THEME OF THE WEEK The Creation A - NPH · Day 6 —[Land animals and creatures; man.] Evolution Creation Man-made theory God’s [truth] Millions of years Six [days] Chance God’s

GRADES 5-6 | OT | SET 1 | WEEK 1 | LESSON A

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Where did everythingcome from?

God used his powerfulword to create a perfectworld in six days.

Application: God made this amazing world for us to enjoy andtake care of.

Response: We praise God for his creation and take good care of it.

Lesson Summary: At the beginning of time, God created theheavens and the earth. At first everything was dark, empty, andformless. In six 24-hour days, God gave the earth light, form,dry land, and living creatures in the sea, sky, and on the land.On the sixth day, he crowned his creation with a man andwoman made in his own image. Seeing that everything wasgood, he rested on the seventh day.

* Genesis 1:1* Exodus 20:11a

Romans 1:20Hebrews 11:3

* The First Article of theApostles’ Creed

in the image of God—knowing God’sholy will and being holy

subdue—to take control of, to rule over

See Franzmann, Bible History Commentary:Old Testament, pages 12-28; The People’sBible: Jeske, Genesis, pages 9-31.

Heavenly Father, sometimes I take for grantedthe wonderful world you have given me tolive in. Teach me to take the time to enjoyand appreciate the blessings of your creation.Help my students and me appreciate yourpower, wisdom, and love as we think aboutthe amazing world you’ve made. Amen.

Looking Ahead at 1BAdam and Eve

Genesis 2:7-25

Aim: What blessings did God

give Adam and Eve?

Truth: God gave Adam and Eve

the blessings of marriage and

meaningful work.

Application: God has given us the

gifts of marriage and work.

Response: We respect marriage

as God’s institution, and we

look at work as a blessing, not

a curse.

Lesson Summary: In this more

detailed account of the creation

of man and woman, God formed

Adam from the dust of the

ground, breathed life into him,

and put him into the Garden of

Eden to take care of it. He formed

Eve from Adam’s rib to be his

helper. As God brought Eve to

Adam, he instituted marriage.

Memory Treasures: *Genesis 1:1;

*Exodus 20:11a; **Psalm 139:14;

*The First Article of the Apostles’

Creed; Hymn 234:1,3

1THEME OF THE WEEK: God is the almighty, loving Creator

The CreationGenesis 1:1–2:3

© 2014 Northwestern Publishing House. All rights reserved.

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Sing: Sing “Praise to the Lord, theAlmighty” (hymn 234:1,3) to praise God as the Creator of all.

Pray:

O Lord, we praise you!You are great and most worthy of praise!You are rich in love and good to all.Help us trust always in your almighty power.Help us be confident that you are faithful forever! Amen.

You will need a hard-boiled egg.

Pass around the egg. Ask the students if they’ve everheard this famous question:

Which came first—the chicken or the egg?

Ask which they think came first and why. They may decide it is anunanswerable question, since chickens lay eggs and eggs hatch fromchickens. Help them realize that the question isn’t just about chickens.It’s about where everything came from—chickens and eggs, cows andtrees, mountains and catfish and hummingbirds.

In our lesson today, we will answerthe question, Where did everythingcome from?

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Sing: Sing “Lord,

Open Now My Heart

to Hear” (hymn

282:1) as a prayer

that God would bless your

study of his Word today and

throughout the year.

Pray:

As we open our Bibles and read

your Word,

Direct our hearts and minds,

dear Lord.

Increase our faith, our

knowledge too.

Help us grow closer and closer

to you. Amen.

Have the students

quickly sketch a flower

or animal and then

show it to one another. Discuss

how each of their drawings is an

original creation, made from

their own hands, but what they

actually drew has already been

created. It came from someone

else’s mind or imagination.

Our lesson today will

tell us who created

everything—who

designed and sketched

and formed the whole world. We

will answer the question, Where

did everything come from?

THEME OF THE WEEK: God is the almighty, loving Creator

Alternate Lesson Plan



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AGenesis 1:1-25

1. Fill in the boxes, indicating what Godcreated on each of the six days of creation.

2. Complete this sentence: God created [all things] by using [hisword]. He said, [“Let there be”], and there was!

Where did the world come from?

God used his [word] to create the worldand its creatures in [six] days.

What’s the Difference?You will need puzzle pieces in a bag.

Begin by using the puzzle pieces to demonstrate the foolishness ofevolution. Shake the bag of puzzle pieces and then pour them out.Invite the students to watch these puzzle pieces come together to makea picture. After waiting a bit, the students should protest that this puzzlewill not come together on its own no matter how long you wait. Pointout that evolutionists believe that just such a thing happened—that afew scattered cells came together all by themselves, came to life, thenevolved (changed) into little fish and frogs, then small animals, then apes,and finally human beings. Explain that you are going to look at thedifferences between the theory of evolution and the truth of Genesis.

Fill in the blanks below demonstrating the difference between thetheory of evolution and the account of God’s creation.

Remind the students that the Bible tells us God created each kind ofanimal separately and designed each one to reproduce “in kind” only,meaning fish can only have baby fish and frogs can only have baby frogs.So the evolution theory that one type of animal changes into anothercan’t be true.

Evolution doesn’t answer the question, Where did the first bits ofmatter and the first living cells come from? What is the answer, and

Day 1 — [The heavens and the earth; light.] Day 4 — [The sun, moon, and stars.]

Day 2 — [The sky.] Day 5 — [Birds, fish, and other sea creatures.]

Day 3 — [Lakes, rivers, and oceans; plantsand trees.]

Day 6 — [Land animals and creatures; man.]

Evolution Creation

Man-made theory God’s [truth]

Millions of years Six [days]

Chance God’s [plan/design]

1. Instead of filling

in the boxes with

words, have the

students draw quick

sketches of what God created on

each day. Or they may draw and

write a few words such as light,

sky, and plants and trees.

2. Have the students do item 2

in God’s Word 1.

Creation ABC

Sketch on the

board the chart that

follows. Point out

that God’s creation has great

variety, and ask the students to

think of things that begin with

the letters A, B, and C and were

created on days 3, 5, and 6 of

creation. Put the students in

small groups, and give them

about three minutes to copy and

fill in the chart. See which group

comes up with the most!

Day A B C

3 appletree

5 canary

6 buffalo

1 THEME OF THE WEEK: God is the almighty, loving Creator

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3. Have the studentswork with partners tolist the evidence thatshows that humans

were a special part of God’screation. [The three persons ofthe Trinity discussed the creationof humans. God made humans inhis own image. He gave themauthority to rule over all thecreatures of the earth. When heannounced the food he providedfor his creation, he spoke ofhumans separate from the othercreatures.]

4,5. Tell the students theanswers for items 4 and 5 inGod’s Word 2. Then ask them towrite in their own words what itmeans that Adam and Eve were created in God’s image.[Example: Adam and Eve werecreated without sin. Before thefall they knew God’s will andagreed with that will perfectly.]

Not SimplyAnimals

Ask the students toimagine a science

teacher telling them, “Humanbeings are just very intelligent,complex animals.” Tell them togive evidence that this belief is wrong. [Only people, notanimals, were created in God’simage. People were created torule over the animal kingdom.God gave eternal souls only topeople, and he sent his Son todie for people, not animals.]Ask how God wants us to viewanimals. [They are creaturesthat we are to rule over, use tohelp us, and care for, all asneeded.]

where do you find that answer? [Genesis tells us that all matter and lifecame into being at God’s command.]

Genesis 1:26-303. Look at these two statements. Explain

how God’s instructions to Adam and Eve wereboth commands and blessings.

• God said that Adam and Eve should increase in number. [God wascommanding them to have children and fill the earth but also indicatingthat he would bless them with children.]

• God told Adam and Eve to take charge of the earth and its fish, birds,and land animals. [God was commanding them to work to take care ofthe earth and the creatures. But he was also telling them that he wouldbless them with the ability to rule over creation.]

4. What words in these passages explain what it meant for man to becreated in God’s image:

• Ephesians 4:24 [Righteousness, holiness, purity of truth.]

• Colossians 3:10 [Knowledge.]

5. Finish this sentence: The fact that Adam and Eve were created inGod’s image means they knew [God’s holy will] and they were [holy].

What does the Bible tell us about thecreation of people?

God created people in his [image], to [rule] over the earth.

Caretakers of the EarthGod intended that people would rule

ov er the earth as caretakers. We are to care for the earth. How can wedo that?

Light switch: [Conserve electricity and our fossil fuels by turning off thelights we don’t need.]

Soda can: [Recycle metals, glass, and plastics; properly dispose of otherwaste.]

Dog: [Be kind to animals.]



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AGenesis 1:31–2:3

6. After each day of creation, why do youthink God made a point of saying that therewas evening and there was morning?

[He wanted to show us without a doubt that he created the world in sixregular days.]

7. Get together in groups of three or four. Go around the group andhave each person name one way that our world is different from theperfect world God created. Keep going until you have at least ten. [Sin,sickness, pain, broken bones, poverty, starvation, murder, death, and so on.]

What one word describes everythingGod created?

Everything God created was [perfect].

Did You Know?Optional: Have pictures of an acorn,a monkey, and a monarch butterfly.

God’s world is no longer perfect, but it’s still amazing. Try your hand atthese interesting facts about creation:

Allow the students to supply the information they know, and thenprovide the information supplied here. Optional: As you talk about thesefacts, show the corresponding pictures.

• An acorn isn’t much bigger than the tip of your thumb, but whatdoes it grow into? [An oak tree, which can be 100 feet tall.]

• How is the eyesight of monkeys different from other animals’ eyesight?[Monkeys see in color; most animals see only in black and white.]

• How far do monarch butterflies migrate in the winter? [Some fly about2,000 miles, from Canada down to Mexico. Every year about 100 millionmonarch butterflies gather in a refuge in the city of Angangueo, Mexico.]

• How many bones are in the human hand? [27.]

6. Discuss item 6 inGod’s Word 3.

7. Distribute severalnewspapers (front

page sections). Have the studentslook for and list news headlinesthat wouldn’t have happened inGod’s perfect world. [Most ofthe news articles wouldn’t existin a perfect world, because themajority of them have to do withsin and problems caused by sin.]

Amazing Creation

Point out that inthe Romans 1:20memory treasure

Paul says that people who donot believe in God are withoutexcuse. Ask why this is true.[The beauty and complexity of creation prove God’sexistence.] Then have thestudents list some examplesfrom nature that demonstratethe wisdom and power of God.[Answers will vary.] Share theexamples from God’s WordToday 3.

Studentslearn morereadily whenthey feelvalued andappreciated in theclassroom. Smile at themand use their names.Show interest in themand allow them to tellstories about themselves.Let the love of Christ bevisible in your attitude,words, and actions.

Aim: Where did everything come from?

Truth: God used his powerful [word] to create a perfect [world]in [six] days.

Application: God made this amazing world for [us] to enjoyand take care of.

Response: We [praise] God for his creation and take good[care] of it.


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Have the students talk

with their parents

about some of the

most awesome places

in God’s creation that they’ve

visited—Hawaii, their summer

cottage, their own backyard, etc.

Ask them to discuss what those

places reveal about God.

Encourage them to bring

photographs to your next class.

At the next class period, pass the

pictures around and talk briefly

about them.

Say, “Let’s close today

by thinking about this

building.” (If you can

go outside for this, even better!)

“What is this building made of?”

[Wood, brick, glass, cement,steel, iron, etc.] “Where do we

get those materials?” [Trees,dirt, clay, sand, gravel, metalsfrom the earth, etc.] “Where do

those materials come from?”

[God made them.]

“We could point to a hundred

different things around us. Who

would be the maker of them

all?” [Although many would bebuilt by people, the ultimatemaker is God.] “God deserves

the praise for all we have. Let’s

sing our praise to him now.”

Sing “Praise to the Lord, the

Almighty” (hymn 234:5).

One way we thank God for his beautiful world isby taking care of it. List two ways you can takegood care of your own corner of creation. (Student,cover your parent’s column so that you can’t seewhat’s written there. Parent, cover the student’scolumn. Then uncover both columns and discussyour ideas.)

Student: Parent:

1. __________________ 1. __________________

2. __________________ 2. __________________

Student’s initials:______ Parent’s initials: ______

Have the students think of something increation that they think is really cool (zebrastripes, the Venus flytrap, the human eye,

etc.) or that they are thankful for. Have them write the following prayerphrase, inserting the name of the thing for which they are thankful.

For _____________________________________________, I thankyou, Lord.

After each student is done, put all the phrases together as a class prayer.Have each student read his or her phrase and the other students say, “Ithank you, Lord” afterwards. Example:

For African elephants, I thank you, Lord.For the ability to see up close and far away, I thank you, Lord.For red roses, I thank you, Lord.

Conclude the prayer: Thank you for everything, dear Lord. Your creation istruly amazing. Amen.


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Lesson Activities1. Review

Creation “SCRBAMLE”Purpose: Students will review the facts of thelesson by unscrambling words.

Procedure: Have each student complete CopyMaster 1. The answers are as follows:

[1. DAY, 2. EXPANSE, 3. WATERS, 4. PRODUCE,5. FOURTH, 6. CREATURES, 7. LIVESTOCK,8. CREATED, 9. WAS, 10. OUR, 11. RESTED,12. LOVE, 13. GOD, 14. A PERFECT WORLD.]

Roll a ReviewPurpose: Students will use dice to review whatGod created on each day of creation.

Procedure: Divide the class into groups of three orfour. Have each group roll a die and then namesomething that was created on that day of creation.For instance, if they roll a 5, they could say“piranha” or “bald eagle.”

The Days of CreationPurpose: Students will learn to relate the thingswe see around us to the various days of creation.

* Genesis 1:1

* Exodus 20:11a

Romans 1:20

Hebrews 11:3

* The First Article of the Apostles’ CreedI believe in God the Father almighty, maker ofheaven and earth.

What does this mean?I believe that God created me and all that exists, andthat he gave me my body and soul, eyes, ears, and allmy members, my mind and all my abilities.

And I believe that God still preserves me by richlyand daily providing clothing and shoes, food anddrink, property and home, spouse and children, land,cattle, and all I own, and all I need to keep my bodyand life. God also preserves me by defending meagainst all danger, guarding and protecting me fromall evil. All this God does only because he is mygood and merciful Father in heaven, and not becauseI have earned or deserved it. For all this I ought tothank and praise, to serve and obey him.

This is most certainly true.

Memory Treasures Exercises• Evolutionists say that the world developed by

chance over millions of years. Find some wordsin the first two passages that contradict the theoryof evolution. [Genesis 1:1—“God created”; Exodus20:11a—“six days,” “LORD made.”]

• Read Romans 1:20. What two things about Goddoes creation show us? [His eternal power and hisdivine nature (Godhead).]



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AProcedure: Refer to the lesson picture. List thingsyou see in the picture that were created on thethird, fifth, and sixth days of creation.

[Third day: water gathered into a lake, trees,and plants.

Fifth day: fish and birds.

Sixth day: butterflies (insects), monkey, lion,rhinoceros, Adam and Eve.]

2. Application

Surfing the NetPurpose: Students will do a five-minute onlineresearch project to reinforce the fact that God’screation is amazingly diverse and complex.

Procedure: Have each student choose one of thefollowing items and, by doing some Internetresearch, find one interesting thing to share withthe class. This isn’t an intensive research project;they should spend no more than five minutes.They could do it right in class, later in the dayduring a computer class, or at home.

Subject options: pearl, tarantula, rose, lizard,diamond, redwood tree, black hole, dinosaur,penguin, hummingbird, Saturn, praying mantis,opossum, Venus flytrap, sun, whale, flyingsquirrel, ostrich, moon, coral, parrot, zebra,galaxy, and beaver.

Care for CreationPurpose: Students will carry out a service projectthat will remind them to care for God’s creation.

Procedure: Remind the students that God has givenus the job of caring for his creation. Ask them toname a part of God’s creation around them thatneeds to be cared for. Perhaps some plants on yourchurch property are being overrun by weeds or anearby park has a great deal of litter in it. Worktogether to carry out a project to take care of thatpart of God’s creation.

3. Art

Photo ShootPurpose: Students will learn to recognize thebeauty and complexity of God’s creation.

Procedure: Take the students outside and havethem search for something that would make agreat photographic example of God’s creation—close-up things, like a leaf or an insect, andfaraway things, like a tree on the horizon. Givethem about three minutes to find something.Then let the students use a digital camera to takephotos. Print the photos and make a collage on abulletin board titled “Open Your Eyes to See!” or“Picture God’s World!” (Students could also bringin their own cameras.)

A simpler option: Ask the students to bring inpictures of some of their favorite places alongwith a short written explanation of why theylike them. (This may be done as the To Doat Home activity with parents.)

4. Science

It’s STAR-tling!Purpose: Students will learn more about thegrand and complex universe God created bystudying four constellations.

Procedure: Hand out Copy Master 2.

• Have the students draw lines to connect thestars and create the shapes.

• After the students read the star facts tothemselves, quiz them. Example: “Looks like anupside down W.” [Answer: Cassiopeia.]

• Have the students cut the rectangles apartand punch out the stars using hole punches.Darken the room and have them shineflashlights through the holes to create theconstellations on a blank wall.

• Pray a prayer of praise to God for making sucha vast and beautiful universe for us to enjoy.

5. Bible Study

Give ThanksIn the B Lesson for this week, an optional, age-appropriate, theme-related Bible study is offeredon a copy master. If you do not plan to use itwith the B lesson, you may use it with this lesson.

Documents

THEME OF THE WEEK The Creation A - NPH · Day 6 —[Land animals and creatures; man.] Evolution Creation Man-made theory God’s [truth] Millions of years Six [days] Chance God’s