2. 4-Week Series
Week 1: Creation (Genesis 1-2)
—>Mankind=apex of Creation
Week 2: Sin (Genesis 3-11)
—>Noah: Experiential Storytelling
Week 3: Redemption (Genesis
12) —>Abraham’s Call
Week 4: Review (Genesis 1-12)
—>What did we learn?
*Age Group: Grades 5 & 6
(Ages 10-12)
3. Felt Need:
I need to feel valuable
and find my identity in God as
part of His redemptive story.
Desired Outcome:
Students will embrace their
value and identity in God
and will learn how to
be a part of His
redemptive story.
5. Week 1: EPIC Model
*Setting: candles lit throughout room
—>create “Sacred Space”. Have them
take shoes off before entering.
—> Purpose: to recognize the power of
God relating to creation.
*Opening Video: Genesis 1: the Seven
Days of Creation (http://
www.youtube.com/watch?
v=e1laNZP8YrU) with background music
inspired by “The Story”: I Am
(CREATION).
*After video, have workers blow all the
candles out to make the room
completely dark.
6. Week 1: Experiential
*Read Genesis 1:1-2 while in the dark.
*Read Genesis 1:3-5. Have spotlights
throughout room. Turn on all of them
when God says, “Let there be light.”
When He separates the night from day,
have half of the room’s spotlights shut
off.
* Read Genesis 1:6-8. Have picture of
moving water projected onto screen and
when God separates the water, change
the picture into sky and water separat-
ed. (See powerpoint slide 2)
*Read Genesis 1:9-10. Show the video of
the water separating from the land. (see
powerpoint slide 3)
7. Week 1: Experiential
*Read Genesis 1:11-13. Have plants
and fake trees placed around the
room where students cannot see
them. After reading Scripture, have
the spotlight shine on the plants one
by one.
*Read Genesis 1:14-19. Cover the
ceiling with black poster board that
has holes in it and turn on the main
lights when talking about the stars.
For the moon, cover a spotlight with
gray tissue paper and turn on spot-
light when talking about moon. For
the sun, use yellow paper and do the
same thing as the moon.
8. Week 1: Participatory
*Read Genesis 1:20-21. Have half
of the students pretend to be birds
(making bird noises) and have the
other half pick a water animal to
be and act like it.
*Read Genesis 1:24-25. Have the
students pick their favorite ani-
mals and have them create the
noises that animal would make
and have them act like that ani-
mal.
9. Week 1: Interactive
*Read Genesis 1:26-29; 2:7, 22-23.
(Have them discuss the following
questions).
—>God made you in His image. What
does this mean or look like?
—>You are loved and cherished by
Him. He wanted you to be like Him.
What does God do to show you His love?
—>God loved you so much, He gave
you His other creations to take care of.
How are we to take care of creation?
Give specific examples.
—>If God created you in His image,
He is your identity. You are His image.
No matter what anyone says, it only
matters what God says about you.
10. Week 1: Community
*Have mirrors on tables and have them
share with people in group how they
would describe themselves. Then ask
them (based on Gen. 1 & 2) how God
would describe them and how He views
them.
*Set up stations (with pillows and jour-
nals) around the room and have stu-
dents split up for time of reflection.
Have song “Identity” by Kutless play-
ing in the background. Have students
finish the following phrase: I was...but
now… or I view myself as...but God
views me as… Have a mic where they
can share their completed phrase with
everyone.
11. Week 1: Community
*Have a bulletin board or cork
board where students can cut out
their phrases and tack it to the
board as a reminder of their iden-
tity in God throughout the series.
Keep it visual for the whole series.
13. Week 2: Storytelling
*Mood of Story: Doomsday, Insecurity,
Fear of Unknown, Nervousness, Panic,
Judgment.
*Physical Space: Cover half of the room
in plastic or tarp. When students walk
in, have water (misting) be blown onto
them by fans (which represent wind).
Have a worker act as “Noah”, telling
them to get into the boat. Cover stage
where only a small door entry is shown.
Have a ramp leading up to entry. The
stage is the “Ark.” Have inside of Ark
really dry and warm to contrast the
coldness and wetness of the storm. Put
hay or straw inside Ark.
14. Week 2: Storytelling
*Advertise: Send students a rubber
duck ahead of time with note saying
something along the lines: “Just like
bath time, only a little wetter, and a
little smellier.”
*Senses: will add texture to story
—>Sight-water, Ark, lightning, Noah
—>Sound-Thunder, rain pouring,
animal noises
—>Touch-water, hay in “Ark”
—>Smell-poop smell in “Ark”
representing animal smells, wood
15. Week 2: Storytelling
*Symbols: Rainbow (seen after they ex-
it the Ark).
*Guide: Noah (in a way). Once every-
one is in the Ark, Noah can tell story
more (focusing on why God destroyed
mankind).
*Participants: Active
*Response & Dialogue: Once in the Ark,
students can share how they feel and
how they felt when they were outside
in the water (compare and contrast).
For example: Ark feels safe; storm does
not. Relate this to how sin is (not safe
and not what is best for us): sin is the
storm; God is the Ark that redeems us
and keeps us “safe.”
16. Week 2: Storytelling
*Creative Personal Expression: Have
students draw their “storm” or
“flood” (sin or circumstance they are
facing) and draw how far the Ark
(God’s safety) feels when they are in
that sin or circumstance.
*Worship Experience: Have time after
drawing to reflect and present their
“storms” to God and return to Him (as
their Ark). Have them leave the Ark:
rain stops and rainbow is shown as a
symbol of God’s promise and His grace.
18. Week 3:
*When students enter, have them get
into small groups
—>Discuss: Tell something you did
that no one expected you to do and
describe how you felt after you did it.
—>If you could change one thing
about this world, what would it be?
—>Do you think God has a specific
age group for his redemptive plan?
*Today we are going to discuss
Abraham and Josiah: 2 very different
people that God called to do His will.
19. Week 3:
*Genesis 12:1-9—> read it.
—>Abraham was called by God to
help in the Redemption story.
—>He did this by obeying God and
being a part of the lineage through
which Jesus would come.
—>Abraham responded to God’s call
immediately and left everything to
follow Him.
—>How are you responding to
God’s call of redemption? Are you
listening for His voice? Do you believe
everyone has a part in God’s
redemptive story? (Discuss in journal)
20. Week 3:
*Read 2 Kings 22:1 —> Josiah making a
difference in Judah; becoming king
when he was eight. (tell this in story
format)
—>Even though Josiah was very
young, he realized he could do the
right thing and that he was a part of
God’s redemptive story.
*Nick Vujicic: video on YouTube (Nick
Never Gave Up). —>Man with no limbs.
*So, even though you are young, you
can still make a difference for God.
Even if all of the odds are against you,
you are still capable of joining God’s
redemptive purpose because that is
what we are here on earth for.
21. Week 3:
*Have students brainstorm ways they
can serve in their community and help
redeem the world.
—>Examples: raking leaves, picking up
trash at the beach, visiting older folks
from the church, make cookies for
people in the military or send them
cards.
*Have them formulate a plan to do it.
—>Have them write it down and
collect their ideas.
23. Week 4: Review of
Week 1
*Create posters for each day of
creation. Hide the posters around the
church property and create a
scavenger hunt for the students. Do not
put the day of creation on the poster.
Once the students find all of them,
have them bring them back to the
room and arrange them in the order of
creation.
*Reflect on what the greatest creation
was (mankind) and have them do the
“phrase” activity again by finishing the
phrase: I was...but now… or I view my-
self as...but God views me as… Have
them reevaluate their phrases on the
board.
24. Week 4: Review of
Week 2
*After this, bring out their pictures of
their “Arks” and have them journal if
the ark (God’s safety and presence) is
closer to them now, if it’s the same, or if
it’s farther away. If it is closer or
farther away: what made it move one
way or the other?
25. Week 4: Review of
Week 3
*Bring the group back together and
remind the students of their ideas for
redemptive outreach.
*Bring out a globe and finger paint.
—>Have every student dip the tip of
their finger or thumb in the paint and
place it somewhere on the globe.
—>This is to symbolize our identity
(fingerprint) and value is in God, but is
also established through redeeming the
world (globe) for Him.
*Also have individual maps and have
them do the same thing with the finger
paint so they can take the map home.
26. Week 4: Wrap-up
*After globe project is over, gather
everyone in separate room and create
“sacred space” again with candles and
no shoes.
—>Have all the students celebrate
Communion as a community together.
*End the series by everyone holding
hands in a circle and saying “The Lord’s
Prayer.”
