscope organisms that may be found in fresh and
saltwater.
• Classify organisms.
Topic 6: Land animals and human beings (Creation Day 6)
Spiritual Awareness: We are created in God’s image
God created each animal according to its own kind. This meant that there
were animal families, such as dogs, cats, horses. Each of the animals created
in the Garden of Eden had a large genetic pool, giving rise to a great variety
of animals within the particular animal family. However, there was no
interbreeding between kinds. This meant that one species could not develop
into another. The genetic information for each kind was unique.
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Human beings were also created on day six. We see a large variety of
features within the human race, but we all came from the original genetic pool
of Adam and Eve.
The amazing complexity of our own bodies reveals God as an ingenious
designer. God created us in His image. He created us to be His friends. Only
human beings can have a personal relationship with Him. God created each
person as valuable and unique. He knows and loves each one personally.
Supporting devotional resource
Themes for Christian Studies 1, (Life): God is the giver of life.
Themes for Christian Studies 6 & 7, (Creator): God is a perfect Creator
Themes for Christian Studies 4, (Creator): We are created in God's image
Biblical references:
People:
Genesis 1 - 3 The creation and fall.
Psalm 139 We are wonderfully made.
Acts 17:28 (a) For in Him we live and move and have our being.
Matthew 10:29-30 God knows the number of hairs on our head.
1 Corinthians 6:19-20 - Our bodies are the temple of the Holy Spirit.
Mark 10:6 God made them male and female
Animals:
Genesis 1 – God created animals and people on day six.
Genesis 1:24 – God said “Let the earth be filled with animals”.
Genesis 6-8 – God saved animals during the Great Flood
Mark 11:1-10 – Jesus rode an untamed donkey into Jerusalem.
Psalm 150:6 – Praise the Lord, all living creatures.
Psalm 148:9 – Praise Him hills and mountains…all animals, tame and wild,
reptiles and birds.
Key questions
What is the spiritual difference between humans and animals?
How do we identify body, soul and spirit?
Do animals have a personality?
Who spoiled God's perfect creation?
Does God have a rescue plan?
What was the world like before the fall?
Were all animals once vegetarian?
How much responsibility has God given to man concerning animals?
How can we be God's caretakers?
What can people do today to help preserve endangered species of animals?
What evidence can we give for the supernatural act of creation?
Could God create the universe in six 24-hour days, or isn't He that powerful?
Did dinosaurs and humans live at the same time on the earth?
What happened to the dinosaurs?
How can we convince someone that man did not evolve from apes?
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Values
Environmental appreciation
Care for animals and the environment
Topic 6a - Minibeasts
Objectives
• To appreciate the variety of living things.
• To understand the role minibeasts play in the ecosystem.
• To understand stages of various life cycles.
• To discover information about food and habitat.
• To appreciate the way in which some minibeasts live in communities
Activities
• Go on nature walks
• Search for minibeasts in various places e.g. hollow trees, under rocks.
• Build a suitable home for minibeasts and observe their behaviour e.g.
earthworms, ants, caterpillars, tadpoles, silkworms.
• Use a magnifying glass to make observations.
• Classify minibeasts into families e.g. insects, spiders, snails.
• Classify according to number of legs.
• Classify according to locomotion.
• Classify according to where they are found.
• Use plastic insects and spiders for classification and language games e.g.
place the blue beetle under the red butterfly.
• Draw and label minibeasts.
• Research information on habitat, food, homes, defence mechanisms, life
cycles.
• Discuss the control of garden pests.
• Discuss the usefulness of some minibeasts to man.
• Discuss whether biting and stinging insects were part of the original
perfect Creation.
Accompanying support document: 'Spiders' and 'Community Insects'
units of study (Beacon Media).
Topic 6b - Animal classification/ locomotion
Objectives
• To classify animals within the major groups, understanding that animals
were created after their own kind.
• To understand that the variety of animals we see today developed from a
large gene pool, present in the animals aboard Noah's Ark.
• To observe structural and behavioural characteristics of animals.
• To understand our responsibility in caring for animals.
Activities
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Classify animals: reptiles, mammals, marsupials, fish, birds, amphibians.
Classify according: domestic animals and wild animals; pets and farm
animals; pets and wild animals.
Classify animals within these groups: reptiles, mammals, marsupials, fish,
birds and amphibians.
Classify animals within families e.g. different types of cats, dogs.
Describe structural similarites between animals. e.g. eyse, ears, limbs,
wings, teeth, beaks etc.
Compare structural characteristics - eyes, ears, wings, limbs, teeth, beaks.
Make collections of animals hair, fur, feathers, skin.
Visit zoo.
List instinctive behaviour common to specific animal groups.
Classify animals according to use of camouflage backgrounds.
Discuss how animals use camouflage.
Classify animals according to locomotion structures.
Estimate speeds of various animals and compare these speeds using
graphs.
Give examples of where man has copied God's strategies and designs for
locomotion in His creation.
Collect photographs and drawings of animals.
Observe wildlife videos.
Discuss the reasons for animal extinction.
Find out what is being done to protect endangered species.
Discuss importance of animals to man.
Discuss the value of pets and responsibilities in caring for them.
Topic 6c: Fossils
Objectives
• To explain why some living things have become extinct.
• To understand how fossils were / are formed.
• To explain why evolutionists believe that some fossils are millions of years
old.
• To explain how the Great Flood accounts for layers of fossils, which are
thousands, but not millions of years old.
Activities
• Give a brief explanation explaining both Creation and Evolution accounts.
• Give explanations of natural phenomena (e.g. river beds), from both
Creation and Evolution perspectives.
• Present evidence for the Flood.
• Examine fossils and photographs of fossils.
• Explain how fossils are formed.
• Make 'fossils' from plaster.
• Make two time-lines: one Biblical and the other from an evolutionist's
viewpoint.
• Read some folk and tribal stories of the Great Flood.
• Investigate types of dinosaurs.
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Mark worldwide distribution of dinosaurs.
Find Biblical references to dinosaurs e.g. Job 40.
Identify, classify and draw different types of dinosaurs.
Explain possible reasons for the extinction of dinosaurs.
Study Genesis 6-8 and decide whether dinosaurs would have boarded
Noah's ark.
Creation resources available from: www.answersIngenesis.org and
CreationOnTheWeb.com
Topic 6d - Human Biology
Objectives
• To describe the major systems that comprise the human body: skeletal;
circulatory; respiratory; digestive; nervous.
• To understand how these systems interlink and are interdependent.
• To recognise the functions of the organs
• To recognise the importance of personal health and fitness.
Biblical references
Genesis 1 - 3 The creation and fall.
Psalm 139 We are wonderfully made.
Acts 17:28 (a) For in Him we live and move and have our being.
Matthew 10:29-30 God knows the number of hairs on our head.
1 Corinthians 6:19-20 - Our bodies are the temple of the Holy Spirit.
Mark 10:6 God made them male and female
Matthew 25:14 – The parable of the talents
Activities
• Work in groups to trace outlines of bodies on large sheet of paper. Each
group then draws inside the body shape, a simplification of one of the
above systems.
• Label major systems and components.
• Observe and record own measurements e.g. height, weight, head
circumference.
• Record pulse rates before and after exercise.
• Feel own heart beat.
• Make a paper collage of the human skeleton.
• Graph personal differences such as hair and eye colour.
• List the requirements for keeping our bodies fit and healthy.
• Plan a personal health and fitness program.
• Conduct sensory experiments with taste, touch, smell, sight, hearing.
• Record and compare fingerprints.
• Recognize that God has created us with unique gifts and talents and
identify recognize gifts and talents within the class.
• Set some life-time goals – “How I can use my talents for God”.
Related unit: New Start Program Parts 21 & 22 - Body systems
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Theme 2: God is a Loving Provider
Introduction
God is…
• loving
• kind
• a shepherd
• a father
• a provider
• a healer
• a person
• faithful
Our response to 'God is a Loving Provider'
Because God is a Loving Provider I will…
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Love God
Love others
Forgive others
Be kind and patient with others
Help others
Thank God for the things He provides
Thank my parents for the things they provide
Share with others the things that God has provided.
Topic 1: My home / my family
Spiritual awareness: God cares for families
God is love. He loves my family. He has provided a family to love and care for
me.
Living in families is God's plan. Every family is special. God provides for
children and protects them, through the family structure. Children feel safe in
the care of their parents. A family provides food, shelter and love.
People in families belong to one another. Parents love their children very
much, and children love their parents. It is God's plan for family members to
show love, respect, loyalty and support for one another. Family members
must learn to trust each other, cooperate with each other and forgive each
other.
The family structure represents God's care for His children. God loves and
cares for us as a father. He protects and provides for us.
Supporting devotional resource
Themes for Christian Studies 1, (Love): God is a loving and faithful shepherd
Themes for Christian Studies 4, ( Love): God is a loving Father
Themes for Christian Studies 1, (Peace): God keeps us safe
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Biblical references
Luke 15:11-32 - A story about a father who forgave his son.
Luke 2:41-52 - A visit to the temple. Jesus obeyed His heavenly Father.
John 10 - The Good Shepherd; Our heavenly Father loves and cares for us.
Matthew 2 – Protection of the baby Jesus
Exodus 1-2 Protection of baby Moses
Psalm 68:5 – God is a Father to the fatherless
Isaiah 9:6 – He is an everlasting Father.
2 Corinthians 6:8 - I will be your Father, and you shall be my sons and
daughters.
1 John 3:1 - See how much the Father has loved us! His love is so great that
He has called us His children.
Romans 12:9-10 - Brotherly love.
1 Corinthians 13:4 - Love is patient and kind.
Galatians 5:22 - Love is a fruit of the Spirit.
Ephesians 6:1 - Children obey your parents in the Lord.
Joshua 24:15 - As for me and my family, we will serve the Lord.
1 Peter 2:13 – Obedience
Key Questions
What is a family?
Why did God choose to place us in families?
How does living in a family help us to get the things we need?
What are some of the problems family members may have in getting along
together?
What should we do when we have family disagreements?
How can family members help each other in times of trouble?
How can you be helpful to your family?
How do parents expect their children to behave?
What does God expect?
Who made the rules for families?
What are some of the rules?
Objectives
• To describe the caring and protective roles of parents.
• To describe the responsibilities of children.
• To recognize that peace and harmony in families is achieved by living the
way God wants us to live.
• To understand the love that God our Heavenly Father has for us.
Activities
• Describe the family life of Jesus as a boy.
• Make a photo collection of your family.
• Draw your family.
• List members of your immediate family. List other members (extended).
• Draw / discuss the things that are special to your family - house, pets.
• Design a family coat of arms.
• Describe family members. Write about them.
• Describe the things that family members do together.
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Discuss the advantages / disadvantages of being the oldest or youngest
family member.
Discuss different types of families: large, small, single parent.
Measure and graph heights of family members.
Make a diagram of your family table, looking from above. Use a symbol for
each member.
Look at family likeness e.g. hair colour, eye colour.
Make a family tree.
Make a list of family rules.
Discuss the way that God want me to treat my family: love family
members; obey parents; be helpful; express thanks; play peacefully with
my brothers / sisters; forgive my family when they do things that upset me.
SOSE support document: 'The Family' (Beacon Media)
Topic 2: Me
(This topic may be linked with 'The Human Body', topic 6b, 'God is a Powerful
Creator')
Spiritual Awareness: God cares about me
God is Love. He loves me.
God knows everything about me. He created me. He knew me before I was
born. He knows the number of hairs on my head.
Each person is uniquely individual. Each person is special to God. Each
person is wonderfully made. God loves me just the way I am. He has given
me gifts and talents that I can use to serve Him.
Thank you God for the way you made me!
Supporting devotional resource:
Themes for Christian Studies 1, (Love): God is a loving and faithful shepherd
Themes for Christian Studies 3, (Love): Jesus is a friend
Themes for Christian Studies 4, (Creator): We are created in God's image
Biblical references
Psalm 139 We are wonderfully made.
Matthew 10:29-30 The hairs on your head are numbered.
Luke 12:6-7 You are worth much more than many sparrows.
Matthew 6:26. Look at the birds. God cares for them. He will care for me.
John 10 The Good Shepherd. He calls His own sheep by name.
Luke 15 The Lost Sheep
Psalm 23 The Lord is my shepherd.
Luke 19:1-9 The story of Zacchaeus. Jesus knew all about him. He called
him by name.
John 1:43 Jesus called Nathanael by name.
Isaiah 49:16 Our names are inscribed upon His hands.
Ephesians 2:10 We are His workmanship
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Mark 10:13-16 Jesus, special friend of children.
Matthew 25:14-30; Romans 12:4-8; 1 Corinthians 12:12-27 We have
individual gifts and talents that we can use to serve God.
1 Tim 4:4 Everything God created is good.
Key Questions
Is there anything that God doesn't know about me?
What special things can I do for God?
Does God know when I am feeling unhappy or upset?
Does God care about the way I feel?
What does God think about the way I look?
What does God think about the special things I can do?
Is God happy when I want to be someone else?
Can we all be good at everything?
Does God love children as much as grown-ups?
How do I know that God loves me?
Objectives
Students will be able to:
• develop a positive self-image, based on the understanding that God made
us and loves us, and we are special to Him.
• appreciate that we are all different.
• appreciate that God has given each person different strengths and
abilities.
• realize that we all have weaknesses.
• accept themselves as God made them and to be free from fear of failure.
Skills
• Recognizing gifts and talents
• Naming basic body parts
• identify their own differences e.g. hand sizes, feet sizes, height,
hair/eye/skin colour
Values
• care for self
• appreciate that each person is special
Activities
• Trace around each student's body, using a large sheet of paper.
• Draw / give a short talk - on 'things special to me' e.g. family, pets, toys,
hobbies.
• Make a coat of arms depicting things special to me.
• Make a ‘Me’ booklet.
• Compare physical features e.g. height, hand size, feet size, eye, hair, skin
colour.
• Cooperate with a partner to play a team game in which they make simple
shapes with their bodies.
• Create a collage of pictures showing things that they like, then discuss
shared interests and individual preferences.
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Make a class-list showing strengths of class members. Next to each name
write a special gift or talent. (Note that personality features - e.g.
friendliness, - can be included.)
Make a card for a classmate expressing appreciation.
List the reasons why I am important to my family.
Discuss the personal qualities of Jesus as a boy.
Discuss the reasons why people are 'popular' e.g. good looks, clothes,
toys.
Discuss the personal qualities that God wants us to look for in others e.g.
kindness, fairness, truthfulness, courage, friendliness.
Discuss kindness and care towards those who are handicapped.
List ways in which I use my gifts for God, and ways in which I can improve
my skills or talents.
List the things I can do to keep my body fit and healthy.
Participate in exercise for physical fitness.
Thinking skills
If you were born unable to speak, how would you survive at school?
Topic 3: Food
(This topics may be linked with 'Plants', topic 3b, 'God is a Powerful Creator')
Spiritual Awareness: God faithfully provides
God has provided food through the creation. He provides for us because He
loves us as a father. The original food provided by God in the Garden of Eden
was plant food. At that stage no animals were killed, and all animals survived
on plants. Permission to eat meat was given after Noah's flood, probably due
to the temporary unavailability of plant food.
God has generously provided a huge variety of plant food, which he placed in
the creation for man to tend and cultivate.
With many people experiencing famine, it may appear that God's creation is
unable to provide for the needs of the whole world. However this is not the
case. Some countries experience over production while others are starving.
God expects those with plenty to share with those who have little. An
understanding of sharing is necessary in order to understand 'God is
Provider'. God's generosity provides a degree of human responsibility to those
who have more than they need. God provides enough food for the whole
world, but greed and selfishness prevent it from being distributed. Exploitation
of the land, another product of greed, has also caused wastelands where food
can no longer be produced.
Supporting devotional resource
Themes for Christian Studies 1, (Provider): God is a generous Provider
Themes for Christian Studies 3, (Provider): God provides the things we need
Themes for Christian Studies 7, (Provider): God expects us to share His
provision
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Themes 3 for Christian Studies,(Creator): God provides through His creation
Biblical references
Genesis 1:29 - God said, Look, I have given you all the plants that have grain
for seed. And I have given you all the trees whose fruits have seeds in them.
They will be food for you."
Ruth - God provided grain for Ruth and Naomi.
Matthew 14, Mark 6, Luke 9, John 6 - Jesus feeds the multitudes.
Exodus 16; Exodus 3:8 - God provided food for the Israelites.
Proverbs 12:1 - He who works his land will have abundant food.
Matthew 6:25-34 - Do not worry about food or clothes.
1 Kings 17 - Miraculous provision for the widow when Elijah prays.
2 Kings 4 - Miraculous provision when Elisha prays.
Philippians 4:19 - My God shall supply all your needs.
Psalm 136:25 - He gives food to every living creature. His love continues
forever.
Matthew 7:9-11 - God gives good things when we ask.
Key Questions
Why can we say that God is like the perfect father?
What good things does God give to us?
How can we thank God for the food He gives us?
How can we share what God gives us with others?
Why should we give and share?
Objectives
• To understand the food requirements for a healthy body
• To appreciate the range of healthy food that God has provided
• To discern between healthy and unhealthy food
• To develop disciplined eating habits
• To identify local and imported foods
• To identify processed and unprocessed foods
• To identify the primary source of processed foods
• To classify foods according to certain food groups
• To discover the causes of physical and chemical changes that occur when
preparing food
• To identify soluble and insoluble substances
• To explain changes from solid to liquid or liquid to solid
• To understand the importance of air in the cooking process
• To understand factors causing food deterioration
Activities
• Classify plant foods according to fruits, vegetables, herbs, seeds,
(cereals).
• Make a collection of seeds we eat.
• Classify foods according to plant or animal sources.
• Classify foods according to processed or unprocessed.
• Classify foods according to nutritious, 'junk food' or in between. Devise a
scale and show information on a graph.
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Recognize foods by playing identification games using sight, taste, touch
and smell.
Prepare some food, following a recipe.
Devise a menu for a balanced meal.
Compile a cook book.
Invent a new recipe.
Observe physical and chemical changes that occur during food
preparation e.g. changes from liquid to solid or solid to liquid, (melting,
setting / solidifying), dissolving, rising, expansion.
Visit a farm or factory to observe food production.
Find out places where different foods are grown and show these on a
map.
Read and analyze food packaging labels.
Decide whether food advertisements are telling the truth.
Depict food types using a variety of art forms.
Use dried foods like lentils, beans and pasta to make a collage.
Design food packaging labels.
Design an advertisement or poster for healthy food.
Investigate deterioration of food due to age or warmth and explore the
growth of moulds on foodstuffs.
Record and graph times for deterioration of foods left unrefrigerated.
Compare use-by dates on packages.
Measure masses and volumes of cooking ingredients.
Research and compare cost of foods.
'The New Start’ health program is available from Beacon Media.
Topic 4: Fibres and Fabrics
Spiritual Awareness
God promises to provide for our material needs. He cares and provides for
His children as a shepherd cares and provides for His sheep. He provides for
all our needs. Jesus told us not to worry about food or clothes. Some people
have plenty of good clothes but still worry about how they look in their clothes.
Everyone has to decide how Jesus would want them to dress.
Supporting devotional resource
Themes for Christian Studies 3, (Provider): God provides the things we need
Themes for Christian Studies 4, (Provider): God is a caring provider
Key Questions
How does God provide clothes for me?
Who buys clothes for me?
How should I take care of my clothes and shoes?
What kinds of clothes do I need?
When do I need to get new clothes?
Why should I thank God for providing clothes for me?
What would I do if my parents do not have enough money to buy clothes for
me?
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Biblical references:
Matthew 6:28 - And why do you worry about clothes? Look at the flowers in
the field. See how they grow. They don't work or make clothes for themselves.
Exodus 16, 17 - God provided for the children of Israel in the desert.
Deuteronomy 29:5 - During the forty years I led you through the desert, your
clothes did not wear out, nor did the sandals on your feet.
John 10:1-18 - The Good Shepherd. He provides for us.
Psalm 23 - The Lord is my shepherd.
Isaiah 40:1 He feeds His flock like a shepherd.
Objectives
• To classify clothes according to season or purpose.
• To understand how clothing is made.
• To identify natural and man-made materials
• To identify fabrics from which clothes are made
• To appreciate pattern and design in clothing
• To understand how fibres and fabrics are made
• To explain the difference between a fibre and a fabric
• To explain properties of fibres and fabrics
Activities
• Collect pictures of clothing.
• Collect fibres and fabrics.
• Collect pictures of clothing from different countries and compare.
• Classify clothing according to seasons and purpose.
• Classify clothing or fabrics according to pattern.
• Classify fabrics according to texture.
• Examine and compare samples of different materials e.g. wool, cotton,
synthetic.
• Classify clothing or fabrics according to the source material.
• Make a collage using different types of fibres and fabrics.
• Research the processes involved in making fibres and fabrics from natural
materials.
• Make a fibre.
• Make a garment.
• Discuss care of clothing.
• Discuss the reasons for wearing uniforms.
Topic 5: Forests and forestry
Spiritual Awareness: We have responsibility to care for the creation
God has provided trees for use. Man has been given the responsibility of
caring for the land. This includes care of forests and the amazing variety of
trees contained within them. Natural forests provide a home for a huge variety
of plants and animals, many of which are on the verge of extinction.
Rainforests contain a greater number and variety of plant and animal species
than any other habitat on earth. Many are still unknown and many plants have
potential healing properties yet to be discovered by medical science. Tropical
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rainforests are not only important to wildlife, but to the human race as well.
The roots of the forest trees hold the soil in place, preventing soil erosion. The
trees themselves have an effect on the climate, gathering clouds that produce
rain. The trees also absorb carbon dioxide and produce oxygen. In spite of
this, destruction of rainforests to satisfy man's greed continues at an alarming
rate. On the other hand, wise management of the land, including forest
plantation, is a way in which God provides for our needs. Wisdom, as well as
provision is therefore an attribute linked to this unit.
Supporting devotional resource
Themes for Christian Studies 2, (Provider): God's provision never runs out
Themes for Christian Studies 5, (Provider): God is a faithful provider
Themes for Christian Studies 3, (Creator): God provides through His creation
Themes for Christian Studies 7, (Life): God is the sustainer of life
Biblical References
Psalm 104:10-18 - God provides for His creation.
Psalm 147:7-9 - God gives food to every living creature.
Psalm 50:10 - He owns the cattle on a thousand hills.
Matthew 25: 14-30 - The story of the talents is a story of responsibility with
that which the Lord has provided for us.
Genesis 37-46 - God gave Joseph wisdom and used this wisdom in providing
food for his family.
Genesis 1:28 - God said, 'Rule over every living creature.'
Genesis 1:11 - The land produced vegetation.
Psalm 92:12 - Trees of the Bible.
Genesis 2: 8-9 - Trees in the Garden of Eden.
Key Questions
How do trees provide for our needs?
What would the world be like without trees?
How do trees provide for the needs of other plants and animals in the rain
forests?
How long do some trees take to grow?
What are the dangers facing the world's natural forests?
What can be done to ensure that natural forests are not destroyed?
How can we take care of forests and bushlands?
What did God mean when He asked Adam to rule over the creation?
Topic 5a: Rainforests
Objectives
• To appreciate the value of the rainforest to both human and animal life
• To appreciate the threat to the world's rainforests
• To understand the effects of rainforest clearance
• To understand the rainforest as a living community of plants and animals
Activities
• Identify the different layers of the rainforest: the upper and lower canopies,
the emergent trees and the forest floor.
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Draw a diagram of a rainforest, showing layers.
Explain the meaning of a canopy.
Explain the battle for light as trees and vines grow upwards, chasing the
light.
Describe the plants growing in the different layers.
Make a project on animals living in the rainforest.
Describe the value of the rainforests to human life.
Research the way of life of peoples of the Amazon rainforest, who manage
to live in the forest without damaging it.
Explain why people from rich countries want to clear the forests,
(agriculture, felling trees and building dams).
Describe the effect of this destruction upon the world's climate and upon
plant and animal species.
Make a study of an endangered species.
Plot rainforests on a world map.
Make a list of ways people can help prevent the destruction of rainforests.
Topic 5b: Forestry
Objectives
• To be able to identify different types of trees
• To understand the value of wood as a natural resource
• To understand the difference between wood from plantations and the rarer
species of trees from rainforests
Activities
• List the different uses for wood.
• Make a collection of wood samples.
• Compare a forest plantation and a rainforest.
• Identify rare expensive varieties of wood that come from rainforests.e.g.
mahogony, teak.
• Identify wood that comes from a plantation e.g. pine
• Classify wood according to different qualities e.g. hard, soft.
• Test wood for properties e.g. Will it float? Is it easy to saw / hammer?
• Compare weights of wood samples.
• Classify and identify trees in the local area.
• Classify and identify types of processed wood such as chipboard, plywood
and hardboard (Masonite).
• Make a list of things in the home made of wood.
• Identify buildings made from wood in the local area.
• Research the value of wood to early pioneers.
• Make an article from wood.
• Make some rhythm stick from wood.
• Make paper.
• Make a collage using bark, sawdust, wood shavings.
• Use pieces of wood to make prints.
• Label the parts of a tree.
• Explain the way that water and nutrients travel from the roots to the tip.
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Explain the way in which the leaves use sunlight and carbon dioxide to
produce oxygen.
Topic 6: Soil and crop farming
Spiritual Awareness: God is resourceful
God expects mankind to work responsibly with the resources he has been
given, using wisely the dominion he has been given. The provision of soil for
the growing of crops is an expression of God's love and kindness towards us.
Provision is on-going, as God provides rain, sun and seeds, the elements for
His provision. He wants His children to trust in Him daily, and thank Him for
the food He provides.
Supporting devotional resource
Themes for Christian Studies 3, (Provider): God's provision never runs out
Themes for Christian Studies 4, (Provider): God is a caring Provider
Themes for Christian Studies 5, (Provider): God is a faithful Provider
Biblical references
Genesis 1:30; 2:5;3:23 - Man was instructed by God to cultivate the soil.
Psalm 104:14 - God provides grass for the cattle and vegetables for man.
Matthew 13:31 - The mustard seed. God provides when we have faith.
Matthew 26 - Do not worry.
Matthew 4:18 ; Mark 1:14; Luke 5:1; John 1:35 - The calling of the first
disciples. They had to trust God to provide.
Exodus 15:22-27; Exodus 17 - God provided water for the Israelites when
they trusted Him.
Job 36:26-31 - God is great. He is faithful in providing through the creation.
Psalm 119:86a - God's words can be trusted.
Psalm 56:3 - I put my trust in you.
Psalm 20:7 We trust in the power of the Lord our God.
Matthew 13:3 The Sower. God provides the seed.
Key Questions
How does God provide my food?
How can I thank God for my food?
What did God mean when He asked man to cultivate the soil?
What things in God's creation provide for the growing of seeds?
What must we do if we want seeds to grow into food plants?
What problems can there be in trying to grow good crops?
Where did weeds and pests come from?
Were they in God's original perfect creation?
Topic 6a: Soil
Objectives
• To understand different soil types
• To suggest ways of improving the soil
• To understand problems deriving from poor soil management
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To understand the responsibility mankind faces in soil conservation.
Activities
• Collect samples of soil from a variety of sources and place in jars. Include
sand, clay, loam, broken down compost.
• Study soil samples using sight, smell and touch. Use a magnifying glass.
• Classify / list soil types and explain how they were formed.
• Explain the difference between topsoil and subsoil.
• Conduct experiment to show the different types of soil particles. Place soil
and water in a jar and shake. Allow soil to settle, and watch heavier
particles settling first and lighter particle settling last.
• Conduct experiment to show that soil contains air. Place soil in glass jar
and slowly pour water over it. Observe rising air bubbles.
• Make soil from rocks by scraping soft sandstone, shale or limestone.
• Make inferences about the relationship between soil type and plant
growth. Predict performance of plant growth in different soil types e.g.
fertile garden compost, clay, sand.
• Measure plant growth and graph results.
• Grow a vegetable garden. Add compost to one section and note difference
in performance.
• Examine organic and inorganic fertilizers.
• Discuss the practice of allowing land to be fallow.
• List some of the reasons for soil erosion.
• List ways of preventing soil erosion e.g. planting trees,
Topic 6b: crop farming
Objectives
• To appreciate some of the processes involved in getting food from farm to
table.
• To appreciate the food value of food from the farm
• To identify plant food sources of processed foods.
• To differentiate between local and imported crops
• To understand the importance of seasons in crop farming
Activities
• Visit a crop farm.
• Visit a market or supermarket.
• Make a list of local and imported crops.
• Classify food crops into those grown in warm and cool climates.
• Make a flow chart showing the way the crop begins as a seed and
becomes a food plant.
• Make a flow chart showing passage of food from producer to consumer.
• Make a calendar showing the activities in the farmers' year.
• Make a list of processed foods and their food crop source.
• Classify food plants.
• Prepare healthy meals from plant foods.
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Discuss the difference between organic and non-organic fruit and
vegetables.
Compare farming methods of organic and non-organic.
Discuss the problem of pests.
Discuss the potential problems of genetic modification.
Compare today's farming methods with earlier times.
Discuss transport and marketing of farm products.
Discuss economic and marketing factors - imports and exports.
Discuss ways in which overproduction in the first-world could benefit
countries where there is food shortage.
Topic 7: Animal Husbandry
Spiritual Awareness: God cares for the creation
God has provided animals for our use. He has given us authority over the
animal kingdom, and with this authority comes responsibility. Christians need
to form a viewpoint on the treatment of animals in some modern agricultural
practices.
The care and protection of the shepherd in Biblical times is an illustration of
the love, care and protection that Jesus has for us.
Supporting devotional resource
Themes for Christian Studies 1, (Love): God is a loving and faithful shepherd
Themes for Christian Studies 4, (Provider): God is a caring provider
Themes for Christian Studies 5, (Provider): God is a faithful provider
Biblical references
John 10 - The Good Shepherd.
Psalm 23 - The Lord is my shepherd.
Luke 15 - The lost sheep.
Matthew 6:26 - God's care for animals and more so for us.
Luke 12:6-7; Matthew 10:29-30 - We are of more value than many sparrows.
Key Questions
How do animals help provide for our needs?
How do people provide for the needs of animals?
How does God want us to treat animals?
What is a shepherd?
How did the shepherd look after his sheep in Bible times?
How does Jesus, our shepherd look after us?
Objectives
• To show that God has provided animals to meet our needs
• To understand the reason for animal husbandry
• To appreciate needs of farm animals and to understand how they are
cared for
• To appreciate the diversity of farm animals
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Activities
• Classify animals into categories of wild / domestic; pets / farm animals.
• Visit a farm.
• Make a list of products from farm animals.
• Describe how some animals help the farmer e.g. cattle / sheep dogs;
horses.
• Investigate how farm animals care for their young.
• Discuss the needs of farm animals and the farmer's role in meeting these
needs.
• Discuss the role of a vet.
• Make a yearly calendar showing changes if farm activities from season to
season.
• Make a chart showing a day in the life of the farmer.
• Compare lifestyle of people groups who hunt for food with farmers who
raise animals for meat.
• Compare sheep farming today with Biblical times.
• Research the processes involved in animal products, from farm to
consumer e.g. leather, wool, meat.
• Discuss the Christian response to issues such as cloning, hormone
supplementation, battery hens and genetic modification.
Topic 8: Nations of the World
Spiritual Awareness: God wants us to share his provision
God has provided enough food for the whole world, but greed and selfishness
prevent many from receiving their share. The Christian response to this is a
generous heart. God wants us to share what we have with those in need.
God is love, and wants us to share His love with others. He has told us to
preach the Gospel to all cultures. God loves all people equally, regardless of
colour, race or belief system.
Supporting devotional resource
Themes for Christian Studies 7, (Provider): God expects us to share His
provision
Themes for Christian Studies 2, (Love): God is kind to all people
Themes for Christian Studies 7, (Love): Our love for God
Biblical references
Proverbs 22:9 - Be generous and share your food with the poor.
Isaiah 58:7-11 - Share your food with the hungry.
John 6:1-14 - The boy who shared his lunch with Jesus.
Matthew 25:35-40 - I was hungry and you gave me food. I was thirsty and you
gave me drink.
Luke 6:38 - Give and it shall be given.
Mark 12:41-44 - The widow's gift.
Luke 7:36-50 - The woman with the jar of perfume. She gave all she had.
Luke 10:38-42 - Mary's love for Jesus
John 12:1-8 - The precious ointment
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Psalm 112:5; Proverbs 11:25 - Be generous.
Proverbs 3:9-10 - Honour God with your money
Matthew 7:7 - God gives to those who ask.
Matthew 10:8 - Freely you have received, freely give.
2 Corinthians 9:7-9 - God loves a person who gives happily.
2 Corinthians 8:7 - Generosity
Mark 16:15-18 - The Great Commission
1 John 4:16 - God is love.
Luke 4:8 - Jesus came to bring good news to the poor.
Key Questions
What do we need to live a comfortable life?
Do we have more than what we need?
How do we get the things we need?
What would happen to our country if there were a major catastrophe such as
flood or drought?
Can you name any countries where this has happened?
How can these people get the things they need?
What does God want me to do?
How can I give to people in need?
How can rich countries help poor countries?
Does God love rich people more than poor people?
Does God love Christians more than non-Christians?
How can I share God's love with others?
Topic 8a: World Food Shortage
Objectives
• To compare and contrast our own resources with those of a selected Third
World country
• To compare consumption of energy, food and resources of wealthy and
poor nations
• To become familiar with organizations that can promote the sharing of
resources, and hence support needy countries
Activities
• Research and present information on a Third World Country.
• Mark countries and cities on a world map.
• Invite voluntary aid organizations.
• Set up a display, depicting life in a Third World country as it really is.
Compare feelings, thoughts, impressions, diets, resources, health and
educational standards.
• Play a game with dried beans. Each group, representing a country, starts
with the same amount of beans. Place pieces of paper labeled as famine,
flood, war or other disaster, into a 'hat'. Groups lose beans as disasters
strike e.g. flood - lose 5 beans.
• Discuss ways of giving to needy nations.
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Topic 8b: My Country
Objectives
• To appreciate all that God has provided for my country.
• To appreciate the rich resources that God has provided, along with our
major exports.
• To identify common lifestyle.
• To understand the history and geography of my country.
• To appreciate the diverse cultural groups within my country.
• To understand that God loves all people equally, regardless of colour, race
or religion.
Activities
• Make a list of resources and major exports.
• Mark cities, rivers, mountains and states on a map.
• Draw the national flag.
• Write lyrics of the national anthem.
• Make generalizations about the way of life, and typical lifestyle features.
• List native plants and animals of my country.
• Discuss or write about holidays to different parts of my country.
• Make a list of different nationalities living in our neighbourhood.
• Take a survey to find out where students in the class were born.
• Invite visitors from different ethnic backgrounds.
• Learn a few phrases or words in another language.
• Compare cultural similarities and differences between two groups.
• Experience foods, games, art, music and stories from different cultures.
• Bring costumes from different countries.
• Discuss how newcomers to our country may feel.
• Suggest ways of sharing God's love with others.
Topic 9: Weather
Spiritual Awareness: God has power over creation
God shows His love to us in providing the things we need. Rain and sunshine
are essential to life. The world's climate was once perfect. However, with the
fall came a change in those perfect climatic conditions. Extremes in climate,
and the problems caused by these extremes were not part of the original
creation. Sin and man's intrusion, have distorted both macro and microclimates. Pollution and the destruction of forests have had a major impact.
However we can be thankful that God has provided enough rain and sunshine
to provide for our needs. Changes in climatic conditions, such as increased
rainfall in the land of Israel, can be linked to God's blessing upon His people.
As Christians we can show compassion to those suffering in areas where
there is drought and flood. We can also help to provide for these people in a
practical way.
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The Bible shows us that although we look to God for provision through the
creation, He can also provide for us in supernatural ways if He chooses to.
Supporting devotional resource
Themes for Christian Studies 2, (Creator): God provides for His creation
Themes for Christian Studies 4, (Love): God is a loving Father
Themes for Christian Studies 6, (Provider): God is a miraculous provider
Themes for Christian Studies 7, (Life): God is the sustainer of life
Biblical references
1 Kings 17:2-6 - Elijah fed by ravens in time of drought.
2 Kings 4: 42-44 - Elijah multiplies bread.
Exodus - 16,17 - Provision for the Israelites in the desert.
Genesis 6-8 - Noah and his family survived the flood.
Genesis 37-47 - Joseph's family survived the drought.
John 2:1-11 Jesus turned water to wine. (Miraculous provision)
Deuteronomy 11:13 - I will send rain on your land if you love and serve me
with all your heart.
Matthew 24 - signs in the heavens at the end of the age.
Key Questions
How does God provide for us through weather and climate?
How does the Earth's climate compare to that of other planets?
Were floods, droughts and hurricanes a part of God's original perfect
creation?
How has man's sin interfered with weather and climate?
What effects has pollution had upon weather?
How can we prevent our waterways from becoming polluted?
How can we be wise in the conservation of water?
How long can we live without water?
Which parts of the creation are dependent upon water?
Objectives
• To show how weather affects man's lifestyle
• To differentiate between 'weather' and 'climate'
• To use instruments to predict weather
• To study the weather patterns of the local environment
• To study the weather patterns of my country
• To show the difference between pre and post flood weather as well as end
times weather
• To locate parts of the planet that experience extremes of weather
Activities
• Discuss dependence of living things upon rain and sun.
• Compare climatic conditions of other planets and discuss the suitability of
Earth's climatic conditions to life.
• Compare weather conditions associated with different seasons.
• Describe weather patterns.
• Make graphs to show times of high / low temperatures and rainfall.
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Observe ways in which seasonal changes affect plant and animal life,
farming activities, sport and leisure activities, national calendars and
economic activities.
Set up experiment to show plant growth with / without sunlight / water.
Make a chart showing clothing suited to different weather conditions.
Set up a weather station. Make rain gauges; set up thermometer; erect
wind vane or wind sock.
Measure temperature, air pressure, wind strength and rainfall.
Design and make a weather chart for daily recordings.
Observe, classify and draw different types of clouds.
Conduct evaporation / condensation experiments to show how rain forms.
Interpret and construct weather maps.
Watch T.V. weather forecasts and record information over a week.
Write a dictionary of terms used for elements of weather, weather
instruments and terms used in meteorology.
Find out how rainwater gets to our taps.
Discuss the effects of pollution upon our water.
Research incidents of climatic extremes and natural disasters such as
cyclones, floods and bushfires.
Research pre and post flood weather accounts.
Discuss man's interference through pollution of the atmosphere.
Discuss the hole in the ozone layer.
Discuss ways of helping and supporting people who suffer from major
disasters such as flood, drought and famine.
Topic 10: Electricity
Spiritual Awareness: God is a miraculous provider
God has placed within the creation resources that can be tapped to meet our
needs. Electrical power is one of these. Electrical signals travel through the
human body's nervous system and massive electrical discharges can be
experienced in storms.
While electricity is a wonderful power source, it is our Christian responsibility
to be good stewards, and not to exploit the non-renewable resources of the
earth. It is also our responsibility to find ways to produce power, without
causing pollution and without adding to the greenhouse effect.
Supporting devotional resource
Themes for Christian Studies 7, (Powerful): God is a source of power
Themes for Christian Studies 6, (Provider): God is a miraculous provider
Biblical references
1 Kings 17:2-6 - Elijah fed by ravens. God provided though the creation.
1 Kings 17:10-16 - Oil and meal
Mark 6:30-44 - Loaves and fishes
Psalm 63:2; 66:3; 89:13; 146:6; 145:5 - God is powerful
Acts 1 & 2 - The disciples receive power. God's provision of energy for our
needs is symbolic of the energy He provides through the Holy Spirit.
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Key Questions
How does electricity make life easier?
Where does electricity come from?
How long has electricity existed?
When did electricity first become a power source in the home?
How is electricity produced?
Why should we try to use less electricity?
How can we conserve the use of energy in the home?
Objectives
• To demonstrate some understanding of the nature of a circuit
• To be aware that the flow of energy is dependent on the conductivity of the
materials in the circuit
• To demonstrate ability in manipulating equipment
• To understand the difference between non-renewable and renewable
sources of energy
• To demonstrate an awareness of energy conservation
Activities
a) Bulbs, batteries and circuits
• Collect batteries, pieces of wire and torch globes for informal manipulation.
• Take torches apart and describe how they work.
• Rub materials which will gain an electric charge, e.g. rub a plastic ruler
and pick up pieces of hair or tissue.
• Make circuits that incorporate more than one globe and dry cell.
• Test materials to see whether they conduct electricity.
• Use a toy electric motor to spin a cardboard disc.
• Make models, such as cardboard-box robots or animals, which can be
illuminated in some way.
• Investigate switches, such as the switch in a torch.
• Correctly connect a single bulb to a battery.
• Connect a series of bulbs to a battery.
• Place a range of objects in a circuit to discover which ones conduct
electricity, e.g. glass, paper, plastic, tin, aluminium foil, thumb tack, pin,
water.
• Generate electricity using a coil and a magnet.
b) Safety and conservation
• Discuss safety factors and make a poster.
• Make a chart showing how electricity is used in every-day life.
• List sources of energy that are non-renewable: coal, oil, gas.
• Discuss problems caused by the burning of these fuels: release of carbon
dioxide, air pollution, greenhouse effect.
• List renewable energy sources: wind, solar energy, water, geothermal.
• List ways of conserving energy in the home.
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Theme 3: God is Patient and Kind
Introduction
God is…
• patient
• loving
• kind
• gentle
• forgiving
• a shepherd
• a father
• a friend
• self-controlled
• persevering
Our response to 'God is Patient and Kind'
Because God is patient and kind, I will…
• try to be patient with others
• try to be patient with myself
• remember that God will answer my prayers in His time
• finish jobs properly and not take short-cuts
• persevere and not give up when things get difficult
• show self-control
• show kindness and gentleness to others
• learn to listen
• learn to wait
• learn to let others go first
• help people when they are hurting
• be friendly
• be forgiving
• be faithful
Topic 1: Friends
Spiritual Awareness: Jesus is a faithful friend
To be a good friend to someone means treating that person the way you
would like to be treated yourself. This involves displaying the fruits of the Spirit
in our lives. It means putting your friend first instead of self first. It means
going the extra mile. Being patient with a friend may mean not giving up on
them when they do something wrong. It means being willing to forgive and
forget, and start again.
A perfect friend is one who knows the worst about you but loves you just the
same. Jesus is the perfect friend.
Supporting devotional resource
Themes for Christian Studies 3, (Love): Jesus is a friend
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Themes for Christian Studies 4, (Love): God is a loving Father
Themes for Christian Studies 2, (Truth): God is faithful to His word
Themes for Christian Studies 5, (Servant): Jesus, the faithful servant
Themes for Christian Studies 5, (Love): God wants us to love others
Biblical References
Mark 10:13-16 - Jesus, friend of children
John 15:12-14 - Love one another.
Joshua 1:5; Hebrews 13:5 - I will never leave you or forsake you.
John 11 - Jesus helped His friends, Mary, Martha and Lazarus.
1 Samuel 18-20 - Faithful friendship between David and Jonathan.
Galatians 5:22 - The Fruit of the Spirit
Proverbs 18:24 - Jesus is a friend who is closer than a brother.
Luke 10:25-38 - The Good Samaritan
Matthew 26 - Jesus was betrayed by His friends.
John 17:1-26 - Jesus was a faithful friend to the disciples.
Luke 10:4; Matt. 17:27; John 21:15 - Jesus loved and forgave His friends.
Luke 12:35-47 - Jesus, the faithful servant.
Proverbs 17:17 - A friend loves at all times.
Key Questions
What is a friend?
Who are my friends?
How do I want my friends to treat me?
How should I treat my friends?
What is the meaning of loyalty?
When do I need to have patience with my friends?
What special things do I like doing with my friends?
How can I make my friends feel that I appreciate them?
What would I do if my friend did something against me?
Who is the best friend we can have?
How can I become a friend of Jesus?
Objectives
• To understand the qualities we would expect to find in a friend.
• To try to be a good friend to others.
• To identify common interests and work together with a friend.
• To understand the quality of loyalty.
• To appreciate that there are sometimes differences and disagreements
between friends.
• To suggest steps for making peace when disharmony occurs.
Activities
• Write a report on a friend. Write about their interests and abilities. Include
photographs or drawings.
• Compare your friend's interests and abilities with personal interests and
abilities.
• Explain why you like being friends with this person.
• List the things you like to do with your friends.
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Discuss the qualities you would like in a friend.
Discuss ways of being a good friend.
Write a poem or piece of prose: A friend is someone who…
Work together on a project with a friend.
Draw a portrait of a friend.
Make up a play about a fight between two friends and its resolution.
Discuss the importance of forgiveness.
Discuss the implications of 'holding a grudge'.
Make a book about Jesus, the perfect friend, or the story of the friendship
between David and Jonathan.
Discuss some situations where a friend has a need. How can you help?
Discuss ways of helping a newcomer to make friends.
Make up a modern-day Good Samaritan story, showing how we can be a
friend to anyone who has a need. (See Themes 5, Love for example.)
Topic 2: Multicultural Studies
Spiritual Awareness: God loves everyone equally
God's love embraces all cultures. Christians are commanded to love our
neighbour, our neighbour extending beyond the person who lives next door.
As in the story of the Good Samaritan, kindness to our neighbour may mean
showing compassion to someone culturally different.
Loving our neighbour is being interested in them, appreciating them as a
person, and valuing their culture.
Supporting devotional resource
Themes for Christian Studies 3, (Love): Jesus is a friend to all
Themes for Christian Studies 3, (Patient): Patience is showing kindness and
care
Themes for Christian Studies 5, (Love): God wants us to love others
Biblical References
Luke 10:25-38- The Good Samaritan
Mark 10:13-16 – Jesus loves all the children of the world
Luke 10:27; Matthew 22:39 - Love the Lord with all your heart…and your
neighbour as yourself.
1 Corinthians 13:14 - Love is patient and kind.
Acts 10:34 - God treats everyone on the same basis.
James 2:1-9 - Warning against prejudice.
John 3:16 God's love for the whole world.
John 13:34 - A new commandment…love one another.
John 15:17 – This is my commandment that you love one another.
Objectives
• To appreciate feelings and problems of minority groups.
• To experience aspects of different cultures.
• To realize that we can learn from other cultures.
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To realize that God loves everyone equally and wants everyone to come
to know Him through His Son.
Activities
• Take a survey to find out different ethnic roots of class members. Record
results.
• Find out the most prominent ethnic groups in the local area.
• Invite visitors to speak.
• Learn to say 'hello' in different languages.
• Provide different cultural experiences e.g. food, games, songs, stories,
• Make a display of cultural paraphernalia such as clothing, toys, household
items.
• Research information on different countries.
• Become familiar with the world map.
• Discuss the problems people face when they migrate to a new country.
Topic 3: My Country
Spiritual Awareness: God loves all nations
Although the people of Israel have been chosen for the fulfillment of God’s
eternal plan, His love extends to all nations. The Bible refers to nations other
than Israel as gentiles, and His invitation to receive the gift of eternal life
extends to all nations. We need to thank God for His gift of salvation, and
thank Him for the things He has provided for our nation.
Supporting devotional resource
Themes for Christian Studies 6 (Love)
Biblical references
Romans 3:19-26 – People could not be made right with God by following the
law, so God made another way, so that all nations would have opportunity to
come to Him.
John 3:16 For God so loved the world
John 15:13 The greatest love
1 John 4:16 – God is love.
Psalm 136 – Give thanks to the Lord, His love endures forever.
Psalm 33:12 – Blessed is the nation whose God is the Lord.
Acts 10:34-36 – The gospel for all nations
Acts 16:6-10 – Taking the gospel to the nations
Objectives
• To gain an understanding of the basic geography of my country; states,
capital cities, flag and anthem.
• To research flora, fauna and landmarks.
• To compare way of life with other nations.
• To compare lifestyle and culture, past and present.
• To identify different cultural influences within out country
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Activities
• Mapping
• Identify national foods and make a national dish.
• Interpret pictures showing past and present.
• Projects on flora and fauna
• Drawing the flag.
• Make a picture collection of national landmarks.
• Make a travel brochure for a holiday destination within my country.
• Make an oral presentation on the chosen holiday destination.
Values
• appreciation of other cultures
• inclusion of people from other cultures
• thankfulness for all that God has provided
• sharing God’s love with others
Topic 4: Australian Aboriginal Culture
Spiritual Awareness: God is forgiving, patient and kind
Racial tolerance is all about patience and kindness. Each respective culture
needs patience in understanding the other. Each culture needs to view
cultural differences through the eyes of Christ. How did Jesus relate to those
who were different? Culture contact in the history of Australia has caused
conflict between European and Aboriginal Australians. Part of this conflict has
occurred because of wrong attitudes on the part of the Europeans. In the early
1900's, due to the acceptance of Darwin's theory of evolution, Europeans
regarded Aboriginal people as 'the missing link' between apes and humans.
Aboriginal people were shot like animals, their children taken from them and
their culture devalued. As a result of this treatment, many Aboriginal people
have suffered from problems of low self-esteem.
The mistakes of the past have had a severe impact on the Aboriginal people
of today. The blame for these mistakes has been placed upon missionaries of
the day, when in fact government institutions were largely responsible. Col
Stringer writes, in Discovering Australia's Christian Heritage:
"People are quick to write and voice their horror about how the early church
and professing Christians…mistreated Aborigines….However, one must
remember the days in which these people lived were far different from those
of today's 'enlightened' society. A sadly neglected fact is that it was most often
these very men and women of God that helped those who were being
oppressed, often standing between them and a violent death at the hand of
some bloodthirsty mob."
There is now a desperate need for white Australians to show Aboriginal
people that they are truly sorry for what has happened in the past, and for
God's love to be shared. Aboriginal people need to feel that they are valued
people and recognized for all they have to contribute to our society.
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Supporting devotional resource
Themes for Christian Studies 5, (Love): God wants us to love others
Themes for Christian Studies 7, (Patient): God is patient with us
Themes for Christian Studies 7, (Creator): God is a perfect creator
Biblical references
Matthew 18:21-22; Colossians 3:12-13; Ephesians 4:32 - We should forgive
one another.
John 3:16 - God's love for the whole world.
Acts 10 - Peter called to the Gentiles.
1 John 3:11-18 - Love one another in word and deed.
Luke 10:25-38- The Good Samaritan
Luke 10:27; Matthew 22:39 - Love the Lord with all your heart…and your
neighbour as yourself.
1 Corinthians 13:14 - Love is patient and kind.
Acts 10:34 - God treats everyone on the same basis.
James 2:1-9 - Warning against prejudice.
John 13:34 - A new commandment…love one another.
Key Questions
Who were the first Australians?
Where did Aboriginal people come from and how did they get to Australia?
Why were Aboriginal people killed, or pushed into the desert regions by some
of the Early White settlers?
What does God think about Aboriginal people?
What do Aboriginal people think about white people?
What can we learn from Aboriginal people?
How can Christians show God's love towards Aboriginal people?
Objectives
• To develop an awareness and an understanding of the elements of
traditional Australian Aboriginal Culture.
• To understand the unique relationship of Aboriginal people with the land.
• To understand some of the impact that Early European settlement had
upon Aboriginal people.
• To recognize why conflict arose between Aboriginal people and Early
European settlers and how this has affected contemporary Australian
society.
Activities
• Research traditional Aboriginal culture: beliefs, customs, homes, food,
survival skills, tools and weapons, art, music, roles.
• Build or make a model of traditional shelters.
• Study Aboriginal devices such as the firestick, boomerang and woomera.
Make a model. Explain how they were constructed and operated.
• Compare lifestyles of Aboriginal people living in different parts of Australia
today e.g. urban / rural / Arnhem Land
• Study pictures of Aboriginal people today, including housing, work
situations, children at school and play.
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Locate information on Aboriginal contributions to Australian society.
Interview guests of Aboriginal heritage.
Paint in the traditional Aboriginal style using patterns, simplified animal
shapes and typical colours.
Draw the Aboriginal flag and discuss the significance of the colours.
Make a list of Aboriginal place names and their meanings.
Research the history of Australian settlement and discuss the way in which
Aboriginal people were treated.
Discuss reasons for Aboriginal children of last century being taken from
parents and given English names.
Discuss and debate issues such as land rights.
Discuss connection with the land and their respect for the creation.
Discuss the Dream Time and compare it to the Creation.
Read some Aboriginal legends, and Aboriginal flood stories. (See Answers
in Genesis material or Themes for Christian Studies 7, God is Creator.)
Read the story, The Secret, (Themes 6, Life). This story describes the
secret of finding water in the desert.
Read the play, Seeing through the Eyes of Christ, Themes for Christian
Studies 5, God is Love. Discuss ways in which we can love and accept
others as Jesus did.
Read the story of Nabor the Aboriginal, from Themes for Christian Studies
5, God is Love. Discuss the actions of Nabor and the way in which he put
into practice the words of Jesus.
Define the meaning of 'racist' and find examples of it in the Australian
community.
Relate Biblical teachings to racial problems.
Study the biographies of European missionaries who had a positive effect
in bringing the gospel without destroying culture.
Discuss the role of patience in culture contact: Have Australian Aboriginal
people shown patience towards white Australia? Have white Australians
shown patience towards Aboriginal people?
Discuss the importance of saying sorry on the one hand, and forgiveness
on the other hand. How do these attitudes contribute to the reconciliation
process? Read “We are Sorry” from Themes for Christian Studies 7, God
is Patient.
Topic 5: Explorers and Pioneers
Spiritual Overview: God is patient and persevering
This unit focuses on the history of Australia, although the same principles can
be applied to the study of history in other countries. The explorers and
pioneers found that patience was a prerequisite to success. Like many of the
characters recorded in the Bible, patience and perseverance were an
important dimension in their biographies. Patience is a fruit of the Spirit, and
necessary for the bearing of fruit.
Col Stringer, in Discovering Australia's Christian Heritage, outlines the
amazing perseverance of early explorers, most of whom had a strong faith in
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God. It was only by God's grace, provision and protection that these explorers
completed their expeditions across an unknown, drought-stricken land. He
writes:
"Many people feel that Australia is a land with a curse over its head. Numbers
of Australians believe the foundation of our nation is based upon convicts the dregs of British society…and that we are still yoked to a spiritual rejection,
bondage and poverty. But there is another side to the coin that remained
largely untold….Many of our founding fathers, explorers and pioneers were
godly men and women of strong Christian faith. In fact the 'Providential' hand
of God rested on almost all of our explorers and founding fathers!"
We owe the very name of our country to a Christian explorer, Pedro
Fernandez de Quiros, who named our country 'the Great Southland of the
Holy Spirit'.
The biographies, and writings from the journals of Australia's explorers and
founders reveals the amazing faith of such men. Discovering Australia's
Christian Heritage is an absolute must for finding out the truth about
Australia's past.
Supporting devotional resource
Themes for Christian Studies 6, (Patient): patience and perseverance
Themes for Christian Studies 5, (Love): God wants us to love others
Key Questions
What is the meaning of perseverance?
What is the meaning of patience?
Why do patience and perseverance go together?
When would we need to have perseverance?
Who do you know who shows, (or showed) perseverance?
What were some of the difficulties the early explorers faced?
How did the early explorers show perseverance?
How can we show patience and perseverance in the things we do?
Biblical references
John 5:1-8 - The crippled man at the pool. He didn't give up.
Luke 11:5-13 - Ask and keep on asking. Be patient and don't give up.
Luke 18:1-8 - The parable of the widow and the judge.
Ezra 4-6; Nehemiah 1-6 - Perseverance in rebuilding Jerusalem and the
temple.
1 Corithians 9:24-25 - Run the race to win. Don't give up.
Philippians 3:14 - Running towards the goal
Matthew 25:14-30 - Perseverance in using one's talents.
Exodus 2-6 - The Israelites patience and persistence in prayer for release
from Egypt.
Objectives
• To provide a model of patience and perseverance at work through a study
of Australian explorers and pioneers.
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To give some historical background of white Australia, and to see how the
nation has developed from a wide spectrum of peoples, cultures and
happenings.
To uncover the strong Christian faith of Australia's founders.
To become familiar with the geography of Australia through following the
paths of early explorers.
To realize that God has a plan for nations and that He can use people and
nations despite their shortcomings.
Activities
• Using Discovering Australia's Christian Heritage by Col Stringer, study the
biographies and journal writings of the following explorers: Abel Tasman,
William Dampier, James Cook, Joseph Banks, Matthew Flinders, William
Lawson, Charles Sturt, Edward John Eyes, Fredrick Leichardt, John
McDouall Stuart
• Research the impact of Christian women: Caroline Chilsholm and Mary
McConnel. (See Australia's Christian Heritage or Themes 5, God is Love).
• Map the routes of Australia's major explorers.
• Discuss the hardships they endured and the reasons for their
perseverance.
• Research the history of Colonization, including the First Fleet, the Penal
System and Convicts.
• Pretend you have been caught for a petty crime and you are transported to
Australia. Write a series of letters to your relatives back in England.
• Explain the roles of convicts and large landowners.
• Explain the effects upon Aboriginal life.
• List the various nations and peoples which contributed to early Australian
society.
• Compare this with the various nations and peoples which contribute to
Australian society today.
• Discuss hardships and problems of early pioneers.
• Research their way of life, including homes, food and occupations.
• Make a model of a pioneer settlement.
• Discuss the financial hope of some pioneers through the Gold Rush.
• Dramatize events of Colonial times, dressing up in early costumes.
• Draw a timeline showing events in Australian history.
• Research the history of the Australian flag.
• Suggest ways in which God could use Australia to achieve His purposes,
e.g. evangelism, provision of food and resources to the needy.
• Discuss ways in which people can misuse the knowledge God has given
to nations.
Topic 6: One Hundred Years Ago
Spiritual Overview: Diligence
The lifestyle of 100 years ago presents an example of patience and wisdom.
Today's world of modern technology produces a fast and instant society that
has lost the art of enjoying simple pleasures. The trend is to look for more and
more amazing and complicated forms of entertainment, rely on processed
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foods and fast foods for nutrition, and to assign household chores to modern
appliances.
Although modern technology offers many advantages, we need to keep sight
of those aspects of God's character that may have been more in focus one
hundred years ago. These aspects include: patience in doing jobs by hand,
perseverance with manual jobs, appreciation of the land and all that it
provides, appreciation of the creation and taking time to enjoy it, contentment
with the things we have, and the ability to create something out of nothing.
The following appeared in the Sydney Morning Herald, 1909:
"It is still a quality of the Australian that he can make something out of nothing.
He has had to do without the best things because they don't exist there. So he
has made the next best do, and wherever these things are not to hand, he
has manufactured them out of the things one would have thought impossible
to turn to any use at all. He has done it for so long that it has become much
more than an art…it has long since become part of his character - the most
valuable part of it."
Wisdom in the care for the environment can also be seen in practices of one
hundred years ago. Old fashioned farming methods and lifestyle in general
had less impact upon the environment.
Supporting devotional resource
Themes for Christian Studies 4, (Patient): It takes patience to do things
properly
Themes for Christian Studies 4, (Wise): God's wisdom is better than being
rich
Themes for Christian Studies 5, (Wise): It is wise to be prepared
Key Questions
How does God show patience?
How do we see God's patience in the life of Jesus?
How does God want us to show patience?
What is perseverance?
How did people 100 years ago show patience and perseverance?
What is diligence?
How did they show diligence?
What is wisdom?
How did they show wisdom?
God is a wise Creator. How does He expect us to make use of His resources?
How can people show more wisdom in caring for the world God has made?
Biblical references
Acts 9:36-42 - Dorcas showed diligence in sewing.
Genesis 6: 14-16 - Noah showed patience and diligence in building the ark.
Hebrews 6:10-12 - Diligence in helping others.
Proverbs 31:10-29 - The diligent wife.
Proverbs 20:13; Matthew 25:1-13 - Laziness
Matthew 25:1-13 - The ten girls and their lamps. Diligence in our faith.
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Objectives
• To develop an appreciation of the quality of family life 100 years ago
• To appreciate the attributes of patience, perseverance shown by people
who lived a century ago.
• To appreciate the wise use of resources in those times
• To appreciate the determination of people who struggled to survive in
difficult circumstances.
• To experience the simple pleasures in a world devoid of technology and
fast food (e.g. shared games, story telling, home-made food.)
• To encouraging taking responsibility for helping out with some of the work
around the home.
Activities
• Compare life 100 years ago with today.
• Compare jobs at home, our food, homes, clothing, transport and
entertainment.
• Research biographies of people who have made a significant contribution
to our history.
• Look at different machines and trace their development from their first
invention to today.
• Write descriptions of the homes, materials, clothes, food and implements
of 100 years ago.
• Discuss the art of story telling and practice telling a story.
• Build models of pioneer homes.
• Draw early implements.
• Paint watercolour scenes from early years. Imagine that you are depicting
a scene taken by the first camera invented. Your photos will be depicted in
tones of brown and white. Use only tones of brown and white. Add a fancy
border for your photo frame.
• Bring old photos of great grandparents.
• Paint or draw a family portrait 100 years ago. Depict old-fashioned
clothing.
• Make some fabric pioneer-style by spinning, weaving or knitting.
• Define the difference between a tool and a machine.
• Make some simple machines modeled on ones used 100 years ago, e.g.
egg beater.
• Make some simple tools modeled on tools from 100 years ago, e.g. a
rolling pin.
• Research the development of inventions and machinery.
• Use old-fashioned games for addition and subtraction, e.g. dominoes;
skittles; quoits.
• Use games for multiplication. E.g. if every quoit is worth 7, what is my
score?
• Discuss the way in which pioneers made wise use of the environment.
• List ways in which we can display wisdom in energy conservation, less
waste and recycling.
Support document: '100 Years Ago' (Beacon Media)
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Topic 7: Growth and Change
(This topic may be linked with God is a Powerful Creator, topic 6d - Human
Biology)
Spiritual Awareness: Growing in the faith
Growing up, from birth to old age, presents many challenges. Patience is
required as we grow, as we learn new things and set higher goals. We need
patience with ourselves, patience with people and patience with
circumstances. The journey of life can be regarded as a walk of faith, as we
grow with the Lord and learn to trust Him more and more.
Along with patience we need to develop self-control. We need to learn how to
deal with change, and to control our words and actions when things don't go
the way we would like them to.
Human development can be expressed as physical, social, emotional and
spiritual growth. God wants us to look to Him, to run the race of life, pressing
on towards the goal. That goal is the crown of life, which will last forever. (1
Corinthians 25). Perseverance is linked with patience. God gives us the
strength to persevere through trials, never giving up our faith in Him.
Supporting devotional resource
Themes for Christian Studies 3, (Patient): Patience is showing kindness and
care
Themes for Christian Studies 5, (Patient): The Holy Spirit produces patience
and self-control
Themes for Christian Studies 6, (Patient): Patience and perseverance
Themes for Christian Studies 3, (Life): God provides the things we need
Biblical references
1 Corinthians 9:14-15 - Run the race to win.
Philippians 3:14 - Running towards the goal.
1 Peter 2:2 - As new-born babies need milk, we need God's word as our
spiritual food.
Psalm 119:105 - God's word is a lamp to our feet.
Matthew 4:4 - Man shall not live by bread alone.
John 6:47-58 - Jesus, the bread of life.
Luke 2:40 - Jesus grew in stature and in wisdom.
Galatians 5:19-24 - Patience and self-control are fruits of the Spirit.
James 1:19; Proverbs 19:11; Ephesians 4:26 - self-control.
Job - Job grew in His faith through difficulties in life.
Malachi 3:6 – “I the Lord do not change.”
John 2:1-12 Jesus changed water to wine.
Acts 9:1-23 Saul changed to Paul
Key Question
What do I like best about being the age I am?
What can I do now that I couldn’t do when I was younger?
What will I be able to do when I am older?
What is difficult about being the age I am?
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How can I get help when I have difficulties?
What does it mean to be patient with myself?
What does it mean to have self-control?
How should I treat those who can't do things as well as I can?
Which age-groups have the most difficulties in life?
How can I help these people?
How can I grow in my faith in God, and in my love for Jesus?
Which changes are good and which changes are bad?
How can we change to become more like Jesus?
Objectives
• To show how children develop from a state of dependence to
independence.
• To observe the physical, emotional and social changes from birth to old
age.
• To learn how to deal with the challenges that change presents.
• To develop patience, perseverance and self-control.
• To identify the requirements for growth in the Christian faith.
• To show that God can supernaturally change aspects of the creation and
people, but God Himself does not change.
• To study some aspects of scientific change.
Activities
• List the requirements of a new-born baby.
• Make a time-line to show ages and stages of a child's life. (crawling,
walking, talking etc.)
• List foods that a baby/toddler would require.
• List activities of young children that require assistance from an adult.
• Make a chart: 'Things I am learning to do'.
• Observe babies and toddlers at different ages.
• Show stages by drawing.
• Collect photographs.
• Classify photographs according to baby, toddler, early childhood, late
childhood, teenager, young adult, adult, old age.
• Classify a collection of items according to interests or activities of children
of different ages, e.g. rattles, puzzles, books, toys, electronic games.
• List the requirements for growth - food, water, air, sleep, exercise.
• List requirements for growing in our Christian faith.
• Make a book, 'The story of my life'.
• Make a chart showing personal achievements at different ages.
• Identify the changes that occur in teeth. Take a survey among 6 to 8 year
olds to find our how many teeth they have lost. Graph results.
• Measure individual growth rates throughout the year.
• Discuss / write about 'how I have changed since I was at kindergarten'.
• Predict 'how I will change in the next 4 years'.
• Discuss / list problems encountered at each stage of growth.
• Discuss the need for patience, perseverance and self-control.
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Suggest ways of coping with problems.
Suggest ways in which we can help the elderly.
Conduct science experiments that show change.
Find out whether changes are reversible or irreversible.
Topic 8: Creators and Builders
Spiritual Awareness: Using our gifts for God
God has demonstrated the attribute of patience in the creation. We see
patience, linked with diligence, in the habits of many animals. We can learn
from these examples and aim to practice patience and diligence in the things
we do. Many occupations require patience and diligence, as do many hobbies
and crafts. In order to extend our creative abilities to their full potential we
need the attribute of patience.
Supporting devotional resource
Themes for Christian Studies 4,(Patient): It takes patience to do things
properly
Themes for Christian Studies 5, (Patient): The Holy Spirit produces patience
and self-control
Themes for Christian Studies 6, (Patient): Patience and perseverance
Biblical references:
Nehemiah 1-7 - Patience and diligence in rebuilding the walls of Jerusalem.
Luke 18:1 - Patience and diligence in prayer.
1 Kings 6,8,9; 2 Chronicles 2-7 - Solomon builds the Lord's house.
Proverbs 10:4; Proverbs 12:27; Proverbs 21:5 - Diligence
Luke 6:10 - Be faithful in little things.
Matthew 25:14-29 - Parable of the talents
Key Questions
What is patience?
What is diligence?
What can I do for God?
How can patience and diligence help me to do the job better?
What jobs do my parents ask me to do?
How can I do these jobs the best way possible?
How can I develop my talents?
What is the meaning of 'practice makes perfect'?
What is a creator?
What can I create?
What do I need to create something well?
Objectives
• To look at the ways in which particular animals demonstrate skills in home
building, and learn from their examples.
• To appreciate occupations in the community, requiring patience and
diligence.
• To identify the personal gifts or talents each one has been given.
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To outlines ways of developing gifts and talents.
Activities
• Observe animal homes, and identify those animals that show skill in home
building e.g. spiders, birds, ants.
• Classify animals according to the types of homes they build.
• Compare materials, methods and standards of neatness adopted by home
builders.
• Draw and label animal homes.
• List ways in which animals are diligent in making the home suitable for
their young, e.g. safety from enemies, shelter from environment, food
storage facilities.
• Make a model of an animal home e.g. a bird's nest, a spider's web from
wool and a forked branch.
• Read the story of Robert Bruce and the spider, (Themes 6, God is
Patient), and explain the lesson Robert Bruce learned from the spider.
• Compare skills of animal builders to crafts and building techniques used by
humans, e.g. spinning and weaving, basket weaving, dam building.
• Take a survey of favourite hobbies.
• Classify hobbies.
• Present an oral report on a hobby.
• Invite visitors to demonstrate hobbies.
• Practice some spinning or weaving.
• Rate hobbies according to those requiring most / least patience and
diligence.
• Make class display or chart of hobbies.
• Set up hobby clubs.
• Discuss the importance of practice in becoming better at a skill.
• Study occupations that require patience and diligence.
• Discuss diligence in personal habits such as tidiness and personal care.
Support document: 'Spiders' (Beacon Media)
Topic 9: Sound and Communication
Spiritual Awareness: Patience in listening to God
God has provided for human communication through sound waves, which
reach and vibrate the ear. God has provided us with a voice for making
sound. Good communication requires patience. We need to learn to listen to
others with patience, and not to dominate a conversation with our own
viewpoint.
Communication with God also requires patience. God speaks to us through
the Bible, through wise counselors, through visions, dreams, angels, fleeces,
prophetic words, miracles, and of course, through the still small voice. In order
to hear God's voice we need to practice our listening skills. Listening for God
to speak requires patience. It may mean setting aside time or withdrawing
from our busy schedule, to the quiet place where we can hear God speak.
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Supporting devotional resource
Themes for Christian Studies 2, (Patient): Patience is listening for God to
speak to us
Biblical references
Luke 10:38 - Mary and Martha
Matthew 13:10-16 - The hidden meaning of the parables. We need to listen
with 'special ears'.
Mark 4:9 – He who has ears to hear, let him hear.
1 Kings 19 - God spoke to Elijah in a still small voice.
Matthew 14:23 - Jesus went to a quiet place to pray.
Psalm 85:8 - I am listening to what the Lord God is saying.
John 10:14-15 - The sheep know the shepherd's voice.
1 Samuel 3 - The boy Samuel hears God's voice.
Luke 18:10-30 - The two men at the temple. Only one communicated with
God.
Genesis 2-5 - God spoke face to face with Adam and Eve.
Genesis 37-40, Daniel 2 - God speaks through dreams.
Numbers 22 - God spoke through Baalam's donkey.
Exodus 19,20 - God spoke to Moses when He gave the Ten Commandments.
Exodus 3-17 - God speaks through signs and wonders.
Samuel 1 & 2 - Jeremiah and other prophets speak God's message.
John 1 - Jesus as God's Word.
Key Questions
What is a good listener?
How do we hear?
How do we communicate?
How does God communicate with us?
How do we know what God wants us to do?
How can we hear God's voice more clearly?
Objectives
• To explain the nature and properties of sound waves.
• To explain how sound waves are made.
• To explain how sound waves are received by the ear.
• To explain how people and animals communicate.
• To show the importance of communication.
• To research the history of communication.
Activities
9a: Sound
• Identify sounds in the immediate environment.
• Identify sounds in the home.
• Go for a walk and identify sounds.
• Record sounds on a cassette.
• Classify sounds - loud, soft, harsh, musical, banging, tapping, whirring,
clattering, buzzing, vibrating.
• Make sounds using body parts.
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Make musical instruments from rubber bands (plucked), balloons
(escaping air), rulers & containers (drum), jars filled with different levels of
water (strike with pen), combs and tissue paper (blow), cardboard
cylinders (blow).
Classify instruments of the orchestra according to the way they make
sounds, i.e. pluck, blow, bow etc.
Listen to sounds of varying frequencies, and measure the distance from
which they may be heard.
Experiment to see whether sound can travel through certain materials.
Make 'telephones' from tin cans and string.
Draw a diagram of the ear and the passage of sound waves.
Find out how the hearing impaired can be assisted by scientific
innovations.
9b: Communication
• Study the ways in which specific organisms communicate e.g. bees
(dance), bats (radar), birds (song).
• Make a list of ways we communicate with our pets.
• Describe communication skills of babies, toddlers and pre-school children.
• Investigate Braille and sign language.
• Read the story of Helen Keller, (Themes 2, God is Love)
• List in chronological order the major developments in communication.
• Research in detail one means of communication.
• Make a class newspaper.
• Examine newspapers and list components.
• Gather data from telephone books.
• Colour a map of the world according to major language groups.
• Discuss communication problems for immigrants who cannot speak the
national language.
• Research writing systems in ancient and modern cultures.
• In mathematics, explore the historical development of our number system,
computer codes, binary number system, calculators and formulae to
describe laws.
• Study the lives of missionaries who have communicated God's word. (See
Peace Child, Themes 6, God is Peace).
• Research ways in which we can communicate with God.
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Theme 4: God is Wisdom and Truth
Introduction
God is…
• The only true God
• Just
• The Way, the Truth, the Life
• Faithful to His word
• The source of wisdom
• A wise guide
• A sure foundation
Our response to 'God is Wisdom and Truth'
Because God is Wisdom I will…
• Ask God what is the right thing to do, and do it.
• Listen to people who are wiser than me.
• Listen to my parents and teachers.
• Obey God's word.
• Do what Jesus would do.
• Ask Jesus to be the guide throughout my life.
• Treat God's Creation with wisdom.
Because God is Truth I will…
• Speak the truth
• Be honest
• Never cheat
• Never steal
• Never lie or exaggerate
• Be trustworthy
• Be true to my word and keep promises.
• Be myself and not try to be someone I am not.
• Ask God to show me the truth.
• Ask the Holy Spirit to lead and guide me into all truth.
• Believe that God's word is the truth.
• Believe that Jesus is the Way, the Truth and the Life.
Topic 1:Laws and Customs
Spiritual Awareness
There is wisdom in following rules within society. When people work together
in obeying rules, communities become safer and more ordered. God has
given us rules for Christian living. As we obey these rules we will be happier
people and be able to share His love with others.
Supporting devotional resource:
Themes for Christian Studies 1, (Wise): It is wise to obey God
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Biblical references:
1 Cor 3:9 – We are workers together for God.
Romans 12:4-8 – One body, many members.
Proverbs 3:5-7 – Trust in the Lord with all your heart…obey the Lord and
refuse to do wrong (GNB)
Mark 12:30-31 – The greatest commandment
Exodus 20 – The ten commandments
Jonah – The consequences of disobedience.
Colossians 3:20 – Children obey your parents.
1 Peter 1:14 – Be obedient to God
Deut 11:22 – Obey faithfully all the laws I have given you.
Objectives
To show that:
• laws are necessary for people to work and live together and that laws
operate for our safety
• laws and customs exist for our enjoyment of life.
• games are fun because of the existence of rules.
Key Questions:
What are our school rules?
What are some rules in the home?
What are some other rules ?
Why do we have traffic rules?
How would it be if some obeyed rules and some didn’t?
Which rules are absolute, meaning that everyone has to obey them?
Which rules are for children only?
Which rules did Jesus break? Why?
Activities
• Discuss games and compare games played with and without rules.
• Interpret pictures of situations that may involve the observance of rules.
• List rules that operate within the family, school or neighbourhood.
• Role play family situations that involve rules, e.g. times for watching TV.
and going to bed.
• Make a list of school rules. Discuss consequences of having no rules.
• Make road safety posters.
• Make a chart showing road signs.
• Invite a policeman to speak on road laws for cyclists and pedestrians.
• Discuss laws applicable to: water restrictions, fire bans, fishing, campling,
trespassing, littering.
• Play board games in groups. Discuss rules.
Topic 2: Health and Safety
(This topic may be linked with Topic 3: Food - God is a Loving Provider, or,
Topic 6a: The Human Body - God is a Powerful Creator)
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Spiritual Awareness
Our bodies are temples of the Holy Spirit. Each individual is extremely
valuable. It is therefore our responsibility to look after ourselves, to think
ahead and act wisely for our own protection.
Wisdom involves listening to others and obeying rules.
Supporting devotional resource
Themes for Christian Studies 1, (Wise): It is wise to obey God
Biblical references: Wisdom in obedience
1 Corinthians 6:19-20 - The body is a temple of the Holy Spirit.
Matthew 10:29-30; Luke 12:6-7 - We are of more value than many sparrows.
Proverbs 4:20-22 - Listening to God's words is health to our bodies.
Exodus 15:26; Deut 7:15 - In obeying health laws, God promised to protect
the Israelites from the diseases of the Egyptians.
Genesis 1 - God rested on the Sabbath.
Proverbs 14:16-17 - Wisdom in our actions
Key Questions
What is wisdom?
Why should we take care of our bodies?
How can we keep our bodies fit and healthy?
Which foods are the best foods?
What rules can we make for keeping safe?
Objectives
• To explain the basics of hygiene
• To study the requirements for health and fitness
• To explain the importance of obeying safety rules
• To know the requirements for spiritual health
Activities
a) Safety
• Discuss times of feeling safe or unsafe.
• Suggest wise behaviour regarding relating to strangers.
• Devise a set of rules for safety for different situations - in the home, in the
playground, on an outdoor adventure, at the beach, crossing roads, riding
bikes.
• Make safety posters.
b) Health
• Discuss hygiene at school and home.
• Discuss some of the Old Testament health laws.
• Discuss importance of exercise and rest.
• Test and measure personal fitness levels.
• Make a list of exercise options.
• Survey students regarding exercise habits.
• Discuss food requirements for a healthy body.
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Keep a diary of food consumed over a certain period of time. Suggest
improvements / healthy substitutes for junk food.
Devise a healthy meal plan.
Collect, make and sample healthy food.
Topic 3: Choices and Decisions/ Consumer Education
Spiritual Awareness: Wise choices and decisions
Throughout life we are constantly faced with making choices and decisions.
Choices can be right or wrong. In order to make wise choices, and right
choices, we need to rely on the Holy Spirit who can guide us into all truth.
Discernment of truth is necessary in making decisions. This is something we
acquire as we learn to hear God's voice.
Supporting devotional resource
Themes for Christian Studies 4: (Wise): God's wisdom is better than being
rich
Themes for Christian Studies 7: (Wise): The wisest choice
Themes for Christian Studies 6, (Truth): Jesus, the way, the truth and the life
Biblical references
Proverbs 3:5-8 - Trust in the Lord with all your heart.
James 1:5 - Ask God for wisdom.
Proverbs 2:6-10 - Only the Lord gives wisdom.
1 Corinthians 3:18-19 - The wisdom of this world is foolishness to God.
Genesis 11 - The people who built the tower of Babel relied on their own
wisdom.
Psalm 16:7-8 - The importance of allowing God to guide us.
Proverbs 1:9-10 0 Ask for God's wisdom in making decisions.
Proverbs 8:11 - Wisdom is better than riches.
Matthew 19:16-29 - The rich young ruler's choice.
Joshua 24:14-16 - A choice between the true God and false gods.
John 16:12 - When the Spirit of truth comes, He will guide you into all truth.
Matthew 10:38; Matthew 16:24 - The greatest decision we can make.
Matthew 7:13-14 - The broad and narrow way.
John 14:6-7 - I am the Way, the Truth, the Life.
John 10:1-8 - The Good Shepherd. The sheep recognise His voice.
John 18:37 - Everyone that is of the truth hears my voice.
Topic 3a: Choices and Decisions
Key Questions
Which foods / toys / clothes would you choose?
Who would you choose for a friend?
Which choices are the most important ones?
What kinds of choices does God ask us to make?
How do we know whether something is good or evil?
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How can I know the right decisions to make?
Objectives
• List choices and decisions we make every day e.g. friends, food, clothes.
• List choices and decisions that our parents make.
• List the major decisions we have to make in life.
• Choose foods / clothes / toys from catalogues and tally the amount you
spend.
• Choose a holiday after studying travel brochures and write a report on the
place you intend to visit.
• Discuss the way in which we recognise good and evil.
• Discuss the decisions that teenagers have to make.
• Make a list of good and bad influences on teenagers e.g. drugs, alcohol,
vandalism, or, good books, good friends, music, sport.
• Invite a health speaker to outline the impact of smoking on our bodies.
• Invite someone with a testimony about his / her freedom from drugs, or
read Keryn's Story, Themes 7, God is Life.
• Research a career that is of interest, and present a report to the class.
Topic 3b: Consumer Education
Key Questions
Do advertisements always tell the truth?
Which products do I ask Mum to buy?
Do I ask for the products in the advertisements?
Does advertising make me want to buy more?
How do advertisements get us to buy things we don't really need?
Should I buy something just because it is cheap?
What is the meaning of good value?
Objectives
• To explain the purpose of advertisements.
• To explain the techniques used to increase product sales.
• To recognise whether or not advertisements are telling the truth.
• To recognise the tactics advertising companies use to deceive the
consumer.
Activities
• Collect newspaper / magazine advertisements.
• Describe / report on T.V. advertisements. Report on what is being
advertised. Describe the techniques used in the advertisements. How do
they get people's attention?
• Describe the purpose of the advertisements.
• Suggest the particular audience the advertisement is targeting.
• Measure the time taken by advertisements in half an hour of viewing.
• Estimate the types of products that are advertised the most.
• Rate advertisements according to their degree of truthfulness i.e. helpful /
partly true / untrue.
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Explain why some advertisements are not really true. Do they exaggerate?
Explain why some advertisements can be helpful.
Mime a T.V. advertisement.
Make a collection of jingles.
Write a jingle.
Have a competition to match jingles to products.
Conduct experiments to see whether advertisers are telling the truth e.g.
does the washing powder really whiten?
Make a list of words used by advertisers that encourage us to buy things
e.g. 'sale'; 'buy one and get one free'.
Conduct surveys to find the popularity of different products or brands.
Conduct surveys to find out why people buy particular products.
Collect empty packets and set up a shop. Price the packets and decide
which products are the best value for money.
Make a table: The things I need to buy in: summer, autumn, winter, spring.
Compare this to the extra things I could buy each season, but don't really
need.
Make a list of foods we really need, and those we don't really need.
Act out a shopping experience. Explain why you chose a particular item
e.g. colour, style, your Mum liked it.
Topic 4: Community Insects
Spiritual Awareness
Through the creation, God shows us the wisdom of ordered communities. The
ant and bee communities are amazing examples of community. We see the
implementation of rules, roles and patterns of ordered behaviour necessary
for working together. We see the wisdom in distributing tasks, an illustration of
how the body of Christ works together. The Bible says, 'Consider the wisdom
of the ant.' We not only see wisdom in its social behaviour, but in the way it
prepares for the future, storing food for the necessary time. This is an
illustration of our need to plan ahead, preparing our lives for meeting Christ,
as illustrated in the parable of the wise and foolish virgins.
Supporting devotional resource
Themes for Christian Studies 5, (Wise): It is wise to be prepared
Biblical references
Proverbs 6:6; Proverbs 30:24-25 - The wisdom of the ant
Matthew 25:1-13 - The wise and foolish virgins
Matthew 7:24-28- The wise and foolish builders
Matthew 6:19-21- Wisdom in storing up heavenly treasure
1 Corinthians 3:9 - We are workers together for God
Romans 12:4-6 - One body, many members
Exodus 17:9-13- Aaron and Hur supported the arms of Moses and worked
together to win the battle.
Key Questions
What can we learn about wisdom from the ant?
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How can we be prepared for the future?
How can we prepare our lives to meet Jesus?
Objectives
• To describe the habitat and community behaviour of ants, bees and
wasps.
• To apply lessons of wisdom to human behaviour.
Activities
• Make regular observations of ants in the school ground.
• Set up an ant farm. Use two pieces of parallel glass and fill with sand or
fine soil.
• Make observations on food collection and storage, home building and
maintenance, care for the young and injured.
• Set up sources of sugar or honey to attract the insects.
• Research community roles, mating, and egg laying.
• Record information.
• Draw and label community insects, including queen and workers.
• Observe the wisdom of the ant community in preparing for the future and
discuss how this can be applied to our own lives.
• Observe the instinct used by community insects and relate this to God's
gift of wisdom i.e. knowing the right thing to do.
• Observe the wisdom of insect communities in being able to work together
in an organized fashion.
• Observe the serving nature of community insects, each member serving
another.
• Read the fable, The Ant and the Grasshopper, from Themes 5, God is
Wise.
• Make a giant beehive from hexagons.
• Make paper mache ants or bees.
• Count the legs of ants and bees, counting by sixes.
• Discover the stability of the hexagon shape.
Science support document: 'Community Insects' (Beacon Media)
Topic 5: Natural Disasters
(This topic may be linked with Topic 3b, Landforms - God is a Powerful
Creator)
Spiritual Awareness: Wisdom in being prepared
Natural disasters were not a part of God's original perfect creation. The first
natural world-wide natural disaster occurred at the time of the Great Flood,
and was a result of God's judgment upon man's sin.
However, God has provided the gift of wisdom, which helps us cope with the
natural disasters in our fallen world. Through wise management of the
creation some disasters can be avoided, and through wise planning and
foresight, man can prepare for disasters and lessen their impact. Christians
can also pray for personal protection against natural disasters.
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Many natural disasters today, such as drought and pollution, have been
caused by man's failure to ask God for wisdom. Greed, selfishness and
human self-sufficiency have had disastrous effects upon the creation.
Supporting devotional resource
Themes for Christian Studies 4, (Powerful): God's power is the greatest
Themes for Christian Studies 5, (Wise): It is wise to be prepared
Biblical references
Romans 8:20-22 - The creation was subjected to frustration; The creation
groans, waiting to be brought into freedom.
Genesis 6-8 - The Great Flood - the greatest natural disaster so far in history.
James 1:5 - Ask God for wisdom.
Matthew 25:1-13 - The ten girls and their lamps - a story of being prepared.
Matthew 7:24-28 - The wise and foolish builders.
Psalm 17:8; 32:7 - God is our shelter.
Key Questions
What are natural disasters?
Why do natural disasters occur?
Were natural disaster a part of God's original creation?
When did the first natural disaster occur and why?
How has man caused some of the natural disasters that occur today?
What is wisdom?
Which natural disasters could be avoided if man used wisdom?
How do we get wisdom?
How can we show wisdom in preparing for natural disasters?
Objectives
• To identify the natural disasters that have been directly caused by man.
• To research the impact of the Great Flood.
• To understand ways in which man can prepare for the impact of natural
disasters.
• To explain the correct procedures for safety in the event of a local disaster.
Activities
• Research disaster phenomena, examining photographs and videos.
• Use an atlas to locate sites of infamous disaster sites and zones prone to
disasters e.g. earthquake zones.
• Research and discuss detection and protection strategies e.g. bushfires.
• Research the impact of the Great Flood.
• Examine archaeological expeditions that research cities destroyed by
disaster.
• Research the effects of natural disasters upon these cities - Sodom,
Pompeii.
• Discuss the reasons for drought, brought about by the clearing of forests.
e.g. expansion of the Sahara Desert.
• Describe the impact of drought and flood upon human life.
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Discuss the possible impact of global warming, brought about through
pollution of the atmosphere.
Identify wastelands brought about by over-irrigation and the raising of salt
levels.
Make a study of volcanoes.
Build a miniature town / port and subject it to a simulated tidal wave, flood,
earthquake, fire. Design structures in a variety of ways and compare which
best withstands the traumas.
Use drama to inform students of safety strategies in disasters.
Invite visitors to speak about disaster relief. Raise money for those
affected by flood, drought, famine.
Topic 6: Transport, Exploration and Navigation
Spiritual Awareness
God is wisdom, and we need His wisdom for guidance through life. Many of
the early explorers trusted God to guide them on their journeys in search for
new lands. Christians need to ask God for wisdom for every step they take.
Supporting devotional resource
Themes 5, (Wise): It is wise to be prepared
Themes 6, (Wise): It is wise to let God be our guide
Biblical references: God is our guide
Psalm 16:7 - I praise the Lord because He guides me. Even at night I feel His
leading.
Exodus - God guided the Israelites on their journey to the promised land.
Exodus 13:21-22 - Guided by fire and cloud.
Matthew 2 - The magi were guided by the star and the scriptures; an angel
guided Joseph through a dream to make the journey to Egypt, and later, back
to Israel.
Psalm 119:105 - God's word is a lamp to our feet.
Proverbs 6:20 - Our parents guide us to maturity.
Proverbs 13:10 & 20 - It is good to take wise advice.
Key Questions
What is wisdom?
How do we know the right thing to do?
What important decision do we have to make in life?
What is a guide?
When do we need a guide?
Which people do we look to guide us through the important decisions of life?
Who is the best guide through life?
Objectives
• To describe famous journeys though history.
• To work with maps and trace journey routes.
• To discover the means of guidance.
• To understand the preparations involved for journeys.
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Activities
• Conduct orienteering exercises using maps and compasses.
• Discuss reasons for undertaking journeys e.g. holidays, to help others, to
ask for help, to bring news, exploration, trading.
• List different types of journeys e.g. on foot, by sea, road, air.
• Make a list of food that would be suitable to take on: a long journey by
foot, a long sea journey.
• Prepare a back-pack of things you would need to go on a two-day hike.
• Compare journeys over different terrains e.g. desert, rainforest, ice.
• Research some famous journeys e.g. Scott's expedition to Antarctica.
• Research different vehicles of transport e.g. ships, planes, road transport.
• Map the route of the longest journey you have ever undertaken. Mark
towns / cites, rivers, highways, mountain ranges.
• Map the route taken by early explorers. Discuss hazzards of the journey
and the necessary preparations.
• Read the story of Christopher Columbus from Themes 6, God is Wise.
• Read other stories of journeys e.g. The Incredible Journey
• Read the story of the Israelites journey to the promised land.
Supporting resource for Australian exploration: Discovering Australia's
Christian Heritage, by Col Stringer.
Topic 7: Discovering the truth through Archaeology
Spiritual Awareness: Build your life on the truth
Archaeology involves searching for truth about the past. It is often used to
attack Biblical history, but there are recognized archaeologists who present us
with evidence that the findings of archaeology in the Middle East consistently
corroborate Biblical history.
Supporting devotional resource
Themes for Christian Studies 7, (Truth): True or false?
Biblical references
Matthew 7:24 - Build your life on truth.
Luke 11:9-10 - Ask, seek, knock. He that seeks the truth will find it.
Matthew 6:33 - Seek first God's kingdom.
Matthew 13:44-45 - The pearl of great price.
John 20:24-29 - Unbelief prevented Thomas from knowing the truth.
John 1:17 - Truth came through Jesus Christ.
John 16:13 - When the Spirit of truth comes, He will guide you into all truth.
Key Questions
How do we know what is true?
What evidence is there that the Bible is true?
Why is it important to know the truth?
What do we have to do if we want to find out the truth?
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How can we seek for truth?
What evidence do some archaeologist use to try to discount the Bible?
What evidence do some archaeologists give to show that the Bible is true?
Why do you think some archaeologists would like to prove the Bible false?
Objectives
• To understand the types of objects archaeologists investigate when
studying the lives of early people.
• To explain how scientists locate, survey and excavate sites.
• To have some understanding of underwater excavations.
• To describe famous finds.
Activities
• List the types of objects that archaeologists investigate e.g. artifacts,
features and ecofacts.
• Conduct a simulated 'dig', (set up by teacher), complete with layers of
simulated artifacts. Students 'find', describe, label, date and interpret
objects.
• Discuss and research the activities of archaeologists.
• Examine photos and watch videos of famous archaeological finds.
• Research some famous finds e.g. Dead Sea Scrolls, Tutenkhamen's tomb,
Schliemann and Troy, army of statues found near Xian in China, Yucatan
pyramids, Australian Aboriginal middens, Abraham's Ur, Machu Pichu,
Pompeii, Jerusalem, Egypt, Easter Islands, Knosos.
• Make a list of findings related to Biblical history e.g. excavations of
Jericho, Ur, Jerusalem, Corinth, Ephesus, Rome, Capernaum.
• Mark famous archaeological finds on a world map.
Topic 8: Creation or Evolution?
(This unit can be linked with topic 6c: fossils, God is a Powerful Creator)
Spiritual Awareness
The Creator is the original scientist. In fact, He implores us to "prove all
things"…If our mind is truly willing to discover the truth, we will find that God's
word, the Bible, will guide us to unlock the 'mysteries' of creation. (from The
Mysteries of Creation by Dennis R. Petersen).
The Bible must be accepted as truth - not a concoction of religion and
mythology. The Christian must believe that God is supernatural, and capable
of performing any miracle He so desires - even the creation of the world in six
24-hour days. If we do not accept the Biblical age of the Earth, (six thousand
years), then we are undermining the whole foundation of our faith. We are
saying that God is not capable of doing such a miracle, and therefore may not
be capable of performing other miracles.
Supporting devotional resource
Themes for Christian Studies 6 & 7, (Creator): God is a perfect creator
Themes for Christian Studies 4, (Truth): God's word is a sure foundation
Themes for Christian Studies 7, (Truth): True or false?
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Biblical references
John 5:46-47 - "If you do not believe what Moses wrote, (Genesis), how can
you believe what I say?"
John 14:6 - Jesus is the Way, the Truth, the Life.
Mark 4:1-8 - The parable of the sower shows the need for a solid foundation
of faith.
Proverbs 30:5-6 - The word of God is truth.
Psalm 119:105 - God's word is a lamp to our feet.
Ephesians 6:17 - God's word is a sword.
Luke 24:13-35 - The two followers on the road to Emmaus. They did not
recognize the truth because of unbelief.
Genesis 1 - God created living things after their own kind.
Key Questions
What is the theory of evolution?
What is the Biblical account of creation?
How old is the earth according to the Bible?
What do most archaeologists say about the age of the earth?
Were evolutionists actually there when the Earth was formed?
Do we know Someone who was there when the Earth was formed?
What is wrong with the dating methods used by evolutionists?
Are there any fossils showing in-between species? E.g. half ape / half man.
What is wrong with believing that God created the first living cell, and
everything evolved from that?
Objectives
• To present accounts of both creation and evolution.
• To encourage students to seek the truth
Activities
• Study the fossil record and draw the evolutionary progression from singlecelled organism to man.
• Decide whether the theory of evolution should be accepted as fact, taking
into account that it is not observable, and cannot be tested.
• Decide whether a loving God could create through evolution, taking into
account the number of misfits formed from mutations, and the principle of
'survival of the fittest'.
• Study the origin of the Hebrew word for day - 'yom' - used in Genesis 1. If
'yom' means a 24-hour day, how could each day represent a million or
more years?
• Study the second law of thermodynamics which states that: orderly things
become disorderly; new things get old and break down; living things age
and wear out. Apply this to the evolutionary theory.
• Add up the generations in Biblical history to find out the age of the Earth
according to the Bible.
• Find out how old evolutionists think the Earth is.
• Study dating methods and list the problems with these.
• Hold a creation / evolution debate.
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View creation videos.
Supporting creation resources available from:
www.answersIngenesis.org or www.CreationOnTheWeb.org
Topic 9: Scientists who searched for truth
Spiritual Awareness: Seek the truth
Throughout history there have been Christian scientists who relied on God for
wisdom, and in doing so discovered scientific truth. This newly discovered
truth was often unaccepted, and many scientists were persecuted for their
beliefs. One such scientist was Galileo, who discovered the telescope and the
laws relating to pendulums.
The persecution of Christians who stand for scientific truth continues today.
The theory of evolution is no more plausible that old theories of the past, such
as the flat earth theory or the earth being the centre of the universe.
Columbus was one who demonstrated that the Earth was round. Copernicus,
and Galileo, through the invention of the telescope, proved that the Earth was
not the centre, but travelled around the sun.
Francis Bacon was another who restored the teachings of the Bible to
science. Living in a time of superstition, where beliefs were dominated by
astrology, Bacon was persecuted for bringing truth to science. He invented a
new method of inductive reasoning known as the 'scientific method'. That is,
argument based on the observation of many individual cases.
Supporting devotional resource
Themes for Christian Studies 5, (Truth): Those who seek the truth will find it.
Themes for Christian Studies 7, (Truth): True or false?
Themes for Christian Studies 6, (Servant): Spreading the Good News
Biblical References
Proverbs 3:5 - Trust in the Lord with all your heart. Never rely on what you
think you know. (GNB)
John 16:13 - When the Spirit of truth comes, He will guide you into all truth.
Acts 14:7 - God has always given evidence of His existence by the things He
does. (GNB)
Luke 11:9-10 - He that seeks finds.
Matthew 16:13-20 - Peter declared that Jesus was the Son of God, a truth
given directly by the Father.
Acts 7:51-60 - Stephen gives his life for believing the truth.
Key Questions
How do scientists find truth?
How can we use the Bible as a guide to scientific truth?
What were some of the important discoveries of Christian scientists?
Why did many people disbelieve the new discoveries of Christian scientists?
Why are some Christian scientists persecuted today?
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Objectives
• To study the important discoveries of scientists who founded their beliefs
on the Bible.
• To study in detail the work of Galileo, and particular his discoveries
concerning pendulums.
• To experiment with pendulums.
• To explain the 'scientific method'.
Topic 9a: Famous Scientists and Scientific Method
Activities
• Research the lives and works of famous scientists. Explain how they
sought truth from the Creator.
• Research the Scientific Method. Outline the steps. Ask the questions: Is it
observable? Can it be tested? Can it be proved true or false?
• Explain the importance of the Scientific Method in the discovery of truth.
• Use senses and the Scientific Method to identify unknown substances.
• Use the Scientific Method to investigate a crime. Teacher sets up a crime
site and briefs several students who have privately acted out their
involvement. Using the Scientific Method, the class investigates a past
event, discovering the limitation of science in presenting truth about the
past.
• Apply the Scientific Method to the theory of Evolution.
Topic 9b: Galileo and the Pendulum
Activities
• Discuss the story of Galileo, (Themes Level5). Outline his discoveries.
• Free play with pendulums.
• Define a pendulum.
• Experiment using pendulums with the same mass bob but different
lengths. Use the steps of the Scientific Method.
• Discuss applications of pendulums, e.g. clocks, demolition.
• Construct a giant pendulum several metres long. Students make
predictions which can then be checked.
• Use pendulums of the same length, but attach a variety of different mass
bobs. Use the same mass bob and the same length line, but vary angles
of release. Does this affect the number of periods per unit time?
• Release pendulums from different heights and time the number of periods
over 3 minutes. Does release height influence the number of periods?
• Release pendulum so that it follows different paths. Include a circular path.
Does the path the bob follows influence the number of periods the
pendulum swings through in 2 minutes?
• Graph results, infer from the graphs, test inferences.
• Set up a set of skittles and use the pendulum bob as the 'bowling ball'.
• Link pendulums together and explore the effect of releasing one pendulum
on its partner.
• Discuss whether the evidence of design in the forces that control
pendulums suggests the product of random forces, or God the designer.
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Topic 10: Real or Substitute
Spiritual Awareness: Jesus the way, the truth, the life
Discernment is a gift of the Holy Spirit. Ability to discern real and counterfeit
can be developed as we listen to God's voice and get to know God's word.
Jesus said, "I am the Way, the Truth and the Life."
Supporting devotional resource
Themes for Christian Studies 3, (Truth): God's truth doesn't change
Themes for Christian Studies 6, (Truth) Jesus, the way, the truth, the life
Themes for Christian Studies 7, (Truth): True or false?
Biblical References
John 14:6 - Jesus is the Way, the Truth and the Life.
Matthew 7:13-14 - The broad and narrow way.
Matthew 16:13-17 - Jesus asks, "Who am I?"
Acts 4:12 - There is no other name by which we are saved.
John 10:1-8 - The Good Shepherd. The sheep recognise His voice.
Matthew 7:15-21 - Wolves in sheep's clothing.
Acts 17:16-34 - The unknown god.
Exodus 20:3-4; Isaiah 42:8 & 17 - No other gods.
Key Questions
How do I know when something is true?
What is the opposite to true?
How can God help me to know the truth?
Who is our shepherd?
Who are His sheep?
How can the sheep get to know the voice of the shepherd?
Topic 10a: Using the senses to find out the truth
Objectives
• To distinguish between real and artificial products.
• To understand that all objects possess properties that can be observed
and described.
• To use the senses to find out about things.
• To devise ways of testing properties of things.
Activities
• List the five senses and the body parts associated with these.
• Classify objects using the senses.
• Test items / materials / substances through safe and appropriate sensory
activities e.g. Find out whether the following objects are real or artificial:
flowers - real and artificial; gemstones: real or glass jewels; leather- real
or vinyl; glass or plastic drinking vessel; fabrics – natural and synthetic.
• Use magnets to detect metals.
• Make a chart to show how we found out about the item.
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Discuss dangers of eating or drinking things without knowing what they
are, e.g. pills; cleaning agent in a wrong bottle.
Topic 10b: Fact or Fantasy
Objectives
• To discern the difference between 'true' and 'false'.
• To discern between fact and fantasy.
• To explore a wide range of literature.
Activities
• Classify books according to fact or fantasy.
• Read Bible stories and discuss how we know they are true.
• Compare stories of fairies and angels.
• Make big books or wall stories. Classify as true or untrue.
• Make a list of imaginary figures e.g. cartoon characters.
• Draw cartoon characters.
• Watch and discuss videos.
• Write fact or fantasy story-books for other children.
• Make up a continuous tall-story, each child adding a piece of the story.
• Discuss fears originating from fictitious characters.
• Research the life and work of Walt Disney.
Topic 11: Balance
Spiritual Awareness: Discerning the truth
In order to understand truth, we need to weigh up and balance the things we
hear and see. Through the creation we can see balance at work. This can be
used as a symbol for balancing spiritual truth.
To be able to weigh up and measure truth correctly is an essential gift that
God makes available to all Christians. This is the gift of discernment.
Supporting devotional resource
Themes for Christian Studies 6, (Truth): Jesus, the way, the truth, the life
Biblical reference
Proverbs 11:1 - The Lord hates dishonest scales, but He is pleased with
correct weights.
Matthew 7:15-21 - Wolves in sheep's clothing.
John 18:38 - Everyone that is of the truth hears my voice.
John 10:1-8 - The Good Shepherd. The sheep hear His voice.
John 14:6-7 - I am the way, the truth and the life.
Matthew 7:13-14 - The broad and narrow way.
Exodus 20:3-4; Isaiah 42:8 & 17 - No other gods.
2 Peter 2 - False teachers.
2 Corinthians 11:13-14 - False apostles, and Satan as an angel of light.
1 Peter 5:8 - Satan is a roaring lion.
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Luke 4 - Jesus knew how to deal with Satan.
Key Questions
Who do we believe?
How do we know what is true?
How do we weigh and measure solid objects?
How do we weigh and measure the things we see and hear?
How does Satan try to make us turn away from God?
What did Jesus do when He was tempted by Satan?
Objectives
• To conduct experiments demonstrating concepts related to balance.
• To relate discoveries on the physics of balance to Biblical teaching on
balance and truth.
• To explain gravitational forces.
• To use different kinds of scales for weighing objects.
Activities
a) Gravity
• Discuss the ways in which the following things fall: a ball, a heavy weight,
a light weight, rain.
• Compare the difference in going uphill / upstairs with downhill / downstairs.
• Make your own weighing device from rubber bands. Measure weight by
noting the extension of the bands supporting the object that is being pulled
down by gravity.
b) Balance
• Use kitchen scales, bathroom scales and a beam balance.
• Set up see-saws, balancing objects on both ends.
• Move the fulcrum from the see-saw center to investigate how this
influences results of above experiment.
• Experiment with cantilevers.
• Make miniature brick arches. Observe the function of the keystone in
maintaining balance of forces.
• Examine photographs of ruins that show arches that have survived the
centuries.
• Experiment with 'tug-of-war' games to examine balance of forces.
• Experiment with spinning tops.
• Play games with spinning tops. Try to knock opponent out of the circle.
• Play a balancing game, trying to balance on different body parts as
directed, e.g. on one hand and one foot; on back or front with arms and
legs off the ground.
• Balance bodies when blindfolded. Note effects of spinning, (dizziness).
• Walk while balancing a book on the head.
• Walk along a narrow beam.
• Relate the experience of walking along a narrow beam to the Biblical
reference to the broad and narrow way.
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Theme 5: God is Pure and Holy
Introduction
God is…
• righteous
• good
• a judge
• without sin
• perfect
Our response to 'God is Pure and Holy'
Because God is Pure and Holy I will…
• Obey Him.
• Try to do the things He wants me to do.
• Ask God to forgive me when I sin.
• Ask Him to make me clean inside.
• Admit when I make mistakes.
• Remember the fruits of the Spirit and try to show them in my life.
• Have respect for other people.
• Put God first in my life.
Topic 1: The Fruits of the Spirit
(Human relationships)
Spiritual Awareness: Holiness is showing the fruit of the Spirit
As we grow in holiness we display more and more of the fruits of the Spirit in
our lives. Love, joy, peace, patience, goodness, kindness, gentleness,
faithfulness and self-control are signs of life of purity. Displaying these fruits is
a matter of putting God first, surrendering our lives to Him so that He may
refine us.
Supporting devotional resources
• Kanga Joe & Co - Eight animal stories that teach about the fruits of the
Spirit; available as a unit of study, or on audio-cassette. (Beacon Media)
• Jesus First, a guide to character development (Beacon Media)
• Themes for Christian Studies 3, (Pure) - As God forgives us, so we should
forgive others.
• Themes for Christian Studies 4, (Pure) – Walking in the light
• Themes for Christian Studies 5, (Love) - God wants us to love others
• Themes for Christian Studies 5, (Life) - God is the joy of life
• Themes for Christian Studies 5, (Peace) - Trouble outside, peace inside
• Themes for Christian Studies all levels - God is patient
SOSE resource:
The Family (Beacon Media)
Biblical references
Galatians 5:22-23 - The fruits of the Spirit
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Matt. 7:15-20 A tree is known by its fruit.
Mark 12:30-31 - Love your neighbour as yourself.
Acts 3 - The lame man healed, walking and leaping with joy.
Matthew 6:26 - Do not worry. (Have peace)
Ezra 4-6; Nehemiah 1-6 - Patience in rebuilding Jerusalem
2 Samuel 4 & 9 - Kindness to the lame prince, Mephibosheth
Luke 10: 25-37 - The Good Samaritan is a story of kindness and gentleness
Ephesians 5:8-11 - Show goodness, by living as children of the light
Jonah - Being faithful is obeying the Lord.
1 Samuel 17; 1 Samuel 26 - King Saul lacked self-control. His jealousy
caused him to lose his temper.
Ephesians 6 - Put on the armour of God so that we may do the things God
wants us to do.
1 John 1:7 Walk in the light as He is in the light.
1 Cor 3:4 – Love is patient and kind.
Key Questions
What are the fruits of the Spirit?
How do I get them?
Why should I have them in my life?
How can the fruits of the Spirit help me to get on better with other people?
How did Jesus show the fruits of the Spirit?
Objectives
• To improve social skills by an understanding of the fruits of the Spirit
• To heighten awareness of the fruits of the Spirit
• To provide tools for practicing the fruits of the Spirit
Activities
• Identify fruits of the Spirit.
• Study definitions for each of the fruits • Love - loving with the same kind of love that God has for us; loving God
and treating others the way you would like to be treated yourself.
• Joy - the happiness that God gives; sharing God's happiness with others.
• Peace - a calm feeling inside, knowing that God is looking after you; letting
God take all your worries.
• Patience - learning to wait; not getting angry when things are not going as
we'd like; sticking to a job and not giving up.
• kindness - treating others with special care; thinking about how other
people feel; doing special things for others.
• gentleness - showing kindness and understanding; not being 'pushy';
considering the feelings of others.
• goodness - obeying God's word and doing the right thing.
• self-control - not losing your temper; knowing when to stop; saying 'no'
when you feel like doing the wrong thing.
• Read, or listen to the story for each fruit, from Kanga Joe & Co.
• Sing songs about the fruits.
• Read Aesop's fable that teaches about the fruits, e.g. The Hare and the
Tortoise.
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Act out plays that demonstrate the fruits, e.g.
Love - Modern Day Good Samaritan, (Themes 5, God is Love)
Self-control -The Drawings, (Themes 3, God is Pure), Sharing and
Forgiving, (Themes 2, God is Peace); Billy Goes Shopping, (Themes 3,
God is Provider)
Discuss reasons why the fruits of the Spirit can help us to get on better
with our family and friends.
Make a large fruit tree, with different fruits. Write the nine fruits of the Spirit
on the fruits.
Topic 2: Pollution and Environmental Conservation
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Includes Recycling and Waste Management
This topic may be linked with 'God is Wisdom and Truth'
Spiritual Awareness: The effect of sin on God’s perfect creation
God's original creation was perfect and unpolluted. With the fall of man, sin
entered the world, and so did imperfection. Instead of caring for the creation,
man started exploiting it. God's beautiful world started to deteriorate.
God has provided for us richly through the creation. These resources need to
be used wisely. Conservation of soil, water, plants and animals requires
wisdom and foresight. Many species of plants and animals are currently
endangered because of greed and carelessness. People have changed,
polluted and destroyed many of the Earth's ecosystems. Although the creation
can never return to its original state of perfection, there are steps we can take
to conserve it.
Sin has not only affected the physical environment, but also our hearts. Only
Jesus, who is perfect and without sin, can forgive us.
Supporting devotional resource
Themes Levels for Christian Studies 2, (Pure) - God is pure because he is
without sin
Themes Level for Christian Studies 7, (Pure) - What happened to God's
perfect creation?
Themes Level for Christian Studies 1, (Wise) - It is wise to obey God
Biblical References
Genesis 1-2 - the perfect creation
Genesis 2:15 God took man and put him in the Garden of Eden to work and
take care of it.
Genesis 2 - the fall
Romans 5:12 - Sin came into the world through Adam
Genesis 4 - The sin of Cain
Psalm 18:30 - God's way is perfect.
Isaiah 1:18 & 43:25 - God forgives our sin.
1 Peter 1:19; Hebrews 9:14 - Jesus was without sin.
Romans 3:23 - No one is without sin.
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1 John 1:9 - Jesus made a way to God, providing an answer to the separation
caused by sin.
Romans 8:19-22 The creation groans, waiting to be freed from bondage.
Key Questions
What is the meaning of perfect?
What was God's original creation like?
What was Adam's responsibility in the original creation? (Genesis 2:15)
How was it different to our world today?
What effect did sin have upon the world?
What effect does sin have upon today's world?…(environment; people)
How is man directly responsible for pollution?
How can people's minds become polluted?
How does pollution harm man, plants and animals?
What can we do to help clean up the environment?
What is conservation?
How can we conserve the things God has given us in the creation?
Objectives
• To understand the reasons for environmental pollution
• To understand that sin is responsible for pollution of the environment as
well as people's hearts and minds.
• To show wisdom in waste management and recycling
• To outline steps in cleaning up the environment
• To suggest ways of conserving of the earth's resources
Activities
• Identify the types of environmental pollution - land, air, water, noise, space
• Identify the causes of environmental pollution e.g. chemicals, oil spills, car
exhaust fumes, litter, sounds of jets.
• List the consequences of the different types of pollution, i.e. its effect on
human, plant and animal life.
• Collect detergent and shampoo bottles and identify chemicals that cause
water pollution and destruction of water life (e.g. sodium laurel sulphate)
• Draw a picture of your rubbish bin at home, showing what goes in it.
• Draw examples of polluted environments.
• Predict the possible effects of pollution on the environment and mankind in
the future.
• Identify and investigate local pollution problems.
• Locate, develop, communicate and utilize strategies to minimize pollution
and resources.
• Make anti-litter posters.
• Discuss ways in which poor waste management can contribute to
pollution.
• Compare waste disposal 100 years ago to today. List differences.
• Find out what happens to dirty water and sewage when it leaves your
home.
• Find out what happened to sewage in the old days.
• Make a compost heap and discuss the benefits of composting.
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Discuss the benefits of recycling. (helps get rid of the rubbish; helps save
the earth's resources)
List ways in which rubbish can be recycled.
Name or draw items that can be recycled.
Discuss the environmental problems caused by excessive and
unnecessary packaging.
Discuss the best and worst types of packaging for environmental
friendliness.
Suggest more environmentally friendly ways of distributing products e.g.
refilling glass jars; using less packaging.
Research nuclear waste and the greenhouse effect.
Discuss problems caused by bad land management, exploitation of forests
and soils.
Discuss pollution of space and the possible consequences.
Topic 3: Cleaning - inside and outside the home
Spiritual Overview: God forgives and makes us clean
Making things clean is a Biblical symbol for God's purity and holiness. Our
hearts are made clean by God's forgiveness. Jesus died to cleanse us from
sin. He offers forgiveness to all those who will accept it.
We can never cleanse ourselves from sin. We can never be good enough by
trying our best. It is Jesus who does the cleansing and washing away of sin.
God became a man, and through His death on the cross He offers His
perfection and holiness to us. If we accept Him as Lord of our life, God looks
at us as clean vessels.
Supporting devotional resource:
Themes Level for Christian Studies 1, (Pure), God will forgive us and make us
clean.
Biblical references
Matthew 23:13-27 - Jesus said that we must be clean on the inside, not just
the outside.
Mark 7:1-16 - The ceremonial cleansing by the Pharisees did not really make
them clean.
Luke 19:1-19 - Zacchaeus was forgiven and he changed his ways.
1 Samuel 16:7 - Man looks on the outside appearance but the Lord looks on
the heart.
Matthew 26:69 & John 21:15 - Jesus forgives Peter.
1 Peter 1 & 1 John 3 - We are made pure through Jesus.
Psalm 51:7 - Take away my sin and I will be clean. Wash me and I will be
whiter than snow.
John 13:2-17 – Jesus washed the disciples’ feet.
Matt. 6:9 – Forgive us our sins as we forgive those who sin against us.
Psalm 51: 10 – Create in me a clean heart O God
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Key Questions
Why do we need to clean our homes - inside; outside?
Why do we need to keep our bodies clean?
What is sin?
How do we feel when we sin?
Who can forgive us for our sin?
What does Jesus mean when He says that we must be clean on the inside?
Objectives
• To understand the importance of both outer and inner cleanliness.
• To understand that inner cleanliness cannot take place by 'being good',
but by accepting God's forgiveness and living as a disciple of Jesus.
• To gain an understanding of the cleaning processes in the home
• To suggest ways of cleaning up the environment
Activities
Caution - For use by children, select substances that are safe. Warn children not to
touch their eyes when using soaps. Some experiments should be 'teacher only'
experiments.
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List the jobs that need to be done in the home.
Match cleaning agents, or cleaning utensils to jobs, e.g. washing powder
for washing clothes; broom for sweeping.
List the ways in which we keep our bodies clean.
Make a poster about 'keeping clean'.
Match personal care products to task, e.g. shampoo for washing hair.
Discuss reasons for keeping clean, germs, disease and the need for
sterilization.
Classify cleaning agents and describe their properties, e.g. makes
bubbles, makes froth, used with water, used without water, oily, powder,
liquid, solid pressure pack, spray pump.
Wash clothes and observe drying rates in different weather conditions.
Blow bubbles.
Add cleaning products to half-filled jars of water. Screw on the lid and
shake. Compare quantities and sizes of bubbles. Observe whether
bubbles remain on the surface, how long they take to disappear, oiliness
on the surface, sediments.
Test products for dissolving ability in cold water compared to hot water.
Conduct a stain removing experiment. Prepare stains on pieces of white
fabric, e.g. mud, grass, ink, beetroot juice. Prepare bowls of cold water, of
equal volume. Add different kinds of cleaning agent, (liquid detergents or
dissolved powder cleaners), to each bowl. Soak for at least 24 hours.
Repeat the experiment with warm water.
Draw conclusions about the best stain removers.
Record results in table form.
Discuss 'clean up' jobs that need to be performed in the environment, e.g.
cleaning up litter, oil spills, rubbish in waterways.
Discuss the impact of cleaning agents on the environment.
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Topic 4: Geology - Salt, Crystals, Gemstones
(This unit may be linked with 'Rocks', God is a Powerful Creator, Topic 3c)
Spiritual Overview: Christians are the salt of the earth
Salt is a Biblical symbol of purity. Salt was used for seasoning and preserving
food, as an antiseptic in medicine and with all kinds of offerings. Covenants
were sometimes made with salt. The synoptic gospels all mention salt, and
describe the followers of Jesus as salt. If the salt is impure it loses its value.
Christians are the salt of the earth. If the salt loses its flavour, then it is of no
value. This can be likened to Christians who lose their purity. Christians have
no power over the enemy if they take on the flavour of the world. To win the
daily battle of light against darkness, Christians must retain their purity. This
can only be done by staying connected to Jesus, the vine, and by daily putting
on the whole armour of God.
The Biblical reference to metals and gemstones, in relation to building the ark
for the dwelling of God's presence, and also the Holy City, (Revelation 21),
are also symbols of purity. Only the best, and most precious materials may be
used in the presence of such a holy God.
Supporting devotional resource
Themes for Christian Studies Level 4, (Pure): The battle of light and darkness
Themes for Christian Studies Level 5, (Pure): Christians should be salt and
light to the world.
Themes for Christian Studies Level 3, (Protector), God protects His people
when they fight for Him.
Biblical references
Job 6:6 - Salt for preserving food.
Ezekiel 16:4 - Salt as an antiseptic.
Leviticus 2:13; Ezekiel 43:24 - Salt as an offering.
Numbers 18:19; 2 Chronicles 13:5 - Covenants made with salt.
Matthew 5:13 - You are the salt of the earth. But if the salt loses its saltiness,
how can it be made salty again? It is no longer good for anything except to be
thrown out and trampled by men.
Luke 14:34-35; Mark 9:49-50 - Salt
Colossians 4:6 - Salted conversation.
Ezekiel 47, especially 47:11 - Salt is retained
1 John 1:5-7 God's light casts out evil
Ephesians 6 - The armour of God
Galatians 5:22-23 - The fruit of the Spirit, especially 'goodness'
Philippians 4:8 - Whatever is true, noble, right and pure - think about such
things.
John 5:15 You are my friends if you do what I command you.
2 Corinthians 3:18 - With unveiled faces we reflect the Lord's glory, being
transformed into His likeness.
Exodus 25 - Materials for building the Ark: Metals including pure gold;
gemstones; only the best for the most holy God.
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Hebrews 9 & 10 - We can now enter into the Most Holy Place through the
blood of Jesus.
Revelation 21 & 22 - The purity of Heaven; a holy city made of pure gold, with
gates of pearls and foundations of precious jewels.
Psalm 23:6 – Surely goodness and mercy will follow me all the days of my life
and I will dwell in the house of the Lord forever.
Key Questions
What is purity?
Why does salt remind us of purity?
How can salt change the taste of food?
We could say that the world has 'good flavour' and 'bad flavour'. What does
this mean?
How can Christians help the world to have 'good flavour'?
What would happen if a Christian stopped following Jesus?
Objectives
• To understand the Biblical symbol of salt as sign of purity.
• To understand that through surrendering our lives to Christ we can be
changed to become more like Him.
• To observe and describe the formation of crystals.
• To understand the uses for salt
• To understand the way in which crystals develop into gemstones.
Activities
• Use a microscope and hand lens to examine table salt.
• Describe and draw the shape of the crystals. Are they all regular?
• Grow crystals: Take a glass jar, salt, sugar or washing soda, a long piece
of thread and a paper clip. Fill jar with very hot water from the hot tap. Stir
in lots of washing soda. Keep stirring until no more will dissolve in the
water. Tie a paper clip on to the end of a piece of thread. Tie the other end
around a pencil. Drop paper clip into the jar. Wind up the thread until the
paper clip is suspended in the mixture. Leave in a place where it will not
be moved. After a few days crystals will form. They will grow along the
thread. For coloured crystals, add food colouring.
• Make a rock collection.
• Classify rocks.
• Study rocks, such as quartz, and observe crystal formations.
• Research the formation of stelagmites and stelactites in limestone caves.
• Draw and label gemstones.
• Describe how gemstones are cut to reflect light.
• Study the precious minerals that will form the Holy City, (Revelation 21).
Draw the Holy City according to the Biblical description.
• Evaporate a volume of seawater and measure the mass of salt remaining.
• Explain the difference between rock salt and sea salt.
• Compare the difference between white table salt and natural grey sea salt
(known as Celtic or macro-biotic salt, available from health shops).
• Research the processing of salt. Why is it white and free flowing?
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Research the health problems caused by refined, white salt, and the
health benefits of unrefined grey sea salt, which retains many valuable
minerals.
Investigate the salt content of processed foods.
List the uses for salt - as a preservative; as an antiseptic; as a cleansing
agent.
Topic 5: Light and colour
Spiritual Overview: God is Light
Light is a Biblical symbol of purity. God is light. To walk in God's light is to
walk in purity. To exclude God is to walk in darkness. Before the sun was
created, the earth was illuminated by God's own light. From the book of
revelation we understand that God's light will not allow any darkness or night
in the Kingdom. Jesus Christ is a light to the world. As Christians we should
reflect this light so that others may see Him.
Supporting devotional resource
Themes for Christian Studies Level 4, (Pure), The battle of light and darkness
Themes for Christian Studies Level 5, (Pure), Christians should be lights to
the world
Biblical references
Genesis 1 - God's light
Ephesians 5:8-11 - Live as children of the light.
Deuteronomy 6:18 - Do that which is right and good.
Galatians 5:22 - Goodness is a fruit of the Spirit.
Romans 13:12 - Put on the armour of light.
Matthew 5:13-16 - Christians as salt and light.
John 8:12 - Jesus, the light of the world.
1 John 2:28-29 - Everyone who does what is right is of God.
1 John 1:5-7 - Walk in the light as He is in the light.
Matthew 6:22-23 - If your eye is clear your whole body will be full of light.
Genesis 9 - The sign of the rainbow
Key Questions
What is light?
How does light make you feel?
What is darkness?
How does darkness make you feel?
Why does light remind us of the things that come from God?
Why does darkness remind us of things that come from Satan?
What does the Bible mean by 'walking in the light'?
Who is the light of the world?
Objectives
• To show the Biblical parallel between light, (things of God), and darkness,
(things of Satan)
• To understand that to live in God's light, we need to be forgiven for our sin
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To understand the critical role the sun plays in supplying the earth with
light and energy
To understand that light can be broken up into colour
To explain human dependence upon light
Activities
• Define a star. Compare the light of a star to the light of a planet.
• Use models to demonstrate an eclipse of the moon or sun, what causes
day and night, what causes tides and what creates our year of 365.25
days.
• Explain what is meant by a light year. Relate how long sunlight takes to
reach the earth and name the nearest stars to earth.
• Draw constellations and recognize them in the night sky.
• Use an overhead projector for shadow activities.
• Make a shadow stick.
• Explore the possibilities of flashlights e.g. large, small, for strength and
distances of beam.
• Conduct blindfold walks to show dependence upon light.
• List reasons for plant, animal and human dependence upon light.
• Experiment to show dependence of plants upon light.
• List daytime and night time activities of humans and animals.
• Paint with water on white concrete path, and observe the way the water
evaporates in the sun.
• Classify lights into different categories, e.g. lights in the sky, electric lights,
projected lights, reflected lights, fire light.
• Experiment with objects or materials that reflect e.g. mirrors, glass, water,
shiny metals.
• Make a periscope.
• Experiment with prisms. See how sunlight passes through glass and splits
the white light up into spectrum of colours.
• Identify colours of the rainbow.
• Identify primary and secondary colours.
• Name the colours that will be formed when two primary colours are mixed.
• Use cellophane to explore the effects of combining colours.
• Make black and white collages.
• Make candles.
• Use paint, experiment with colour mixing.
• Make a cardboard colour wheel by combining two or more colours and
spinning the wheel rapidly on an axle.
• Make a colour wheel that shows all primary and secondary colours.
• Study colour in the world around us.
• Study light and reflection associated with road transport e.g. reflectors, car
lights, rear vision mirrors, traffic lights, flashing lights, illuminated signs.
• Research the history of lighting.
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Topic 6: The Great Flood
(Evidence for Creation)
Spiritual Awareness: God judges sin
The Great Flood is often seen as a fairy tale, creating the scene for a
delightful children's story, in which animals of all kinds board a boat. However,
the Noah's Ark story is not primarily about animals. It is about God's judgment
of sin. Being a pure and holy God, the Creator sent a great flood to destroy
the wickedness of man. Only one family could be found, pure and holy
enough to escape God's judgment. God chose Noah and his family to be the
descendants of the today's human race.
As with the illustration of Jeremiah at the potter's house, (Jeremiah 18), God
sometimes chooses to destroy something and then rebuild it in a way that is
pleasing to him. The destruction of life in the event of the Great Flood, was
God's way of giving the world another chance.
Supporting devotional resource
Themes for Christian Studies Level 6 & 7, (Creator): God is a perfect creator
Themes for Christian Studies Level 7, (Pure): What happened to God's
perfect creation?
Biblical references
Genesis 6-8 - The Great Flood
Jeremiah 18 - Jeremiah at the potter's house.
Matthew 21:12-13 - Jesus didn't tolerate sin in His Father's house.
1 Chronicles 16:33; Psalm 7:11; Psalm 96:13; Acts 17:31 - God is a just and
fair judge.
Revelation 20:4 - God judges sin because He is holy.
Romans 3:23 - All have sinned.
Psalm 97 - God uses the creation to proclaim His righteousness.
Key Questions
How does the Great Flood show us that God is Pure and Holy?
How do you think God may have felt about man's sin and the destruction of
the earth?
Objectives
• To study the Biblical account of Noah's ark as history
• To understand God's purpose in sending the flood
• To examine rocks and fossils, and to explain them within the context of the
Great Flood
Questions about the biblical record
Read Genesis 6-8 and discuss the following questions:
Did the Great Flood actually happen?
Genesis is an actual historical account of the history of the world. There are
stories of the global flood in every continent of the world, passed down
through the generations.
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Why did God send the Great Flood?
The sin of mankind was so great. God had to purify the earth.
Why was Noah chosen to build the ark?
He and his family were the only one's who still obeyed God.
What difficulties did Noah face?
Rain had never fallen on the earth before…only dew. People therefore would
not believe that the flood was coming. They mocked him.
Who closed the door of the ark?
God. (Genesis 7:16)
How long did the Great Flood last?
The rain fell for 40 days and 40 nights, but for 110 more days the waters
covered the earth, (Genesis 7:24). The ark then landed on Mt. Ararat, but
Noah and his family waited on the ark for another 221 days, while the water
continued to go down, (Genesis 8:1). Noah and his family were aboard the ark
378 days - this includes 7 days before the rain started.
What happened to the people and animals that were not aboard the ark?
They were drowned. Millions of dead things were laid down in layers of mud.
These became fossils.
Do you think God would have saved anyone if they had believed and turned
from their sin?
God promises to forgive us if we are truly sorry for our sin. Therefore we can
assume that there were no others who trusted in God.
Are fossils really millions of years old, as most people believe?
Most fossils found today were laid down at the time of the Great Flood.
Billions of dead things were packed within the layers of mud, making it look as
if they could have been formed over millions of years, but in actual fact they
were formed suddenly, as the result of one major event. They are thousands,
not millions of years old. The earth is in fact only six thousand years old.
Dating methods used by evolutionists are inaccurate, inconsistent, and biased
(dating methods are devised, based on the presumption that evolution is
valid).
How could Noah build such a boat?
Noah and his sons had close to 120 years to build the Ark.
How did the animals get to the ark?
God sent the animals to Noah. Noah didn't have to go out gathering the
animals. The world before the flood had no oceans dividing continents.
How did Noah fit the animals inside the Ark?
The ark was big enough to hold 50,000 animals, many of which were probably
young animals. God sent two of every kind, and seven of some. A 'kind'
represented a group of animals, meaning two dogs, and not two of every
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breed of dog. Each animal kind had a large enough genetic pool to account
for all the different types of animals we see today.
Were there dinosaurs aboard?
All land dwelling dinosaurs were aboard.
How could the flood cover tall mountains?
The mountains we see today are higher than those in the original creation.
During the Flood, many layers of mud were stacked on top of each other.
Where did all the water go?
The deep ocean floors formed as a result of the Flood, separating the
continents.
How did the weather change after the Flood?
For about 700 years the earth experienced an Ice Age.
What happened to the dinosaurs?
They died out just like other extinct animals.
Activities
Read Genesis chapter 7 and find out:
• God's instructions to Noah from Genesis 6:18-21.
• How high the floods were.
Read Genesis chapter 8 and find out:
• How Noah knew that the water had not dried up.
• What Noah learned from the dove, on each of the three occasions he sent
it out (verses 10 - 12).
• What God told Noah to do (verses 15-17)
• What God promised (verse 21).
Make a wall story or cartoon strip of the Biblical account showing
a) the world before the flood
b) building the ark
c) boarding the ark
d) 40 days of rain
e) sending out the dove
f) release from the ark and the promise
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Research the formation of the Grand Canyon.
Classify the different types of living things that may have been buried in
the Great Flood.
Observe fossil specimens and photographs.
Classify fossils according to their type: impressions formed by burial;
petrified fossils; fossils preserved in ice; coal.
Make a fossil cast using a sand tray. Make an imprint in the sand using
shells or bones. Pour Plaster of Paris over top of impression and allow to
set. Remove set plaster from sand.
Research the work of a paleontologist.
Read the Aboriginal flood story from Themes Level 7, God is Creator.
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Investigate other Flood stories around the world. What do these stories tell
us?
Topic 7: Heat
Spiritual Overview: Holiness through Jesus
Fire is a symbol of purity. The Holy Spirit appeared to the disciples in the form
of tongues of fire. The fire of the Holy Spirit brings about purity and refinement
of Christian character.
In Old Testament times God required sacrifices, which were burnt over fire.
This was a symbol for the purification of sins. Sacrifices are no longer
required, as Jesus made the greatest sacrifice, once and for all, but the Old
Testament symbol reminds us of the importance God places upon purity.
Supporting devotional resource
Level for Christian Studies 5, (Powerful): God has power to change things
Themes for Christian Studies Level 6, (Pure), God's righteousness, not selfrighteousness
Biblical references
Acts 2:1-18 - The disciples received the Holy Spirit.
Leviticus 16:11-13 - God chose fire to remind people of purity and holiness.
Hebrews 10:5-9 - God no longer requires sacrifices.
Hebrews 10:10 - We are made holy through Jesus.
Luke 18:9-14 - The righteous Pharisee
1 Kings 18:1-40 - God of Israel or Baal? The fire of the Lord burned up the
sacrifice.
Hebrews 12:29 - Our God is a consuming fire.
Zechariah 13:9 - God 's refining of His people like the purifying of silver and
gold.
Genesis 19 - Sodom and Gomorrah destroyed by fire.
Jeremiah 18:1-4 - God can change us.
Malachi 3:2-3 - The refiner's fire
Key Questions
Why do you think God chose fire as a symbol of purity?
How was fire used in religious ceremonies in the Old Testament?
Why do we no longer need to offer sacrifices?
How was the Holy Spirit shown to the disciples?
How can the Holy Spirit change us?
Objectives
• To describe the properties of heat
• To describe observable changes caused by heat
• To identify sources of heat energy
• To explain the value of heat energy
Activities
• List sources of heat.
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Conduct experiments and observe changes to substances through
melting, boiling, baking, burning.
Conduct experiments to show expansion of solids, liquids and gases when
heated.
Measure heat using a thermometer.
Conduct experiments to show the transfer of heat. Compare good and
poor conductors of heat.
Make a chart predicting how well these things will burn: paper clip, steel
wool, paper, toothpick.
Test predictions. Make a chart describing reactions to heat.
Record the relationship between smoke and burning. (Did the paper give
off more smoke than the paper clip?)
List substances that give off fumes when heated. Discuss environmental
problems caused by toxic fumes.
Heat an ice block to show the three states of matter.
Conduct and experiment to show that burning requires air. Set up three
candles of the same size. Place on top of the candles, three jars varying in
size. Measure time it takes for each candle to go out.
Draw conclusions from above experiment. Why did the candle under the
large jar burn longer than the other two?
Make a camp fire. Observe the colours of flames. Explain the relationship
between colour of flame and intensity of heat.
Describe the substance left after burning wood or paper.
Research the uses for fire before electricity.
Research the manufacture of glass, steel or pottery. Observe the way raw
materials change under intense heat.
Research the way in which iron, gold and silver are separated from
impurities with the use of heat.
Discuss fire safety, fire prevention and smoke alarms.
Topic 8: Water
(Water purification; Floating and sinking)
Spiritual Awareness: God cleanses us from sin
God is pure and He wants His children to be pure. We can never be pure in
God's sight by trying to be good. Only the washing away of sin after
repentance can make us pure in God's sight. Water is a symbol of washing
and purity.
Supporting devotional resource
Themes Level for Christian Studies 2, (Pure): God is pure because He is
without sin.
Biblical references
Genesis 6-8: The world was purified by a flood.
1 John 1:9 - If we confess our sin God will forgive us.
Psalm 51:1-7 - Wash me and I shall be whiter than snow.
Isaiah 1:18 - I will wash you as clean as the snow.
Psalm 145:17 - The Lord is righteous in everything He does.
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1 Peter 1:19; Hebrews 9:14 - Jesus was without sin.
Isaiah 43:25 - I am the God who forgives your sins.
Matthew 9:1-7 - Jesus not only healed the paralyzed man but forgave his sin.
John 4 - Jesus forgave the sins of the woman at the well.
John 18 - 19 - Because Jesus was without sin He was able to die for us.
Exodus 30:17-21 - Those presenting an offering had to wash their hands for
purity.
Key Questions
Why does God choose water to remind us of purity?
Which people in the Bible did Jesus forgive?
Why is Jesus able to forgive us for our sins?
Why do we need to ask Jesus to forgive us for our sin?
Could anyone get to Heaven by just trying to be good?
Objectives
• To demonstrate a variety of methods for removing sediment from water
• To identify solutions and mixtures
• To explain why solid particles may float or sink
• To explain the water cycle
Activities
• Test substances and materials to see whether they float or sink in water.
• Make a mixture and a solution. Define each.
• Evaporate salty water and collect condensation. Taste the condensed
water.
• Mix salt or sugar in hot and cold water. Compare dissolving times.
• Repeat experiment with stirring.
• Investigate what mass of sugar or salt can be dissolved into a given
volume of water.
• Mix soil with water, Suggest ways of purifying the water.
• Experiment with straining, filtering and sedimentation and decantation, to
separate water and sediments.
• Repeat the experiment with other mixtures e.g. sand and water; wood
chips and water; iron filings and water
• Decide which is the best method of purification for various mixtures or
solutions. Record results in table form.
• Suggest ways of purifying water that contains organic contaminants.
• Examine a sample of tank or pond water under a microscope to note
presence of living organisms, then re-examine it after boiling it. Repeat the
experiment using water purification tablets.
• Discuss importance of pure drinking water.
• Find out the location of reservoirs or rivers supplying local water.
• Find out how local water is purified.
• Find out what happens to household water once it leaves the home.
• Find out what happens at sewage treatment plants, and the reasons for
sewage treatment.
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Topic 9: Government
Spiritual Awareness: God’s law is perfect
God's law is perfect, and His laws are upright. Those governments that are
founded on God's laws and principles will be blessed. The Bible gives
examples of the correct use of political power. God is Lord and King, and He
is ultimately in control of every nation.
Supporting devotional resource
Themes for Christian Studies 6, (Pure): God's righteousness, not selfrighteousness
Themes for Christian Studies Level 2, (Powerful): Jesus is Lord and King
Biblical references
Genesis 11:1-9 - The tower of Babel is a story of people wanting to build their
own kingdom, excluding God.
Psalm 19:7-8 - The law of the Lord is perfect; the statutes of the Lord are
trustworthy.
Psalm 66:11-9 - God rules the nations.
Exodus 20 - The Ten Commandments
Esther - A story of God's hand in ruling a nation.
Exodus - God's rule won over Pharaoh's rule.
Matthew 2 - Jesus was born as King
John 12:12-19 - The triumphal entry.
John 18:28-38 - Jesus on trial for being King.
Acts 1:6-10 - Jesus will return as King.
Psalm 47 - God is King of all the earth.
Isaiah 9:6-7 - He will govern and reign.
Romans 13:1-7 - Pray for those in authority.
Key Questions
What is God's law?
Why does the Bible say that God's law is perfect?
Why could we say that God is the perfect King or ruler?
How does Jesus qualify to be a king?
Which rulers in the Bible honoured God's laws?
Which laws of our land are based on the Ten Commandments?
Are there any laws of our land that go against God's laws?
Objectives
• To study various authority structures
• To understand the need for local and state governments
• To see the need for obedience to government
• To briefly outline the structure of local and state governments
• To list Biblical guidelines for government and those governed
Activities
• Visit local and state government centres to observe the government at
work.
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Simulate state government sessions.
Create political parties within the class. Choose representatives and
policies. Conduct a vote.
Research the Bible for guidelines for those who govern, and responses of
those who are governed.
Invite council members to speak.
Collect newspaper articles on current issues and explain government
response.
Study the various authority structures e.g. democracy; dictatorship.
Make a list of the presidents or prime ministers of different nations.
Study examples of monarchs in the past, including Biblical figures, (David,
Solomon, Nebuchadnezzar, Esther, Pharoah).
Discuss the rule of the Roman Empire at the time of Jesus on earth.
Study examples of monarchs today, around the world.
Explain how someone becomes a king or queen e.g. descent.
Describe the role and functions of monarchy, past and present.
Describe their lifestyle, wealth and power.
Theme 6: God is a Powerful Protector
Introduction
God is…
A father
Lord and King
A shepherd
Great and mighty
A rock
One we can trust
One who keeps us safe
Our response to 'God is a Powerful Protector'
• Because God is a Powerful Protector I will…
• trust God
• have faith
• have peace
• not be afraid because He is with me
• give my worries to God
• do what God asks me to do
• believe that God will do as He says
• put on the armour of God to protect me against the enemy
Some educators would prefer to avoid teaching about God's protection
because in reality, there are times when God does not protect. Rather than
avoiding the issue we should seek answers. Firstly, God does not protect
when we do not observe His statutes. Secondly, we are in a battle and
sometimes there are casualties. Thirdly, we are in a fallen world, and our
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physical bodies do not live forever. (God has appointed a time for each
person to die.) Regardless, there is overwhelming evidence to prove that God
does protect His children when they trust in Him. The Bible is full of examples,
and encourages us to claim protection.
Topic 1: Weather and Seasons
Spiritual awareness: God rules His creation by His awesome power
In the Garden of Eden there were no extreme weather conditions. The earth
was a perfect temperature for maintaining life, and dew fell each morning to
water the earth. However with the fall of mankind, the weather conditions
changed, eventually brining about the Great Flood. Despite extreme weather
conditions we now experience on the planet, God is still in control. He is our
shelter and protector. We must put our trust in Him and not be afraid.
Biblical references
Isaiah 43:5 – Fear not for I am with you.
Genesis 6-8 – Noah and his family survived the flood.
Genesis 37-47 – Joseph’s family survived the drought.
Mark 4 – Jesus calmed the storm.
Mark 4 – Jesus walked on water.
Job 36:22 – God does great things by His power. No other teacher is like Him.
Acts 27 – God protected Paul in the storm.
1 Sameul 17 – David and Goliath. God protected David.
Supporting devotional resource
Themes for Christian Studies 1, (Protector) – God is a father who protects us
Key Questions
What was the weather like in the Garden of Eden?
Why has the weather changed?
How can we protect ourselves in bad weather?
What is meant by “the storms of life”?
How can we be protected in “the storms of life”?
What should we do when we feel afraid?
Objectives
• To show that God is the ruler of creation
• To appreciate that God has created order in the pattern of seasons
• To study meteorological phenomena
• To look at ways of protecting ourselves from the elements
• To study Biblical examples of God’s protection.
• To show that God provides also protection through the family structure.
Activities
• Discuss changes in weather throughout the year in terms of wettest, driest,
hottest, coldest.
• Make a graph or chart to show times of high/low rainfall.
• Draw a diagram to explain the water cycle.
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Observe the ways in which seasonal changes affect plant and animal life,
e.g. planting and harvesting according to seasons.
Make a chart showing how we can be wise in preparing for changes in
weather, e.g. protective clothing.
Compare seasonal preparations in different countries, e.g. collecting
firewood, storing food in cases of heavy snowfall; clearing vegetation and
burning off to avoid fire risk.
Create a collage of weather photographs.
Discuss other aspects of protection, such as the role of parents in
protecting children, and the reasons why children must obey their parents
in order to be protected.
Topic 2: How animals protect themselves
Spiritual Awareness: God protects us from danger
Before the Fall there was no need for animals to protect themselves. All
animals lived in peace and were vegetarian.
"The world before the Fall had no death, disease or struggle. Nowadays,
many creatures have equipment which is apparently designed to attack, hurt,
trap, kill, or eat others, or to defend themselves against such things…So when
and how did these things, which are suited to a fallen world but were
unnecessary before the Fall, come to be?…There is no single position which
would be agreed upon by all creationists in answer to this…
Position 1: Those things that are now used as defence-attack structures were
not designed for this purpose, and had different functions, pre-Fall. They
reached their present function by degeneration, e.g. mutations.
Position 2: The design information for defense-attack structures was already
present before the Fall, perhaps in latent or masked form. This implies that
the Fall was foreknown by God, which of course reflects His
omniscience…This information was allowed to come to expression, either
through direct unmasking at the Fall, or through the natural processes of
recombination and selection. Another possibility is that no new creatures were
created, but many existing ones were redesigned after the Fall, with the
addition of new design information into their DNA."
From The Answers Book by Ken Ham, Andrew Snelling and Carl Weiland
Supporting devotional resource
Themes for Christian Studies Level 5, (Protector): God protects us from harm
and evil
Biblical references
Psalm 91 - Angels protect us
Psalm 23 - The Lord is my Shepherd
Ephesians 6:10-18 - The armour of God
2 Kings 6 - Elisha and God's army of angels
Psalm 4:8 - God makes us dwell in safety
Psalm 27 - The Lord is my light, whom shall I fear?
Isaiah 41:10 - Fear no for I am with you.
Isaiah 43:10 - You will walk through the fire and not be burned.
Daniel 3 - Three men in the fiery furnace.
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Acts 5:29 - We ought to obey God rather than men.
Key Question
How do animals protect themselves?
Why has God designed camouflage?
Why do animals need to protect themselves?
Did animals need to protect themselves before the Fall?
Do you think animals had bites, stings and camouflage before the Fall?
How is God able to protect us?
Does He protect everyone?
Should we pray for protection?
How does the armour of God protect us?
What do angels do?
Objectives
• To research animal defense-attack structures
• To observe animal camouflage
• To study animals with protective shells or exo-skeletons
• To research ways in which parent animals protect their young
Activities
a) Defense and attack structures
• List animals that attack, and the way they attack.
• List animals that need to defend themselves, and the way they defend.
• List animals that use camouflage.
• Classify animals according to camouflage markings e.g. spots, stripes
• Match animals to camouflage backgrounds.
• Observe animals that use camouflage e.g. frogs, caterpillars
• Draw animals camouflaged against their backgrounds.
• Make a chart of venomous snakes, spiders or sea creatures.
• Discuss necessary safety precautions to avoid bites and stings.
• Make a study of seashore life and describe outer forms of protection and
defense mechanisms, e.g. bi-valves and uni-valves, crustaceans, sea
anemones, starfish, sea eggs, barnacles.
• Visit a beach, preferably one that has rock pools.
b) Animal parenting
• Observe animal homes and discuss the way they are built to protect the
young.
• Classify and name types of animal homes.
• Discuss protective behaviour of parent animals, especially birds at nesting
time.
• Differentiate roles of mother and father in particular animal species e.g.
compare penguin to other birds.
• Research different birth processes e.g. mammals, marsupials, birds,
reptiles, fish.
• Observe animals feeding their offspring.
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Topic 3: Community Protection Services
Spiritual Awareness: God protects us when we are walking in his will
Through the diverse gifts and talents that God has given each one, our
communities are served by people who protect us. These people include
policemen, lifesavers and safety and protection services, whose work should
be appreciated and respected.
God also promises to protect His people, when they are walking in obedience
to Him.
Supporting devotional resource
Themes for Christian Studies 2, (Protector): God protects His people when
they are in danger
Themes for Christian Studies 3, (Peace): Peace comes from trusting God
Biblical references
Daniel 3 - Shadrach, Meshach and Abednego
Daniel 6 - Daniel in the lion's den
Psalm 4:8 - God will keep me safe.
Psalm 37:39-40 - The Lord protects the righteous in times of trouble.
Psalm 46 - God is with us.
Luke 8:22-25 - Jesus protected His disciples in the storm.
Psalm 27:1 - The Lord protects me from all danger. I will never be afraid.
(GNB)
Key Questions
When do we feel afraid?
What should we do when we feel afraid?
When does God protect us?
Could we expect God to protect us if we did something foolish?
Objectives
• To appreciate the role of police and safety services in our community
• To explain the purpose of safety services
• To know how to contact police or protection facility when necessary
Activities
• Discuss pictures of policemen performing duties.
• List duties e.g. protection on the roads, protection from those who could do
us harm, investigation of crime.
• Describe or role play a situation where a policeman could help us e.g. lost;
accident involvement.
• Visit a police station or invite a policeman to speak.
• Formulate and record rules for personal protection e.g. rules for
pedestrians, cyclists and car travelers.
• Discuss the role of the school crossing assistant.
• Discuss 'safety houses', and what to do if you feel unsafe.
• Make a poster displaying emergency phone numbers.
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Discuss the use of burglar alarms, watch dogs and police dogs.
Discuss the role of life savers and the need to cooperate with safety rules
when swimming.
Topic 4: The Human Body - Blood and the immune system
Spiritual Awareness: The blood of Jesus provides healing and
protection
Faith in the shed blood of Jesus protects the Christian from all spiritual
adversaries. Blood is a powerful symbol of life and protection. Blood serves a
number of functions in the human body. One of its principle roles is protection.
The human body has many built-in designs to protect its well-being. God has
designed our body with an incredible capacity for self-healing, given the right
care.
Supporting devotional resource
Themes for Christian Studies Level 4, (Protector): God rescues His people
and protects them from sickness
Themes for Christian Studies Level 7, (Life): God is the sustainer of life
Biblical references
Hebrews 13:20 - The blood of Jesus began the agreement that God made
with His people.
Luke 22:7-20 - Cup of the new covenant in Jesus' blood poured out for us;
protection from sin, Satan and eternal alienation from God.
Ephesians 1:7 - In Him we have redemption through His blood, the
forgiveness of our sins, according to the riches of His grace.
Exodus 7-12 - God rescues His people from slavery; the blood over the door
posts gave protection from the angel of death.
John 3:16 - God's rescue plan for us.
Psalm 91 - No plague shall come near your dwelling.
Deuteronomy 7:12,15; Exodus 15:26 - If you pay attention to my commands I
will put none of these diseases upon you. I am the Lord who heals you.
Leviticus 22:4 - 8 - Ceremonial health laws concerning infectious skin disease,
touching a dead body, eating of meat torn by wild animals. These laws were
given for the protection of the Jews, long before other cultures knew that
disease was passed on by germs, carried by blood, and transferred from
animal to man.
Key Questions
How does our body protect itself?
How important is blood to life?
What examples of the shedding of blood can we find in the Old Testament?
How was this a symbol of what was to come?
Why do you think God chose blood as a symbol of protection from evil?
Objectives
• To demonstrate that God protects our health by the defensive action of our
blood
• To understand the functions of the blood
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To understand that living a healthy lifestyle can build a strong immune
system and protect us against disease
To appreciate the need to practice hygiene rules
Activities
• Describe and draw different types of blood cells.
• Report on blood types if known.
• Research the functions fulfilled by the blood: transport of food, waste,
oxygen, hormones and chemical messengers; anti-bacterial action of white
blood cells, clotting capacity to prevent bleeding, temperature control.
• Use a microscope to identify different blood cells. Prick fingers and
examine blood smear.
• Compare human blood with that of other organisms.
• Revise the circulatory system, (covered in 'God is a powerful Creator')
• Invite a blood bank representative to speak.
• Research the effects of living in a high altitude on human blood.
• Define the immune system.
• List the functions of the immune system.
• Investigate the role diet plays in building the immune system.
• Discuss the impact of bacteria and viruses on the human body.
• Construct a list of rules for health and hygiene.
• Investigate health rules of the Old Testament, particularly Leviticus 22 4-8,
and compare them to the hygiene knowledge of today.
• Discuss the function of the Red Cross organization.
• Write a detailed biography on the life and achievements of Henry Dunant.
Students can write to local Red Cross for data.
• Outline some basic first-aid procedures.
• Take a brief look at the skeletal system, and its role in protecting vital
organs.
Topic 5: Lighthouses and Sea Voyages
Spiritual Awareness: God is our guiding light
The lighthouse is a symbol of safety, in places of potential danger. The Bible
doesn't promise that Christians will be free from all trouble. However, God
promises to be with us in times of trouble. Jesus is the light, to whom we can
look when we are in trouble. Paul's sea voyages provide an example of trust
in a great God, through treacherous waters. He was not only protected from
drowning at sea, but also from the effects of a poisonous snake bite.
Supporting devotional resource
Themes for Christian Studies Level 6, (Protector): God protects His people in
times of trouble.
Biblical references
Psalm 27:1-14 - The Lord is my light…I will not be afraid.
Acts 27 & 28 - God protected Paul during the shipwreck. God protects him
from drowning and protects him from effect of the snake bite.
Matthew 16:18 - Protection from snakes and poisons.
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Luke 8:24 - Jesus protected the disciples during the storm.
Isaiah 43:1-2 - Fear not.
Psalm 32:7; Psalm 27:5 - Protection in times of trouble.
2 Kings 4:38-41 - Protection from effects of a poisonous plant.
Acts 16:6 - God protects Paul and Silas and rescues them from jail.
Psalm 56:3 - When you are afraid, trust in the Lord.
John 8:12 - Jesus, the light of the world.
Matthew 7:24-27 - The house on the rock was protected from the storm.
Exodus 13:21-22 God guided the Israelites by a cloud by day and provided
fire (light) by night
Key Questions
Can you think of any times when you have been in a dangerous situation?
Have there been times when you have worried about something?
What should we do in these situations?
How does a lighthouse protect ships?
How can we be protected from the 'storms of life'?
Objectives
• To study the history of lighthouses and beacons, and to explain their role
in protecting ships
• To study Paul's missionary journeys and see God's hand in protection
• To research the history of ships, and trace the journeys of major explorers
• To show that many explorers early explorers had a strong faith in God and
trusted God for guidance.
Activities
a) Lighthouses
• Draw diagrams and cross-sections of early lighthouses showing different
rooms and levels.
• List the purposes of some of the rooms.
• Discuss the life of an early lighthouse keeper, daily work and difficulties
faced. Explain how the keeper and family would receive mail and
provisions.
• Write a story or play about the life of a lighthouse keeper.
• Make models of lighthouses in different settings e.g. on a rocky coast or
cliff.
• Describe dangers that ships faced on such coastlines.
• Describe use of fog signals and radio signals.
• Draw lightships and aerial beacons.
• Discuss the role of computers in making unmanned lighthouses now
possible.
• Mark on a map lighthouses in your state. Explain reason for their location.
b) Ships
• Retell the story of the Titanic disaster and the discovery of the wreck.
• List the reasons for the disaster and relate this to lack of protection when
wise advice is ignored.
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Study the sea voyages of Paul and draw the type of vessel he may have
traveled on. Trace his journey on a map.
Read the story, Saved from the Sea, by Colin Marsland, (See Themes for
Christian Studies Level 6, (Protector).
Study the history of sea transport. Build model boats and miniature ports
of different historical periods.
Design a board game with a marine theme.
Study the journey of Christopher Columbus, (see Themesfor Christian
Studeis 6, God is Wise), and note the way in which he trusted God for
protection.
Study the sea voyages of James Cook, Abel Tasman and William
Dampier. Note their dependence upon God. (Refer to”Discovering
Australia's Christian Heritage”, by Col Stringer).
Topic 6: Shelter
Spiritual Awareness: God is our shelter
For in the day of trouble He will keep me safe in His dwelling; He will hide me
in the shelter of His tabernacle and set me high upon a rock. Psalm 27:5
A house is a shelter from wind and rain, from heat and cold. It provides
protection from the elements. God is our shelter. He is our Heavenly Father
who protects us against the storms of life. God's shelter is invisible. That is,
the invisible shelter of His love and care.
Shelters can also provide protection from physical danger. The castle of the
Middle Ages, was a refuge in times of attack. Forts and fortresses are also
refuges. A refuge is a place where we can go when we are in trouble. God
promises to be our refuge and strength. We can trust in God's amazing power
and strength. God is stronger than any fortress. He can protect us from
danger and evil. He provides us with weapons to fight evil. These weapons
are found in the armour of God.
Supporting devotional resource
Themes for Christian Studies 1, (Peace): God keeps me safe
Themes for Christian Studies 3, (Peace): Peace comes from trusting God.
Themes for Christian Studies 3, (Protector): God protects His people when
they fight for Him.
Themes for Christian Studies 7, (Protector): God is our shelter
Support document: 'Shelter' unit of study (Beacon Media).
Biblical references
Psalm 27:4-14 - Shelter in the house of the Lord.
Psalm 56:3 - Trust in God when you are afraid.
Psalm 4:8 - God will keep us safe.
Psalm 17:8; Psalm 32:5 - God is a shelter for us.
Esther 1-10 - God used Esther to protect His people.
Ephesians 6:10-18 - The armour of God
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James 4:7 - Resist the devil
Proverbs 18:10; Psalm 18:2; Psalm 61:13 - God is a strong tower; a fortress.
Proverbs 30:5 - God is our shield
Psalm 18:30-36; Psalm 61:3 - God is our protector.
Jeremiah 16:19; Psalm 46:1 - God is our refuge
Psalm 121:5-8 - The Lord watches over you
Key Questions
What is a shelter?
What kinds of shelters are there?
What do these buildings shelter us from?
What kind of dangers does God shelter us from?
Why is a castle able to protect those inside it?
What is a fortress?
Why does the Bible say that God is a fortress?
What are the fiery darts that Satan throws at Christians?
How can Christians protect themselves against the fiery darts of Satan?
(Eph.6)
What does God think about war?
What kind of battle does God want us to fight today?
Topic 6a: Houses
Objectives
• To demonstrate some of the principles of building a house
• To explain how climate and materials available, have influenced styles of
buildings
• To design a house
• To compare building techniques and materials
• To identify some famous architectural structures around the world
Activities
• Visit a nearby building under construction periodically and discuss
progress.
• Describe parts of the house: foundations, walls, roof, windows.
• List different building materials. Describe how they are used: concrete,
bricks, wood, metal, plastic, glass, insulation.
• Examine some architectural plans
• Design a house and draw up a plan.
• Make miniature houses from blocks, cardboard boxes, wood or clay.
• Study photographs of different types of dwellings - e.g. teepee, igloo, cave
dwelling, solar house, space station, Aboriginal shelter, Old Testament
tabernacle, Solomon's temple, Middle Eastern house
• Draw or construct models of some of these.
• Research the history of shelter.
• Compare homes around the world and compare differences related to
suitability to climatic conditions.
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Topic 6b: Life in a Castle
Objectives
• To compare life in the Middle Ages with life today
• To explain the reason for the construction of castles
• To describe the role of knights, and give details of their armour and
weapons
• To compare defence in the Middle Ages with defence today
• To discuss God's opinion on war
• To realize that Old Testament battles were a symbol of the New
Testament battle against powers and principalities
Activities
• Draw a time-line showing symbols to represent significant stages or events
in world history, including the Middle Ages e.g. Noah's Ark, Birth of Christ,
invention of the car.
• Discuss the meaning of a 'century'. Compare it to a person's life span.
• Calculate how many centuries after Christ the Middle Ages occurred.
• Look at pictures of castles that are still standing today. (Use travel
brochures). Study a map of Europe, and identify countries where castles
once functioned.
• Set up a resource centre for research: how were the first castles
constructed?; who lived in castles?; later developments in castle
construction; protective features of castles; what happened in the event of
an attack?
• Draw different types of castles, including cross-sections, showing interior.
Label rooms and explain what each room was used for.
• Make 3D models of castles.
• Compare a castle with God as a fortress.
• Research the role of knights, their armour and their weapons.
• Compare this armour to the armour of God mentioned in Ephesians 6.
Draw a soldier of God dressed in armour and label the parts.
• Discuss the need for defence, and God's opinion of war.
Topic 7: Structures for Strength
Spiritual Awareness: God is our refuge and strength
God is able to protect us because of His strength. He is not only great, strong
and mighty, but also faithful in His care for us. The Psalms tell us that God is
a rock. He is a refuge and our strength, and an ever-present help in the time
of trouble. This picture of strength is linked with His omnipotence. He is
Lord and King, the only true God, great and mighty and one in whom we can
trust.
Supporting devotional resource
Themes for Christian Studies 4, (Powerful) - God's power is the greatest
Themes for Christian Studies 3, (Powerful) - God is great, strong and mighty
Supporting activities can be found in the 'Shelter' document (Beacon
Media).
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Biblical references
Psalm 46 - God is our refuge and our strength, an ever-present help in the
time of trouble.
2 Samuel 22:2 & 32; Psalm 18:30-36; Psalm 31:3; Psalm 71:3; Psalm 89:26;
Psalm 91:5 - God is a rock
2 Samuel 22:33 - It is God who arms me with strength
Proverbs 18:10; Psalm 61:13 - God is a strong tower
Exodus 7-14 - God set the Israelites free, and by His strength He held back
the Red Sea.
Judges 6-8 - Through His power God used Gideon to set the Israelites free.
Joshua 6 - The walls of Jericho. God's power is greater than man's strength.
Joshua 10 - By His strength and power God caused the sun to stand still.
Luke 1:37 - Nothing is impossible with God.
Key Questions
Why does a rock remind us of strength?
What does the Bible tell us about God's power and strength?
Which miracles in the Bible show God's strength?
Who is in charge of the universe?
Is God's power great enough to do anything?
Objectives
• To test materials and structures for strength and ability to support weight
• To explain why some shapes will support weights better than others
• To change the shape of a piece of paper or card to support a weight more
successfully
• To explain the two types of support used in buildings: tension and
compression
• To explain how laying patterns can affect the strength of a brick wall
• To predict the ability of a beam to span between two supports
Activities
• Take a sheet of A4 paper and predict its possibilities to support a weight,
unaided. Pleat the paper using 4-5 cm pleats. Make a column from the
piece of paper and try to support a cassette case.
• Test the column with other weights. Find out how much weight the column
will actually support. Make a table showing results.
• Make a bridge from the pleated paper using two supports. Find out how
much weight the paper will support when placed as such. Compare results
with those of the single support.
• Take another piece of A4 paper and make a column by rolling. Compare
the supporting ability of the column with the above.
• Suspend a rock on a piece of string or rubber band to show the principle of
suspension.
• Place a rock on top of a pillar to show the principle of compression.
• Look for use of these two principles in existing structures.
• Use a strip of card to form a bridge between two pillars (or wooden
blocks). Find out how to stop the card collapsing in the middle by - a)
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moving the pillars closer together, b) using wider card, c) using a stronger
material. Draw conclusions.
Experiment with building blocks to show the stability of different laying
patterns similar to those used in bricklaying.
Form groups and hold a competition to see which group can make the
tallest structure using only - a packet of straws, a roll of sticky tape,
scissors and newspapers.
Observe structural features in famous buildings around the world e.g.
Egyptian pyramids, leaning tower of Pisa, Eiffel Tower, The Beehive
(Wellington N.Z.).
Describe some of the structural developments of Greek and Roman times
such as columns, arches, stone arch bridges (aqueducts).
Investigate the strength of triangles and arches. Make a model aqueduct
using scored cardboard for arches. Use plastic straws or cardboard strips
to make a construction of triangles. (See 'Shelter' unit for diagrams).
Compare bridges designed on suspension or compression principles e.g.
Golden Gate Bridge demonstrates suspension; Roman stone arch bridges
demonstrate compression.
Make models of historical examples.
Explore the local environment comparing old and new buildings. Assess
stability of buildings, taking into account building materials and methods.
Topic 8: Our Special Planet
Spiritual Awareness: God sends angels to protect us from harm and evil
God has created a special planet for us, with built-in protection. The Earth is
the only planet in our solar System that is suitable for living things. It is just the
right temperature, has air, flowing water and gravity. God designed Earth for
human life. He also designed the Earth with a special protective layer, the
atmosphere. The atmosphere protects the Earth from extreme heat and cold,
from radiation and from harmful meteors. However pollution is reducing this
protection.
God has given us a mandate to care for our planet. However pollution is
presently damaging the ozone layer. The Bible tells us that the Earth will not
last forever, but His word stands forever. We can trust God in all situations,
and He promises to be with us.
Supporting devotional resource
Themes for Christian Studies 3, (Powerful)- God is great strong and mighty
Themes for Christian Studies 5, (Protector) - God protects us from harm and
evil
Biblical references
Psalm 91 - Angels protect us
2 Kings 6 - Elisha and God's army of angels
Isaiah 41:10 7 43:1-2 - Fear not
Acts 12:1-9 - An angel saves Peter
Psalm 4:8 - God makes us dwell in safety
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Proverbs 3:5-6 - Trust in the Lord with all your heart.
Isaiah 31:5 - The Lord protects Jerusalem.
Isaiah 54:10 - Though the mountains be shaken and the hills be removed, yet
my unfailing love for you will not be shaken.
Key Questions
What makes our planet more special than any other planet?
What protection has God given to our planet?
How is the earth's atmosphere being damaged?
How can people prevent this from happening?
Does God always protect when people act foolishly?
What does the Bible tell us about trusting God, even when bad things
happen?
Objectives
• To understand the properties of the atmosphere
• To understand the reasons for depletion of the ozone layer, problems
caused by this and possible answers
• To explain the position of the earth in space
• To compare the special features of earth with other planets
• To understand how the relationship between the earth, sun and moon
gives us time, seasons, day and night
Activities
• Describe the earth's atmosphere.
• Discuss the importance of the atmosphere for protection from a) meteors,
b) ultra-violet rays, c) extreme heat and cold.
• Define the ozone layer.i.e. part of the upper atmosphere - the air from
about 10 km. to 50 km. above the Earth. This layer, the stratosphere,
contains ozone. Ozone protects the Earth from ultra violet rays.
• Discuss the importance of the ozone layer. (Without the ozone shield, the
sun's rays would damage our health, including skin and eyes. It would also
affect plants and animals.)
• Discuss the damage to the ozone layer. (Are man-made gases such as
chlorofluorocarbons (CFC's) destroying the ozone layer? CFC's are gases
used in aerosol spray cans, refrigerators, fire extinguishers, cleaning fluids
and in making insulation and some types of foam packaging.
• Suggest ways of preventing minimizing pollution of the atmosphere.
• Draw a diagram of the solar system to show the earth's place in space.
• Compare conditions on earth to those of other planets and discuss
suitability to life.
• Record local temperatures. Make a list of highest, lowest and average
temperatures around the world. Establish the temperature range that best
supports life.
• Discuss the relationship of the earth to the sun by using two different size
balls and demonstrate how the earth moves around the sun.
• Make a sundial and observe movement of shadows.
• Discuss the relationship between the earth, the sun and the moon.
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Observe how the relationship between the earth, sun and moon gives us
time, seasons, months, day and night.
Draw the phases of the moon. Discuss the relationship between the
phases of the moon and our months.
Discuss differences in seasons in Northern and Southern hemispheres.
Research the north and south poles and observe daylight patterns.
Topic 9: Rules for safety
Spiritual Awareness: Protection through obedience
The Bible is our guidebook for life. It contains the rules and laws to be
followed for life of safety and security under God's protection. There is a direct
relationship between safety and obedience. When we obey God and follow
His will for our life, then He promises to shelter us. However when we remove
ourselves from His care, and disobey, then we remove ourselves from His
protection. This topic is linked with wisdom. There is wisdom and protection in
obeying God's laws.
Supporting devotional resource
Themes for Christian Studies 1, (Wise): It is wise to obey God.
Themes for Christian Studies 4, (Truth): God's word is a sure foundation
Themes for Christian Studies 7, (Wise): The wisest choice
Biblical references
Exodus 17:8-13 - Joshua's army overcame the Amalakites as long as Moses
held up his hands. Aaron and Hur held up the hands of Moses until sunset.
This is a symbol for us. Pointing upward to God wins the battle.
Exodus 20:1-17 - The Ten Commandments are God's rules for our protection.
Colossians 3:20 - Children obey your parents.
1 Peter 1:14 - Be obedient to God.
Deuteronomy 11:22 - Obey faithfully all the laws I have given you.
Jonah 1 - Jonah went in the opposite direction to get away from the Lord.
Psalm 119:9-11 - Obey God's word.
Psalm 119:105 - God's word is a lamp to our feet.
Matthew 7:24-27 - The house on the rock.
Psalm 121:1,2 - Where does my help come from?
Key Questions
How do my parents keep me safe?
What are some of the rules in my family?
What would happen if I didn't obey these rules?
What are some of the rules to be obeyed outside my home?
How do these rules keep me safe?
Where do we find God's rules for us?
What happens when we obey God's rules?
What happens when we disobey God's rules?
Objectives
• To study the importance of rules in different social situations: family,
schools, community
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• To see the importance of God's rules
• To see the relationship between obedience and safety
Activities
• List the Ten Commandments and explain how they keep us safe.
• Discuss safety in the home. Draw up a list of rules for safety in the home.
• Discuss ways in which parents keep their children safe, and the
importance of obeying parents.
• Role play family situations involving rules e.g. pack up toys when finished
playing with them.
• Discuss consequences of disobedience.
• Discuss rules for safety at school and in the community.
• Discuss consequences of having no rules.
• Make a list of rules for the playground.
• Make a list of rules for safety on the road / crossing roads.
• Invite a policeman to speak on road laws for cyclists and pedestrians.
• Make a personal safety book.
• Make safety posters.
• Discuss laws applicable to some of these: fire bans, camping, swimming
and diving.
• Discuss rules for hygiene and the way in which they protect us, e.g.
washing hands.
• Play board games and discuss rules for playing the game; the importance
of keeping to the rules when playing in a group.
• Discuss rules for games in sports.
Topic 10: God's Caretakers / Endangered Species
(This topic could also be studied under the Theme, God is Wisdom, (wisdom
in caring for the creation).
Spiritual Awareness: Our responsibility to protect God’s creation
We have been given a mandate to care for the creation. Caring for the
creation involves protecting the plant and animal species on our planet.
Taking responsibility for environmental protection is a response to 'God is
Protector'. Protection of the environment involves wisdom and responsibility.
Supporting devotional resource
Themes for Christian Studies 1, (Life): God is the giver of life
Themes for Christian Studies 5, (Creator): God created us with the ability to
choose
Biblical references
Genesis 1 - The creation
Genesis 1:28 - Rule over the fish of the sea, the birds of the air and every
living creature.
Genesis 2:19 - Now the Lord had formed out of the ground all the beasts of
the field and the birds of the air. He brought them to the man to see what he
would name them; and whatever the man called each living creature, that was
its name.
Psalm 150 - Praise the Lord, all living creatures.
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Psalm 148:9-13 - Let the creation praise the Lord.
Psalm 65:9 -13 - Care for the land
Key Questions
Who is responsible for caring for the creation?
In what ways have people changed and destroyed the environment in which
many animals live?
What is the result of destroying the places where animals live?
Which animals are endangered?
How can we help to protect God's creation?
Objectives
• To understand that plants and animals depend upon their environment for
survival
• To list ways in which people have changed or damaged many of the
environments in which animals live
• To understand the balance of nature
• To suggest ways of preventing the extinction of animal species
Activities
• Read the story, Adam Names the Animals, from Themes 5, (Creator).
• Discuss the responsibility God gave Adam in protecting and caring for the
animals.
• Discuss the meanings of 'extinct' and 'endangered'.
• List reasons for the vast number of species facing extinction.
• List the animals that are already extinct.
• Research the Tasmanian Tiger.
• Mark on a map some of the world's endangered species.
• Select an example of an ecosystem and draw up a flow chart showing
chains of dependence within the ecosystem e.g. rainforest, sea
• Visit a local ecosystem and observe plant and animal life e.g. lake, pond,
forest.
• List and classify plants and animals within the above ecosystem. Draw the
chain of dependence.
• Look for signs of man's intervention e.g. pollution
• Discuss the problems caused by man upsetting the balance, or damaging
the homes of plants and animals.
• Suggest ways in which we may be able to prevent further extinction of
plant and animal species.
Topic 12: Air
Spiritual Awareness
God has placed within the creation powerful forces, which are available for the
use of mankind. Air is a powerful force for moving objects.
Supporting devotional resource
Themes for Christian Studies 5 & 7, God is Life
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Biblical references
Mark 4:3 – Jesus has power over the wind.
Acts 2 – The disciples receive the Holy Spirit – wind representing power.
Exodus – God sustained the Israelites in the wilderness. God sustains life
through air.
Matthew 6:25-34 – Life is more important than food.
Matthew 4:4 – Man shall not live by bread alone.
Key questions
Why is air a powerful force?
(sustains life; moves things)
What elements are needed for the sustenance of life?
Objectives
• To demonstrate that air exerts pressure.
• To demonstrate ways in which air can move solids and liquids.
• To measure the strength of moving air.
Activities
• Observe the effects of moving air.
• Measure and record wind strength on different days using a wind speed
indicator.
• Predict how an object may move, depending on wind strength. Compare
wind direction and direction of moving objects.
• Show that air exerts pressure by filling a drinking glass to the brim and
placing cardboard over it. While holding the cardboard against the glass,
turn the glass upside down. Take hand away and cardboard will remain.
• Experiment with moving things by blowing – e.g. blow ping pong balls
across the water.
• Make a siphon to show how air pressure can move liquids.
• Make paper aeroplanes, kites and windsocks.
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Theme 7: God is a Humble Servant
Introduction
God is…
• humble
• a healer
• a helper
• faithful
Our response to 'God is a Humble Servant'
Because God is a humble servant I will…
• follow the example of Jesus, the greatest servant
• be willing to help others
• consider the needs of others
• put others before myself
• let others go first
• not boast
• not think of myself as being more important than everyone else
• admit when I am wrong
• allow others to help me
Topic 1: Serving at home
Spiritual Awareness: Jesus, the willing and obedient servant
Jesus showed us the greatest example of servanthood. His life was given to
helping others, through teaching, healing and helping those in need. He
demonstrated the servant heart attitude that God deserves and desires.
Although He was a King, He humbled himself as a servant.
To be the servant that God desires we need to be willing and obedient,
thinking of the need of others before our own.
Supporting devotional resource
Themes 1, (Servant): Jesus, the obedient servant
Biblical reference
John 12:26 - Jesus said, "Whoever wants to serve me must follow me."
Joshua 24:15 - As for me and my house, we will serve the Lord.
Luke 2:41-52 - A visit to the temple - Jesus obeyed His Heavenly Father.
John 2:1-11 - Jesus helped as his mother asked and helped the hosts at the
wedding.
1 Samuel 3 - The boy Samuel served in the temple. He obeyed Eli, and also
obeyed God.
Ephesians 6:1 - Children, obey your parents in the Lord.
Luke 4: 1-13 - Jesus, when tempted by Satan, obeyed God.
John 13:3-5 - Jesus washed the disciples' feet.
Galatians 5:13 - In love, serve one another.
Matthew 20:20-28 - If you want to be great, then you must be a servant.
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Isaiah 1:19 - Be willing and obedient.
Key Questions
How do we obey God?
What is the meaning of 'serve'?
How did Jesus serve?
How can we serve Jesus?
How can we serve others?
How can we serve our family?
What should we do when Mum or Dad asks us to help?
Objectives
• To outline jobs in the home, and identify jobs that can be done by the
students
• To appreciate the preparations involved in serving a meal
• To understand the importance of a willing attitude in serving
Activities
• List jobs done by Mum and Dad in the home.
• Suggest ways in which children can help with jobs around the home.
• Make a chart showing jobs suitable for younger children, and jobs suitable
for older children.
• Draw up a personal 'chore chart', in the form of a table, showing different
jobs for different days of the week.
• Plan to help Mum or Dad as a surprise. List ideas.
• Draw work activities in the home.
• Classify jobs according to 'inside' or 'outside' jobs.
• Discuss the advantages of working together.
• List the jobs required for serving a meal: washing and chopping
vegetables, cooking, table setting, serving food on to plates, clearing and
washing dishes.
• Discuss the way in which food is served in restaurants.
• Prepare a meal and appoint children to take part in serving activities.
Topic 2: Community Services
(People who help us)
Spiritual Awareness: Going the extra mile
Firemen, ambulance workers and other emergency services are all
outstanding examples of people who are willing to serve when the task is
difficult. The Bible refers to 'going the extra mile'. That is, being willing to help
someone in the face of danger or difficulty.
Jesus is the greatest example of one who served in the face of difficulty. He
was abused, rejected and misunderstood, but continued the work that God
had called Him to do, even though it meant sacrificing His life for us. The
greatest act of servanthood that anyone can do is giving up one's life for a
friend.
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Supporting devotional resource
Themes for Christian Studies 2, (Servant): Jesus, the willing and helpful
servant.
Biblical references
Matthew 5:41-42 - The extra mile
John 15:13 - Laying down one's life for his friends.
Ephesians 6:7 - Serve wholeheartedly.
Matthew 8:14-17 - Jesus healed Peter's mother, even when he felt too tired
to do any more work.
Luke 18:10-28 - Jesus healed a crippled woman.
Galatians 6:2 - Carry one anothers' burdens.
Luke 10:30-37 - The Good Samaritan served the wounded man, even when
he may have been looked down on for helping someone from an opposing
country.
Phil 2:14 Do things without grumbling or complaining.
Key Questions
How do firemen and ambulance workers risk their lives to serve others?
Why do people risk their lives to serve others?
What does it mean to 'go the extra mile'?
How can I 'go the extra mile' in helping someone?
Objectives
• To describe the role of fire brigade and ambulance services.
• To know how to contact these services in an emergency - (police may also
be included, although covered under 'God is Protector')
Activities
• Discuss pictures of firemen and ambulance officers performing duties.
• Make a list of duties community servants perform.
• Draw equipment.
• Make a word list of equipment used by the fireman.
• Sequence a list of events - What does a fireman do in the case of a fire?
• Discuss the role of police in serving the community.
• Make a poster displaying emergency numbers.
• Invite a community servant to speak.
• Discuss types of fires: bushfires and house fires.
• Suggest ways in which fires may start.
• Design a fire prevention poster.
• Write a story about a fire and a possible rescue scenario.
Topic 3: The Medical Profession
Spiritual Awareness: Jesus, the healing servant
God has provided healing for the whole person. We can trust in His great
power to heal. However, healing is a mystery. God can still heal miraculously
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today, but sometimes He chooses to use his servants, doctors and nurses, to
help cure our ailments.
God has also placed tools for healing within the creation. The human body
alone has an ability to heal itself. We see this in the healing of cuts, bruises
and broken bones. God has also given us healing plants to aid recovery.
Sometimes we can be healed, just by eating the right food. Naturopaths serve
us in their knowledge of natural healing using the plants from God's garden.
Supporting devotional resource
Themes for Christian Studies 3, (Servant): Jesus, the healing servant
Biblical references
The healing miracles of Jesus:
John 9:1-34 - The man born blind
John 5:1-18 - The man at the pool
Luke 8:43-48 - The woman who touched the hem of His garment
Luke 5:18-25 - Through the roof
Luke 6:6-10 - Jesus heals a paralyzed hand
Mark 10:46-52 - Blind Bartimaeus receives sight
Matthew 4:23 - Jesus healed all kinds of diseases
Luke 4:18 - He has chosen me to bring good news to the poor and recovery of
sight to the blind…
Luke 6:17-18 - They had come to hear Him and to be healed of their
diseases.
Matthew 14:14 - He was filled with pity for them and healed those who were
ill.
Matthew 9:35-36 - Jesus healed people with every kind of disease.
Revelation 22:3 - The leaves of the tree are for healing of the nations
Key Questions
How did Jesus heal people when He was on earth?
Can He still heal people today?
What must we do if we want God to heal us?
God sometimes heals us instantly, but sometimes He doesn't. What other
ways may God choose to help us get better?
How can doctors and nurses help us when we are sick?
How can we help ourselves when we are sick?
How can plants from God's creation help to heal?
Objectives
• To describe the roles of doctors, dentists, nurses, naturopaths and
ambulance services.
• To list methods of treatment and aids to healing
Activities
• Describe visits to doctors, dentists, naturopaths or hospitals.
• Discuss pictures of medical workers at work.
• Invite visitors from the medical profession.
• Read the story of Florence Nightingale from Themes 3, (Servant).
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Classify, identify and draw equipment used by doctors and dentists.
Discuss clothing.
Make a book describing the day in the life of a medical worker.
Identify, classify and draw equipment used.
Discuss medical procedures for e.g. broken bones, surgery
Discuss the advantages and disadvantages of drugs for healing purposes.
Discuss dangers of swallowing unprescribed pills or medicines, and the
need to keep these out of reach of young children.
Examine and draw the contents of a first-aid kit.
Invite a representative from the ambulance service.
Discuss aids to healing such as rest, healthy food.
Discuss the role of a naturopath and the remedies prescribed.
Topic 4: Special Communities: aged; disabled
Spiritual Awareness: Jesus showed compassion
Jesus showed compassion towards the blind, the deaf and the disabled. His
healing ministry has a major focus upon these groups. Serving involves
compassion. Compassion is more than feeling sorry for someone. It is
reaching out and helping them. As God's servants, He expects us to reach out
and help those who cannot do things as well as we can.
Supporting devotional resource
Themes for Christian Studies 3, (Patient): Patience is showing kindness and
care
Themes for Christian Studies 3, (Servant): Jesus, the healing servant
Themes for Christian Studies 2.3 (Love) – story of Helen Keller
Biblical reference
1 Corinthians 13:4 - Love is patient and kind.
Ephesians 4:32 - Be kind to one another.
2 Samuel 4 & 9 - King David showed kindness to the lame prince,
Mephibosheth, and allowed him to live in his house.
Luke 6:6-10 - Jesus heals a paralyzed hand
Mark 10:46-52 - Blind Bartimaeus receives sight
John 9:1-34 - The man born blind
John 5:1-18 - The man at the pool
Matt 9; Mark 3:1-6; Matt 12:10 ; Luke 18:35-43 – Jesus showed kindness
through healing disabled people.
1 Thess – Help the weak
1 Peter 5:7 He cares for you
Key Questions
What is the meaning of disabled?
What are some of the problems that disabled people have?
How can we help them?
How would you like to be treated if you were disabled?
What do elderly people value most?
What are some things that old people can't do well?
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How can we help old people?
Objectives
• To identify different types of disabilities
• To appreciate the needs of disabled people
• To describe community services and facilities available to aged and
disabled people
• To appreciate the needs of the aged and disabled, and show them respect
and consideration
Activities
a) Aged
• List the changes that take place in a person's body as they grow older.
• Try on some glasses and explain how you feel.
• Listen to a story with volume turned right down; explain how you feel when
it is difficult to hear.
• Describe the changes to bones, as they become more brittle. Explain what
could happen in the case of a fall.
• Describe the changes to the skin as you grow older.
• Make a list of ways we can help elderly people e.g. speaking clearly;
treating them carefully
• Visit a home for the aged. Make gifts and cards or provide entertainment.
• Interview an elderly person and find out the type of help required.
• Invite visitors who care for the aged.
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Disabled
List various types of disabilities, e.g. blind, deaf. quadriplegic, paraplegic.
Discover the facilities for the disabled in your school or community.
Study the life of a particular handicapped person, e.g. Helen Keller,
(Themes 2.3, Love)
Learn about sign language for the deaf.
Research the work of guide dogs, their training and characteristics.
Discuss the servant qualities of guide dogs. Discuss the importance of
obedience.
Discover the facilities for the disabled in your community school.
Read the story of Helen Keller (Themes for Christian Studies, Love, 2.3)
Research the work of Louis Braille. Try reading some raised lettering while
blindfolded.
Conduct a trust walk to experience the feeling of being blind. Work in
pairs, one person wearing a blindfold while the partner leads.
Topic 5: Occupations / serving with time and talents
Spiritual Awareness: Be faithful in little things
God has given each one of us different gifts and talents. It is our responsibility
to develop these gifts and talents so that we may use them to serve God and
others. Using our gifts and talents for God is being faithful to the One who
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gave us these abilities in the first place. It is important to use our gifts and
talents with humility.
Supporting devotional resource
Themes for Christian Studies 4, (Servant): Jesus, the humble servant
Themes for Christian Studies 5, (Servant): Jesus, the faithful servant
Biblical references
Matthew 25:14-29 - Parable of the talents
Luke 6:10 - Be faithful in little things
Luke 12:35-47 - Be faithful in doing what Jesus wants us to do.
Acts 8:1-4 - The disciples continued to be faithful in the face of danger.
Acts 1-2 - The disciples received power to work for Jesus.
1 Corinthians 12 - Spiritual gifts
Matthew 5:15 - Don't hide your light under a bushel.
Luke 18:9-14 - The rich man and the tax collector, (pride versus humility).
Luke 14:7-11 - Don't make yourself important.
Matthew 20:20-28; Mark 10:35-45 - A servant of all
Key Questions
What is a talent?
What gifts has God given me?
What gifts and talents has God given my friends / family?
What should I do if I am good at something?
What should I do if I am not good at something?
How can I use my gifts and talents for God?
How can I encourage others in using their gifts and talents?
What is humility?
Should I boast about being able to do something well?
Should I make others feel bad if they can't do something as well as I can?
Objectives
• To identify personal strengths and weaknesses and to list ways of
developing or improving these
• To identify strengths in others and to encourage others in their abilities
• To understand the importance of encouraging those who lack skills in
certain areas
• To identify ways of using personal gifts and talents for God, with humility
• To recognize ways in which people in the community use their talents in
work situations
Activities
• Discuss gifts and talents. Children are reminded that gifts can be
personality strengths like the fruits of the Spirit. Talents are special
abilities.
• Make a chart showing gifts and talents of every child in the class.
Suggestions are to be made by class members and not the individual.
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Each child can make a card for another child in the class to show
appreciation. Use a 'hat' to distribute names. The card can mention gifts
and talents of the individual…I appreciate you because…
Discuss importance of accepting each person, and accepting ourselves,
for the way God made us; not complaining about our weaknesses;
remembering that we can't be good at everything; not boasting about our
strengths.
Discuss ways of using gifts and talents for God.
Identify people in the community who use their gifts and talents in work
situations.
Interview visitors about their occupation.
Take a survey to find out occupations of parents. Graph results.
Work in pairs to mime or role play an occupation. Students can guess the
occupation being mimed.
Write a report on one occupation and share it with the class.
Topic 6: Transport, Machines &Technology
Spiritual Awareness: Using God’s power in reaching the world
God has placed within the creation, forces that serve man. Machines give us
the power to perform tasks with comparatively less effort. The development of
machines and technology has facilitated the spread of the gospel.
God has also given us His power for sharing the Gospel. His power enables
us to achieve greatly beyond what our human resources can achieve. As
God's servants we must rely on His power when sharing our faith.
Supporting devotional resource
Themes for Christian Studies 6, (Servant): Spreading the Good News
Themes for Christian Studies 7, (Power): God is a source of power
Biblical References
Matthew 28:18-20 - Jesus said, "All power in heaven and on earth is given to
me. So go and make disciples of all nations…"
Mark 16:14-20 - "Go into all the world…"
Acts 1:8; Acts 2 - The disciples receive power.
Acts 3 - Peter and John demonstrate power.
Acts 13:4-12 - Barnabas and Paul demonstrate power.
Luke 4:18; 7:22 - Jesus came to bring the Good News
Romans 10:14; Ephesians 6:15 - Feet to spread the Good News
1 Corinthians 12 - The gifts of the Holy Spirit
Objectives
• To demonstrate application of the basic machines
• To recognize the three types of levers
• To understand that the use of the machines involves less effort to perform
work than would be required in their absence
• To illustrate the significance of machines in everyday life
• To understand the basic functions of an abacus, calculator and computer
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To explain how machines have facilitated the spread of the Gospel
Activities
• Free play with levers, wheel and axles, inclined planes, pulleys, abacus
and calculator.
• Use levers to lift substantial weights in the playground. Use the same pivot
point but alter the length of the lever.
• Draw levers in action: spades, scissors, bottle openers, pliers, fishing rod.
Experiment using the three classes of levers.
• Use tools and machines to move a load of books across the floor and on
to a table.
• Try lifting a load with, and without a pulley. Compare the amount of force
required for both tasks.
• Lift the same load with a double pulley system. Two single pulleys can be
used in one system and then a double pulley system. Compare the
amount of effort required for each system. Compare the amount of
distance the rope travels through the various systems.
• Tie a solid toy to a spring balance and measure the force necessary to lift
the toy vertically over a distance of 50 cm. The same toy, connected to the
spring balance, can be pulled up a 50 cm. high ramp, 70 cm. long, and the
force compared. Children can predict result for different gradations of
ramps.
• Discuss application to transport modes.
• Research the development of the car.
• Design a 'crazy machine' as an art activity.
• Make a machine.
• Discuss how machines have facilitated the spread of the Gospel. Consider
the printing press, transport modes, computers.
Topic 7: Australian Pioneers
Spiritual Awareness: Serve without complaining
Many of our well-known Australian pioneers were Bible believing Christians.
These pioneers served our nation by breaking new ground, establishing
facilities and resources, as well as sharing the Gospel.
Pioneers, by definition, are faced with doing everything for themselves. They
do not have the luxury of employing others to do the less important or less
attractive tasks. They must be willing to serve with humility and perseverance.
They do not grumble or complain about serving.
Supporting devotional resource
Themes for Christian Studies 5, (Servant): Jesus, the faithful servant
Themes for Christian Studies 6, (Servant): Spreading the Good News
Supporting history resource
Discovering Australia's Christian Heritage, Col Stringer
Biblical references
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1 Peter 4:8-11 - Each one should use whatever gift he has to serve others.
John 13:4-5 - Jesus washed the disciple's feet.
Luke 16:10 - Be faithful in little things.
Matthew 5:14 - Christians are lights to the world.
Luke 12:35-47 - Faithfulness in serving Jesus.
Matthew 16:24 - Take up your cross.
Key Questions
How did Jesus serve when He was on earth?
What is a faithful servant?
How can we be faithful servants?
What can we learn about serving from the lives of early Christian pioneers?
Objectives
• To make a study of the biographies of Christian pioneers
• To appreciate lives of these people who followed God's plan for their lives
• To identify Christian character qualities in these people, and apply these
qualities to our own lives
Activities
• Research lives of famous Christian pioneers. The work of the following
pioneers of faith are outlined in Discovering Australia's Christian Heritage:
John Flynn, Sir Douglas Nicholls, Mary McConnel.
• Read the story of John Flynn from Themes 5, (Servant).
• Make a model of the outback including the Flying Doctor service.
• Investigate the history of the Flying Doctor Service and its responsibilities
today.
• List the difficulties and dangers faced by pioneers living in the outback 100
years ago.
• Devise ways of sending Morse Code messages.
• Read about the bushrangers of the 1880's and the Reverend Gribble who
confronted Ned Kelly and his gang, (Discovering Australia's Christian
Heritage).
• Research one famous Christian pioneer and present a report to the class.
• Study the homes of pioneers and make a model of a pioneer settlement.
• List the jobs of early Australian pioneers in the country and in the towns.
• Compare problems of those in the country compared with those in towns.
Topic 8: Missionaries: serving with humility and sacrifice
Spiritual Awareness: Spreading the Good News
We are instructed to go into all the world, preaching the Good News to the
nations. For some, this can mean going across the street, but for many, it
means going to another nation. Taking the Gospel message is not easy, but
God promises to be with us.
Supporting devotional resource
Themes for Christian Studies 6, (Servant): Spreading the Good News
Themes for Christian Studies 7, (Servant): Jesus, the sacrificial servant
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Information on global missions
Operation World, 21st Century Edition, by Patrick Johnstone & Jason Mandryk
www.wec-int.org
Biblical references
Matthew 28:16-20 - Go and make disciples of all nations…I am with you
always.
Mark 16:15-18 - Go into all the world and preach the Good News…and these
signs will accompany those who believe.
John 14:12 - You will do greater things.
Acts 8:26-40 - Philip shares the Good News with an Ethiopian.
Acts 16:6-15 - A call from Macedonia.
Acts 19:23-41 - Trouble at Ephesus
Acts 7:51-60 - Stephen gives his life for Jesus.
2 Timothy 1:11-12 - Paul made sacrifices to serve.
Hebrews 13:15-16; 1 Peter 2:5 - Sacrifices we can make.
Ephesians 5:2 - Jesus gave Himself up for us.
Revelation 2:10 - Faithfulness to the end
Key Questions
What do missionaries do?
Who can be a missionary?
What difficulties do missionaries face?
What is sacrifice?
Why could we say that missionaries serve in a sacrificial way?
Was Jesus a missionary?
Why could we say that Jesus made the greatest sacrifice?
Objectives
• To study the biographies of famous missionaries
• To develop an awareness of the work or missionaries today
• To pray for missionaries and cultures in need of the Gospel
• To become more familiar with the world map
• To gain an understanding of the geography and culture of countries where
missionaries are working
Activities
• Define the term 'missionary'.
• Discuss the work of a missionary. Discuss the link between meeting
practical needs and sharing the gospel.
• List the types of work a missionary can do, e.g. offering medical aid,
feeding the hungry, sharing the gospel through art, music, drama.
• Read the biographies of famous missionaries.
• See Themes 6, (Servant), for stories of William Booth, Hudson Taylor and
Jim Eliot.
• Use Operation World to gain information on geography, people, economy,
politics, religion and prayer needs of different countries.
• Pray for nations and find then on a world map.
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Present a project or class talk on a country where missionaries are
working today.
Compare the differences in sharing the Gospel, past and present.
Identify problems encountered by missionaries.
Identify needs of particular nations.
Invite speakers and watch videos of missionary work.
Discuss ways of being a missionary in our own nation.
Topic 9: Christian Scientists
Spiritual Awareness: Serving with talents
"There is a widespread, but erroneous view today, that real scientists do not
accept the truth of the Bible. It is therefore interesting to learn that many of the
founding fathers of modern science were Bible-believing Christians…These
scientists found their faith in God's Word to be perfectly compatible with their
scientific investigations." from 21 Great Scientists who believed in the Bible.
Christian scientists of the past served mankind, but some, like Galileo, were
threatened with imprisonment for stating the truth. Persecution continues
today, with scientists who believe in creation, being ridiculed. Many
Christians, who do not bother to investigate the facts, choose to believe that
the world was not made in six days, but formed over millions of years.
Biblical references:
Matthew 25:14-29 - Parable of the talents
John 16:13 – The Holy Spirit guides us into all truth.
John 14:15-21 – The Holy Spirit is the Spirit of truth.
John 18:37 – Everyone of the truth hears my voice
John 10 – The Good Shepherd – hearing the voice of God.
Romans 1:20 – God’s invisible qualities clearly seen through the creation
Supporting devotional resource
Themes for Christian Studies 5, (Truth): True or false?
Themes for Christian Studies 4, (Servant): Jesus, the humble servant
Themes for Christian Studies 5, (Servant): Jesus, the faithful servant
Resource for Christian scientists
21 Great Scientists who believed in the Bible, by Ann Lamont
Men of Science, Men of God, by Henry M. Morris
Key Questions
How did Jesus serve others?
How can we serve God, using our abilities?
How can scientists use their ability for God?
What must a scientist believe before he can serve God?
Objectives
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To provide a model of servanthood through the study of Christian
scientists.
To describe the contribution of particular scientists to mankind.
To decide whether science and Christianity are compatible.
To identify examples of technology that serves mankind.
Activities
• List and explain the various roles of scientists, e.g. anthropologists,
• archaeologists, chemists, engineers, astrophysicists, palaeontologists.
• Discuss careers in science.
• Research the lives of these scientists: Johannes Kepler, Robert Boyle,
Isaac Newton, Carl Linnaeus, Leonhard Euler, Geoges Culvier, Michael
Faraday, Samuel Morse, Charles Babbage, Matthew Maury, James Joule,
Louis Pasteur, Gregor Mendel, Willian Thomson, Joseph Lister, James
Clerk Maxwell, John Ambrose Fleming, George Washington Carver,
Wilbur and Orville Wright, Wernher von Braun, (21 Great Scientists by Ann
Lamont)
• A brief summary of the beliefs and works of 24 other Christian scientist
can be found in the book, Men of Science, Men of God by Henry M.
Morris. Some of these are: Francis Bacon, Leonardo da Vinci, John
Dalton, John Woodward.
• Read the story of Galilieo from Themes 5, (Truth).
• Research the development of one form of technology, e.g. aeroplane.
• Imagine areas of human need that require servant scientists to make a
contribution.
• Discuss the contributions to science that are being made increasingly by
women.
• Discuss the differences in beliefs between creation scientists and
evolutionary scientists.
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Theme 8: God is our Redeemer, Life and Peace
Introduction
God is…
• Our redeemer
• Our Saviour
• Our Joy
• A Preserver
• Merciful
• Gracious
• Forgiving
Our response to 'God is our Redeemer'
Because God is my redeemer I will…
Ask Jesus to forgive me for my sin
Invite Him to live in my life
Make Jesus Lord of my life
Live with Him forever
Thank Him for what He did on the cross
Thank Him that I am His child
Tell others that they can have eternal life
Topic 1: Life Cycles
Spiritual Awareness: Jesus, the resurrection and the life
Life is something that only God can give. God has given each of us one life,
beginning at birth and ending with the death of our physical bodies. We have
only one life, to prepare for eternity. God makes available His salvation to
every person.
Life cycles in the animal world can be representative of the changes that take
place in human lives when people accept God's redemption.
Supporting devotional resource
Themes for Christian Studies 1, (Life): God is the giver of life
Themes for Christian Studies 2, (Life): God gives new life
Biblical references
Psalm 150 - Praise the Lord, all living creatures.
Genesis 2:7 - God gave life to man.
Acts 17:28 - In Him we live and move and exist.
Matthew 9:9-12; Mark 2:13-17; Luke 5:27-32; John 1:43-50 - Jesus called the
disciples to a new life.
John 5:24-25; John 6:53-54 - Eternal life.
John 11:25 - Jesus, the resurrection and the life.
Key Questions
Why did God create us?
What is Heaven?
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Who goes to Heaven?
What is eternal life?
Objectives
• To study the human life cycle from birth to old age
• To recognize that people and animals grow and change, passing through
different stages
• To recognize that humans have the opportunity of accepting eternal life
Activities
• Discuss pictures of people at different stages of life.
• Discuss stages of dependence and independence.
• Identify physical changes of class members over the past year, e.g.
increase in height, weight, loss of teeth
• Identify changes in abilities over the past 5 years, e.g. when I was one I
was just learning to walk.
• Observe animal life cycles.
• Collect minibeasts, set up homes for them and observe life cycles, e.g.
tadpoles, caterpillars.
• Draw life cycles of minibeasts.
• Make a chart showing food and habitat.
• List animals that hibernate. Discuss their life cycles.
Topic 2: Living and non-living
Spiritual Awareness: Jesus is the sustainer of life
God has created both living and non-living things. Living things have certain
requirements to stay alive. Plants need air, water, sunlight and soil. Humans
and animals need air, water, food and shelter. In order to have eternal life
there is also a requirement. For humans, having Jesus in our life is just as
important as having air, food and water. To maintain our relationship with
Jesus we need to stay connected to Him, and to know His word.
Supporting devotional resource
Themes for Christian Studies 2, (life): God gives new life
Themes for Christian Studies 3, (Life): God is the sustainer of life
Support document: 'Living and non-living' (Beacon Media)
Biblical references
John 15 - The Vine
Matthew 4:4 - Man shall not live by bread alone.
John 6:47-58 - Jesus, the bread of life.
John 4 - Jesus, the living water
1 Peter 2:2 - God's word as our spiritual food.
John 1:2 & 14 - Jesus is the Word
John 3 - Nicodemus
Key Questions
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What is the difference between living and non-living?
Who gives life?
How do we stay alive?
What is eternal life?
What do we need for eternal life?
How do we stay close to Jesus?
Objectives
• To classify things in the creation as living or non-living.
• To recognize the requirements for life.
• To recognize the requirements for eternal life.
Activities
• List some of the things in God's creation, e.g. animals, plant, thunder and
lightning.
• Classify these things according to living and non-living.
• List some man-made things. Are any of these living?
• Define a living thing as something that is able to…move by itself; grow; get
food and use food
• create new beings like themselves. (reproduce)
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Look at the way animals move. List different animals, including fish,
insects, bacteria. Apply the above definition to these animals.
Discuss whether a human being fits the definition. Explain why a
human being is not an animal. Humans can love God, talk to God and give
our lives to Him, but animals cannot do this.
Apply the definition to plants. Explain how a plant gets food.
Define non-living things…They do not breathe, do not use food and do not
reproduce.
List non-living things in the creation.
Classify living things according to where you would find them…in the soil,
in the air, in the sea.
List non-living things that were once living, e.g. leather, paper, wool,
cotton, sausages.
List man-made things from non-living materials, e.g. glass, plastic.
Play the game, 'animal, vegetable, mineral': Someone thinks of an
object…any object. The other person has to guess what the object is, and
may ask questions that require the answers, 'yes' or 'no'.
Make a collection of living and non-living items.
Make a notebook, draw or describe the items.
Topic 3: Times and Seasons
Spiritual Awareness: God is eternal / Lord and King
God is eternal. He has always existed and always will exist. However our
world is finite, and is under the sovereign control of God, our creator and
redeemer. He has a perfect plan and time-schedule for the world's past,
present and future events. These events include the creation, 6000 years ago,
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the coming of Jesus, 2000 years ago, and the second coming of Jesus, at a
time only known by the God the Father.
Supporting devotional resource
Themes for Christian Studies 1, (Patient): Patience is learning to wait
Themes for Christian Studies 2, (Powerful): Jesus is Lord and King
Themes for Christian Studies 3, (Powerful): God is great, strong and mighty
Biblical references
Matthew 1:18-24; Matthew 2:1-12; Luke 1:1-21 - The Birth of Jesus
Galatians 4:4 - When the right time finally came, God sent His own Son. He
came as the son of a human mother…so we might become God's sons.
Isaiah 9:6-7 - He will govern and reign.
Acts 1:6-10 - Just as Jesus ascended into heaven, He will return as King.
Ecclesiastes 3:1-8 - There is a time for everything, and a season for every
activity under heaven.
Ecclesiastes 3:11 - He has made everything beautiful in His time.
Psalm 102:12-16 - The appointed time for rebuilding Zion
Genesis 1 - The creation
Joshua 10 - The day the sun stood still. (God has control over time).
Key Questions
When did Jesus come to earth?
Why did He come?
Was He an ordinary man?
When is He coming again?
Why is He coming again?
What will happen when He comes again?
Objectives
• To understand times and seasons in the creation
• To understand that God has a specific plan and time schedule for the
world
• To understand the reason for the celebration of specific events in the
Christian church calendar.
Activities
• Discuss and demonstrate using a model, the rotation of the earth every 24
hours, and explain how this causes day and night.
• Think about the reason for 7 days in a week, (the world was created in 7
days).
• Use a model to demonstrate the reason for seasons.
• Make a chart showing each season, and show what happens in each
season.
• List suitable clothing and activities for each season.
• Measure weather conditions over the year and compare conditions for
each season.
• Research the way in which plants and animals are affected by seasons.
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Observe the phases of the moon and see how these are responsible for
months.
List ways of measuring time. Make a shadow stick or sundial, (see
Themes 3, Powerful).
Experiment with an egg-timer and try making an egg-timer using sand and
two plastic bottles taped together around the neck openings.
Make a variety of egg-timers in the above fashion, with varying sized
bottles and neck openings.
Use the above timing devices to time activities.
Use a stop-watch to time physical activities, e.g. how many skips in a
minute.
Discuss Christian celebrations, Christmas and Easter.
Suggest ways of using these celebrations to tell others about Jesus.
Discuss Jewish celebrations, such as the Passover.
Discuss God's time plan for the world and the second coming of Jesus.
Topic 4: Rivers, Glaciers and the Water Cycle
Spiritual Awareness: God gives abundant life
Water is a biblical symbol of life, and rivers of water symbolize abundant life.
Ezekiel 47 and Revelation 22 speak of the river of life. The living water that
Jesus gives symbolizes eternal life, which we receive when we ask Him to be
our Saviour.
Supporting devotional resource
Themes for Christian Studies 6, (Life): Jesus, the living water
Themes for Christian Studies 7, (Life): God, the sustainer of life
Biblical references
John 7:37-39 - Rivers of living water
John 4:5-30 - The woman at the well.
Ezekiel 47, Revelation 22 - The river of Life
Revelation 7:13-17 - Robes washed in the blood of the Lamb
Exodus 17:1-7 - Water from a rock
John 14:26 - The Holy Spirit
Acts 10:44-48, Acts 11:15-17 - The promise of the Holy Spirit is for us.
Jeremiah 17:13 - The Lord is a spring of living water.
Zechariah 14:6-9 - Living water flowing out of Jerusalem
Psalm 1:1-3 - Those who obey the Lord are like trees that grow beside a
stream.
Key Questions
Why is water so important?
What does Jesus mean when He says that He is the Living Water?
Can we have life without water?
Can we have life without Jesus?
Objectives
• To understand how rivers form and shape
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To contrast the creationist view of river formation - a lot of water in a short
time, with the evolutionist view - a little water over millions of years
To understand how rivers sustain life and are utilized by people
To use an atlas to locate major river systems in our country
To describe the sources of river systems
To interpret basic mapping terms
To compare river and glacier valleys
To discuss river erosion and transport of materials by river systems
To develop strategies for water conservation
Activities
• Explore local waterways. Observe river width, width of river-bank, speed of
water, water temperature, types of materials the river is carrying,
pollutants.
• Research and draw river sources.
• Use an atlas to locate rivers and reservoirs.
• Make a model of a river system in a sand-pit. Pour water down slopes and
create a river system from sources to the sea.
• Discuss Noah's Flood and river formations. Do rivers need millions of
years to form?
• Make a model of a glacier. Push a large piece of rock or ice through sand
to create the features of a glacier valley. Compare this with a river valley.
• Observe the settling of sediments. Place dirt, rock and organic material
and water in a large glass jar. Shake. Observe the time taken for different
sediments to settle. Relate this to the settling of sediments after Noah's
flood.
• Discuss erosion and deposition.
• Identify stages of development of a river. Identify flood plains, meanders,
deltas, tributaries and billabongs.
• Discuss major uses of water, and the importance of water to life.
• Locate on a map the world's largest rivers.
• Investigate a river settlement, write a report of the relationship between the
river and the way of life.
• Discuss rivers that flow intermittently in desert regions.
• Draw a diagram of the water-cycle.
• Conduct evaporation-condensation experiment. Hold a saucer above
steam from a kettle.
Topic 5: The History of the World
Spiritual Awareness: God is Lord and King
The Bible is often separated from the study of history. However, biblical
history is real history. The Bible is a book of history, and not a book of
metaphors.
This unit reminds students that within the framework of the world's history is
the history given to us in the Bible. This includes the creation of the universe,
the fall of man and the coming of Jesus Christ, our redeemer.
Biblical references
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Genesis 1 - The creation
Genesis 6-8 - Noah's Flood
Genesis 11 - The tower of Babel
Genesis 12 - Abraham
Exodus 6-14 -The Exodus from Egypt
1 Kings 5-8 - Solomon's temple
Nehemiah - Restoration and rebuilding of Jerusalem
Luke 2 -the birth of Jesus Christ
John 19-20 - The death and resurrection of Jesus Christ
Acts 2 - Pentecost
Acts 1:6-10; Matthew 16:27; Matthew 24 & 25 - The second coming of Christ
Supporting devotional resource
Themes for Christian Studies 7, (Creator): Creation / Evolution
Themes for Christian Studies 6, (Creator): The Flood
Themes for Christian Studies 4, (Protector): The Exodus
Themes for Christian Studies 6, (Patient): Nehemiah
Key Questions
How did the continents form?
How do we know the earth isn't millions of years old?
Was there really a world-wide flood?
How could Noah get all the animals on the ark?
How did all the different races arise?
Why are there different languages?
How did people and animals get from the Middle East to continents like
America and Australia?
Why is Israel so important in the history of the world?
(Answers to most of these questions can be found in 'The Answers Book', Ken Ham)
Objectives
• To draw a time-line of biblical history
• To study some of the major events in biblical history
• To see that biblical history is the true foundation for world history
Activities
Draw a time-line showing the major events in the history of the world. Show
main biblical events, and add other major events in history.
Major events in biblical history
These dates are based on biblical information, genealogies etc., and are an
approximation, since we do not have all the information.
Creation (approx. 4000 B. C.)
Research the biblical account of Genesis.
The Flood (approx. 2350 B. C.)
Research the Genesis account and explain how fossils were quickly buried in
layers of sediment.
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Explain how all species of land animals today originate from the genetic pool
of the animals aboard the ark.
Explain how different races of people originate from the genetic pool of the
sons of Noah. Refer to topic 6, God is Pure and Holy.
The Tower of Babel (approx. 2240 B. C.)
Research the language groups of the world. (It is commonly agreed that there
are about 16 major language groups, this finding being supported by the
biblical record.)
Abraham (born approx. 2130 B. C.)
Study the promise given to Abraham, and his line of descendants.
Discuss the importance of this promise and the fact that Jesus would come
from the line of Abraham.
Discuss the history of Jews and Gentiles, (Abraham being the father of the
Jewish nation).
The Exodus (approx. 1640 B. C.)
Research history of ancient Egypt. Identify evidence for idol worship.
Draw the plagues in sequence.
Discuss the significance of the blood over the door of the houses.
Re-enact the Passover meal.
Draw maps of the Exodus to show the route.
Discuss the importance of the exodus from Egypt and the need for their own
land, (the Promised Land).
Solomon's Temple (approx. 1000 B. C.)
Draw or make a model of the temple. (Use NIV Study Bible for diagram).
Discuss the reason why God's temple could now be built, (1 Kings 5).
List and classify the building materials.
Nehemiah and the rebuilding of Jerusalem's walls (approx. 485 B. C.)
Explain why this was so important.
Birth of Christ (approx. 1 B. C.); Death of Christ (approx. A. D. 33)
Look at Christmas and Easter traditions around the world. How did pagan
culture become mixed with biblical truth?
Pentecost (approx. A. D. 36); Works of the Apostles (A. D. 50-70)
Study the impact of the coming of the Holy Spirit upon the spread of the
Gospel.
The second coming of Christ
Research the signs leading up to Christ's return, (Matthew 24).
Read Matthew 25 to find out how can we be ready for Christ's return.
Mark this on the time-line as a question mark, because no one knows the
hour, (Matthew 24:36).
Add to the time-line some examples of other important events in history, not
mentioned in the Bible, e.g.
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Rise and fall of the Roman Empire 30 B. C. - A. D. 500
Fall of Jerusalem approx. A. D. 70.
Discovery of America by Europeans 1492
Discovery of Australia by Europeans1770
Invention of the steam engine 1750
Invention of the telegraph 1794
Invention of the electric engine 1800
Invention of the electric light 1870
Invention of the telephone 1876
Invention of the aeroplane 1905
Invention of the wireless, (radio) 1909
First and Second world wars A. D. 1914-1918; A. D. 1939-1945
IInvention of the television 1926
Invention of the commercial computer 1950s
First man in space 1961
Man on the moon 1969
Research the lives of famous inventors and their inventions:
James Watt, (steam engine); Elias Howe, (sewing machine); John Gutenberg,
(printing press); Samuel Morse, (telegraph); Alexander Bell, (telephone);
Thomas Edison, (electric light); Orville and Wilbur Wright, (aeroplane);
Guglielmo Marconi, (wireless); John Baird, (television); John Holland,
(submarine); Von Braun, (space rocket)
Topic 6: The Romans
Spiritual Awareness: God is Lord and King
God used the Roman civilization to prepare a way for the life of Jesus on
earth. God's timing for sending Jesus was perfect. Through the Roman
Empire, things were in place for the spread of the Gospel. The Romans had
developed the means of transport by which the Gospel could be taken to
other nations.
Although the Roman government was cruel and authoritarian, it was well
organized. God used the Romans to achieve His purposes. In Biblical history
we see other examples of governments that were used to achieve God's
purposes. Joseph became ruler in Egypt and was used to provide for his
family. Moses was brought up by Pharoah's daughter. Esther was used to
save God's people.
Biblical references
Matthew 1:18-24; Matthew 2:1-12; Luke 1:1-21 - The Birth of Jesus
Galatians 4:4 - When the right time finally came, God sent His own Son. He
came as the son of a human mother…so we might become God's sons.
Isaiah 9:6-7 - He will govern and reign.
Luke 2 - Birth if Christ
John 19-20 - The crucifixion
Acts - The apostles take the gospel to other lands
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Key Questions
Who ruled Israel at the time of Jesus Christ?
How did God use the Roman Government to make His plan come about?
Why could we say that the time was right for the coming of Jesus?
How did the Roman transport system help the spreading of the Gospel?
Objectives
• To show how God used the Roman civilization to prepare a way for the
coming of Jesus
• To gain an understanding of the Roman government, army, religion and
transport system
• To show how the Gospel was spread, with transport technology in place
Activities
• Make a list of the Roman Emperors, in chronological order, and relate this
to the New Testament. Find out which emperor ruled when Jesus was
born, when Jesus was crucified.
• Use a concordance to find Biblical reference to the following: King Herod,
Caesar, Pilot, Felix, Festus, King Agrippa.
• Find out the names of the countries that were ruled by the Roman Empire
in New Testament times. Compare this with countries ruled towards the
end of its reign.
• Research the way in which the Roman government was organized.
• Find out about home life in Roman times and look for similarities with
home life of Jesus.
• Dress up in Roman costume.
• Write a report on the preserved city of Pompeii after the eruption of
Vesuvius. What can we learn?
• Research Roman religion and explain why this was a challenge to early
Christian missionaries.
• Research the Roman army. List the lands they conquered and find
reference to Roman soldiers in the Bible.
• Trace the development of Roman transport. Describe construction of
roads, bridges and aqueducts. Explain how transport created excellent
links between provinces of the Empire.
• Trace Paul's sea voyages. Draw different types of Roman ships.
• Study examples of Roman art. Try making some mosaics.
• Read about the crucifixion of Jesus.
• Write about the amphitheatre, the persecution of Jesus' followers, and way
in which persecution strengthened their faith.
• Write about the way in which the early church functioned in secret, using
secret signs.
Topic 7: Racial and National Peace/ Barriers
Spiritual Awareness: God is a reconciler
Redemption is available to all people. In Romans 1:16, Paul emphasizes that
salvation is available to everyone who believes, first for the Jew and then for
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the Gentile. Galatians 3:28 tells us that there is neither Jew nor Greek. We
can all be sons of God through faith in Jesus Christ.
The answer to true peace is accepting the salvation offered to us by God.
Ephesians 2:14 tells us that Jesus is our peace. He has broken down the wall.
That wall is the barrier of sin, which has separated man from God. Only be
asking Jesus to take our sin, can the wall be broken.
Supporting devotional resource
Themes for Christian Studies 4, (Peace): Jesus broke down the barrier of sin
Themes for Christian Studies 7, (Peace): God wants us to be peace-makers
Biblical references
Romans 3:23; 5:8; 6:23 - When people sin they are separated from God. Sin
forms a barrier between people and God.
Colossians 1:20 - Christ's death on the cross broke the barrier.
Ephesians 2:14 - He is our peace. He has broken down the wall.
Romans 5:1; 1 John 1:9 - If we ask Jesus to forgive us, and we have faith in
God, we can have peace with God.
Matthew 5:9 - Blessed are the peace-makers
Matthew 5:21-23 - Make peace with your brother.
Mark 9:50; 1 Thessalonians 5:13 - Peace with one another.
Psalm 2; Ephesians 2:22; Romans 10:12-21 - Peace for nations.
Romans 12:17 - Don't repay evil for evil.
Romans 12:18-21 - Don't take revenge.
Matthew 5:38-42 - Don't fight back.
Matthew 5:38-42 - Love your enemies.
Luke 10:25-37 - The Good Samaritan
Matthew 26:50-56; Luke 23:34 - Jesus set the example
Key Questions
How did the sin of Adam and Eve sin affect their friendship with God?
What effect does our sin have upon friendship with God?
If we see sin as a barrier between ourselves and God, how can that barrier be
broken?
What was the purpose of Jesus' death on the cross?
Who can receive God's redemption?
What are some of the invisible barriers people can have between one
another, causing them to hate each other?
How can these kinds of barriers be broken?
Objectives
• To identify some of the barriers causing racial and national conflict
• To understand that redemption through Jesus Christ brings peace with
God
• To become peace-makers in the home and the community
• To study biographies of Jewish and Christian peace-makers
Activities
• Define the word 'barrier'.
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List visible barriers, such as walls, moats, fences and border crossings.
List invisible barriers such as hatred, greed, jealousy, racism.
List nations currently involved in conflict, and suggest reasons for this.
Suggest possible ways of resolving the conflict.
Briefly research World Wars 1 & 2 - nations involved; types of weapons.
Compare reasons for Old Testament battles with reasons for wars today.
Write an essay on God's opinion of war.
List racial groups that have been, or are being persecuted. Discuss
consequences and ways in which Christians can help.
Make a study of the slave trade and Christians who helped to have it
abolished, e.g. John Newton.
Study biographies of peace makers such as Mary Slessor and Martin
Luther King, (see Themes 7, Peace).
Topic 8: The Great Commission
Spiritual Awareness: God is Saviour
Jesus has commanded us to go into all the world, taking His message of
redemption to the lost. Who are the lost?…those who do not acknowledge
Jesus as their Saviour. As Christians we believe that other religions and cults
are derived from the tower of Babel dispersion. Each contains some truth
depending on how far they have deviated from Yahweh's revelation and
instructions. Jesus alone is the truth.
What happens to those who have never heard the Gospel? Romans 1:20 tells
us that the very creation speaks of the one true God, so that people are
without excuse. God will judge everyone on the basis of obedience to
revealed truth.
Don Richardson, in his book, 'Eternity in their hearts', explains that within the
cultural foundations of every people group, there are parallels with
Christianity. He believes that these parallels can be used to as a starting point
for sharing Gospel.
Supporting devotional resource
Themes for Christian Studies 6, (Love): God loved the world so much that He
sent His Son
Themes for Christian Studies 6, (Truth): Jesus, the Way, the Truth, the Life
Themes for Christian Studies 7, (Truth): Those who seek the truth will find it
Themes for Christian Studies 6, (Peace): God is a reconciler
Themes for Christian Studies 6, (Servant): Spreading the Good News
Information on global missions
Operation World, 21st Century Edition, by Patrick Johnstone & Jason Mandryk
www.wec-int.org
Biblical references
Matthew 28:16-20; Mark 16:14-20 - The Great Commission
Romans 10:14; Ephesians 6:15 - Feet to spread the Good News
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John 14:6-7 - Jesus, the Way, the Truth, the Life
1 Corinthians 7:23 - We were bought with a price
Romans 5:10 - We were God's enemies, but He made us His friends through
His death on the cross.
John 3:16 - For God so loved the world that He gave His only Son.
Romans 1:20 - God's invisible qualities - His eternal power and divine nature have been clearly seen.
Ecclesiastes 3:11 - He has set eternity in the hearts of men.
Acts 13 & 14 - Paul and Barnabas spread the Good News
Acts 16 - Timothy, Paul and Silas
Acts 17 - Paul in Athens - 'to the Unknown God'
Acts 19 - Paul in Ephesus
Key Questions
What did Jesus ask us to do in Matthew 28:16-20?
Why are other religions different to Christianity?
Where can we go to share the Gospel?
What is the best way to share the Gospel?
What happens to people who have never heard the Gospel?
Objectives
• To describe and illustrate the wide variety of roles, mission groups fulfill
and explain the requirements of a missionary
• To categorize some of the major belief systems on earth - Christian,
Jewish, Muslim, Hindu, Buddhist, tribal, Marxist
• To study the geography of countries in which missionaries are currently
working.
• To research the work of famous missionaries or the past
• To identify the most effective ways of presenting the Gospel to particular
groups
Activities
• Use 'Operation World' to gain statistics on world missions, world religions
and needs of particular nations.
• Colour a map of the world according to predominant religions.
• Interview mission representatives.
• Pray for specific missionary endeavours.
• Read Don Richardson's story, 'Peace Child', (Themes 6, Peace). This is
an amazing story of his experience in Irian Jaya.
• Based on the Peace Child story, discuss ways in which we can bring the
Gospel, using their cultural foundations as a starting point.
• Read the story, A King Discovers the True God, (Themes 7, Truth), and
discuss the cultural parallel with Christianity in this case.
• Read Acts 17, and explain why Paul decided to present the Gospel by
beginning with 'the Unknown God'.
• Compare Christianity with other religions.
• Read the story of a Hindu who became a Christian, (How Can I Find the
True God, Themes 7, Truth).
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•
Present a project on a country of choice and describe the work of
missionaries.
Subject Index
Science
Air p. 7 & 106
Animals p. 14,15,17,18
Archaeology p. 65
Birds p. 14
Balance p. 71
Creation/Evolution p. 66, 18
Crystals p. 79
Dinosaurs p. 18
Electricity p. 37
Fish p. 15
Geology, gemstones p. 79
Glaciers p. 9, 125
Great Flood p. 83
Heat p. 83
Human Biology p. 19
Insects p. 17, 61
Landforms p. 9
Life cycles p. 121
Light p. 81
Living/non-living p. 122
Minibeasts p. 17, 61
Machines p. 115
Pendulums p. 68
Plants p. 11
Rainforest p. 27
Rivers p. 125
Rocks p. 10
Scientific Method p. 68
Scientists p. 68, 119
Senses p. 70
Solar System p. 12
Sound p. 53
Structures for Strength p. 100
Times and Seasons p. 91
Water p. 6, 87, 125
Weather p. 33, 91
SOSE, History, Geography, Health
Australian Aboriginal Culture p. 43
Castles p. 98
Choices and decisions p. 59
Cleaning p. 77
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Clothing p. 26
Communications p. 53
Community Services p. 109
Consumer Education p. 59
Environmental Conservation p. 105
Explorers p. 64
Fact & Fantasy p. 70
Family p. 20
Farming p. 30, 32
Food p. 24
Forests and forestry p. 27
Government p. 89
Growth and Change p. 50
Hobbies p. 52
Houses p. 98
History of the world p. 126
Human relationships p. 73, 20
Inventions p. 115
Medical Profession p. 110
Missionaries p. 117
Myself p. 22
Nations of the world p. 41, 42, 132
Natural Disasters p. 62, 83
Occupations p. 113
Pioneers p. 47, 116
Pollution p. 75
Racial peace p. 130
Roman civilization p. 129
Safety p. 57
Ships p. 64, 96
Special communities: aged, disabled p. 112
Talents p. 113
Times and Seasons p. 91
Transport p. 64
War p. 130
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