aaaaaaaaaaaaaaaaaa aaaaaa Sunbeam Curriculum Baaaaaaaaaaaaaaaaaa aaaaaa C H A P T E R F O U R S U N B E A M85 Basic Track I. Pledge and Law “Be Obedient” A. Bible Stories and Texts

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C H A P T E R F O U R S U N B E A M

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SunbeamCurriculum

BasicRequirementsI. Responsibility

RequirementRecite and accept the Adventurer Law.

The Adventurer LawJesus can help me to

Be obedient Be attentiveBe pure Be helpfulBe true Be cheerfulBe kind Be thoughtfulBe respectful Be reverent

Background InformationThe Adventurer Law provides children with aset of simple principles that they can use togovern their choices and actions. It can serveas a reference point, helping children tounderstand ways in which a person who lovesJesus will want to act. They are an ideal tostrive for because we love Jesus, not in orderto earn His love. Only His constant help andpower can enable anyone to keep the Adven-turer Law.

“Be Obedient” is one of the fewpassages in the Bible directed specifi-cally toward children (Ephesians 6:1). Itis one of the first lessons that the childshould be taught. (Child Guidance,p. 82)

“Be Pure” means that thechildren will keep their lives cleanby putting into their minds and

bodies only those ideas and things that aregood and true and healthful.

“Be True” means that the children will behonest and upright in study, work, and playand will be loyal to their families and friends,to their fellow people, and to their God.

“Be Kind” means that the children will beconsiderate, gentle, and affectionate, not onlyto the people they like but also to every personand to all of God‘s creation.

“Be Respectful”means that thechildren will showrespect, first to theauthorities whomGod has placed overthem and also to eachperson whom Godhas created in Hisimage. Respectinvolves recognizingthe value in eachperson and actingcourteously towardhim/her.

A D V E N T U R E R L A W

Jesus can help me to

Be obedient Be attentive

Be pure Be helpful

Be true Be cheerful

Be kind Be thoughtful

Be respectful Be reverent

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Class Color:Orange

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A D V E N T U R E R M A N U A L

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“Be Attentive” means that the childrenwill pay close attention to what is happeningaround them, especially in reference toobeying God and to the feelings and needs ofothers.

“Be Helpful” means that the children willseek opportunities to be of help at home and atschool. True helpfulness is done, not reluc-tantly, but for the joy of pleasing anotherperson, pleasing Jesus, and making oneself abetter person.

“Be Cheerful” means that the children willcultivate the habit of thankfulness for thethings and opportunities that they have ratherthan dwelling on those things that maydisplease them. It means putting a smile onone’s face and in one’s voice in order to makeothers feel happy and thankful as well.

“Be Thoughtful” means that the childrenwill choose to think before acting and to basetheir actions upon careful consideration of theconsequences to others and to themselvesrather than simply reacting to feelings andimpulses.

“Be Reverent” means that the childrenwill show the highest respect and honor toGod. This includes speaking and walkingquietly in the sanctuary, treating His Biblegently as the best and most important of allbooks, and closing one’s eyes and usingappropriate posture when conversing in prayerwith God.

Teaching Tips✏ As you introduce the Law, explain what

it means, why it is important and how itrelates to the Pledge and to the lives ofthe children.

✏ Introduce the Law one section at a time,taking a few minutes at the beginning orend of the Adventurer meeting todiscuss and illustrate it. Bible stories andsongs appropriate for each section of theLaw are listed in the Resource List atthe end of the Basic Requirementssection. (Many of the sections of theLaw relate to other Sunbeam require-ments and may be introduced orreviewed in conjunction with thoserequirements.)

✏ The techniques for memorization ofBible verses, listed in the Appendix, areuseful in helping the children to learnthe Adventurer Law.

✏ Repeat the Pledge and Law at thebeginning of every Adventurer meeting,along with occasional review anddiscussion of its meaning (in bothplanned and spontaneous ways). Thiswill encourage the children to use theseprinciples in their own daily decisionmaking.

✏ Hang the Adventurer Law in a promi-nent place where the children can referto it at appropriate times during the day.

EvaluationThe children will repeat the Adventurer Lawto an adult and indicate a commitment tofollow it.

II. Reinforcement

RequirementEarn the Sunbeam Reading Award

Background InformationThe Sunbeam Reading Award is awarded tochildren who read:

1. Two chapters from the book of Markfrom a simple modern translation of theBible

2. A Bible story or a book about Jesus3. A book on health or safety4. A book on family, friends or feelings5. A book on history or missions6. A book on nature

The Sunbeam reading requirements aredirected specifically toward the topics thechildren will be covering in the Adventurercurriculum.

Continued on page 86.

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Basic TrackI. Pledge and Law

“Be Obedient”A. Bible Stories and Texts

Numbers 20 Moses Strikes Rock1 Samuel 15 Saul DisobeysJonah JonahEcclesiastes 12:13Acts 5:29

B. SongsSing for Joy

“Teach Me Lord” ......................................110“Trust and Obey” .......................................113“A Happy Home” ......................................136

“Be Pure”A. Bible Stories and Texts

Philippians 4:8Psalm 24:3,4Matthew 5:8


“Dare to Be a Daniel” ................................ 116

“Be True”A. Bible Stories and Texts

Genesis 27 Jacob and EsauActs 5 Ananias LiesEphesians 4:25


“I would Be True” .....................................1172. Kids Sing Praise

“Truth” ....................................................... 35

“Be Kind”A. Bible Stories and Texts

Ephesians 4:32Matthew 5:44Romans 12:10


“A Happy Home” ......................................136

“Be Respectful”A. Bible Stories and Texts

1 Sam. 17-31 David and Saul2 Kings 2 Elisha and Bears

“Be Attentive”A. Bible Stories and Texts

1 Sam. 2 God Calls SamuelMatthew 25 Ten VirginsMatt. 26:36-46 Gethsemane (Matthew 26:36-46)

“Be Helpful”A. Bible Stories and Texts

Genesis 18 Abraham and Angels1 Samuel 25 AbigailLuke 10:25 Good Samaritan


“Cross Over the Road” ..............................131

“Be Cheerful”A. Bible Stories and Texts

Exodus 13 Israelites Grumble2 Corinthians 9:7

B. Songs1. Sing for Joy

“Smile” .....................................................1072. Kids Sing Praise

“Grumblers” ............................................... 47“I’ll Be a Sunbeam” .................................... 52

“Be Thoughtful”A. Bible Stories and Texts

Mark 12:42 Widow’s MiteB. SongsSing for Joy

“Love at Home” ........................................ 137“God Bless Families” ................................ 138

“Be Reverent”A. Bible Stories and Texts

Isaiah 6 Isaiah’s Vision’sLuke 6:7 Building TempleJohn 2:13 Moneychangers


“God Is in This Place” ................................ 46“I was Glad” ..............................................144“This Is God’s House” ............................... 145

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R E S O U R C E L I S T

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Teaching Tips✏ A parent, teacher, leader, older Adven-

turer, Pathfinder, or grandparent mayread to the Sunbeam if necessary.

✏ Reading lists may be distributed at thebeginning of the summer so books maybe completed over the summer months.

✏ Many good storybooks are available thatdeal with the topics listed above in atruthful and sympathetic way. Read anynew book carefully to determinewhether it is appropriate for the Sun-beam age group and upholds Christianbeliefs and standards. (More detailedcriteria are provided in Appendix.)

✏ A simple reading motivator can be madeby adding a new link to a reading chaineach time a book is completed. Photo-copy links on colored paper with spacefor the name of the book, the topic andthe child’s name. Join the links to eachother in the manner of a real chain, orcut them in a special shape (such assmiley faces, etc., to fit a theme) andpost on a wall to stretch around theroom. (See Appendix for examples.)

EvaluationThe children will turn in lists, signed by anadult, giving the name and topic of each bookread.

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My GodI. His Plan to Save Me

RequirementA. Create a story chart or booklet showing

Jesus’:✏ Birth✏ Life✏ Death✏ Resurrection

OR the Bible stories you are studying inyour classroom or Sabbath School.

B. Use your story chart or booklet to showsomeone the joy of being saved byJesus.

Background InformationThe Sunbeam requirement builds upon theBusy Bee emphasis on Jesus’ love and carefor them and His plan to save them from evil.The basic concepts emphasized in thisrequirement are the ugliness of sin and eviland our need of Jesus’ forgiveness for, andhelp in overcoming sin.

The coming of Jesus to earth is one of themost amazing events in the history of theuniverse. The Son of God came as a humanbeing and suffered from the awful effects ofsin in order to save the very sinners whodestroyed His world by disobeying Him. Hechose to be born as a human child to a poorfamily to show us what God is like and whateach one of our lives can be like if we followHim. He acted in love toward people byfeeding or healing them and by telling themthe exciting news of His wonderful plan torescue us from sin and make us a part of Hisown kingdom.

During His life on earth He demonstratedHis love and forgiveness in many ways. Hehelped Mary Magdalene to understand Hislove and forgiveness and helped her choose to

live as a good and happy person. The paralyticmade himself sick from the bad things he haddone, but Jesus told him that his sins wereforgiven. Jesus gave him the strength to get upand to live a good life. Jesus told the story ofthe prodigal son to teach His followers thateven though we may do many foolish things,He is always waiting and eager to forgive usand help us to live more happily.

The horribleness of sin is shown by thewillingness of the people to hurt and kill Jesus,the Son of God, in order to get what theywanted for themselves. His death on the crossgave Him the right to forgive us and showedhow much He really loves us. When He roseagain He showed His power over death andthe life He will bring to all who love Himwhen He comes again. (Stories from theclassroom or Sabbath School Bible curriculummay be chosen to emphasize these sameconcepts, if you prefer.)

Teaching Tips✏ Check the description of how to as-

semble the Bible story chart at the endof the teaching tips. (A similar chart,relating to the stories covered in theclassroom or Sabbath School, may bemade by following the same basicinstructions and inserting pictures fromother sources.)

✏ The story chart may be used in threedifferent ways:1. The leader may put the chart up on

a wall, adding each new picture ashe or she tells the story. Thechildren may refer to this chart asthey work on their own chart(s)and as they learn about otherstories from the Bible and fromhistory.

2. Children may also color thepictures and use the stories andlabels to create their own storycharts or story chart booklets.

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✏ Present the Bible story chart as anopening activity to help the childrenunderstand Jesus’ life as the center ofthe plan of salvation. Review the majorevents of earth’s history introduced atthe Busy Bee level: creation, sin andsadness begin, Jesus cares for me today,Jesus comes again, and heaven. (Thepictures and labels describing theseevents may be placed on the story chartin black and white.) Color the newSunbeam pictures and add them to thestory chart as you tell about the life ofJesus.

✏ Stories giving the life of Jesus in moredetail may be presented to the childrenas a series of worship talks. (This couldeasily fit in with the SDA Biblecurriculum during those years that dealwith the life of Jesus.) The stories ofMary Magdalene, the paralytic and theprodigal son are especially useful inhelping children understand the resultsof sin and the forgiveness and salvationavailable through Christ.

✏ Make the stories real by learning moreabout the world Jesus lived in. Childrencould follow Jesus’ journeys on a map,build models of typical homes orvillages of Jesus’ day, or try some of thefoods or daily activities of the time.Reinforce their understanding by havingone child or team name a place on themap of Jesus’ world and having asecond player or team attempt to find itwithin 30 seconds.

✏ A mural showing a story of Jesus can bemade in a small way as a comic strip orseries of scenes to wind through a cerealbox “television” or be painted or coloredon a long sheet of paper that could beput up in a hallway.

✏ The children may share their story chartsor booklets with another individual orbefore a group during a club or class-room worship or Sabbath School specialfeature.

EvaluationThe children will place the pictures and labelscorrectly on the Bible story chart. They willdiscuss their experiences of using their chart toshare the joy of Jesus’ salvation with others.

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Making a Bible Story ChartS T E P B Y S T E P

The Bible Story Chart will help children understand Biblehistory by experiencing it visually and actively. A simplemethod for making a basic story chart is describedbelow. It is designed for use within the smaller picturesand labels provided. The measurements may need to belarger if you desire to use larger pictures.

Materials• Eight sheets of 9" x 12" purple construction paper• Two sheets of 9" x 12" yellow construction paper• Rubber cement or craft glue• Pictures provided on the following pages or col-

lected to illustrate the stories studied in the class-room or Sabbath School

• Clear contact paper or laminating film

Directions1. Glue the purple paper together end to end to make a

long, narrow length of paper, as illustrated on thefollowing page. The six sheets represent the 6,000years of Biblical history. The dark color representsthe earth suffering from evil and sin.

2. Next, glue one sheet of yellow paper to each end ofthe purple paper. Yellow represents the time of joyand happiness before sin entered, and the timewhen Jesus comes again to destroy sin and take usto heaven. Cut the yellow sheets in a wavy line.This shows that time continues forever in bothdirections.

3. Copy the smaller pictures, labels and storiesprovided. Color them, cut them out, and mountthem on heavier paper.

4. The chart may now be hung on the wall or used inpresenting or practicing the story. The story chartand its parts may be laminated or covered withclear contact paper to allow children to manipulateit freely without fear of damage.

5. The children may create their own smaller charts inthis way. They may use smaller dimensions. Thediagram on the next page shows how the stories foreach year fit together on the story chart to make awhole.

6. Large pictures are located in the appendix section atthe end of the manual.

Four Year Composite Wall ChartBusy Bee

Sunbeam

Builder

Helping Hand

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ow

ed h

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we

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e obey

Him

.

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Jesu

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our

sins.

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II. His Message to Me

RequirementA. Memorize and explain two Bible verses

about being saved by Jesus.

• Matthew 22:37-39• 1 John 1:9• Isaiah 1:18• Romans 6:23• Your choice

B. Name the two major parts of the Bibleand the four gospels.

Background InformationThe memory texts have been chosen toemphasize the key Sunbeam concepts of themeaning and results of sin and the sacrifice ofJesus to forgive us and to rescue us from sin.Other verses which teach these concepts mayalso be used.

The second grade child is ready to under-stand the chapter and verse division in theBible and to begin learning to use the Table ofContents to find Bible books. They shouldbe encouraged and assisted infinding their own verses wheneverpossible.

The Sunbeam Bible story chart isbased on the life of Jesus told in theGospels. Children should know thenames of these four books andbecome familiar with them as theywork with the stories.

They will find it easier to getaround in the Bible once they know itstwo major parts, the Old and NewTestaments, and recognize that the OldTestament refers to things that happenedbefore Jesus came and the New Testamentrefers to what happened during and afterJesus’ life on earth. Reinforce this under-standing by showing the place of the Oldand New Testament on the Bible storychart.

Teaching Tips✏ The memory verses may be chosen by

the child with the help of the leader orby the leader alone. Choose verses thatwill be most helpful to the child at thispoint in his/her experience with Jesus.The foremost goal in learning thememory verse is for the child to under-stand its meaning and its application tohis/her life.

✏ A wide variety of techniques forteaching the memory verses are ex-plained in the “My God” section of theAppendix.

✏ Refer to the gospels and Testamentsfrequently while working with the Biblestory chart. In this way memorization ofthese two books will be a fast andsimple process of review.

EvaluationThe children will repeat and explain the Bibleverses and name the books.

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My God TrackI. His Plan to Save MeA. Other Bible Stories About Salvation

Genesis 6-8 NoahMatt. 9:1-8 Paralytic HealedJohn 3:19-21 Parable of Light

B. Songs About the Assigned Stories1. Sing for Joy

Jesus’ death and resurrection:“God Is So Good” ...................................... 13“John 3:16” ................................................ 24“For God So Loved the World” .................. 26“O, How He Loves You and Me” ............... 28“He’s Alive” ............................................... 84“This Is the Day” ........................................ 86“He Is Lord” ............................................... 87

C. Books And Materials About the Assigned Stories1. Adult

Bible Teaching picture. Several sets on the life ofChrist (Standard)

Giant Bible Visuals: Jesus (Rainbow)White, E. G., Desire of Ages

2. ChildrenStorytime Adventures in the Life of Christ. Cassettes

and puzzle book (Voice of Prophecy)Maxwell, Arthur S., Jesus, Friend of ChildrenReece, Colleen, Julie’s Three Special LettersJesus Coloring Book, The Life of Jesus (Standard)

II. His Message to MeA. Other Bible Texts About Salvation

Psalm 32:5 “I acknowledged my sin unto Thee.”1 John 3:4, 5 “Sin is the transgression of the law.”Isaiah 44:22 “I have blotted out thy

transgressions.”John 14:1-3 “I go to prepare a place for you.”Romans 34:23 “All have sinned.”Galatians 1:3, 4 “[He] gave Himself for our sins.”James 4:17 “To him that knoweth to do good…”

B. Songs About Salvation1. Sing for Joy (Review and Herald Publishing

Association)“His Banner Over Me Is Love” ................... 25“I’m So Happy” .......................................... 65“Redeemed” ............................................... 68“Amigos do Cristo” .................................... 69

2. Kids Sing Praise (Brentwood)“Assurance March” .................................... 13“Thank You, Lord” ..................................... 30

“We’ll Call Him Jesus” .............................. 55C. Ellen G. White Quotes

“If properly instructed, very young children mayhave correct views of their state as sinners andof the way of salvation through Christ.” Vol. 2,Testimonies, p. 396

“Teach them that the Savior is calling them.”Desire of Ages, p. 517.

“They will learn to hate sin and to shun it, notmerely for hope of reward or from fear ofpunishment, but from a sense of its inherentbaseness—because it is degrading to their God-given powers…” Counsel to Parents, Teachers,and Students, p. 21

“God wants every child of tender age to be Hischild, to be adopted into His family….Thewhole current of their thought may be changed,so that sin will not appear a thing to be enjoyed,but to be shunned and hated.” Child Guidance,p. 486

D. Books and Materials About Salvation1. Children

God’s Perfect Measuring Stick —flannelgraphstory on Ten Commandments and need forsalvation (Standard)

III. His Power in My LifeA. Bible Stories and Texts

2 Kings 22, 23 Scriptures FoundActs 17:10-13 BereansDeut. 6:4-9 “These words shall be

in thine heart…”Psalm 119:9-11, 105 “Thy work is a lamp unto my

feet…”Psalm 19:7-11 “The law of the Lord is perfect…”2 Timothy 2:15 “Study to shew thyself approved…”


“The Bible, God, Is Wise And True” .......... 19“I Am So Glad” .......................................... 30“Saints of God” .......................................... 61

2. Kids Sing Praise“The B-I-B-L-E” ........................................ 16“Thy Word Have I Hid in My Heart” .......... 67“Wonderful Words of Life” ........................ 71

Continued on next page.

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III. His Power in My Life

RequirementA. Spend a regular quite time with Jesus to

talk with Him and learn about Him.

B. Ask three people why they study theBible.

Background InformationIf a child learns at an early age to set asidedaily time for private devotions, and if he/sheis helped to make this a habit, it will be easierto avoid that long uphill battle that mostChristians face in making a habit of “finding”time for God.

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My God Track (continued)

C. Ellen G. White Quotes“That spirit loves to address the children and discover to

them the treasures and beauties of the word. The promisesspoken by the Great Teacher will captivate the sense andanimate the soul of the child with a spiritual power that isdivine.” Counsels to Parents, Teachers, and Students, p.172

“The best way to prevent the growth of evil is to preoccupythe soil. The greatest care and watchfulness is needed incultivating the mind and sowing therein the preciousseeds of Bible truth.” Messages to Young People, p. 282

“We should make the Bible our study above every otherbook.” Ibid, p. 426.

“In arousing and strengthening a love for Bible study, muchdepends on the use of the hour of worship.” Education, p.186.

“In its wide range of styles and subjects, the Bible hassomething to interest every mind and appeal to everyheart.” Child Guidance, p. 505.

D. Books and Materials1. Adults

White, E. G., Education, pp. 85-194.Ibid., Messages to Young People, pp. 253-264.Ibid., Child Guidance, pp. 41-44, 505-515.

Because families have widely differingschedules and levels of commitment, andbecause children have differing levels ofability and interest, the requirement leaves thefrequency, length, and format of these “quiettimes” open. These factors can be decidedupon by the child in consultation with aparent, or leader, ranging from the ideal ofdaily morning and evening devotions, to aminimum of weekly Sabbath School, or clubworship for those who are unable to partici-pate in any other way. In the beginning, aparent or other adult will need to spend thequiet time with the child, teaching him/herhow to enjoy spending time with Jesus.

There are many different ways in whichchildren learn more about Jesus. By listeningto other Christians talk about their experiences

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with Bible study, the children can see that it isan important thing to real people and becomeaware of some of the ways in which they canapproach Bible study.

Teaching Tips✏ Present the importance of private

devotions after the child has becomeacquainted with Jesus’ love and plan forhim/her. Establishing a habit of spending timewith Jesus as a friend requires dedicatedguidance and supervision from bothparents and leaders.

✏ Ideas for teaching parents about quiettime for children are provided in the“My God” section of the Appendix,along with several suggestions forplanning family worships.

✏ The Adventurer leader can encourageprivate devotions by:

a. sharing some of his/her ownexperiences with private devo-tions;

b. talking of the benefits of a regularquiet time;

c. providing frequent occasions forchildren to discuss their experi-ences;

d. frequently discussing times, placesand methods for enjoying the quiettime;

e. making available a wide variety ofdevotional reading;

f. helping and encouraging parentsto assist their child in regularprivate (and family) devotions.

✏ The children or the leader may inviteseveral adults to come in and talk abouttheir experiences with Bible study. Keepit short (5-10 minutes). Afterwards,discuss the speaker’s ideas. The childrencan make a chart showing what theylearn from each person,OREach child may write his/her question(s)on a card and present them to the adultsof his/her choice.

EvaluationThe children will present and discuss theirquiet time commitment cards and talk aboutwhat they have learned about Bible study.

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My SelfI. I Am Special

RequirementMake a tracing of yourself. Decorate it withpictures and words which tell good thingsabout yourself.

Background InformationThis activity is designed to help children thinkabout themselves as individuals, and torecognize some of the similarities and differ-ences they share with other people. Youngchildren tend to focus on external similaritiesand differences but also enjoy talking aboutfavorite likes and dislikes.

Some of the similarities that children mayfind as they work on their tracings include thefact that we all: 1) have bodies, with similarneeds and abilities; 2) have feelings, needs,and desires; 3) make wrong choices andmistakes sometimes; and 4) are specialbecause God made us and loves each of us.

The children will recognize many differ-ences in size, skin, hair, and eye color, generalinterests, and special abilities. Differences andhandicaps can be recognized as things thathelp each of us to be special (not as bad orscary things). The similarities we share makeeach of us a part of the greathuman family who canappreciate each other’sdifferences and carefor each other becausewe are all importantto God.

Teaching Tips✏ The tracings can be made in two ways:

1. If there is sufficient paper andspace, have each child lie on alarge sheet of butcher paper whileanother child traces around hisbody with a water-color markingpen.

2. Tracings may also be done byusing a strong light to project aprofile of each child onto a pieceof paper that has been taped to thewall. Another child can tracearound the shadow with a pencil.

✏ Next, have each child describehimself\herself using some of thefollowing ideas. This may be donetogether at the teacher’s direction, orvarious ideas may be written on cardsfor the children to work with individu-ally. Drawings, cut-out pictures orwritten words and phrases may be used.1. Child’s name, its meaning, how

parents chose it2. Physical Characteristics

eye/hair colorlength of foot, hand, armfingerprint, footprintclothingageheightweightbirthday (earliest memory…)home addressphone numberheart rate (sitting, running)

3. Likes and Dislikesfoodcoloranimalthings to do (alone, withfriends or family)game or sportbooktree or flowermonth or daynumberweatherholidayheroBible versepeopleBible character

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placesongsubjectthings to make

4. FeelingsI feel ____ when _____lonelyworriedthankfulhappyangryembarrassedsadexcitedrejectedafraidimportant

5. Special Abilitiesbest/nicest thing I ever didthings I’m good atI feel good about me because…

6. Ideas and Dreamsday dreamsthree wisheswhen I grow up I will be…I believe in…someday I hope…something I want to change about

myself is…in 5-25 years I want to…

✏ Emphasize the importance of “internal”characteristics by first putting onlyphysical things on the tracings. Askwhether the children can tell, from thosethings, whether a person would make agood friend or neighbor.(See 1 Samuel 16:7).

✏ Display the tracings for children todiscuss and enjoy. A picture of Christand a heading such as “Jesus Made UsSpecial” may be hung above them.

✏ Take time to discuss similarities anddifferences with the children to helpthem learn to accept and appreciate eachother for their uniqueness. Discuss anyprejudices or stereotypes the childrenmight face, and help them deal withthem.

EvaluationThe child will complete a body tracing.

II. I Can Make Wise Choices

RequirementPlay the “What-if?” game.

Background InformationThe choices we make daily are based uponthose things that we consider to be trulyvaluable. These values strongly influence ourfeelings and thoughts. They influence ourdecisions even though we may be unaware ofit. Often people claim to value something veryhighly but their actions show that there is adifference between what they claim to valueand what they actually value. One examplewould be the mother who tells her child thathonesty is a priority but who keeps extrachange accidentally given her by a grocerystore clerk. A drastic example of this problemis provided by the Biblical Pharisees. Theyclaimed to love God at the same time theywere crucifying Him.

Examining the things we value is one of thefirst steps in wise decision-making. Whenfaced with a decision, third-grade children canlearn to say to themselves. “What is mostimportant to me?” This activity enableschildren to practice decision-making basedupon their decisions to commit their lives toJesus.

Teaching Tips✏ Some problems which the children

might consider in the “What-If?” Gameinclude:

• What if you had $50; how wouldyou spend it?

• What if you had only one week tolive; what would you do with it?

• What if you could choose onlythree people in all the world;which three would you choose asfriends?

The children or leader may suggest otherproblems. The leader may read a story to thechildren, stopping at the point where theproblem is introduced to discuss solutions.

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✏ Go over one of the problems listedabove with the children, modeling howthey can make a wise decision. Encour-age them to ask:

• What does the Bible say aboutthis?

• Is this just fun for now or will ithelp me live happily forever?

• Is this really important to me?✏ Allow children to work as pairs or

individuals on the problem of theirchoice. As they present their solution tothe group, they should use the questionsabove to explain why they think theirsolution is a good one. Allow for groupdiscussion of each solution. There is noone right answer.

EvaluationThe children will present and justify a solutionto one of the problems listed above.

III. I Can Care for My Body

Requirement

Earn the Fitness Fun Adventurer Award

Background InformationIn order to earn the Fitness Fun AdventurerAward, the children will complete the require-ments listed below. Additional informationmay be found in the Awards section of thismanual. Information about the President’s andthe Canadian Physical Fitness Tests may befound in the “My Self” section of the Appen-dix.

Fitness FunAdventurer Award1. List at least four things that

contribute to physical fitness.2. Do three different stretches. Hold a

minimum of 15 seconds.a. Legb. Backc. Arms/shoulders

3. Do three of the following:a. Run, jog or walk one-half mile.b. Make a high jump. Record the

highest of four jumps.c. Jump rope for three minutes.d. Climb a pole, rope or tree.

4. Participate in two of the following:a. Obstacle courseb. Leap frogc. Relay race

5. Demonstrate your ability to do four ofthe following:

a. Forward rollb. Ten sit-upsc. Cartwheeld. Handstand or headstande. Hang from a bar with hands and

kneesf. Back bridge

6. Participate in an organized game thatrequires physical exercise.

7. Participate in a recognized fitness test:a. President’s Challengeb. An equivalent program

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My Self TrackI. I Am SpecialA. Bible Stories and Texts

Genesis 1, 2 CreationPsalm 139:14 “I am fearfully and

wonderfully made…”1 Samuel 16:7 “Man looketh on the outward

appearance…”B. Songs

1. Sing for Joy“Lord, I Love to Stamp and Shout” ............. 56“We Grow in Many Different Ways” .......... 58

2. Kids Sing Praise“He’s Still Workin’ on Me” ........................ 26“Being Big” ................................................ 54

C. Ellen G. White Quotes“To know oneself is great knowledge. True self-

knowledge leads to humility that will open theway for the Lord to develop the mind and moldand discipline the character.” Counsels toParents, Teachers, and Students, p. 419.

“While we should not think of ourselves morehighly than we ought, the word of God does notcondemn a proper self-respect. As sons anddaughters of God we should have a consciousdignity of character in which pride and self-importance have no part.” Review and Herald,March 27, l888.

“The Lord is disappointed when His people place alow estimate upon themselves. He desires Hischosen heritage to value themselves according tothe price He has placed upon them.” Desire ofAges, p. 668.

D. Books and Materials1. Adult

Kuzma, Kay, Developing Your Child’s Self-Worth2. Children

You Are a Very Special Person (Pacific Press)

II. I Can Make Wise ChoicesYour choice.

III. I Can Care for My BodyA. Ellen G. White Quotes

“Every child and every youth should have aknowledge of himself. He should understandthe physical habitation that God has given himand the laws by which it is kept in health.”Ministry of Healing, p. 402.

“The student of physiology should be taught thatthe object of His study is not merely to gain aknowledge of facts and principles…The greatrequisite in teaching these principles is toimpress the pupil with their importance, so thathe will conscientiously put them in practice.”Education, p. 200.

“There are but few among the young who haveany definite knowledge of the mysteries of life.The study of the wonderful human organism,the relation and dependence of all its compli-cated parts, is one in which most mothers takelittle if any interest…Teach your children toreason from cause to effect. Show them that ifthey violate the laws of their being they mustpay the penalty in suffering.” Counsels toParents, Teachers, and Students, p. 126.

B. Books and Materials1. Adults

Schultz, Terry Louis and Linda M. Sorenson, TheOrganic Puppet Theatre: Children’s Exercisesin Health Awareness, (Night Owl Press).

Carratello, Patricia, My Body, Sheets you can copywith body organs (Crachioli/Smith)

American Heart Foundation, National Center,7320 Greenville Avenue, Dallas, TX 75231.Write for information.

2. ChildrenBodywise - Workbook for elementary-age children

(Concerned Communications)

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My FamilyI. I Have a Family

RequirementAsk members of your family to tell some oftheir favorite memories.

Background InformationEvery family has enjoyed experiences thatwere extra-special. These may be times thatwere particularly enjoyable or meaningful orthat helped them to feel close to each other.Often families have not considered which oftheir activities may be important to otherfamily members. Many family members mayhave experiences which they treasure but thatother members have not recognized as special.

Be sensitive to the children who do nothave “normal” or happy families. Emphasizethat there are various kinds of families. Somechildren may choose to use substitute familiessuch as the Adventurer Club “family,” thechurch “family,” or another family that caresabout them.

Teaching Tips✏ Notes may be sent home with the

children explaining the activity and itspurpose.

✏ Children may talk individually witheach family member about their favoritememories and share their findings withthe entire family afterwards OR theactivity can be part of a family worship,supper-table discussion, or AdventurerClub family activity.

EvaluationThe children will share—by telling, drawing,or writing—some of their families’ favoritememories.

II. Families Care for Each Other

RequirementShow how Jesus can help you deal withdisagreements. Use:

✏ Puppets✏ Role-playing✏ Your choice

Background InformationThe home is the place where children firstlearn how to deal with disagreement andconflict. Techniques for conflict resolutionare very seldom explicitly taught to chil-dren, but children pick up the habits of theirparents and siblings by observing them dealwith disagreement and conflict in their ownlives. This modeling, whether positive ornegative, has more effect on the way ayoung child deals with problems than doesanything else. The child first develops hisown personal techniques of dealing withconflict during disagreements with brothersand sisters.

This activity is designed to help everychild learn positive ways of dealing withconflict and to begin to build his/her ownpersonal habits of conflict resolution.

One of the first things that should beunderstood about disagreement is thatdisagreement is okay and normal. A dis-agreement does not indicate that anyone isbad, wrong, or stupid. Disagreements can bevery positive because they allow people tobring problems and feelings into the open sothat they can be solved. Problems orfeelings that are kept inside and not dealtwith can cause a person to take out his/herfeelings on an innocent person or object(scapegoat), argue about insignificantdetails, or build up negative feelings thatwill damage himself/herself or someone elselater on. Jesus never avoided speaking aboutthose things that were important to Him,even though what He had to say oftenangered or disturbed His listeners.

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What is important in dealing withdisagreements is recognizing which feelingsand ideas are worth bringing into the openand how this can be done in a positive way.Many conflicts can be avoided altogether,and others can be handled and solved assmall disagreements by following somesimple Christian principles. A Christian willseek to:

✏ respect other people’s feelings andopinions, recognizing that we do notalways have to agree but can oftenfind a way to compromise or agree todisagree.

✏ agree on basic rules of conduct(including God’s law) and avoid thosewho are not willing to follow them;

✏ act toward others with kindness,support, and cooperation;

✏ uphold a commitment not to harmother people or their belongings;

✏ practice gentle honesty and accuracyconcerning facts, feelings, and goals;

✏ be willing to admit when he/she iswrong;

✏ recognize that no one else is perfecteither.

Children can learn a few simple steps forsolving disagreements that they can use tosolve a majority of their own disagreements,if they practice them with the encourage-ment of leaders and parents. These steps canbe explained in many ways, but the basicidea is outlined below.

When you feel unhappy with someone:

FIRST: Think about it. Ask yourself: Whyam I feeling this way? What is thedisagreement about? Why might theother person be acting this way? Is itsomething I can ignore or solvemyself? Am I doing something tocreate the problem?

SECOND: Talk about it privately. Listen.Choose a good time and place. Tellhow you feel and specifically why youfeel that way. Listen carefully to theother person’s feelings and try tounderstand why he/she is feeling thatway. Never interrupt the other personwhen she is talking.

THIRD: Look for solutions. Together thinkof ways to solve the problem. Thismight include doing what you or theother person wants, finding a compro-mise, thinking of other ideas, oragreeing to disagree. Choose onesolution and act on it.

FOURTH: Ask for help if you need it. Tellyour problem to an adult you trust andask him/her to help you find a solu-tion.

This process helps children to follow thesteps of conflict resolution that Jesus givesin Matthew 18. Rather than running imme-diately to friends or adults with a problem,or avoiding it altogether, children learn togo to the person with whom they have theproblem and try to work it out on their own.Parents and leaders must help and allowchildren to use these techniques to solvetheir own interpersonal problems.

By learning to handle small disagree-ments with siblings and friends as a youngchild, the Sunbeam will have gained thebasic skills he/she will need to handleproblems and conflicts he/she meets as he/she grows into aproductive member ofthe church and of theworld around him/her.

Teaching Tips✏ Make a poster

presenting thesteps thatchildren canfollow to solvetheir disagree-ments. Discussthese steps withthe children.

✏ As each step isdiscussed, thechildren may usepuppets or roleplaying to showdifferent ways inwhich they cancarry out thatstep. It will beeasier for thechildren tovisualize if they

The When I Feel Unhappy withSomeone, I Will… poster can be foundin the “My Family” section of theAppendix.

477

When I FeelUnhappy with

Someone, I Will…1. Think about what the

problem is.

2. Talk about it privatelywith the person. Listen.

3. Look for solutionstogether.

4. Ask for help, if youneed to.

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are given a specific situation to dealwith as they go through the steps; e.g.,someone cuts in line at the drinkingfountain, or your brother borrowedyour crayons without permission andbroke them.

✏ When the children have a basicunderstanding of the steps, give thema variety of different conflict situa-tions to role play, using puppets oracting out. Each child should have theopportunity to be part of a groupdealing with one of the conflicts.

✏ The children must practice these stepson several occasions before they beginto become a part of their thoughtprocesses.

✏ The children’s knowledge of thesesteps will have no meaning until theybegin to practice the steps themselves.To do this:1. Refuse to hear children’s tattling

or complaints about each otheruntil they have attempted tosolve the problem themselves(except in emergency situations).

2. If the child has not yet attemptedto follow the problem solvingsteps, remind him/her to do soand be sure he remembers how.

3. Supervise the child’s attempts tofollow the steps, if necessary.Many times children can solvethe problem alone when re-minded, but occasionally(especially at first) they mayneed some kind of supervision.The leader may need to ask thechild to wait until a time whenhe/she can sit down with them,or he/she may supervise theproblem-solving discussion bystanding nearby and listening“with one ear” while supervisingthe rest of the group.

✏ The “When You Feel Unhappy WithSomeone” poster may be sent homewith children, together with a noteexplaining how it may be used.

EvaluationThe child will demonstrate positive ways ofdealing with disagreement.

III. My Family Helps Me Care for Myself

RequirementComplete one requirement of the Road SafetyAdventurer Award.

Background InformationChoose the requirement from those listedbelow which most suits the needs of yourchildren. If desired, the children may completethe rest of the requirements in order to earn theRoad Safety Adventurer Award.

Road SafetyAdventurer Award1. Identify and explain 10

important road signs.2. Tell when and where to cross the road

safely.3. Give four road safety rules for:

a. walking along the road by yourselfb. riding your bicyclec. riding a horsed. walking with a group

4. Explain why you should wear a seatbeltwhen riding in a car.

5. Listen to a Highway Patrol Officer orother safety officer talk about safety forchildren.

6. Play a safety game.

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My Family TrackI. I Have A Family

II. Families Care for Each OtherA. Bible Stories and Texts

1 Samuel 18:31 David and SaulMatthew 5:9 “Blessed are the peacemakers…”Matthew 5:23-24 “Be reconciled to thy brother…”Matthew 5:43-44 “Love your enemies…”Matthew 18:15-20 “Tell him his fault between he and thee

alone…”Matthew 18:21-35 “Forgive until seventy times seven…”Romans 12:18 “Live peaceably with all men…”James 4:11 “Speak not evil of one another…”


“I Would Be True” ................................................. 117“Blest Be the Tie” ................................................... 140

2. Kids Sing Praise“He’s Still Workin’ on Me” ...................................... 26“This Is My Commandment” .................................... 29

C. Ellen G. White Quote“The word of the parents should be law, precluding all

arguments or evasions. Children should be taught frominfancy to implicitly obey their parents.” Child Guidance,p. 85.


Bisignano, Judy, Relating, Communicating — worksheets for children (Good Apple).

III. My Family Helps Me Care for MyselfPlease Note: These resources are only suggestions. Use yourcreativity by contacting your Adventist Book Center, your localbook stores or the public library. There is a wealth of informationthere.

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My WorldI. The World of Friends

RequirementComplete requirements #1 and #6 of theCourtesy Adventurer Award.

Background InformationChoose the requirement from those listedbelow which most suits the needs of yourchildren. If desired, the children may completethe rest of the requirements in order to earn theCourtesy Adventurer Award.

CourtesyAdventurer Award1. Explain what “courtesy”

means.2. Recite and explain the Golden Rule.3. Be able to demonstrate good table

manners.a. properly set the tableb. correctly ask for and pass foodc. properly excuse yourself from the

table4. Make a telephone call using good

telephone manners:a. to an adultb. to a friend of your choice

OR introduce:c. an adult to a friendd. your teacher to a parent

5. Share an experience:a. when an adult was courteous to

youb. when you were courteous to

another person6. Show acts of courtesy as you:

a. ask for a drinkb. say thank youc. apologized. greet a friende. share and take turns

II. The World of Other People

RequirementsA. Explore your neighborhood. List things

that are good and things you could helpmake better.

B. From your list, choose ways and spendtime making your neighborhood better.

Background Information:“The children should be so educated thatthey will sympathize with the aged andafflicted and will seek to alleviate thesufferings of the poor and distressed. Theyshould be taught to be diligent in missionarywork; and from their earliest years, self-denial and sacrifice for the good of othersand the advancement of Christ’s causeshould be inculcated, that they may belaborers together with God.” (AdventistHome, pp. 486-487)

Children, from a very early age, need tobegin to understand and enjoy their Chris-tian responsibility to care for those aroundthem. Strong habits of service can be builtin early childhood by involving children insmall duties and kindnesses in the home. Asthey get older, they can include in theirconcern the people around them, and theycan learn to recognize and be interested inthe needs of those they meet. By having thechildren visit people and places in their ownneighborhoods, the leader can train the eyesand hearts of the children to see these needsand to direct their minds toward ways inwhich they can be of service to others. Theneighborhood walk can also be a time ofappreciation and learning about the specialcharacteristics of their neighbors andneighborhood and to gain a better under-standing of what a neighborhood is like andhow it functions.

Teaching Tips✏ To prepare children for this activity,

review Jesus’ special trip to our earthto help us, and point out some of themany places in the Bible where Heasks us to help our neighbors (SeeResource List).

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✏ Many Adventurer groups cometogether from a variety of neighbor-hoods. Choose one neighborhood thatis representative of the rest and that iseasily accessible from the Adventurermeeting place.

✏ Become familiar with the neighbor-hood before taking the children out toexplore. Make a list of some of thethings you want the children to see.

✏ The children’s walking tour should beleisurely and not more than an hourand should not try to cover a wholeneighborhood but rather see some ofthe representative parts. Part of thetour may be completed by car or bus.

✏ Children’s lists might include: com-munity services, such as a fire orpolice station or grocery store; aspecial landmark, such as a park, river,or special building; a particularlynicely kept home or garden (notexpensive, but orderly). Help thechildren to find as many of thesethings as possible on their own so theycan enjoy a sense of exploration anddiscovery.

✏ Of the things the children could helpmake better, physical needs such aslitter and orderliness will be mostobvious. They may note a lack ofplaces to play or a need for plants andother pretty things to look at. Theymay be led to recognize a lack ofchurches in the neighborhood and beled to consider the spiritual needs oftheir neighbors. Many discoveries,such as angry or unhappy-lookingpeople, will be spontaneous andshould be handled with care to preventembarrassment or offense.

✏ Upon returning to the meeting room,discuss and list the good things andneeds the children have seen. Manyneighborhood needs may be beyondthe scope of the Sunbeam to solve.Nevertheless, there are things that theSunbeam can do, and the group shouldbe led to recognize that they areserving Jesus and making a differencethrough anything, big or small, thatthey choose to do with a caring heart.

✏ The children can list a number ofdifferent projects to help the needs

they have seen. Then lead them todecide upon an activity or project theycan do well and feel a sense ofaccomplishment in completing. A fewpossibilities include:

• Beautification: Clean up a road,park, or vacant lot; plant flowersor trees.

• Visit shut-ins: Present programsfor nursing homes or children’swards; adopt a grandparent; doyard work; wash windows; readletters and cards; make phonecalls; create May baskets.

• Help those in need: Collectclothing or food; raise funds fora special project; tutor firstgraders.

• Spiritual assistance: Formspecial prayer bands; help withVBS, fair booth, neighborhoodBible club; literature distribu-tion.

EvaluationThe child will participate in the neighborhoodwalk and assist with the service project.

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III. The World of Nature

RequirementEarn a Friend of Nature Adventurer Award.

Background InformationIn order to earn the Friend of Nature Adven-turer Award, the children will complete therequirements listed below. Additional infor-mation may be found in the AdventurerAwards section of this manual.

Friend of NatureAdventurer Award1. Take a nature walk and

discover items of interest.a. Show or tell what you found.b. Make these items into a collage or

poster.2. List the names of three different trees

and do a bark rubbing of each.3. Collect four different kinds of leaves

and compare.4. Go on a critter hunt. Explore (or observe

with a magnifying glass) all the thingsyou can see in a 10 square foot area.ORExplore a yard or park and talk aboutwhat you see.

5. Visit one of the following:a. zoob. parkc. wildlife area

6. Write a thank-you note to the peoplewho took you to the place you visited in#5.

7. Explain:a. How to become a friend of nature.b. How to pick a flower when it is

allowedc. How to protect trees, nests, etc.

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My World TrackI. The World of Friends

II. The World of Other PeopleA. Bible Stories and Texts

Luke 10:25-37 Good SamaritanActs 9:36-42 DorcasMatthew 25:31-46 “I was an hungred, and ye gave

me meat…”James 2:15,16 “If a brother or sister be destitute…”


“God Made Our Hands” ............................. 57“We Are His Hands” .................................129“God Calls Us” ..........................................130“Cross Over the Road” ..............................131

2. Kids Sing Praise“This Little Light of Mine” ......................... 40“Is There Anything I Can Do” .................... 48“Jesus Bids Us Shine” ................................ 58

C. Ellen G. White Quotes“There are many lines in which the youth can find

opportunity for helpful effort. Let them organizeinto bands for Christian service, and the coopera-tion will prove an assistance and an encourage-ment.” Education, p. 269.

“No recreation helpful only to themselves will proveso great a blessing to the children and youth asthat which makes them helpful to others. Natu-rally enthusiastic and impressible, the young arequick to respond to suggestion.” Education, p.212.

“The children should be so educated that they willsympathize with the aged and afflicted and willseek to alleviate the sufferings of the poor anddistressed. They should be taught to be diligent inmissionary work; and from their earliest yearsself-denial and sacrifice for the good of others andthe advancement of Christ’s cause should beinculcated, that they may be laborers togetherwith God.” Adventist Home, pp. 486-487.

“Take up the work that should be done in yourneighborhood, for which you are held responsible.Wait not for others to urge you to take advancesteps.” Adventist Home, p. 488.

III. The World of NatureA. Bible Stories and Texts

Parables of JesusPsalms


“I See the Love of God” ............................. 34“Can You Count the Stars” ......................... 35“God Knows Me” ....................................... 47“Every Flower That Grows” ....................... 55“The Wise Man and the Foolish Man” ........ 62“Water of Life” ........................................... 66

2. Kids Sing Praise“Step Into the Sunshine” ............................. 23“Wide As the Ocean” ................................. 38“Praise God” .............................................. 56

C. Ellen G. White Quotes“The heart not yet hardened by contact with evil is

quick to recognize the Presence that pervades allcreated things. Education, p. 100.

“So far as possible, let the child from his earliestyears be placed where this wonderful lessonbook shall be opened before him.” Education,pp. 100-101.

“Let the little ones play in the open air; let themlisten to the songs of the birds, and learn thelove of God as expressed in His beautiful works.Teach them simple lessons from the book ofnature…”Counsels to Parents, Teachers, andStudents, p. 146.

“Children should be encouraged to search out innature the objects that illustrate Bible teachings,and to trace in the Bible the similitudes drawnfrom nature. They should search out, both innature and in Holy Writ, every object represent-ing Christ, and those also that He employed inillustrating truth.” Education, p. 120.


Coleman, William L., Listen to the Animals:Devotionals for Families with Young Children(Bethany House)

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aaaaaaaaaaaaaaaaaa aaaaaa Sunbeam Curriculum Baaaaaaaaaaaaaaaaaa aaaaaa C H A P T E R F O U R S U N B E A M85 Basic Track I. Pledge and Law “Be Obedient” A. Bible Stories and Texts