1

powertexts
“And Jesus grew in wisdom and stature, and in favor with God and man” (Luke 2:52).

2 “ ‘It is written,’ he said to them, ‘ “My house will be called a house of prayer,” but you
are making it “a den of robbers” ’ ” (Matthew 21:13).

3 “I will praise the LORD, who counsels me; even at night my heart instructs me. I keep
my eyes always on the LORD. With him at my right hand, I will not be shaken” (Psalm
16:7, 8).

4 “Enter his gates with thanksgiving and his courts with praise; give thanks to him and
praise his name” (Psalm 100:4).

5 “God is spirit, and his worshipers must worship in the Spirit and in truth” (John 4:24).

6 “Jesus heard that they had thrown him out, and when he found him, he said, ‘Do you
believe in the Son of Man?’ ‘Who is he, sir?’ the man asked. ‘Tell me so that I may be-
lieve in him.’ Jesus said, ‘You have now seen him; in fact, he is the one speaking with
you.’ Then the man said, ‘Lord, I believe,’ and he worshiped him” (John 9:35-38).

7 “The Spirit gives life; the ˜ esh counts for nothing. The words I have spoken to you—
they are full of the Spirit and life” (John 6:63).

8 “In all my prayers for all of you, I always pray with joy because of your partnership in
the gospel from the ÿ rst day until now, being conÿ dent of this, that he who began a
good work in you will carry it on to completion until the day of Christ Jesus” (Philip-
pians 1:4-6).

9 “For you know that it was not with perishable things such as silver or gold that you
were redeemed from the empty way of life handed down to you from your ancestors,
but with the precious blood of Christ, a lamb without blemish or defect” (1 Peter 1:18,

powerpoints®
The official children’s Sabbath School curriculum of the
19).

10 “I will set out and go back to my father and say to him: Father, I have sinned against
heaven and against you. I am no longer worthy to be called your son; make me like
one of your hired servants” (Luke 15:18, 19).

11 “Now that I, your Lord and Teacher, have washed your feet, you also should wash one
another’s feet. I have set you an example that you should do as I have done for you” IORS & EAR
(John 13:14, 15). JUN LIT
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12 “When the centurion and those with him who were guarding Jesus saw the earth- ®

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quake and all that had happened, they were terriÿ ed, and exclaimed, ‘Surely he was

TUD
the Son of God!’ ” (Matthew 27:54).
QTR

BIBLE S
1
QUARTER 1

13 “Praise be to the God and Father of our Lord Jesus Christ! In his great mercy he has God’s Grace Is the
given us new birth into a living hope through the resurrection of Jesus Christ from
the dead” (1 Peter 1:3).
Greatest Treasure

*EJT240101* RESOURCE FOR LEADERS/TEACHERS

EJT240101
 powerpoints ®

A Sabbath School Bible Study Guide for Leaders/Teachers of Juniors/Earliteens

Year A, First Quarter

GraceLink® Sabbath School Curriculum

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 The principal brainpower for this Bible study guide
World Sabbath School Director Jim Howard
General Conference Advisor Ted N. C. Wilson
Bible Research Institute Advisor Clinton Wahlen
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Design Review and Herald Design Center
Circulation Rebecca Hilde
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2
contents
WORSHIP: WE PRAISE GOD FOR HIS GREAT LOVE.

Lesson 1 Family Dynamics (January 6) 14

Lesson 2 More Pigeons Than Prayer (January 13) 24

Lesson 3 Now You See Him; Now You Don’t (January 20) 34

Lesson 4 Way to Worship! (January 27) 44

Lesson 5 When Jesus Got Thirsty (February 3) 54

GRACE: WE ALLOW GOD TO TRANSFORM US.

Lesson 6 I Believe (February 10) 64

Lesson 7 Growing Season (February 17) 74

Lesson 8 Kingdom Time (February 24) 84

Lesson 9 Priceless! (March 2) 94

SERVICE: WE SERVE SELF-SACRIFICIALLY.

Lesson 10 The Real Prodigal (March 9) 104

Lesson 11 The Servant Master (March 16) 114

Lesson 12 Love on a Tree (March 23) 124

GRACE IN ACTION: WE SHARE WITH OTHERS GOD’S SAVING GRACE.

Lesson 13 Live Man Walking (March 30) 134

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to the leaders/teachers
WORSHIP
We praise God for His
great love. (Lessons 1-5)
 Jesus is an obedient son.
 Jesus cleanses the temple.
 Jesus reads in the synagogue.
 Jesus preaches in Capernaum.
 Woman at the well.
GRACE
We allow God to trans-
form us. (Lessons 6-9)
 Jesus heals a blind man.
 Seed is scattered in every soil.
 Growth like yeast/mustard seed.
 Hidden treasure.
SERVICE
We serve self-sacrificially.
(Lessons 10-12)
 Father’s love inspires service.
 Jesus washes disciples’ feet.
 Jesus’ crucifixion.
GRACE IN ACTION
We share with others God’s
saving grace. (Lesson 13)
 Jesus is risen!
4
The third Sabbath in March is Global Youth Day. To learn more about Global
Youth Day visit www.youth.adventist.org. You may also want to download
the Global Youth Day app. You can start planning with your Sabbath School
class ways to get involved and participate in a community service project or a
mission initiative on that day. The possibilities for service are endless. Some ex-
amples may include: visiting a nursing home, hospital, orphanage, or prison to
comfort, sing, and pray for those who are sick, needy, and destitute, feeding the
homeless, inviting people from the community to an open house event, etc.
This Bible study guide is about:
Our response to God’s love
We praise God for His great love for us.
God’s life-changing grace
We allow God’s grace to transform our lives.
Loving others self-sacrificially
We reflect God’s self-sacrificing love when we serve others.
Sharing God’s saving grace
We actively share with others God’s saving grace.
These guides were developed to:
A. Review the Sabbath School lesson. In preparation for Sabbath School
students will study the Bible lesson during the week. On Sabbath you
will review the lesson and will help them elaborate on it. This process
will strengthen in students a sense of accountability and will facilitate a
deeper spiritual understanding of the content.
B. Reach each student in the way he or she learns best. By following the
natural learning cycle on which these outlines were based, you will also
connect students with the “power point” for the week in a way that will
capture each one’s attention and imagination.
C. Repeat the “power text” often in Sabbath School. Allow frequent op-
portunities for students to share the Bible memory text.
D. Focus on one “power point.” The “power points” relate to one of the
following four dynamics: grace (God loves me), worship (I love God),
community (we love one another), and service (God loves you too).
 1 ess activities
The Readin a reason to want
the students sson. This sec-
le
give

to learn the ve
to imaginati
tion appeals ask, “Why

4
o
Lesson gives
the learners, wh this?”
Sharing the ance to develop
n
should I lear
students a ch can teach their seg-
ey
ways that th to others. This and Praise
t The Prayer after the Readiness
new concep ls to dynamic
ea ment occurs is part of Sabbath
section app o ask, “What can

*
activities. Th rises of singing,
learners, wh What can I do to p
School com , offering, and
this become? with others?” ry
ea mission sto activities
share this id e
prayer. Thes udents’ beliefs
g th en st adopt
stren ge them to
and encoura t patterns of sys-
consisten evolence.

3
es
e Lesson giv tematic ben
Applying th chance to
a
the students e lesson can
th
explore how a practical sson lets
be applied in aily lives. The Bible Le students
d te ac h th e
way in their peals to you
in a way that
This se ction ap the content students.
se learners, involves the peals to
E. Give students common-sen does it ap
who ask, “Howe?” This section l learners,
opportunities to en- work in my lif the analyticaquestion

2
who ask the d to
ee
gage in active learning “What do I n
learn?”
experiences so that they can
more readily internalize the truths
being presented. These experiences
are followed by debriefing sessions, in which
you ask questions that lead students to reflect on what
they experienced, interpret the experience, and apply that information to
their lives.

F. Accommodations for students with special needs. Some of the activ-

ities listed in this guide may be challenging for students with special
needs. Therefore, accommodations are included for some of the activities.
Utilize these resources or use other strategies to meet the needs of your
learners. For a list of special needs and corresponding accommodations,
visit www.juniorpowerpoints.org/article/4/resources#.VGUZlYdSxx4. These
tools will help you promote inclusion in your Sabbath School class.

G. Involve the Sabbath School staff in new and flexible ways.

Enlist leaders/teachers with different personal learning styles.

5

TO USE THIS GUIDE
 Try to follow the natural
learning sequence outlined,
but adapt it as necessary to
make the program work in your
particular situation.
 Look ahead at the program
notes for each week’s program
so that you can be prepared
with the simple materials
suggested.
6
L ESSO N BIBLE STORY REFERENCES
WORSHIP: WE PRAISE GOD FOR HIS GREAT LOVE.
Lesson 1 Jesus is an obedient son. Luke 2:51, 52; Isaiah 53:7-12
January 6
The Desire of Ages, chap. 7, pp. 68-74
The Bible Story (1994), vol. 7, pp. 63-73
Our Beliefs: nos. 22, 4, 9
Lesson 2 Jesus cleanses the tem- John 2:13-25
ple. The Desire of Ages, chap. 16, pp. 154-166
January 13 The Bible Story (1994), vol. 7, pp. 134-138
Our Beliefs: nos. 12, 3, 4
Lesson 3 Jesus reads in the Luke 4:16-30
synagogue. The Desire of Ages, chap. 24, pp. 236-243
January 20 The Bible Story (1994), vol. 7, pp. 165-168
Our Beliefs: nos. 4, 9, 18
Lesson 4 Jesus preaches in Mark 1:21-28
Capernaum. The Desire of Ages, chap. 26, pp. 252-261
January 27 The Bible Story (1994), vol. 7, pp. 157-159
Our Beliefs: nos. 20, 12, 22
Lesson 5 Woman at the well. John 4:5-42
The Desire of Ages, chap. 19, pp. 183-190
February 3 The Bible Story (1994), vol. 7, pp. 145-150
Our Beliefs: nos. 5, 10, 4
GRACE: WE ALLOW GOD TO TRANSFORM US.
Lesson 6 Jesus heals a blind man. John 9
The Desire of Ages, chap. 51, pp. 470-475
February 10 No corresponding story from The Bible Story
Our Beliefs: nos. 4, 20, 10
Lesson 7 Seed is scattered in every Matthew 13:1-9, 18-23
soil. Christ’s Object Lessons, chap. 2, pp. 33-61
February 17 The Bible Story (1994), vol. 8, pp. 103-105
Our Beliefs: nos. 1, 11, 4
Lesson 8 Growth like yeast/ Matthew 13:31-33
mustard seed. Christ’s Object Lessons, chap. 5, pp. 76-79;
February 24 chap. 7, pp. 95-102
The Bible Story (1994), vol. 8, pp. 84-87
Our Beliefs: nos. 11, 10, 3
Lesson 9 Hidden treasure. Matthew 13:44-46
Christ’s Object Lessons, chaps. 8 and 9, pp. 103-121
March 2 The Bible Story (1994), vol. 8, pp. 70-72
Our Beliefs: nos. 9, 10, 11
SERVICE: WE SERVE SELF-SACRIFICIALLY.
Lesson 10 Father’s love inspires Luke 15:11-32; 1 John 3:1; Ephesians 3:8, 9
service. Christ’s Object Lessons, chap. 16, pp. 198-211
March 9 The Bible Story (1994), vol. 8, pp. 116-120
Our Beliefs: nos. 3, 10, 11
Lesson 11 Jesus washes disciples’ Luke 22:7-13; John 13:1-17
feet. The Desire of Ages, chap. 71, pp. 642-651
March 16 The Bible Story (1994), vol. 9, pp. 55-64
Our Beliefs: nos. 16, 21, 9
Lesson 12 Jesus’ crucifixion. Matthew 27:27-66; Luke 23:26-49
The Desire of Ages, chaps. 78 and 79, pp. 741-764
March 23 The Bible Story (1994), vol. 9, pp. 105-117
Our Beliefs: nos. 10, 9, 4
GRACE IN ACTION: WE SHARE WITH OTHERS GOD’S SAVING GRACE.
Lesson 13 Jesus is risen! Matthew 28:1-15; Luke 24:1-12; John 20:1-18
The Desire of Ages, chaps. 80–82, pp. 769-794
March 30 The Bible Story (1994), vol. 9, pp. 134-155
Our Beliefs: nos. 9, 4, 11
 POWER TEXT POWER POINT M AT E R I A L S

Luke 2:52 We honor God when we See p. 15.

obey Him. SUPPLIES
Try to obtain the following
Matthew 21:13 Showing respect and See p. 25. supplies before the quarter
reverence in God’s house
begins:
is one way we respond to
His love.
Psalm 16:7, 8 When we respond See p. 35.  Bibles (Recommendation:
to God’s love, Christ offer students the option
becomes the center of our to insert tabs in their
worship. Bibles to facilitate their
Psalm 100:4 When we take an active See p. 45. search for the books of
part in worship, we are the Bible.)
responding to God’s love.
 large paper—rolls of
John 4:24 Wherever we are, we can See p. 55. newsprint, butcher or
worship God in the Spirit brown paper, or poster
and in truth in response to board
His love.
 regular-sized paper

John 9:35-38 We accept God’s grace See p. 65.  pencils, pens, markers,
when we believe in Jesus. crayons, colored pencils

 scissors, glue/glue sticks

John 6:63 God gives us His Word See p. 75.
extravagantly.  other art/craft supplies
listed in weekly program
notes (glitter sticks, craft
Philippians 1:4-6 We grow more like Jesus See p. 85.
sticks, pom-poms, etc.)
when His love changes us.
 greeting cards/welcome
packages available for
1 Peter 1:18, 19 God treasures me and See p. 95. visitors
-121 gave everything to save
me.

Luke 15:18, 19 God’s lavish love for us See p. 105.

inspires us to serve Him.

John 13:14, 15 We share God’s love with See p. 115.

others when we serve
them.
Matthew 27:54 Like Jesus, we can share See p. 125.
764 God’s love with anyone,
anywhere.

1 Peter 1:3 We can enthusiastically See p. 135.

share the good news
of Jesus’ death and
resurrection.
7
 ourbeliefs
1 The Holy Scriptures: The Holy
Scriptures, Old and New Testaments, are the
written Word of God, given by divine inspiration.
The inspired authors spoke and wrote as they
were moved by the Holy Spirit. In this Word, God
has committed to humanity the knowledge
necessary for salvation. The Holy Scriptures are
the supreme, authoritative, and the infallible
revelation of His will. They are the standard of
for our sins and in our place, was raised from
the dead, and ascended to heaven to minister
in the heavenly sanctuary in our behalf. He will
come again in glory for the final deliverance
of His people and the restoration of all things.
(Isa. 53:4-6; Dan. 9:25-27; Luke 1:35; John
1:1-3, 14; 5:22; 10:30; 14:1-3, 9, 13; Rom.
6:23; 1 Cor. 15:3, 4; 2 Cor. 3:18; 5:17-19; Phil.
2:5-11; Col. 1:15-19; Heb. 2:9-18; 8:1, 2.)
to think and to do. Though created free beings, each
is an indivisible unity of body, mind, and spirit,
dependent upon God for life and breath and all
else. When our first parents disobeyed God, they
denied their dependence upon Him and fell from
their high position. The image of God in them
was marred, and they became subject to death.
Their descendants share this fallen nature and its
consequences. They are born with weaknesses and

character, the test of experience, the definitive
revealer of doctrines, and the trustworthy record
of God’s acts in history. (Ps. 119:105; Prov.
30:5, 6; Isa. 8:20; John 17:17; 1 Thess. 2:13;
2 Tim. 3:16, 17; Heb. 4:12; 2 Peter 1:20, 21.)
5
The Holy Spirit: God the eternal
Spirit was active with the Father and the
Son in Creation, incarnation, and redemption.
He is as much a person as are the Father and
the Son. He inspired the writers of Scripture.
tendencies to evil. But God in Christ reconciled the
world to Himself and by His Spirit restores in penitent
mortals the image of their Maker. Created for the
glory of God, they are called to love Him and one
another, and to care for their environment. (Gen.

2 The Trinity: There is one God: Father,
Son, and Holy Spirit, a unity of three
coeternal Persons. God is immortal, all-powerful,
all-knowing, above all, and ever present. He is
infinite and beyond human comprehension, yet
known through His self-revelation. God, who
is love, is forever worthy of worship, adoration,
and service by the whole creation. (Gen. 1:26;
Deut. 6:4; Isa. 6:8; Matt. 28:19; John 3:16; 2 Cor.
1:21, 22; 13:14; Eph. 4:4-6; 1 Peter 1:2.)
He filled Christ’s life with power. He draws and
convicts human beings; and those who respond
He renews and transforms into the image of
God. Sent by the Father and the Son to be always
with His children, He extends spiritual gifts to
the church, empowers it to bear witness to
Christ, and in harmony with the Scriptures leads
it into all truth. (Gen. 1:1, 2; 2 Sam. 23:2; Ps.
51:11; Isa. 61:1; Luke 1:35; 4:18; John 14:16-18,
26; 15:26; 16:7-13; Acts 1:8; 5:3; 10:38; Rom.
1:26-28; 2:7, 15; 3; Ps. 8:4-8; 51:5, 10; 58:3; Jer.
17:9; Acts 17:24-28; Rom. 5:12-17; 2 Cor. 5:19, 20;
Eph. 2:3; 1 Thess. 5:23; 1 John 3:4; 4:7, 8, 11, 20.)
8 The Great Controversy:
All humanity is now involved in a great
controversy between Christ and Satan regarding
the character of God, His law, and His sovereignty
over the universe. This conflict originated in heaven
when a created being, endowed with the freedom
of choice, in self-exaltation became Satan, God’s

3 The Father: God the eternal Father is
the Creator, Source, Sustainer, and Sovereign
of all creation. He is just and holy, merciful
and gracious, slow to anger, and abounding
in steadfast love and faithfulness. The qualities
and powers exhibited in the Son and the Holy
Spirit are also those of the Father. (Gen. 1:1;
Deut. 4:35; Ps. 110:1, 4; John 3:16; 14:9; 1 Cor.
15:28; 1 Tim. 1:17; 1 John 4:8; Rev. 4:11.)
5:5; 1 Cor. 12:7-11; 2 Cor. 3:18; 2 Peter 1:21.) adversary, and led into rebellion a portion of the
6 Creation: God has revealed in Scripture angels. He introduced the spirit of rebellion into
the authentic and historical account of His
creative activity. He created the universe, and
this world when he led Adam and Eve into sin. This
human sin resulted in the distortion of the image
in a recent six-day creation the Lord made “the of God in humanity, the disordering of the created
heavens and the earth, the sea, and all that is in world, and its eventual devastation at the time of the
them” and rested on the seventh day. Thus He global flood, as presented in the historical account of
established the Sabbath as a perpetual memorial Genesis 1-11. Observed by the whole creation, this
of the work He performed and completed during world became the arena of the universal conflict, out

4
The Son: God the eternal Son
became incarnate in Jesus Christ. Through
Him all things were created, the character of
God is revealed, the salvation of humanity is
accomplished, and the world is judged. Forever
truly God, He became also truly human, Jesus the charged with responsibility to care for it. When the Rom. 1:19-32; 3:4; 5:12-21; 8:19-22; 1 Cor. 4:9;
Christ. He was conceived of the Holy Spirit and
born of the virgin Mary. He lived and experienced the glory of God. (Gen. 1; 2; 5; 11; Ex. 20:8-11;
temptation as a human being, but perfectly
exemplified the righteousness and love of God.
By His miracles He manifested God’s power
and was attested as God’s promised Messiah.
He suffered and died voluntarily on the cross
six literal days that together with the Sabbath of which the God of love will ultimately be vindicated.
constituted the same unit of time that we call To assist His people in this controversy, Christ sends
a week today. The first man and woman were the Holy Spirit and the loyal angels to guide, protect,
made in the image of God as the crowning work and sustain them in the way of salvation. (Gen.
of Creation, given dominion over the world, and 3; 6-8; Job 1:6-12; Isa. 14:12-14; Ezek. 28:12-18;
world was finished, it was “very good,” declaring Heb. 1:14; 1 Peter 5:8; 2 Peter 3:6; Rev. 12:4-9.)
Ps. 19:1-6; 33:6, 9; 104; Isa. 45:12, 18; Acts
17:24; Col. 1:16; Heb. 1:2; 11:3; Rev. 10:6; 14:7.)
9 The Life, Death, and
Resurrection of Christ: In Christ’s
life of perfect obedience to God’s will, His suffering,
7 The Nature of Humanity:
Man and woman were made in the image
of God with individuality, the power and freedom
death, and resurrection, God provided the only means
of atonement for human sin, so that those who by
faith accept this atonement may have eternal life,

8
 Taken from Seventh-day Adventists Believe

and the whole creation may better understand the

infinite and holy love of the Creator. This perfect
atonement vindicates the righteousness of God’s
law and the graciousness of His character; for it both
condemns our sin and provides for our forgiveness.
The death of Christ is substitutionary and expiatory,
reconciling and transforming. The bodily resurrection
of Christ proclaims God’s triumph over the forces of
evil, and for those who accept the atonement assures
their final victory over sin and death. It declares the
Lordship of Jesus Christ, before whom every knee in
heaven and on earth will bow. (Gen. 3:15; Ps. 22:1;
Isa. 53; John 3:16; 14:30; Rom. 1:4; 3:25; 4:25; 8:3,
4;1 Cor. 15:3, 4, 20-22; 2 Cor. 5:14, 15, 19-21; Phil.
2:6-11; Col. 2:15; 1 Peter 2:21, 22; 1 John 2:2; 4:10.)
empowers us. Continually committed to Jesus as our
Saviour and Lord, we are set free from the burden of
our past deeds. No longer do we live in the darkness,
fear of evil powers, ignorance, and meaninglessness
of our former way of life. In this new freedom in Jesus,
we are called to grow into the likeness of His character,
communing with Him daily in prayer, feeding on His
Word, meditating on it and on His providence, singing
His praises, gathering together for worship, and
participating in the mission of the church. We are also
called to follow Christ’s example by compassionately
ministering to the physical, mental, social, emotional,
and spiritual needs of humanity. As we give ourselves
in loving service to those around us and in witnessing
to His salvation, His constant presence with us
13 The Remnant and Its
Mission: The universal church is
composed of all who truly believe in Christ, but in the
last days, a time of widespread apostasy, a remnant
has been called out to keep the commandments of
God and the faith of Jesus. This remnant announces
the arrival of the judgment hour, proclaims salvation
through Christ, and heralds the approach of His
second advent. This proclamation is symbolized by
the three angels of Revelation 14; it coincides with
the work of judgment in heaven and results in a work
of repentance and reform on earth. Every believer
is called to have a personal part in this worldwide
witness. (Dan. 7:9-14; Isa. 1:9; 11:11; Jer. 23:3; Micah
2:12; 2 Cor. 5:10; 1 Peter 1:16-19; 4:17; 2 Peter

10 The Experience of 3:10-14; Jude 3, 14; Rev. 12:17; 14:6-12; 18:1-4.)

through the Spirit transforms every moment and
Salvation: In infinite love and
mercy God made Christ, who knew no sin, to be
sin for us, so that in Him we might be made the
every task into a spiritual experience. (1 Chron. 29:11;
Ps. 1:1, 2; 23:4; 77:11, 12; Matt. 20:25-28; 25:31-46; 14 Unity in the Body of
Christ: The church is one body with
many members, called from every nation, kindred,
Luke 10:17-20; John 20:21; Rom. 8:38, 39; 2 Cor. 3:17,
righteousness of God. Led by the Holy Spirit, we sense 18; Gal. 5:22-25; Eph. 5:19, 20; 6:12-18; Phil. 3:7-14; tongue, and people. In Christ we are a new creation;
our need, acknowledge our sinfulness, repent of our Col. 1:13, 14; 2:6, 14, 15; 1 Thess. 5:16-18, 23; Heb. distinctions of race, culture, learning, and nationality,
transgressions, and exercise faith in Jesus as Saviour 10:25; James 1:27; 2 Peter 2:9; 3:18; 1 John 4:4.) and differences between high and low, rich and
and Lord, Substitute and Example. This saving faith poor, male and female, must not be divisive among
comes through the divine power of the Word and is
the gift of God’s grace. Through Christ we are justified, 12
Jesus Christ
The Church: The church is the
community of believers who confess
as Lord and Saviour. In continuity with
us. We are all equal in Christ, who by one Spirit has
bonded us into one fellowship with Him and with
adopted as God’s sons and daughters, and delivered one another; we are to serve and be served without
from the lordship of sin. Through the Spirit we are the people of God in Old Testament times, we are partiality or reservation. Through the revelation of
born again and sanctified; the Spirit renews our called out from the world; and we join together for Jesus Christ in the Scriptures we share the same
minds, writes God’s law of love in our hearts, and we worship, for fellowship, for instruction in the Word, faith and hope, and reach out in one witness to all.
are given the power to live a holy life. Abiding in Him, for the celebration of the Lord’s Supper, for service This unity has its source in the oneness of the triune
we become partakers of the divine nature and have to humanity, and for the worldwide proclamation God, who has adopted us as His children. (Ps. 133:1;
the assurance of salvation now and in the judgment. of the gospel. The church derives its authority from Matt. 28:19, 20; John 17:20-23; Acts 17:26, 27;
(Gen. 3:15; Isa. 45:22; 53; Jer. 31:31-34; Ezek. 33:11; Christ, who is the incarnate Word revealed in the Rom. 12:4, 5; 1 Cor. 12:12-14; 2 Cor. 5:16, 17; Gal.
36:25-27; Hab. 2:4; Mark 9:23, 24; John 3:3-8, 16; Scriptures. The church is God’s family; adopted by 3:27-29; Eph. 2:13-16; 4:3-6; 11-16; Col. 3:10-15.)

16:8; Rom. 3:21-26; 5:6-10; 8:1-4, 14-17; 10:17;
12:2; 2 Cor. 5:17-21; Gal. 1:4; 3:13, 14, 26; 4:4-7;
Eph. 2:4-10; Col. 1:13, 14; Titus 3:3-7; Heb. 8:7-12;
1 Peter 1:23; 2:21, 22; 2 Peter 1:3, 4; Rev. 13:8.)
Him as children, its members live on the basis of
the new covenant. The church is the body of Christ,
a community of faith of which Christ Himself
is the Head. The church is the bride for whom
15
Baptism: By baptism we confess
our faith in the death and resurrection
of Jesus Christ, and testify of our death to sin and
of our purpose to walk in newness of life. Thus we

11 Growing in Christ: By His death Christ died that He might sanctify and cleanse
on the cross Jesus triumphed over the forces her. At His return in triumph, He will present her
of evil. He who subjugated the demonic spirits during to Himself a glorious church, the faithful of all the
acknowledge Christ as Lord and Saviour, become
His people, and are received as members by His
church. Baptism is a symbol of our union with Christ,
His earthly ministry has broken their power and made ages, the purchase of His blood, not having spot the forgiveness of our sins, and our reception of
certain their ultimate doom. Jesus’ victory gives us or wrinkle, but holy and without blemish. (Gen. the Holy Spirit. It is by immersion in water and is
victory over the evil forces that still seek to control us, 12:1-3; Ex. 19:3-7; Matt. 16:13-20; 18:18; 28:19, contingent on an affirmation of faith in Jesus and
as we walk with Him in peace, joy, and assurance of 20; Acts 2:38-42; 7:38; Eph. 1:22, 23; 2:19-22; evidence of repentance of sin. It follows instruction
His love. Now the Holy Spirit dwells within us and 3:8-11; 5:23-27; Col. 1:17, 18; 1 Peter 2:9.) in the Holy Scriptures and acceptance of their

9
 ourbeliefs
teachings. (Matt. 28:19, 20; Acts 2:38; 16:30-33;
22:16; Rom. 6:1-6; Gal. 3:27; Col. 2:12, 13.)
16 The Lord’s Supper: The
Lord’s Supper is a participation in the
emblems of the body and blood of Jesus as an
expression of faith in Him, our Lord and Saviour. In
this experience of communion Christ is present to
meet and strengthen His people. As we partake,
we joyfully proclaim the Lord’s death until He
comes again. Preparation for the Supper includes
self-examination, repentance, and confession. The
Master ordained the service of foot washing to signify
renewed cleansing, to express a willingness to serve
one another in Christlike humility, and to unite our
hearts in love. The communion service is open to all
believing Christians. (Matt. 26:17-30; John 6:48-63;
13:1-17; 1 Cor. 10:16, 17; 11:23-30; Rev. 3:20.)
17 Spiritual Gifts and
Ministries: God bestows upon
all members of His church in every age spiritual
gifts that each member is to employ in loving
ministry for the common good of the church and
of humanity. Given by the agency of the Holy Spirit,
who apportions to each member as He wills, the
gifts provide all abilities and ministries needed by
the church to fulfill its divinely ordained functions.
According to the Scriptures, these gifts include such
ministries as faith, healing, prophecy, proclamation,
teaching, administration, reconciliation, compassion,
and self-sacrificing service and charity for the help
and encouragement of people. Some members are
called of God and endowed by the Spirit for functions
recognized by the church in pastoral, evangelistic,
and teaching ministries particularly needed to equip
the members for service, to build up the church to
spiritual maturity, and to foster unity of the faith and
knowledge of God. When members employ these
spiritual gifts as faithful stewards of God’s varied
grace, the church is protected from the destructive
influence of false doctrine, grows with a growth
that is from God, and is built up in faith and love.
(Acts 6:1-7; Rom. 12:4-8; 1 Cor. 12:7-11, 27, 28;
Eph. 4:8, 11-16; 1 Tim. 3:1-13; 1 Peter 4:10, 11.)
18 The Gift of Prophecy:
The Scriptures testify that one of the
gifts of the Holy Spirit is prophecy. This gift is an
10
identifying mark of the remnant church, and we
continued
believe it was manifested in the ministry of Ellen G.
White. Her writings speak with prophetic authority
and provide comfort, guidance, instruction, and
correction to the church. They also make clear that
the Bible is the standard by which all teaching and
experience must be tested. (Num. 12:6; 2 Chron.
20:20; Amos 3:7; Joel 2:28, 29; Acts 2:14-21; 2 Tim.
3:16, 17; Heb. 1:1-3; Rev. 12:17; 19:10; 22:8, 9.)
19 The Law of God: The great
principles of God’s law are embodied in
the Ten Commandments and exemplified in the life
of Christ. They express God’s love, will, and purposes
concerning human conduct and relationships and are
binding upon all people in every age. These precepts
are the basis of God’s covenant with His people and
the standard in God’s judgment. Through the agency
of the Holy Spirit they point out sin and awaken a
sense of need for a Saviour. Salvation is all of grace
and not of works, and its fruit is obedience to the
Commandments. This obedience develops Christian
character and results in a sense of well-being. It is
evidence of our love for the Lord and our concern
for our fellow human beings. The obedience of faith
demonstrates the power of Christ to transform lives,
and therefore strengthens Christian witness. (Ex. 20:1-
17; Deut. 28:1-14; Ps. 19:7-14; 40:7, 8; Matt. 5:17-20;
22:36-40; John 14:15; 15:7-10; Rom. 8:3, 4; Eph. 2:8-
10; Heb. 8:8-10; 1 John 2:3; 5:3; Rev. 12:17; 14:12.)
20
The Sabbath: The gracious
Creator, after the six days of Creation,
rested on the seventh day and instituted the
Sabbath for all people as a memorial of Creation.
The fourth commandment of God’s unchangeable
law requires the observance of this seventh-day
Sabbath as the day of rest, worship, and ministry
in harmony with the teaching and practice of
Jesus, the Lord of the Sabbath. The Sabbath is
a day of delightful communion with God and
one another. It is a symbol of our redemption in
Christ, a sign of our sanctification, a token of our
allegiance, and a foretaste of our eternal future in
God’s kingdom. The Sabbath is God’s perpetual
sign of His eternal covenant between Him and
His people. Joyful observance of this holy time
from evening to evening, sunset to sunset, is a
celebration of God’s creative and redemptive acts.
(Gen. 2:1-3; Ex. 20:8-11; 31:13-17; Lev. 23:32; Deut.
5:12-15; Isa. 56:5, 6; 58:13, 14; Ezek. 20:12, 20;
Matt. 12:1-12; Mark 1:32; Luke 4:16; Heb. 4:1-11.)
21
Stewardship: We are God’s
stewards, entrusted by Him with time
and opportunities, abilities and possessions, and
the blessings of the earth and its resources. We
are responsible to Him for their proper use. We
acknowledge God’s ownership by faithful service to
Him and our fellow human beings and by returning
tithe and giving offerings for the proclamation
of His gospel and the support and growth of His
church. Stewardship is a privilege given to us
by God for nurture in love and the victory over
selfishness and covetousness. Stewards rejoice
in the blessings that come to others as a result of
their faithfulness. (Gen. 1:26-28; 2:15; 1 Chron.
29:14; Haggai 1:3-11; Mal. 3:8-12; Matt. 23:23;
Rom. 15:26, 27; 1 Cor. 9:9-14; 2 Cor. 8:1-15; 9:7.)
22
Christian Behavior: We are
called to be a godly people who think,
feel, and act in harmony with biblical principles in
all aspects of personal and social life. For the Spirit
to recreate in us the character of our Lord we involve
ourselves only in those things that will produce
Christlike purity, health, and joy in our lives. This
means that our amusement and entertainment
should meet the highest standards of Christian taste
and beauty. While recognizing cultural differences,
our dress is to be simple, modest, and neat, befitting
those whose true beauty does not consist of outward
adornment but in the imperishable ornament of a
gentle and quiet spirit. It also means that because
our bodies are the temples of the Holy Spirit, we are
to care for them intelligently. Along with adequate
exercise and rest, we are to adopt the most healthful
diet possible and abstain from the unclean foods
identified in the Scriptures. Since alcoholic beverages,
tobacco, and the irresponsible use of drugs and
narcotics are harmful to our bodies, we are to abstain
from them as well. Instead, we are to engage in
whatever brings our thoughts and bodies into the
discipline of Christ, who desires our wholesomeness,
joy, and goodness. (Gen. 7:2; Ex. 20:15; Lev. 11:1-47;
Ps. 106:3; Rom. 12:1, 2; 1 Cor. 6:19, 20; 10:31; 2 Cor.
6:14-7:1; 10:5; Eph. 5:1-21; Phil. 2:4; 4:8; 1 Tim. 2:9, the high priest in the most holy place of the earthly life, appears, the resurrected righteous and the
10; Titus 2:11, 12; 1 Peter 3:1-4; 1 John 2:6; 3 John 2.) sanctuary. It is a work of investigative judgment, living righteous will be glorified and caught up

23 Marriage and the Family: which is part of the ultimate disposition of all sin, to meet their Lord. The second resurrection, the
Marriage was divinely established in Eden typified by the cleansing of the ancient Hebrew resurrection of the unrighteous, will take place a
and affirmed by Jesus to be a lifelong union between sanctuary on the Day of Atonement. In that typical thousand years later. (Job 19:25-27; Ps. 146:3, 4;
a man and a woman in loving companionship. For service the sanctuary was cleansed with the blood Eccl. 9:5, 6; Dan. 12:2, 13; Isa. 25:8; John 5:28, 29;
the Christian a marriage commitment is to God as of animal sacrifices, but the heavenly things are 11:11-14; Rom. 6:23; 1 Cor. 15:51-54; Col. 3:4;
well as to the spouse, and should be entered into only purified with the perfect sacrifice of the blood of 1 Thess. 4:13-17; 1 Tim. 6:15, 16; Rev. 20:1-10.)
between a man and a woman who share a common Jesus. The investigative judgment reveals to heavenly
faith. Mutual love, honor, respect, and responsibility
are the fabric of this relationship, which is to reflect
intelligences who among the dead are asleep in Christ
and therefore, in Him, are deemed worthy to have
27 The Millennium and the
End of Sin: The millennium is
the thousand-year reign of Christ with His saints in
the love, sanctity, closeness, and permanence of part in the first resurrection. It also makes manifest heaven between the first and second resurrections.
the relationship between Christ and His church. who among the living are abiding in Christ, keeping During this time the wicked dead will be judged;
Regarding divorce, Jesus taught that the person who the commandments of God and the faith of Jesus, the earth will be utterly desolate, without living
divorces a spouse, except for fornication, and marries and in Him, therefore, are ready for translation into human inhabitants, but occupied by Satan and
another commits adultery. Although some family His everlasting kingdom. This judgment vindicates his angels. At its close Christ with His saints and
relationships may fall short of the ideal, a man and the justice of God in saving those who believe in the Holy City will descend from heaven to earth.
a woman who fully commit themselves to each Jesus. It declares that those who have remained loyal The unrighteous dead will then be resurrected,
other in Christ through marriage achieve loving unity to God shall receive the kingdom. The completion of and with Satan and his angels will surround the
through the guidance of the Spirit and the nurture this ministry of Christ will mark the close of human city; but fire from God will consume them and
of the church. God blesses the family and intends probation before the Second Advent. (Lev. 16; Num. cleanse the earth. The universe will thus be freed of
that its members shall assist each other toward 14:34; Ezek. 4:6; Dan. 7:9-27; 8:13, 14; 9:24-27; Heb. sin and sinners forever. (Jer. 4:23-26; Ezek. 28:18,
complete maturity. Increasing family closeness is 1:3; 2:16, 17; 4:14-16; 8:1-5; 9:11-28; 10:19-22; 19; Mal. 4:1; 1 Cor. 6:2, 3; Rev. 20; 21:1-5.)
Rev. 8:3-5; 11:19; 14:6, 7; 20:12; 22:11, 12 .)
28
one of the earmarks of the final gospel message. The New Earth: On the new
Parents are to bring up their children to love and
obey the Lord. By their example and their words they
are to teach them that Christ is a loving, tender, and
25 The Second Coming of
Christ: The second coming of
Christ is the blessed hope of the church, the grand
earth, in which righteousness dwells,
God will provide an eternal home for the redeemed
and a perfect environment for everlasting life, love,
caring guide who wants them to become members climax of the gospel. The Saviour’s coming will be joy, and learning in His presence. For here God Himself
of His body, the family of God, which embraces literal, personal, visible, and worldwide. When He will dwell with His people, and suffering and death
both single and married persons. (Gen. 2:18-25; returns, the righteous dead will be resurrected and, will have passed away. The great controversy will be
Ex. 20:12; Deut. 6:5-9; Prov. 22:6; Mal. 4:5, 6; Matt. together with the righteous living, will be glorified ended, and sin will be no more. All things, animate
5:31, 32; 19:3-9, 12; Mark 10:11, 12; John 2:1-11; and taken to heaven, but the unrighteous will die. and inanimate, will declare that God is love; and He
1 Cor. 7:7, 10, 11; 2 Cor. 6:14; Eph. 5:21-33; 6:1-4.) The almost complete fulfillment of most lines of shall reign forever. Amen. (Isa. 35; 65:17-25; Matt.

24 Christ’s Ministry in the
Heavenly Sanctuary: There
is a sanctuary in heaven, the true tabernacle that the
Lord set up and not humans. In it Christ ministers
on our behalf, making available to believers the
benefits of His atoning sacrifice offered once for all
on the cross. At His ascension He was inaugurated
as our great High Priest and began His intercessory
ministry, which was typified by the work of the high
priest in the holy place of the earthly sanctuary. In
1844, at the end of the prophetic period of 2300
days, He entered the second and last phase of His
atoning ministry, which was typified by the work of
prophecy, together with the present condition of
the world, indicates that Christ’s coming is near.
The time of that event has not been revealed,
and we are therefore exhorted to be ready at all
times. (Matt. 24; Mark 13; Luke 21; John 14:1-3;
Acts 1:9-11; 1 Cor. 15:51-54; 1 Thess. 4:13-18;
5:1-6; 2 Thess. 1:7-10; 2:8; 2 Tim. 3:1-5; Titus
2:13; Heb. 9:28; Rev. 1:7; 14:14-20 ;19:11-21.)
26 Death and Resurrection:
The wages of sin is death. But God,
who alone is immortal, will grant eternal life to His
redeemed. Until that day death is an unconscious
state for all people. When Christ, who is our
5:5; 2 Peter 3:13; Rev. 11:15; 21:1-7; 22:1-5.)
Seventh-day Adventists accept the Bible as their
only creed and hold certain fundamental beliefs
to be the teaching of the Holy Scriptures. These
beliefs, as set forth here, constitute the church’s
understanding and expression of the teaching
of Scripture. Revision of these statements may
be expected at a General Conference session
when the church is led by the Holy Spirit to a
fuller understanding of Bible truth or finds better
language to express the teachings of God’s Holy
Word.

11
biblical timeline
Introduction for teachers
1600
YEARS
CREATION THE FLOOD
T he Bible is one continued story of
the history of God’s love for hu-
mankind. The various names we give
it are an indication of that fact: The
Plan of Salvation, The Great Controversy
Between Christ and Satan, Eden Lost to
Eden Regained, to name a few. Like any
well-written story, the Bible contains
both major and minor events. Certain
Bible stories tell of major turning points
in human history. These are events that
change life forever. Six of these stories
have been pictured for you as pillars to
make a framework on which to hang
all the events of the Bible: Creation,
the Flood, the Exodus (from Egypt), the
Captivity (in Babylon), Jesus’ first com-
ing, and Jesus’ second coming.
These Bible stories are well known.
Juniors are more likely to know about
the Exodus from Egypt, for instance,
than they are to know about Caleb and
Joshua. When something already known
is linked to new information, meaning-
ful learning is more likely to occur. By
helping students bring to mind what
they already know about a topic, then
teaching them something new about
it, they can mentally organize the new
information. Asking them questions
about their knowledge of the larger
context, as well as the story at hand, will
reveal where they need help with their
learning gaps. Mental linkages formed
between their prior knowledge and the
new ideas result in more long-lasting,
usable, and accurate memory of the in-
formation learned.
People of any age can have trouble
12
900
YEARS
THE EXODUS
FROM EGYPT
understanding something until they
see how it fits into a larger context. Just
as fractions make no sense to a child
who hasn’t learned much mathematics,
doctrines mean little before grasping
the beauty of the plan of salvation.
Stories by themselves often have lim-
ited meaning until they are seen within
the setting of a broader narrative. The
human mind understands much better
when learning is positioned in a larger
context.
The weekly Bible story is positioned
near a picture to indicate where it fits in
the narrative of the whole Bible story.
Even adults who have read the Bible for
years, without thinking of the overall
framework, will express amazement that
everything fits together when they are
introduced to the Bible as one story.
Children begin by learning individual
Bible stories without the context. The
value of meaningful learning comes as
they continue to grow in their under-
standing, fitting appropriately the little
bits and pieces of Bible information into
the broader context. Those who have
repeatedly heard or read the 10-volume
set of The Bible Story, or listened to The
Bible in Living Sound, or have had an
abundance of other religious educa-
tion, may gain an understanding of the
Bible framework at a surprisingly early
age. You may be fortunate to have one
or more of these children in your class.
However, the majority of your group
will most likely not have had these
experiences. By deliberately drawing
their attention toward the big picture,
900 60
YEARS
YE
THE CAPTIVITY
IN BABYLON
helping them make the connections
between the individual Bible stories and
the whole Bible narrative, you will be
greatly advancing their understanding
of God’s plan and will for their lives.
A major reason that clear understand-
ing of Bible sequence doesn’t take place
from merely reading is that the Bible is
not written straight through in chrono-
logical order. Instead, the Bible is a li-
brary of sets of books. In most cases, an
individual set is written sequentially, but
across the sets there are some major dif-
ferences. An example: Who lived earlier,
Daniel or Jonah? If you based your an-
swer on where their books appear in the
Old Testament, you would think Daniel
lived earlier. However, if you based your
answer on what you know about Bible
history and the details of Jonah’s story,
you would think about the fact that
Jonah was sent to the city of Nineveh,
which was the capital of the Assyrian
Empire. Assyria did not show up in the
image King Nebuchadnezzar saw in his
dream (Daniel 2). By the time of Daniel,
the Babylonian Empire controlled that
part of the world. Therefore, Jonah had
to have lived earlier than Daniel.
Here is a brief review of the sets of
books found in the library we call the
Bible:
Set No. 1:
The Books of Moses
The first five books are basically all in
chronological order. They begin with
Creation, share the Flood story, then
tell of God choosing Abraham to begin

600
YEARS
THE FIRST COMING OF JESUS
the family line of the Messiah to come.
Stories of Isaac, Jacob, Joseph, and
Moses draw our minds down through
the years until God’s mighty power res-
cued them from slavery in Egypt and led
them on their way to the Promised Land.
At Mount Sinai God prepared them to be
a well-organized nation, and gave them
the sanctuary service as a visual aid for
understanding and remembering His
promise of a Redeemer to come.
Set No. 2:
The Books of History
From Joshua to Esther we find stories
of God’s leading in the history of the
Children of Israel. Mostly these books
are in chronological order, but First and
Second Kings cover much of the same
history as First and Second Chronicles.
Esther was somewhat before Ezra and
Nehemiah because Xerxes was the
Persian king who chose her as queen.
It was Xerxes’s son, Artaxerxes, who
sent Ezra and then Nehemiah back to
Jerusalem. Esther comes in Bible order
after their books because the Jews tra-
ditionally placed her book as the first of
the set of poetry books.
Set No. 3:
The Books of Poetry
Job through Song of Solomon are in
chronological order by their authors:
Moses, David (and some other song
writers), and Solomon.
2000
YEARS
THE SECOND COMING OF JESUS
Set No. 4:
The Major Prophets
The books of Isaiah, Jeremiah, Ezekiel,
and Daniel surround the time of the
Captivity and are in chronological order
according to when they began their
prophetic work. Jeremiah wrote the
book of Lamentations as a lament for
the destruction of Jerusalem. After the
Babylonian Captivity, God’s people never
again had their own king. They were al-
ways ruled by foreign powers. So Esther,
Ezra, and Nehemiah relate the history of
God’s people after these major prophets.
Set No. 5:
The Minor Prophets
The books of Hosea through Malachi
comprise the remainder of the Old
Testament. All but two of these books
state what kings were in power when
they were written. That makes it quite
easy to figure out when these prophets
worked. Some of them served at the
time of the kings of Judah and Israel;
others served after the Captivity during
the time of the kings of Persia. Thus, this
set stretches over many years.
The Old Testament covers the first four
major stories in the Bible picture time-
line. The last two major stories are in the
New Testament.
Set No. 6:
The Four Gospels
Matthew, Mark, Luke, and John wrote
stories of Jesus’ life on this earth. Each
author told the story of Jesus’ first com-
ing from a different perspective.
1000
YEARS
Set No. 7:
The History of the
Early Christian Church
The book of Acts contains stories of the
apostles after Jesus returned to heaven
and they began preaching in Jerusalem
and finally throughout the world.
Set No. 8:
Letters to People and Churches
Romans to Jude are letters that apos-
tles wrote to instruct and encourage
either an individual (such as Timothy)
or particular groups of people (such as
Philippians). These letters continue to
instruct and encourage everyone who
studies them today.
Set No. 9:
The Revelation of Jesus Christ
The final book of the Bible, written when
the apostle John was a very old man,
contains the prophecies of events to take
place down to the second coming of
Jesus and beyond.
Each of the six “pillars” in the Bible pic-
ture timeline is a redemption story that
is surrounded by prophetic guidance.
Each one enlarges the view of God’s mar-
velous care and planning for His earthly
children. Gaining a coherent understand-
ing of the entire narrative is of infinite
value for sealing personal bonds with the
King of the universe.
13
 Dear Parents,
We are delighted to have your child in the junior Sabbath School class this quarter. We look
forward to an exciting time together as we delve into God’s Word through the Sabbath School
lessons. Our goal is to provide all students with opportunities to get to know Jesus as their
personal Savior and Friend.
Please encourage your child to study the Sabbath School lesson and complete the daily
activities. Your help and support can stimulate good Bible study habits and contribute to your
child’s spiritual growth. You may also want to remind your child to listen each week to the
podcast of the lesson available online at www.juniorpowerpoints.org/podcast.php?channel=1.
We encourage you to check out the Parents’ Pages (found in the back of the student Bible study
guide) for your use in family worship.
A mission offering is taken up each week in Sabbath School. We want to help students
understand the importance of giving to the Lord. Please check the back cover of the Adult
Sabbath School Bible Study Guide or visit www.AdventistMission.org for a list of the specific
mission projects that your offerings help support this quarter. Please remind and encourage your
child to contribute to the mission offerings. Cultivating this habit in Sabbath School prepares
students for the systematic giving of tithes and offerings.
Finally, the Sabbath School team wants you to know that our goal is to keep the lines of
communication open with you. Please don’t hesitate to let us know if you have any questions or
concerns. We will be happy to assist you and accommodate your child to the best of our ability.
May God richly bless your family!
Sincerely,

144
 1

powertexts
“And Jesus grew in wisdom and stature, and in favor with God and man” (Luke 2:52).

2 “ ‘It is written,’ he said to them, ‘ “My house will be called a house of prayer,” but you
are making it “a den of robbers” ’ ” (Matthew 21:13).

3 “I will praise the LORD, who counsels me; even at night my heart instructs me. I keep
my eyes always on the LORD. With him at my right hand, I will not be shaken” (Psalm
16:7, 8).

4 “Enter his gates with thanksgiving and his courts with praise; give thanks to him and
praise his name” (Psalm 100:4).

5 “God is spirit, and his worshipers must worship in the Spirit and in truth” (John 4:24).

6 “Jesus heard that they had thrown him out, and when he found him, he said, ‘Do you
believe in the Son of Man?’ ‘Who is he, sir?’ the man asked. ‘Tell me so that I may be-
lieve in him.’ Jesus said, ‘You have now seen him; in fact, he is the one speaking with
you.’ Then the man said, ‘Lord, I believe,’ and he worshiped him” (John 9:35-38).

7 “The Spirit gives life; the ˜ esh counts for nothing. The words I have spoken to you—
they are full of the Spirit and life” (John 6:63).

8 “In all my prayers for all of you, I always pray with joy because of your partnership in
the gospel from the ÿ rst day until now, being conÿ dent of this, that he who began a
good work in you will carry it on to completion until the day of Christ Jesus” (Philip-
pians 1:4-6).

9 “For you know that it was not with perishable things such as silver or gold that you
were redeemed from the empty way of life handed down to you from your ancestors,
but with the precious blood of Christ, a lamb without blemish or defect” (1 Peter 1:18,

powerpoints®
The official children’s Sabbath School curriculum of the
19).

10 “I will set out and go back to my father and say to him: Father, I have sinned against
heaven and against you. I am no longer worthy to be called your son; make me like
one of your hired servants” (Luke 15:18, 19).

11 “Now that I, your Lord and Teacher, have washed your feet, you also should wash one
another’s feet. I have set you an example that you should do as I have done for you” IORS & EAR
(John 13:14, 15). JUN LIT
OR

powerpoınts
YEAR F EE
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A
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YEAR A

12 “When the centurion and those with him who were guarding Jesus saw the earth- ®

UI
YG
quake and all that had happened, they were terriÿ ed, and exclaimed, ‘Surely he was

TUD
the Son of God!’ ” (Matthew 27:54).
QTR

BIBLE S
1
QUARTER 1

13 “Praise be to the God and Father of our Lord Jesus Christ! In his great mercy he has God’s Grace Is the
given us new birth into a living hope through the resurrection of Jesus Christ from
the dead” (1 Peter 1:3).
Greatest Treasure

*EJT240101* RESOURCE FOR LEADERS/TEACHERS

EJT240101
Worship
We praise God for His great love.

POWER TEXT
“And Jesus grew in wisdom and stature,
and in favor with God and man” (Luke
1
YEAR A | QUARTER 1
Family Dynamics
PO WE
RPOIN
The Bible Lesson at a Glance
Jesus spends His early years in His home in Nazareth. He
obeys His parents and shares in the responsibilities at home.

T
He grows intellectually and physically and is loved by God,
2:52). His family, and His community. In His father’s carpentry shop
He learns to do His best work. Jesus’ example of perfect obe-
KEY REFERENCES
We honor dience to God was reflected in His obedience to His earthly
 Luke 2:51, 52; Isaiah 53:7-12 parents and the respect He showed to everyone else.
 The Desire of Ages, chap. 7, pp. 68-74 God when we
 The Bible Story (1994), vol. 7, pp. This is a lesson about worship.
63-73 obey Him. Jesus honored God by being faithful and loyal in everything
 Student story on page 22 of this He did. Just as Jesus showed respect to the people of His
guide day, large and small, we can honor God and respect people
in our day by reflecting God’s love to them and meeting
OUR BELIEFS their needs. Doing our very best in everything reveals God
to others.
 No. 22, Christian Behavior
 No. 4, The Son Teacher Enrichment
 No. 9, The Life, Death, and Among the Gospel writers, only Luke gives us any report of
Resurrection of Christ Jesus’ childhood. It says that Jesus was “subject” or obedient
to His parents. “For 18 years before He left home Jesus real-
OBJECTIVES ized that He was the Son of God, yet during those 18 years
The students will: He remained dutiful as a son to those who were His earthly
 Know that we honor God when guardians. As the Son of God He might have considered
we obey Him. Himself exempt from parental jurisdiction, but as an exam-
ple to all youth He was ‘obedient’ to His human parents. . . .
 Feel committed to doing their best
During these 18 years Jesus became known . . . as ‘the car-
to honor God.
penter’ of Nazareth (Mark 6:3, KJV) and ‘the carpenter’s son’
 Respond by willingly worship- (Matt. 13:55, KJV).
ing God. “At some time during these 18 years, Joseph died, for at
the close of this period of time the shop is spoken of as ‘the
carpenter shop that had been Joseph’s’ (The Desire of Ages, p.
109; cf. p. 145). Luke 2:51 is the last indirect Scripture refer-
ence to Joseph in the narrative of Christ’s life. . . .
“It is important to a proper understanding of how Christ
met the problems of life to recognize that He was not born,
or supernaturally endowed, with knowledge, understand-
ing, and wisdom—He ‘increased,’ or ‘grew,’ in wisdom” (The
Seventh-day Adventist Bible Commentary, vol. 5, p. 711).
In what ways do my students see me living Jesus’ example by
putting my best effort into Sabbath School for them?

14
Welcome
Welcome students at the door and
direct them to their seats. Ask them
how their week has been. Encourage
learners to study their Sabbath
What was the most interesting part the week. (The leader should be fa-
of the Bible story? What activity miliar with the previous lesson to be
did you find the most helpful? able to direct the discussion.) This is
Which activity was the most fun? also a good time to have students

»
School lesson regularly, and use Invite students to share their expe- recite the power text.
several minutes to debrief students riences and/or the handiworks they Have students begin the readiness
on the previous week’s lesson. Ask: created for Sabbath School during activity of your choice.

Program notes
LESSON SEC TION MINUTES AC TIVITIES MATERIALS NEEDED
Welcome Ongoing Greet students at the door. Ask about their week.

1 Readiness
Activities
10-15 A. Sports Interview

B. Offering Encouragement
Bibles, guest, slips of paper, pencils

Bibles

* Prayer 15-20 See page 17. Prayer and Praise may be used at any time songbooks, world map, pushpins, letter to parents (p.
during the program. 144), offering plate/basket
and Praise

2 Bible
Lesson
15-20 Introducing the Bible Story

Experiencing the Story

Bibles, carpenter’s tools

Bibles, photocopies (p. 145)

Exploring the Bible Bibles, white/chalkboard, markers/chalk

3 Applying
the Lesson
10-15 Scenario

4 Sharing
the Lesson
10-15 Like Jesus Bibles, white/chalkboard, markers/chalk, wood scraps,
nails, tools

*
Closing Prayer and Closing Comments
Reminder to Parents
Coming Up Next Week

15
LESSON 1
1
READINESS ACTIVITIES
Select the activity or activities that are most appropriate for your situation.
A YOU NEED:
 Bibles
Sports Interview  guest
Ahead of time, ask an outgoing adult or
 slips of paper
youth guest (or one of your assistants)
 pencils
to come in to be interviewed as if they
are a sports personality. Let them know
that the focus of the questions is to be their commitment to
always doing their best and to growing in strength and abil-
ity little by little. Say to the students: Today we have a spe-
cial guest, we are pretending that he/she is a world class
athlete in (name one of the students’ favorite sports).
Pass slips of paper to the students and ask them to write out
a question they would like to ask the “athlete” about how
he/she has reached goals and stayed motivated.
Collect the slips of paper and conduct the interview from
the students’ questions. Eliminate silly questions, and help
focus others as necessary.
Debriefing
Ask: How can we compare growing in strength and wis-
dom as we mature with growing in ability in a sport?
What motivates a person to do their best? As Jesus kept
growing and developing physically, mentally, and spiri-
tually, He was continually in harmony with God. His life
displayed unselfish love toward others whom He tried to
help, doing His best. Let’s say together the power text,
“And Jesus grew in wisdom and stature, and in favor
with God and man” (Luke 2:52).
As our power point states,
We "honor God when we obey Him.
16
B YOU NEED:
 Bibles
Offering Encouragement
Have students form groups of three
or four and ask them to share, in one or two sentences any
praise and thanksgiving for God’s guidance as well as any
personal need or concern for which they would like to re-
quest prayer. Then allow time for each person to offer a few
words of encouragement and to say short sentence prayers
for their peers.
Debriefing
Ask: How is praying for one another an active part of our
worship? (Prayer is one way we connect with God through
faith. When we pray for ourselves and for others, we ac-
knowledge that God is in control of our lives. We owe every-
thing to Him and trust our lives to His guidance.) How does
this activity relate to honoring God? (When we let our
lives be a living expression of God’s love to others, we honor
Him and become more like Jesus.)
Let’s say together the power text, Luke 2:52:
“And Jesus grew in wisdom and stature, and in favor
with God and man” (Luke 2:52).
Like Jesus,
We honor God when we obey Him.
 * Prayer
and Praise

Fellowship
Report the students’ joys and sorrows (pleased and trou-
bled) as reported to you at the door (as appropriate). If
they have given you permission, share one or two spe-
cial items from students’ Bible study during the week.
Acknowledge any birthdays, special events, or achieve-
Notes
ments. Give a special, warm greeting to all visitors.

Suggested Songs
“We Are an Offering” (He Is Our Song, no. 136)
“Make Me a Servant” (He Is Our Song, no. 126)
“Our Prayer” (He Is Our Song, no. 137)
“I Want to Be Like You” (Praise Time, no. 90)

Mission YOU NEED:

Use Adventist Mission for youth and  world map
adult (go to www.juniorpower  pushpins
points.org and click on MISSION) or  letter to parents
another mission report available to (p. 144)
you. Using a world map, have the stu-
dents identify and mark with pushpins the location where
the mission story is taking place. At the beginning of the
quarter, send a letter to the parents, informing them that
an offering is taken up each week in Sabbath School (see
p. 144).

Offering YOU NEED:

Say: We honor God by bringing Him  offering plate/basket
our freewill offerings. The Lord is
pleased with our worship when we support the various
ministries of the church and help those who will benefit
from the mission projects around the world.

Prayer
Invite students to form groups of two or three and say brief
prayers of thanks and praise to God for His goodness to
us. If they have any prayer requests, they may pray for one
another. Close with a prayer for the students’ joys and sor-
rows, for the birthday and other special event celebrants,
as well as for the visitors.

17
LESSON 1

2
BIBLE LESSON

YOU NEED: YOU NEED:

Introducing the  Bibles Experiencing the Story  Bibles

Bible Story  carpenter’s tools
Invite a Christian carpenter/cabinet-
maker to visit your class and bring along some of the tools
of that trade. Have your guest explain the use of each tool
and answer whatever questions the students may have. (If
you are unable to find a carpenter/cabinetmaker, display
several tools such as a hammer, saw, screwdriver, etc., and
have students tell how a carpenter would use each.) Then
say: Today our lesson is about Jesus growing up in a car-
penter’s shop. Jesus always did His best as a carpenter.
We honor God when we obey Him.
Have the students read aloud together  photocopies (p. 145)
Luke 2:51, 52. Say: These two verses
come right after the ones that tell us that Jesus had been
in the temple, questioning the religious teachers. He was
just beginning to realize the work that God intended
for Him to do. He did not grow up understanding every-
thing about His mission to our world. But even after He
told His parents that God was His Father in a special way,
He was willing to go home and obey His earthly parents,
and do His very best work for the customers of the car-
penter’s shop. Distribute copies of the excerpts from The
Desire of Ages (see p. 145) to the students. Ask them to read
the passage aloud, taking turns between the boys and the
girls (or a boy and a girl).
(Optional) Say: Let’s also look at Isaiah 53:7-12. Read
the passage together. This is a passage that Jesus would
have heard read at the synagogue. He was coming to re-
alize that this was about Himself. How do you think that
would have made Him feel?

Debriefing
Ask: What did Jesus learn in the carpenter’s shop that
would have contributed to His success during His earthly
ministry later on? How would the daily routine tasks of
His work with Joseph have taught Him to honor God
and obey Him? How did Jesus’ daily connection with
God help Him to identify and respond to other people’s
needs?
We honor God when we obey Him.

18
 3
A P P LY I N G T H E L E S S O N

YOU NEED:

Exploring the Bible  Bibles Scenario

Write the texts below on the board.  white/chalkboard
Divide the students into six groups.  markers/chalk
Have each group find one set of texts
that showed a way in which Jesus honored God by follow-
ing his requirements and helping others.
1. Matthew 4:23, 24 (taught in the synagogue, proclaimed
the good news of the kingdom, healed).
2. Matthew 6:5-13 (taught disciples how to pray).
3. Luke 19:1-9 (came to seek and save the lost).
4. Matthew 19:13-15 (welcomed the little children and
pointed to their honesty as a requirement to entering the
kingdom of heaven).
5. Luke 15 (told stories to clarify teachings of deep spiri-
tual significance).
6. John 4:1-10 (explained the meaning of true worship).
Debriefing
Say: What kinds of things did Jesus do for others
that were evidence of His strong connection with His
heavenly Father? What are some ways we can be like
Jesus and show others in practical ways that God loves
them? What is the message of the power text, Luke 2:52?
Let’s say it together:
“And Jesus grew in wisdom and stature, and in favor
with God and man” (Luke 2:52).
Read and discuss the following scenario with your students.
Najeb has been studying the character of Jesus in the
Bible with his family. He has been impressed by Jesus’
life of self-sacrificial love to God and to others, and the
call for him to follow Jesus. He has decided to commit
His life to Jesus, and he wants to do his very best to
honor God. But he is not sure how to start or what he
can do.
Debriefing
Ask: What personal experience would you share with
Najeb to help him get started? How can he do his best as
he follows Jesus and reflects His love to others? In what
ways can he share Jesus with others in his family, in his
church, in his neighborhood, and at school? Remember
that
We honor God when we obey Him.

Like Jesus, we can grow in wisdom and in favor with

God and others if we stay close to Him and communicate
with Him daily.
Remember that
We honor God when we obey Him.

19
LESSON 1

4
SHARING THE LESSON
* Closing

YOU NEED: Prayer and closing comments:

Like Jesus  Bibles Say: Dear Jesus, please show us how to honor
Invite students to share with the class  white/chalkboard You and reflect Your love to others. Please
if they had the opportunity last week  markers/chalk give us opportunities to do our best work for
to show kindness as Jesus did, allowing You. Amen.
 wood scraps
God to bless others through them. Ask:
nails
In what ways did you share God’s

Reminder to parents:
love with someone? How did that  tools Say: Check out the student Bible study guide
person respond? to find Parents’ Pages for your use in family
Ask the students to brainstorm qualities of Jesus that re- worship, or however you wish to use them to
flect His close connection with His Father and His love for spiritually guide your children. You may listen
people. Write these on the board. to the podcast of the lesson online at www
.juniorpowerpoints.org/podcast.php?channel
Debriefing =1.
Ask: How can we be more like Jesus? Have the students pair
up with another person and take turns telling one way they Coming up next week:
plan to honor God by doing their best in their interactions with Say: Jesus cleanses the temple. We worship
others as Jesus did. Have them make a simple object from the God when we show respect and reverence in
scraps of wood that they can take with them to be a reminder His house.
to always do their best.
Say: When you look at the object you made from wood,
it can help remind you that by doing your best you may
gain favor both with God and with others. Like Jesus,
We honor God when we obey Him.

20
Notes

21
LESSON 1
Student
Family Dynamics
lesson
Take a careful look at a piece of furniture
in your home, perhaps a chair you find
comfortable. Examine how the different
pieces fit together. What did the builder
of this piece of furniture have to know?
What tools do you think the builder
used? Now imagine Jesus in the carpen-
ter shop learning how to be the best
carpenter possible.
T
he fragrance of green wood, like
evergreen trees, was the first
greeting a customer received at
the local carpenter’s shop. The carpen-
ter stood in the back corner, a piece of
charcoal behind his ear. He measured
carefully before skillfully fitting the
top of a table to the legs, pounding
wooden pegs into the holes to hold
it together. With a low whistle, the
man smiled and stood back to admire
his work: smooth grain and perfectly
matched, corners meeting exactly, all
legs evenly balanced. Meanwhile, his
youngest Son hurried forward with a
smile of His own to greet a customer.
It was always that way in this shop.
The owner was an honest man who
built everything with the care he
would take if it were for himself. If you
asked for cedar, you got cedar, not
some other wood the carpenter had
found cheaper so he could make a
profit on your ignorance.
Picture Jesus as a young man get-
ting up early. The first thing He did
when He woke up was to talk to His
heavenly Father. In prayer He asked
for strength to carry successfully the
challenges of the new day. As Jesus
arrived at Joseph’s carpentry shop,
He got the tools ready for the day.
He may have selected the wood they
22
would be using. Maybe He talked
to the first few customers who were
standing in line in front of the shop.
Although the carpenter’s family
belonged to the royal lineage of King
David, they were not rich in material
possessions. However, what Jesus’ par-
ents offered their Son was far greater
in value than what silver or gold could
buy. These parents did everything
they could to introduce Jesus to the
spiritual treasures that are of eternal
value. Joseph and Mary did not send
Jesus to the schools of the rabbis.
Instead, they offered their Son an edu-
cation centered in God’s will for His
life. Thus, Jesus became a person of
integrity whose character was pleas-
ing to God as well as to everyone who
knew Him.
Jesus’ mind was very receptive,
soaking up everything His mother
taught Him. Jesus faithfully attended
the synagogue with His parents every
Sabbath. Then, during the week, He
had the opportunity to discuss with
His parents the stories of Creation,
Noah and the Flood, Moses and the
Passover angel, Abraham and Isaac,
and many other captivating accounts
about people of faith.
The Boy asked thought-provoking
questions that His mother couldn’t
always answer. Mary answered Him
according to her understanding of the
Scriptures. The great day would come
when Jesus would turn 12. Then the
family would travel to the temple in
Jerusalem, and Jesus could address
His difficult questions to the religious
teachers there.
Mary treasured in her heart the
memory of the events that preceded
and followed the miraculous birth of
her Son. These stories included per-
sonal visits of angels and shepherds
and rich kings following a star—evi-
dence of God’s guidance in their lives.
Jesus’ mother told Him of His divine
orgins as announced to her by Angel
Gabriel. As He read from the Scriptures
the prophecies about the coming of
the Messiah, Jesus must have paid
special attention, thinking of how
He Himself is the fulfillment of these
prophecies.
Carefully this gentle mother did her
best to raise the Son of God. She qui-
etly cherished the knowledge that He
was the Messiah everyone was looking
for, the future King of kings and Lord
of lords. But this truth was kept by
Jesus’ family until just the right time.
God would choose the time and the
way to impress hearts about this great
truth.
Until then, the best way for the Son
of God to learn how to be a good
king was to live like the common
people did, so He could understand
the challenges that everyone faced.
The Boy Jesus honored God and had
a strong relationship with His heavenly
Father. He was an obedient Son to His
parents, a good student, and a kind
young man to everyone He encoun-
tered. He not only had friends His own
age, but even the grown-ups in the
town loved Him. Can you guess why?
Because He treated everyone with
respect. He treated others as He would
want to be treated—the same way His
earthly father treated his customers in
the carpenter shop.
 KEY REFERENCES
 Luke 2:51, 52; Isaiah 53:7-12
 The Desire of Ages, chap. 7, pp. 68-74
 The Bible Story (1994), vol. 7, pp.
63-73
 Our Beliefs nos. 22, 4, 9
POWER TEXT POWER POINT
“And Jesus grew in wisdom and We honor God when we obey Him.
stature, and in favor with God and
man” (Luke 2:52).

DO READ

READ

WRITE
LEARN

REVIEW
PRAY
DO

REVIEW
PRAY
READ
WRITE

READ
HELP
THINK
REVIEW
PRAY
DO

REVIEW READ
PRAY REPEAT
SHARE

READ
ILLUSTRATE
PRAISE

PRAY
SING

REVIEW *NOTE

PRAY

23
Worship
We praise God for His great love.

POWER TEXT
“ ‘It is written,’ he said to them,
‘ “My house will be called a house of
2
YEAR A | QUARTER 1
More Pigeons Than Prayer
PO WE
RPOIN
The Bible Lesson at a Glance
Jesus journeys from Capernaum to Jerusalem to take part in
the Jewish Passover service. When He arrives, He discovers

T
that there is business going on in the temple. Animals are
prayer,” but you are making it “a den of being sold for sacrifices; money is being exchanged. Instead
robbers” ’ ” (Matthew 21:13). of the sounds of worship, there is noise and confusion. Jesus
KEY REFERENCES
Showing takes charge, reminding people that God’s house is a place
for worshiping Him, showing respect and reverence in His
 John 2:13-25 respect and presence.
 The Desire of Ages, chap. 16, pp.
154-166 reverence in This is a lesson about worship.
 The Bible Story (1994), vol. 7, pp. Showing reverence and respect in God’s house is an acknowl-
134-138 God’s house is edgment that He is present and that we are there in response
to His great love.
 Student story on page 32 of this
guide
one way we
Teacher Enrichment
OUR BELIEFS respond to “This was Jesus’ First Cleansing of the Temple, His first act
of national importance. By it He declared His right to admin-
 No. 12, The Church His love. ister the affairs of the Temple and announced His mission
 No. 3, The Father as the Messiah. The second cleansing occurred three years
 No. 4, The Son later, at the fourth Passover . . . as a reminder that His claim
was still valid. . . .
OBJECTIVES “Again and again the Jews criticized Jesus for speaking
The students will: of God as His Father. . . . They also claimed God as their
 Know that the place where they Father (John 8:41), but realized that Jesus did so in a higher
sense. They perceived that, in these words, Jesus set forth
worship God is sacred.
an unqualified claim to divinity. At the second cleansing
 Feel that God wants them to be
Jesus spoke of the Temple as ‘my house’ (Matt. 21:13, KJV),
reverent when they worship Him. and when the leaders rejected His final appeal the following
 Respond by being reverent in day He referred to it as ‘your house’ (Matt. 23:38, KJV)” (The
God’s house. Seventh-day Adventist Bible Commentary, vol. 5, p. 923).
Why is God’s house important to me? How do I honor God’s
house?

24
Welcome
Welcome students at the door and
direct them to their seats. Ask them
how their week has been. Encourage
learners to study their Sabbath
What was the most interesting part the week. (The leader should be fa-
of the Bible story? What activity miliar with the previous lesson to be
did you find the most helpful? able to direct the discussion.) This is
Which activity was the most fun? also a good time to have students

»
School lesson regularly, and use Invite students to share their expe- recite the power text.
several minutes to debrief students riences and/or the handiworks they Have students begin the readiness
on the previous week’s lesson. Ask: created for Sabbath School during activity of your choice.

Program notes
LESSON SEC TION MINUTES AC TIVITIES MATERIALS NEEDED
Welcome Ongoing Greet students at the door. Ask about their week.

1 Readiness
Activities
10-15 A. My Response
B. Postures of Praise
newsprint or brown paper, markers, pencils, crayons
written Bible texts, chenille wire or thin wire or
modeling clay

* Prayer
and Praise
15-20 See page 27. Prayer and Praise may be used at any time
during the program.
songbooks, world map, pushpins, offering plate/basket,
white/chalkboard and markers/chalk OR picture illus-
trating a church

2 Bible
Lesson
15-20 Introducing the Bible Story

Experiencing the Story

six copies of Net Kids script (p. 146)

Bible costume for an adult

Exploring the Bible Bibles

3 Applying 10-15 Through Other Eyes paper, pencils/pens

the Lesson

4 Sharing
the Lesson
10-15 Welcome to This H.O.P. paper, pencils/pens

*
Closing Prayer and Closing Comments
Reminder to Parents
Coming Up Next Week

25
LESSON 2
1
READINESS ACTIVITIES
Select the activity or activities that are most appropriate for your situation.
A YOU NEED:
newsprint or brown
My Response

paper
Create a “Praise Board” on one wall with  markers, pencils, or
a large expanse of banner, newsprint, crayons
or brown paper. In large letters write
“WE RESPOND TO GOD’S GREAT LOVE WHEN WE . . .” Have a
supply of colored markers, pencils, or crayons. As students
arrive, invite them to express their thoughts by writing their
responses on the banner. This can be kept and added to as
students arrive during the next three weeks.
Debriefing
Ask: What are some ways that we respond to God’s love?
(Have students read and elaborate on what they have put
on the Praise Board.) Which of the things you wrote on the
board would you consider worship? (Encourage discus-
sion.)
The power text reminds us of how important it is to
maintain a reverent and worshipful atmosphere in God’s
house. Let’s say it together:
“ ‘It is written,’ he said to them, ‘ “My house will be
called a house of prayer,” but you are making it “a den
of robbers” ’ ” (Matthew 21:13).
We are reminded in our power point that
Showing respect and reverence in God’s house is
one way we respond to His love.
Accommodations for students with special needs
Allow students with special needs who experience difficulty
expressing their thoughts in writing to work with a partner
who could assist them.
26
B YOU NEED:
written Bible texts

Postures of Praise
 chenille wire
Place each of the following Bible texts
 OR thin wire
on a piece of paper: Psalm 5:7 (atti-
tude, bow, reverence); Psalm 95:1, 2  OR modeling clay
(song and praise); Malachi 3:10 (giving/
offerings); Luke 10:39-42 (listening); Psalm 68:26 (praise).
Duplicate to make enough for each student to have a paper
with a text. Have enough pipe cleaner (chenille wire) or thin
wire (or modeling clay) to give each student two or three
pieces.
Say: There are many ways we worship God. Read the
text and then bend and twist your wires into a shape
that represents the worship described in your text.
When they have finished, have students share their
handiworks while the others guess what form of worship
it represents.
Debriefing
Ask: In what type of worship do you engage most
frequently? Why? Let’s say our power text together,
Matthew 21:13:
“ ‘It is written,’ he said to them, ‘ “My house will be
called a house of prayer,” but you are making it “a den
of robbers” ’ ” (Matthew 21:13).
How does worship show God that we love Him? What
other responses to God’s love might we consider wor-
ship?
Say: Let’s repeat together our power point,
Showing respect and reverence in God’s house is
one way we respond to His love.
Accommodations for students with special needs
Allow students with special needs who experience difficulty
with this activity to work with a partner who could assist
them.
 * Prayer
& Praise

Fellowship
Report the students’ joys and sorrows (pleased and
troubled) as reported to you at the door (as appropri-
ate). If they have given you permission, share one or
two special items from students’ Bible study during
the week. Acknowledge any birthdays, special events,
Notes or achievements. Give a special, warm greeting to all
visitors.

Suggested Songs
“Father, We Love You” (He Is Our Song, no. 37)
“Majesty” (He Is Our Song, no. 67)
“I Will Call Upon the Lord” (Praise Time, no. 32)

Mission YOU NEED:

Use Adventist Mission for youth  world map
and adults (go to www.junior  pushpins
powerpoints.org and click on
MISSION) or another mission report available to you.
Using a world map, have the students identify and
mark with pushpins the location where the mission
story is taking place.

Offering YOU NEED:

Encourage students to offer  offering plate/basket
their free will offerings as an
act of worship. Explain to them that worship to God
is much more than singing and praying. Worship re-
lates to every aspect of our lives, including our gifts
of money to help advance the mission work of our
church.

Prayer YOU NEED:

Draw a simple picture of a  white/chalkboard and
church and then discuss how markers/chalk
grateful we can be for God’s  OR picture illustrating
house. Example: grateful for a a church
door of welcome, a foundation
of truth, a roof of safety, walls of strength, loving fam-
ily members that fill the pews, etc. Close with a prayer
that we will always love and respect God’s house. Pray
also for the students’ joys and sorrows, for the birth-
day and other special event celebrants, as well as for
the visitors.

27
LESSON 2

2
BIBLE LESSON

YOU NEED: YOU NEED:

Introducing the Bible Story  six scripts (p. 146) Experiencing the Story  adult in costume
The Net Kids Have an adult dress up in a Bible cos-
You will need six scripts for the students (see p. 146). You tume and come to the classroom. Tell the students that you
can either have them memorize the parts a week ahead are going to pretend that he was at the temple at Jerusalem
or give them the script Sabbath morning. To introduce when something unusual happened. Have him tell the story
the Net Kids, say: The Net Kids are an imaginary interna- from John 2:13-25 as if he had observed it. (Variation: you
tional group of children ages 11-14 who communicate could interview him and allow questions from the students
regularly through email. Emiko and Darren met in a if your guest is comfortable with that impromptu format.)
teen Christian chat room and found out that they were
both Seventh-day Adventists. They then created a chat
room for Adventist juniors and teens, and the other four
joined. They get together as often as they can through
the internet.
Ulla: 11-year-old girl, Sweden
Ivan: 12-year-old boy, Russia
Tendai: 12-year-old boy, Zimbabwe
Ana: 13-year-old girl, U.S.A.
Darren: 13-year-old boy, Australia
Emiko: 14-year-old girl, Japan
Arrange the students at desks, or chairs turned around
as desks if no desks are available. Have them tap as they
read their part to simulate typing at a computer keyboard.
Present the skit.

Debriefing
Ask: What are some other things you wouldn’t do to
someone you love? How are these things like or unlike
the way we sometimes treat God? Talk about ways that
our behavior in church can show God that we love and
respect Him.

28

YOU NEED:
Exploring the Bible  Bibles
Have the students find Matthew 21:12-
16. Ask someone to read it aloud. Say: Jesus cleansed the
temple two times, once at the beginning of His ministry,
and once near the end. Why? Because Jesus wanted
everyone to be able to find God there. The greedy way
the priests were acting was interfering with worship. It
is important to have a reverent and worshipful atmo-
sphere in God’s house.
Let’s say our power text together, Matthew 21:13:
“ ‘It is written,’ he said to them, ‘ “My house will be
called a house of prayer,” but you are making it “a den
of robbers” ’ ” (Matthew 21:13).
Remember:
Showing respect and reverence in God’s house is
one way we respond to His love.
3
A P P LY I N G T H E L E S S O N
YOU NEED:
Through Other Eyes  paper and pencils/pens
Ask: What are some things that hap-
pen in our church that might not be very worshipful?
What could we do to help keep God’s house a place for
worship and prayer?
Arrange students in groups of four or five. Give groups
paper and pencils. Say: I want you to think about what
Jesus would see if He came to our church today. Let’s
start with our Sabbath School room. Then allow the stu-
dents to search other areas of the church, finding things that
need to be cleaned or fixed.
Debriefing
Groups will share their lists. Ask: What can we do to make
our church more reverent? What is more important than
the building we worship in? (The attitude we have when
we worship.) What do you think shows a reverent atti-
tude?
Say: As we are reminded in our power point,
Showing respect and reverence in God’s house is
one way we respond to His love.
29
LESSON 2

4
SHARING THE LESSON
* Closing

YOU NEED:
paper
Welcome to This H.O.P. 
Ask students to share with the class if pencils/pens

they had the opportunity last week to
talk to someone about their church. Ask: What do you enjoy
most about coming to church? Did you have a chance to
share with someone your joy of being part of a church
community? Did you try to invite any of your friends to
church?
Contact your pastor or head elder about the junior class
being responsible for greeting next Sabbath, or even pos-
sibly on a regular rotating schedule. Let the juniors design
a “welcome” handout and even name tags to wear on their
Sabbath to greet. The name tags could read: “Welcome, I
[heart picture] this H.O.P. ” (symbolizing “I love this House
of Prayer. ”) The handouts might read: “The Junior Sabbath
School class welcomes you to God’s House of Prayer.”
Prayer and closing comments:
Pray that God will help the students feel a re-
sponsibility to keep their meeting place a place
of true worship.
Reminder to parents:
Say: Check out the student Bible study guide
to find Parents’ Pages for your use in family
worship, or however you wish to use them to
spiritually guide your children. You may listen
to the podcast of the lesson online at www
.juniorpowerpoints.org/podcast.php?channel
=1.
Coming up next week:
Say: Jesus reads in the synagogue. We res-
pond to God’s love when we worship Jesus.

30
Notes

31
LESSON 2
Student lesson
More Pigeons Than Prayer
Can you remember a time you came into
a room and were shocked at what you
saw? Whether it was a good surprise or
a bad surprise, it was definitely not what
you had expected to find there. Imagine
this surprise.
A
young temple worker forked
more straw into the sheep pen.
He didn’t think he’d ever get
the job done. Lambs crowded against
his legs. Passover meant a lot more
work for him.
A temple priest called anxiously for
him to come and help. The lunch his
mother had packed would have to
wait. With the last of the straw in place,
the young worker left the holding pen
and walked to the vendor’s courtyard.
Looking around, he found that the
temple was more like a marketplace
than a place to worship God.
As he came closer, the noise grew
until the sounds were deafening.
Making his way through the crowd, the
boy observed the scene that unfolded
before his eyes. After traveling for
days, people were forced to pay the
last of their money to buy overpriced
birds and animals for their sacrifices.
The boy’s father had taught him that
the priests were to assist the needy.
Instead, what he saw was that the
priests and merchants cheated people
to get the greatest profit possible from
selling animals for the sacrifices. Day
32
after day he watched. Gradually, bitter
disappointment settled in his heart. He
did not see this as true worship.
A shout of “Hurry up!” brought him
back to reality.
Arriving at the booth where he’d
been called, the boy was asked to take
the shekels for the pigeons and doves.
He did not remember ever seeing this
many poor people in Jerusalem for
Passover.
Everything became a blur as the
young worker took money and handed
out birds for the poor people’s sacri-
fice. Sweat trickled down his back
as he struggled to keep up with the
demands of the buyers. His head
throbbed from the hubbub that sur-
rounded him.
Reaching out for an old man’s
shekel, the boy heard the wail. Curious,
he turned to look in the same direction
as the old man had looked. Shocked
by the scene, he let his mouth drop
open. The mass confusion was worse
now. Everywhere people pushed and
shoved one another, fright on their
faces.
Screaming, “It’s HIM!” a merchant
pointed back in the direction he had
come, desperately trying to get away.
Jumping over the table at the booth,
the boy forced his way toward where
the man had pointed.
All at once the worker saw the
answer to his question. Instead of
flashing swords, shields, and Roman
uniforms, there was a man with a whip.
The stranger was speaking. “Get
these out of here!” He commanded.
“Stop turning my Father’s house into a
market!” (John 2:16).
Finally the crowd hushed. The
animals stopped their bawling. The
stranger seated Himself with children
on His lap and at His feet.
The young temple worker crept
closer, wanting to learn more about
this man. Turning to a woman stand-
ing beside him, he asked who this
stranger was.
She had heard that His name was
Jesus. Somebody else said He was from
Nazareth.
Jesus spoke words of comfort to the
believers who gathered around Him.
He told them of God’s goodness and
assured them of His love. Jesus wanted
them to understand His deep sorrow
because His Father’s House was turned
into a marketplace and many faithful
worshipers were mistreated by the reli-
gious leaders.
The boy’s eyes met Jesus’ gentle
gaze. That kind look made him feel as
if Jesus were telling him, “Don’t let the
example of the priests turn you away
from God.” The young temple worker
felt peace as Jesus’ loving words re-
freshed his soul like sweet melody. His
joy found expression in heartfelt praise
to God.
 KEY REFERENCES POWER TEXT POWER POINT
 John 2:13-25 “ ‘It is written,’ he said to them, ‘ “My Showing respect and reverence in
 The Desire of Ages, chap. 16, pp. house will be called a house of prayer,” God’s house is one way we respond to
154-166 but you are making it “a den of rob- His love.
 The Bible Story (1994), vol. 7, pp. bers” ’ ” (Matthew 21:13).
134-138
 Our Beliefs nos. 12, 3, 4

DO

REVIEW
READ
PRAY

CREATE

PRAY READ
THINK

READ
WRITE
TELL

SHARE

REVIEW
REVIEW
PRAY
PRAY

READ READ
THINK CREATE

REVIEW
PRAY

DISCUSS
READ
RESEARCH REPEAT
PRAY

33
Worship
We praise God for His great love.

POWER TEXT
“I will praise the LORD, who counsels
me; even at night my heart instructs
3
YEAR A | QUARTER 1
Now You See Him;
Now You Don’t
The Bible Lesson at a Glance
Jesus goes to the synagogue to worship God every Sabbath.
RPOIN
me. I keep my eyes always on the LORD. WE
He takes part in the worship service. He reads the Scripture.
PO

T
With him at my right hand, I will not be He knows the Old Testament stories. He applies Scripture to
shaken” (Psalm 16:7, 8). things happening in His day. But sometimes the people do
not appreciate Jesus or the things He has to say. One day
KEY REFERENCES When we they actually shove Him out of the church and toward a cliff.
 Luke 4:16-30
 The Desire of Ages, chap. 24, pp. respond This is a lesson about worship.
236-243 Christ is the center of all Christian worship. By keeping Him
 The Bible Story (1994), vol. 7, pp. to God’s as the focus and center of our worship, we respond to God’s
great love.
165-168
 Student story on page 42 of this
love, Christ
Teacher Enrichment
guide becomes the True worship involves our response to God. We take time to
think about Him and what He has done for us. We ask God
OUR BELIEFS
center of our to listen to our attempt to pour out our feelings of adoration
 No. 4, The Son and praise to Him.
 No. 9, The Life, Death, and worship. We respond to God Himself—the ever-living, all-knowing,
Resurrection of Christ all-powerful God. We respond to God’s actions—His death
 No. 18, The Gift of Prophecy for us, the example of His life on earth, the continuing pres-
ence of the Holy Spirit. Worship is to connect us with (1)
OBJECTIVES what God has done for us, (2) what He is doing for us, and
(3) what He will do for us. The center is God.
The students will:
The synagogue was an important religious institution
 Know that Jesus is the center of
among the Jews of Jesus’ day. Originating during the exile, it
all true Christian worship. provided a place where Jews could study the Scriptures and
 Feel a desire to make Christ the worship God. A synagogue could be established in any town
center of their own worship. where there were at least 10 married Jewish men. Visiting
 Respond by seeking to get to teachers were allowed to participate in the worship service
know Jesus better through personal, by invitation of the synagogue leaders.
family, and corporate worship. How do I respond to God’s love? How important is my per-
sonal worship time?

34
Welcome
Welcome students at the door and
direct them to their seats. Ask them
how their week has been. Encourage
learners to study their Sabbath
What was the most interesting part the week. (The leader should be fa-
of the Bible story? What activity miliar with the previous lesson to be
did you find the most helpful? able to direct the discussion.) This is
Which activity was the most fun? also a good time to have students

»
School lesson regularly, and use Invite students to share their expe- recite the power text.
several minutes to debrief students riences and/or the handiworks they Have students begin the readiness
on the previous week’s lesson. Ask: created for Sabbath School during activity of your choice.

Program notes
LESSON SEC TION MINUTES AC TIVITIES MATERIALS NEEDED
Welcome Ongoing Greet students at the door. Ask about their week.

1 Readiness
Activities
10-15 A. Create It!

B. Experience It!
Bibles, paper, blocks or boxes, tape, cloth, art supplies,
poster board

* Prayer
and Praise
15-20 See page 37. Prayer and Praise may be used at any time
during the program.
songbooks, world map, pushpins, offering plate/basket

2 Bible
Lesson
15-20 Introducing the Bible Story

Experiencing the Story

four copies of Net Kids script (p. 147)

Bibles

Exploring the Bible Bibles

3 Applying
the Lesson
10-15 On Target large sheets of paper, pencils/pens

4 Sharing
the Lesson
10-15 Worship Committees paper, pencils/pens

* Closing Prayer and Closing Comments

Reminder to Parents
Coming Up Next Week

35
LESSON 3

1
READINESS ACTIVITIES
Select the activity or activities that are most appropriate for your situation.

A YOU NEED: A1 B
 Bibles
Create It!  paper
Experience It!
Allow students to participate in one of Discuss with the students that prayer, communication with
 blocks or boxes
the following activities: God, is an important aspect of worship. Ask them to each get
 tape
1. Find Isaiah 56:7 and read it. With in a position that they normally assume while talking with
the materials provided design, draw, YOU NEED: A2
God, as with a friend. For this activity, encourage them to
construct “a house of prayer for all experiment a little (stand, bow, kneel) and spread out around
 cloth for banner
nations.” Keep in mind what you know the room. When they have assumed their position, ask them
 art supplies
of the architecture of other countries. each to talk silently, but earnestly, with God about some-
You can draw a floor plan and/or the thing they really care about.
YOU NEED: A3
outside.
 art supplies
2. Read Psalm 22:22 or Psalm 35:18 as Debriefing
inspiration and with the materials pro-  poster board After they have finished praying, ask: How did you feel
vided create a cloth banner. You may about the appropriateness of your posture? Did you
change the pronoun “you” to the name Jesus Christ. feel that you were really communicating with God? Was
3. With the materials provided create a poster or bumper it easier or harder to communicate in the position you
sticker that focuses on the theme “Jesus is the center of our chose? How do you think God felt? Was Christ at the
lives.” center of your thoughts? What can you learn about you
Have each group present and explain what they did. and prayer from this? Let’s say together our power text,
Psalm 16:7, 8:
Debriefing “I will praise the LORD, who counsels me; even at
Ask: Of what are we reminded through each of these cre- night my heart instructs me. I keep my eyes always
ations? (To praise God; why and how we worship Him.) How on the LORD. With him at my right hand, I will not be
can we make Christ the center of our worship? When is shaken” (Psalm 16:7, 8).
it easy to praise God? Why? When is it difficult to praise
Him? Why? Let’s say our power text, Psalm 16:7, 8: Our power point reminds us that
“I will praise the LORD, who counsels me; even at When we respond to God’s love, Christ becomes
night my heart instructs me. I keep my eyes always the center of our worship.
on the LORD. With him at my right hand, I will not be
shaken” (Psalm 16:7, 8).

Our power point reminds us that

When we respond to God’s love, Christ becomes
the center of our worship.

Accommodations for students with special needs

Place students with special needs in the activity groups
in which they would feel most comfortable participating.
Identify their skills and talents and create opportunities for
them to thrive.

36
 * Prayer
and Praise

Fellowship
Report the students’ joys and sorrows (pleased and
troubled) as reported to you at the door (as appropri-
ate). If they have given you permission, share one or
two special items from students’ Bible study during
the week. Acknowledge any birthdays, special events,
Notes
or achievements. Give a special, warm greeting to all
visitors.

Suggested Songs
“Oh, Magnify the Lord” (He Is Our Song, no. 12)
“Lord, I Lift Your Name on High” (Praise Time, no. 71)

Mission YOU NEED:

Use Adventist Mission for youth  world map
and adults (go to www.junior  pushpins
powerpoints.org and click on
MISSION) or another mission report available to you.
Using a world map, have the students identify and
mark with pushpins the location where the mission
story is taking place.

Offering YOU NEED:

Read 1 Chronicles 16:29: “Ascribe  offering plate/basket
to the LORD the glory due his
name; bring an offering and come before him.
Worship the LORD in the splendor of his holiness.”

Prayer
Before praying you may want to use the song “As We
Come to You in Prayer” (The Seventh-day Adventist
Hymnal, no. 671) or a song that has a prayerful mes-
sage. Close with a prayer for the students’ joys and
sorrows, for the birthday and other special event cele-
brants, as well as for the visitors.

37
LESSON 3

2
BIBLE LESSON

YOU NEED: YOU NEED:

Bibles
Introducing the Bible Story  four scripts (p. 147) Experiencing the Story 

The Net Kids Say: The power point of our lesson

(Refer to Lesson 2 for background and setup information.)
Make four copies of the Net Kids script found on page 147
of this guide. Distribute to the students you have selected
as early as possible. Allow practice time before using this
activity. Present the skit.
Debriefing
Ask: What devotional book do you use for your personal
worship? How does it encourage you to read the Bible?
Today we are going to talk about what we can do to
make Jesus the center of our worship.
this week is that
When we respond to God’s love, Christ becomes
the center of our worship.
Our Bible story is actually about when people decided
NOT to make Jesus the center of worship. Let’s read
about it from the Bible.
Ask a student to read Luke 4:16 and 17 aloud. (Choose
good readers and encourage others to participate by an-
swering questions.)
Ask: Where was Jesus? (home) How surprised were
people to see Him? (They weren’t; they were used to seeing
Him there.) Why do you think they asked Him to read? (He
knew the Scriptures well; He probably had a good voice.)
Have someone else read verses 18 and 19.
Ask: What did He do when He finished reading the
Scripture text from Isaiah?
Have someone read verse 20.
Say: The people sat there amazed, because He brought
such meaning to the words of the prophecy. But this was
a young man they had known all of their lives. They just
couldn’t accept that He could be who He was saying He
was. He also told them that He was not going to do the
things that they expected the Messiah to do. How did
they respond to this?
Have someone read verses 28 and 29 aloud.
Ask: Try to imagine the crowd of angry people chasing
the young man out of the house of worship and toward a
cliff to throw Him off.
But Jesus knew it wasn’t time for Him to die, so He
slipped away. (Have someone read verse 30.) Can you
imagine the looks on the faces of the crowd, standing on
the edge of the cliff when they realized He was gone?

38

YOU NEED:
Bibles
Exploring the Bible 
Say: God created human beings with
a desire to know Him. Although people belong to many
different religions in the world, they are all looking for
the one true God. How do we find out about God? Let’s
find and read John 14:9, 10. (Read the verse together.)
Ask: Who is the focus of our worship? Let’s find and
read 1 Corinthians 2:2. (Jesus and His death for us)
Ask: Who makes it possible for us to worship? Let’s find
and read Galatians 2:20. (Christ lives in us and makes every-
thing we do possible.)
Ask: Are there ever times when Jesus does not seem to
be at the center of our worship? When? Why do you think
that is?
Let’s say together our power text, Psalm 16:7, 8:
“I will praise the LORD, who counsels me; even at
night my heart instructs me. I keep my eyes always
on the LORD. With him at my right hand, I will not be
shaken” (Psalm 16:7, 8).
Remember:
When we respond to God’s love, Christ becomes the
center of our worship.
3
A P P LY I N G T H E L E S S O N
YOU NEED:
On Target  large papers
Let the students pair off and give each  pens/pencils
pair a large piece of paper and a pen
or pencil. Ask them to draw a target with a bull’s-eye in the
center. In the center of their bull’s-eye they should write
“Jesus,” indicating that He is what everything else centers
around. Then ask them to prioritize other things in their
lives, writing them in the outer circles of the target with
the most important things being closest to the center and
the less important things written in the outer rings of the
target.
Ask: How can we keep Jesus in the center of our lives
and our worship? What things get in the way of Jesus
being the central focus of our lives? How does drawing
this target help us understand how to respond properly
to God’s love?
39
LESSON 3

4
SHARING THE LESSON
* Closing

YOU NEED:
Worship Committees  paper
Ask students to share with the class if  pens/pencils
they had the opportunity last week to
participate actively in family worship. Ask: How did you get
involved in family worship? In what ways did you or your
siblings lead out in family worship? What did you learn
about the joy that comes from praising God with others?
Set up groups of chairs around the classroom, each desig-
nated for a particular aspect of the worship service at your
church (music, sermon, offering, praise, prayer, etc.). Divide
the students among the groups, taking into consideration
student interest. Each group should make a plan for con-
ducting that area of worship in a Christ-centered way. (Have
an adult facilitator with each group to ensure that ideas will
be acceptable in your situation, but instruct that person to
let students express themselves and be creative.) The plans
should include: number of people needed, materials needed,
amount of time needed. Collect the plans at the end of the
period. Keep them for next Sabbath.
Prayer and closing comments:
Pray that Jesus, through the Spirit, will particu-
larly reveal Himself to your students.
Reminder to parents:
Say: Check out the student Bible study guide
to find Parents’ Pages for your use in family
worship, or however you wish to use them to
spiritually guide your children. You may listen
to the podcast of the lesson online at www
.juniorpowerpoints.org/podcast.php?channel
=1.
Coming up next week:
Say: Jesus preaches in Capernaum. Worship is
a verb and involves action.

Debriefing
Ask: How did it feel to design a part of worship yourself?
(exciting; awesome)
We are going to keep working with these plans and
create a service that we can share with the rest of our
church sometime.

Remember:
When we respond to God’s love, Christ becomes the
center of our worship.

Accommodations for students with special needs

Allow students with special needs to work in groups in which
they would feel most comfortable participating. The goal is
for them to be able to contribute to the best of their ability.

40
Notes

41
LESSON 3
Student lesson
Now You See Him; Now You Don’t
Can you remember something in church
that made you feel close to God? It may
have been a song, a reading, a sermon,
or something else. When we worship
God, we get to know Him better, and He
can speak to us about His plans for us.
Imagine a worship service like this one.
J
esus got up to read the Scripture.
People in the village had been
talking about Him, telling stories
about His going to other towns and
healing people. Now He was back in
Nazareth, where He had grown up. It
seemed that more people than usual
were at the synagogue today. The
whole town had heard that one of
their own was back. They wanted to
see just how He had changed.
Standing in front of the group, Jesus
opened the scroll. The whole room
seemed to be holding its breath, wait-
ing for Jesus to speak.
Jesus told the group He was reading
from Isaiah where the prophet says,
“The Spirit of the Sovereign Lord is on
me, because the Lord has anointed me
to proclaim good news to the poor.
He has sent me to bind up the broken-
hearted, to proclaim freedom for the
captives and release from darkness for
the prisoners, to proclaim the year of
the Lord’s favor” (Isaiah 61:1, 2).
The way He read the verses, people
felt drawn to them. He spoke with
42
authority, but also with kindness.
Finishing reading, Jesus rolled up the
scroll and handed it to the synagogue
attendant. Wrapped in silence, every-
one wondered what would happen
next.
Jesus looked around the room and
slowly began to explain what He had
read. “Today this scripture is fulfilled
in your hearing” (Luke 4:21). They
remembered Him as someone who
could mend their broken furniture.
Now He was talking about being able
to mend broken hearts.
Questioning faces looked at one
another. Not everyone was pleased
with Jesus’ comments about Himself.
Some thought they were right to
doubt Jesus’ authority because He did
not perform any miracle in their town.
They wanted more proof than the sto-
ries they had heard from Capernaum.
After all, they had known this man
since He was a little boy.
Suddenly one of the elders jumped
to his feet. “Don’t you remember
who this Jesus is? He’s just the son of
Joseph.”
“That’s right!” shouted another elder.
“Why are you following after this man
like a herd of goats?”
“Jesus has done a lot of good. What
about the healing He’s done?” ques-
tioned someone else.
“Healing? How do we know those
stories are true?” another person re-
torted. “He hasn’t done anything like
that here in Nazareth.”
The crowd was beginning to take
sides. People shouted to make them-
selves heard. The synagogue was in
complete turmoil. The people agreed
to put an end to Jesus’ teaching by
throwing Him down from the cliff.
The crowd started pushing its way
toward the cliff outside of town. For
a while it seemed that this would be
the end of Jesus’ ministry, right in the
place where He had grown up. The
noisy crowd approached the top of
the cliff near Nazareth. But suddenly
they stopped in confusion. Where was
Jesus? Who had seen Him last? Where
had He gone?
As the people of Nazareth milled
around the edge of the cliff in con-
fusion, it finally dawned on them
that Jesus was no longer with them.
Confused, they finally wandered back
to their homes.
They had had a chance to get to
know Jesus while He lived among
them. They had had a chance to be-
lieve in Him after they started hearing
about the wonderful work He was
doing in the villages around them. But
they just couldn’t believe He was any-
body but the boy who had grown up
next door.
 KEY REFERENCES POWER TEXT POWER POINT
 Luke 4:16-30 “I will praise the LORD, who counsels When we respond to God’s love, Christ
 The Desire of Ages, chap. 24, pp. me; even at night my heart instructs becomes the center of our worship.
236-243 me. I keep my eyes always on the LORD.
 The Bible Story (1994), vol. 7, pp. With him at my right hand, I will not
165-168 be shaken” (Psalm 16:7, 8).
 Our Beliefs nos. 4, 9, 18

DO READ
REWRITE

READ
PLAN

CONNECT

REVIEW
PRAY

READ
REVIEW
THINK
PRAY

READ
THINK PLAN

REVIEW
PLAN PRAY
REVIEW
PRAY
READ
THINK
READ
THINK
REPEAT

PLAN WORSHIP

REVIEW
PRAY
PRAY

43
Worship
We praise God for His great love.

POWER TEXT
“Enter his gates with thanksgiving and his
courts with praise; give thanks to him and
4
YEAR A | QUARTER 1
Way to Worship!
PO
WE
RPOIN
The Bible Lesson at a Glance
On Sabbath in Capernaum, as is His custom, Jesus teaches in
church. The people are amazed at His teaching. He is believable. He
T
praise his name” (Psalm 100:4). knows what He is talking about. He makes good sense. Jesus shows
that it is important to attend church and contribute to the church
KEY REFERENCES
worship. The story also tells us that evil cannot exist where Jesus is.
 Mark 1:21-28 When we When we focus on Jesus, Satan is driven away.
 The Desire of Ages, chap. 26, pp.
252-261 take an This is a lesson about worship.
 The Bible Story (1994), vol. 7, pp. Jesus set an example of being involved in corporate worship, com-
157-159 active part ing together publicly to praise God for His great love. Worship is a
 Student story on page 52 of this verb.
guide in worship,
Teacher Enrichment
OUR BELIEFS we are If possible, watch The Video Bible: Matthew, the part that corre-
sponds with this lesson.
 No. 20, The Sabbath responding Worship in Bible times: Only men came in through the main
 No. 12, The Church door; the women and children came in through a separate door
 No. 22, Christian Behavior to God’s love. and sat at the back, sometimes upstairs.
At the end of the building, opposite the entrance, was a cur-
OBJECTIVES tained room where the cupboard or ark containing the scrolls was
The students will: kept. In the center of the building was a raised pulpit, with a lectern
 Know that Jesus was active in where the Scripture was read and the sermon preached. The usual
regular church worship. service involved singing psalms, reading Scripture, preaching/hear-
ing a sermon, and asking questions.
 Feel happy to be an active part of
How do I personally contribute to corporate worship? What talents
God’s family.
has God given me that I use to glorify Him?
 Respond by using their talents
to contribute to corporate worship.

44
Welcome
Welcome students at the door and
direct them to their seats. Ask them
how their week has been. Encourage
learners to study their Sabbath
What was the most interesting part the week. (The leader should be fa-
of the Bible story? What activity miliar with the previous lesson to be
did you find the most helpful? able to direct the discussion.) This is
Which activity was the most fun? also a good time to have students

»
School lesson regularly, and use Invite students to share their expe- recite the power text.
several minutes to debrief students riences and/or the handiworks they Have students begin the readiness
on the previous week’s lesson. Ask: created for Sabbath School during activity of your choice.

Program notes
LESSON SEC TION MINUTES AC TIVITIES MATERIALS NEEDED
Welcome Ongoing Greet students at the door. Ask about their week.

1 Readiness
Activities
10-15 A. Missing Piece

B. Group Build
puzzle (pp. 148, 149), permanent marker, poster board
or cardboard
blocks or cardboard boxes, blindfolds, arm slings

*
Prayer 15-20 See page 47. Prayer and Praise may be used at any time songbooks, world map, pushpins, offering plate/basket,
during the program. paper cut in puzzle pieces, pens/pencils
and Praise

2 Bible
Lesson
15-20 Introducing the Bible Story

Experiencing the Story

four copies of Net Kids script (p. 150)

Bibles, masking tape, rhythm instruments (optional),

cloth for headdresses, hairbands or yarn

Exploring the Bible Bibles

3 Applying
the Lesson
10-15 Order of Service white/chalkboard, markers/chalk

4 Sharing
the Lesson
10-15 Invitation pens/pencils, paper

*
Closing Prayer and Closing Comments
Reminder to Parents
Coming Up Next Week

45
LESSON 4
1
READINESS ACTIVITIES
Select the activity or activities that are most appropriate for your situation.
A YOU NEED:
 puzzle (pp. 148, 149)
Missing Piece  permanent marker
Make up a ready-made puzzle of 15-20  poster board or card-
pieces. With a permanent marker write board
on the back “We are all necessary to
make the picture complete.” Break the puzzle apart; remove a
few pieces, and hide them in the room. (Or make a puzzle by
copying pages 148 and 149 in this guide, gluing them back to
back, edges even, with a thicker paper or cardboard between.
Cut the pieces apart.)
Distribute the remaining puzzle pieces. Give the students
a few minutes to assemble their puzzle on a piece of poster
board or cardboard. When they realize that pieces are miss-
ing, they must search until they find the pieces. (Give them
some hints about where you have hidden the pieces.)
When they have completed the puzzle, they should care-
fully place a piece of poster board or cardboard on top of it,
lift, and gently turn the puzzle over and read the message
on the back: “We are all necessary to make the picture com-
plete.”
Debriefing
Ask: How are the puzzle pieces like members of the
church? What happened when pieces were missing?
How can a person be like a missing puzzle piece? Let’s
read Psalm 100:1, 2 to find out how many people are
supposed to be involved in worship. Have students look
up and read the verses with you. Let’s say our power text
together, Psalm 100:4:
“Enter his gates with thanksgiving and his courts
with praise; give thanks to him and praise his name”
(Psalm 100:4).
Our point this week is:
When we take an active part in worship, we are re-
sponding to God’s love.
46
B YOU NEED:
 blocks or cardboard
Group Build boxes
Move students into groups of three.  blindfolds
Give each group a pile of blocks.  arm slings
Divide the groups into three sections.
Place a blindfold on all the groups in section one. Tell the
groups in section two that they aren’t allowed to speak.
People in section three must hold their right arm (the left
arm if they are left-handed) behind their backs.
Say: Each group will build a church using the construc-
tion materials in front of them. We want to see what
kinds of churches you will build.
Give the students a few minutes to work on their task (they
may not complete it).
Say: Now I want you to rearrange your groups so that
each group has at least one blindfolded person from
section one, one person who can’t speak from section
two, and one person who has their arm tied behind them
from section three.
Allow students to get into their new groups and tell them
to complete or improve the construction of their church.
Debriefing
Ask: How did you feel when you were in your first group?
Which group was easier to work with? Why? How is
this activity like or unlike participating with others at
church? Let’s say our power text together, Psalm 100:4:
“Enter his gates with thanksgiving and his courts
with praise; give thanks to him and praise his name”
(Psalm 100:4).
Our point this week is:
When we take an active part in worship, we are re-
sponding to God’s love.
 * Prayer
and Praise

Fellowship
Report the students’ joys and sorrows (pleased and
troubled) as reported to you at the door (as appropri-
ate). If they have given you permission, share one or
two special items from students’ Bible study during
the week. Acknowledge any birthdays, special events,
Notes
or achievements. Give a special, warm greeting to all
visitors.

Suggested Songs
“How Excellent Your Name Is” (He Is Our Song, no. 17)
“Jesus, Name Above All Names” (He Is Our Song, no.
54)
“Shout to the Lord” (Praise Time, no. 69)

Mission YOU NEED:

Use Adventist Mission for youth  world map

and adults (go to www.junior  pushpins

powerpoints.org and click on
MISSION) or another mission report available to you.
Using a world map, have the students identify and
mark with pushpins the location where the mission
story is taking place.

Offering YOU NEED:

Reinforce the concept that we  offering plate/basket
do not give our offerings so that
God will love us, but in response to what He has done
to show His love to us.

Prayer YOU NEED:

Cut a large sheet of paper into  paper cut into puzzle
“puzzle pieces.” Make enough pieces
pieces for each student to have  pens/pencils
one. Mix the pieces together
in a large container. At prayer time, ask the student
to select a piece of the prayer puzzle and write on
it a characteristic of God that they most appreciate.
When everyone has finished, invite the students to
circle around and put the puzzle together. Close
with a prayer, praising Him for everything the puzzle
says about Him. Pray also for the students’ joys and
sorrows, for the birthday and other special event cele-
brants, as well as for the visitors.

47
LESSON 4

2
BIBLE LESSON

YOU NEED: YOU NEED:

Introducing the Bible Story  four scripts (p. 150)
The Net Kids
(Refer to Lesson 2 for background and setup information.)
Make four copies of the Net Kids script found on page 150
of this guide. Distribute to the students you have selected
as early as possible. Allow practice time before using this
activity.
Present the skit.
Debriefing
Ask: How is the discussion about the team and the violin
strings like or unlike what we have been studying about
worship this month? (It takes everyone. Everyone is im-
portant and has a part.) Who are members of a “worship
team”? (everyone) What parts can you play in a “worship
team”?
Experiencing the Story  Bibles
Tell the students the following about  masking tape
worship in a Jewish synagogue: A  rhythm instruments
(optional)
synagogue was a place of worship
governed by a local board of elders.  cloth rectangles
This place of worship was under the  hairbands or yarn
control of laypeople, not of priests.
At first it was just a place for reading and discussing
Scripture, but eventually a more elaborate service was
developed. It even became a school and a court as well.
In the center of the building was a raised platform, with
a lectern where the Scripture was read and the sermon
preached. People sat around it on the floor. The usual
service involved singing psalms, reading Scripture,
preaching a sermon, and asking questions.
Give students each a rectangle of cloth and a hairband or
strands of yarn to use as a headdress. Create a “raised plat-
form” in the center of your classroom (use masking tape on
the floor to set space apart). Have students sit on the floor
in rows around the platform, girls to the side. After everyone
is seated, choose volunteers to “perform” the “synagogue
service.” First, have someone read Psalm 100 from the “plat-
form.” Second, have a student who is musical come onto
the “platform” and lead the students in one of their favorite
praise songs. Third, have another student, a particularly
good reader, come and read Mark 1:21-28. Have a fourth
student come and lead all the students in reading Psalm 150
aloud together. (If possible, have musical or rhythm instru-
ments available for this last psalm.)

Debriefing
Ask: Which participant in our “synagogue service” this
morning was more important than another? Why did
we need everyone? (Everyone played some role—even the
“audience” played a role.) How was this like or unlike our
worship service in church? (Accept and encourage differ-
ent perspectives.) How could everyone feel a part of our
church worship service? In what parts of our service does
the audience join in?
Remember:
When we take an active part in worship, we are
responding to God’s love.

48

YOU NEED:
Bibles
Exploring the Bible 
Divide the class into four groups (or
if you have a small group, assign the texts to individuals).
Assign each group one of the following texts: 2 Chronicles
5:13; Psalm 65:4; Psalm 92:12-14; Psalm 106:1. Lead each
group in reading its verse aloud together.
Debriefing
Ask: What do these verses tell us about worship? (It
includes singing, giving offerings, and most important, it
includes everybody.) Our power text emphasizes the impor-
tance of praise and worship as well. Let’s say it together,
Psalm 100:4:
“Enter his gates with thanksgiving and his courts
with praise; give thanks to him and praise his name”
(Psalm 100:4).
3
A P P LY I N G T H E L E S S O N
YOU NEED:
Order of Service  white/chalkboard
Last week groups of students discussed  markers/chalk
how they would like to present indi-
vidual parts of a worship service. This
week go through the parts of the worship service that they
selected and discuss in what order they would like to pre-
sent them. Do a short run-through of the worship order they
decide on, using the activities they chose. (Talk through with
them any adaptations that you feel must be made.) Print an
“order of service” where all can see. Decide on appropriate
lengths of time for each activity. Keep it for next Sabbath. In
the meantime, talk with the pastor or head elder about the
juniors helping with an upcoming worship service.
Debriefing
Ask: What have you learned about worship? How active
do you feel you have been already in this worship pro-
gram? In what other ways can you be an active part of
worship?
Alternative
If your students prepared to be church greeters and have
actually taken a turn at greeting, this week discuss how the
greeting went and what the responses of the people were as
they were greeted by junior Sabbath School members.
Ask: What did you like/dislike about serving as a
greeter? How was greeting church members a part of
our worship experience this morning?
Remind the students that
When we take an active part in worship, we are
responding to God’s love.
49
LESSON 4

4
SHARING THE LESSON
* Closing

YOU NEED: Prayer and closing comments:

Invitation  paper
Invite students to share with the class  pens/pencils
if they had the opportunity last week
to discuss with an adult ways they could become actively
involved in worship. Ask: What did you learn about why it
is important to worship with others? What are some ways
you could participate actively in worship?
Ask the students to identify people other than themselves
who could be part of their program. For example:
Students who don’t attend regularly.
Friends who don’t stay for church.
Some adults to assist with selected parts.
Help students design and write a letter to absentees telling
them how much their voice was missed during the singing,
etc. Ask: Who are some people you could invite to our
worship service who might not regularly take time to
worship God? Encourage students each to invite at least one
person to their special worship service. Offer to visit or pro-
vide transportation.
Pray that each student will understand that
God values their part in worshiping as a church.
Pray that God’s Spirit will impress each one of
how they can have an active part in worship at
church.
Reminder to parents:
Say: Check out the student Bible study guide
to find Parents’ Pages for your use in family
worship, or however you wish to use them to
spiritually guide your children. You may listen
to the podcast of the lesson online at www
.juniorpowerpoints.org/podcast.php?channel
=1.
Coming up next week:
Say: Jesus got thirsty. Jesus longs to spend
time with us when we worship Him.

Debriefing
Say: Why is it good to include as many people as possi-
ble in our worship service? (To give everyone an opportu-
nity to respond to God’s love.) Have we thought of ways
to include everyone who attends our service? (Encourage
ideas; the audience can participate in singing, scripture
reading, etc.)
Ask: What is this week’s power point? Say it with me:
When we take an active part in worship, we are
responding to God’s love.

Accommodations for students with special needs

Allow students with special needs who experience difficulty
with this activity to receive assistance from one of their peers.

50
Notes

51
LESSON 4
Student
Way to Worship!
lesson
Do you have a favorite preacher or
teacher? Why do you think you enjoy
that person so much? Have you told the
person how you feel? Imagine Jesus as
your pastor.
A
young man squirmed in his seat
beside his father. “I’m glad we
came early,” he said. “I can’t be-
lieve how many people are here at the
synagogue today.”
“Everyone has come to hear Jesus,”
his father answered. “After He healed
the nobleman’s son, word spread
quickly about His teachings.”
“Maybe He’ll heal someone today,”
the young man said excitedly.
“Perhaps,” his father murmured. “But
I get the feeling that Jesus doesn’t do
this for the crowd’s enjoyment. There’s
something different about Him.”
Craning his neck, the boy could see
the man who interested him so much.
Jesus didn’t look any different from
those clustered around Him. He went
to synagogue each Sabbath just as
they did. He took part in the service
with the others.
“Why does Jesus spend so much
time here in Capernaum?” the boy
wondered out loud.
“Capernaum has so many people
passing through it,” his father observed.
“I think Jesus wants to reach as many
people as possible with His message.
52
This is a good place to do that.”
Growing quiet, the crowd recog-
nized that Jesus was ready to speak.
No one wanted to miss a word He
would say. He seemed to talk directly
to each one. And He used illustra-
tions from everyday life that they
could understand. He used those
illustrations to tell them important
things about the love of God. Jesus
spoke with authority, using simple
language, to help people receive
and believe the truth. The boy was
amazed that even he understood
Jesus’ teaching.
Looking around him, he saw people
listening carefully. Some were smiling.
Others nodded their heads in agree-
ment. But some were frowning.
“Father,” the young man whispered,
“who are those men who are frowning?”
“They’re from the Sanhedrin,” his
father answered. “Some say that they
are following Jesus from town to town,
gathering information on what He
does.”
Jesus began to speak about His
kingdom. Hope filled the hearts of the
people as they recognized that Jesus
was able to set them free from the
forces of darkness that had kept them
in captivity to sin.
Suddenly a scream echoed through
the building. Everyone froze in their
seats.
A man came running from the back
of the synagogue. Holding his hands
out as if trying to reach for Jesus, he
headed directly to Him. But as he got
close, it seemed as if something or
someone was holding him back. The
man appeared to be fighting an invisi-
ble force, a demon.
“What do you want with us, Jesus of
Nazareth? Have you come to destroy
us?” screamed an unearthly voice. “I
know who you are—the Holy One of
God!” (Mark 1:24).
The young man looked at Jesus. He
was holding His hands out to the man.
There seemed to be sorrow and anger
on His face at the same time.
“Be quiet!” Jesus commanded.
“Come out of him!” (verse 25).
After one last struggle the demon
obeyed.
The crowd began to murmur. “Did
you see that?” “Amazing!” “What man-
ner of man is this?”
Holding up His hand for silence,
Jesus continued to teach. This time
everyone listened to His words.
After the service the boy and his fa-
ther left the synagogue, knowing that
they had surely felt the presence of
God in this place of worship. They were
thankful for the opportunity they had
to be witnesses of God’s goodness and
power conquering evil.
 KEY REFERENCES POWER TEXT POWER POINT
 Mark 1:21-28 “Enter his gates with thanksgiving and When we take an active part in wor-
 The Desire of Ages, chap. 26, pp. his courts with praise; give thanks ship, we are responding to God’s love.
252-261 to him and praise his name” (Psalm
 The Bible Story (1994), vol. 7, pp. 100:4).
157-159
 Our Beliefs nos. 20, 12, 22

DO READ
WRITE

READ

CREATE
REVIEW
PRAY
PRAY

READ

READ THINK

COMPARE
REVIEW
PRAY

READ

REVIEW
SHARE
PRAY

SAY

READ SING
DISCUSS

REVIEW PRAY
PRAY

53
Worship
We praise God for His great love.

POWER TEXT
“God is spirit, and his worshipers must
worship in the Spirit and in truth” (John
5
YEAR A | QUARTER 1
When Jesus Got Thirsty
PO
WE
RPOIN
The Bible Lesson at a Glance
When Jesus meets the Samaritan woman at the well and talks
to her about worship, He shows her that worship can take place
T
4:24). anywhere and under any circumstances. God is bigger than any
specific worship place. Jesus’ answers to the Samaritan woman’s
KEY REFERENCES
questions show her that she needs a Savior and that the act of wor-
 John 4:5-42 Wherever we shiping is more important than the place of worship.
 The Desire of Ages, chap. 19, pp.
183-190 are, we can This is a lesson about worship.
 The Bible Story (1994), vol. 7, pp. Wherever we are, we can respond to God’s love. He cherishes the
145-150 worship God spirit of our worship. Where we worship and the ceremonies we ob-
 Student story on page 62 of this serve are not meaningful without the right spirit. Christ is “thirsty”
guide in the Spirit for our recognition of what He has done for us.

OUR BELIEFS and in truth Teacher Enrichment

“Our Redeemer thirsts for recognition. He hungers for the sympa-
 No. 5, The Holy Spirit in response to thy and love of those whom He has purchased with His own blood.
 No. 10, The Experience of Salvation He longs with inexpressible desire that they should come to Him
 No. 4, The Son His love. and have life. As the mother watches for the smile of recognition
from her little child, which tells of the dawning of intelligence, so
OBJECTIVES does Christ watch for the expression of grateful love, which shows
The students will: that spiritual life is begun in the soul” (The Desire of Ages, p. 191).
 Know that the spirit of worship is “God is spirit, and his worshipers must worship in the Spirit and
more important than the place. in truth” (John 4:24, NIV).
“A ‘worshiper,’ in the biblical sense, is what we’d call a believer,
 Feel that they can worship God
disciple, or Christian. Thus, these two balancing principles are
wherever they are.
not just about what happens on Sabbath morning. Worship, in
 Respond by choosing to worship Scripture, is a way of life—the life of one who worships the God
God. of creation and redemption. We all worship twenty-four hours a
day. The question is not if, but who! The worshipers of the God of
Heaven are to worship (live their lives for and with God) ‘in spirit
and in truth’ ” (Jack Calkins, Leading the Learning Church [Lincoln,
Nebr.: AdventSource, 1998], p. 1).
How do I worship? What difference does it make in my life? In what
ways do I respond to His love?

54
Welcome
Welcome students at the door and
direct them to their seats. Ask them
how their week has been. Encourage
learners to study their Sabbath
What was the most interesting part the week. (The leader should be fa-
of the Bible story? What activity miliar with the previous lesson to be
did you find the most helpful? able to direct the discussion.) This is
Which activity was the most fun? also a good time to have students

»
School lesson regularly, and use Invite students to share their expe- recite the power text.
several minutes to debrief students riences and/or the handiworks they Have students begin the readiness
on the previous week’s lesson. Ask: created for Sabbath School during activity of your choice.

Program notes
LESSON SEC TION MINUTES AC TIVITIES MATERIALS NEEDED
Welcome Ongoing Greet students at the door. Ask about their week.

1 Readiness
Activities
10-15 A. Water Guess

B. Thirst for Water

slips of paper, tape or sticky notes

*salty treat, cold water, paper cups

* Prayer
and Praise
15-20 See page 57. Prayer and Praise may be used at any time
during the program.
songbooks, world map, pushpins, offering plate/basket,
water jug, water, cups

2 Bible
Lesson
15-20 Introducing the Bible Story

Experiencing the Story

five copies of Net Kids script (p. 151)

material for mock well

Exploring the Bible Bibles

3 Applying
the Lesson
10-15 Thirsty for God index cards, paper, or small water cups, pencil/pen

4 Sharing
the Lesson
10-15 Water of Life water bottles, sticky labels

*
Closing Prayer and Closing Comments
Reminder to Parents
Coming Up Next Week
*Be aware of any food allergies and adjust accordingly.
55
LESSON 5
1
READINESS ACTIVITIES
Select the activity or activities that are most appropriate for your situation.
A
A YOU NEED:
 paper and tape or
Water Guess sticky notes
Write the names of familiar bodies of
water on paper that can be attached to students’ backs (so
only others can read it). Use names such as Atlantic Ocean,
Pacific Ocean, Indian Ocean, Mediterranean Sea, Red Sea,
Sea of Galilee, Black Sea, Nile, Thames, Snowy River, Victoria
Falls, etc. Repeat your list if necessary.
Instruct students to work in pairs, asking their partner yes-
and-no questions only. When they have guessed their body
of water, they are to write its name in a place you choose.
Debriefing
Ask: How easy was it to discover the name of the body
of water on your back? How much of the earth’s surface
is covered with water? (70 percent) What percentage
of your body is made up of water? (60 percent) Did
you know that 75 percent of all headaches are caused
by a lack of water? Let’s turn to John 4:14 and read it
together. What does it mean when Jesus is called the
Water of Life? (We can’t live without Him; He quenches our
thirst for God; He makes us clean.)
Say: Today we are going to talk about how to worship
God for all He is to us. Let’s say together our power text,
John 4:24.
“God is spirit, and his worshipers must worship in
the Spirit and in truth” (John 4:24).
Our power point reminds us that
Wherever we are, we can worship God in the Spirit
and in truth in response to His love.
56
B YOU NEED:
 *salty treat
Thirst for Water  cold water
Note: This activity involves serving to  paper cups
the students some food items. *Make
sure that none of the students will experience allergic reac-
tions to the food items you plan to give to them.
Give each student a small, salty treat. Also, bring two gal-
lons of water in a container to show as you talk. Then say: In
hot weather you need about two gallons (approximately
7½ liters) of water a day to control your temperature, to
digest your food, to filter the air, to manufacture cells,
and to get rid of waste. Your body is actually made of 60
percent water.
Ask: How is God like water to those who are spiritually
thirsty? (Encourage students to explore ideas.) Say: We will
discuss this some more when we have our Bible study.
Ask: Are you thirsty now, after the salty food you ate?
Give each student a small cup of the best-tasting water you
can provide.
Say: Today we are going to talk about how to worship
God wherever we are. Let’s say the power text, John
4:24:
“God is spirit, and his worshipers must worship in
the Spirit and in truth” (John 4:24).
Our power point reminds us that
Wherever we are, we can worship God in the Spirit
and in truth in response to His love.
 * Prayer
and Praise

Fellowship
Report the students’ joys and sorrows (pleased and
troubled) as reported to you at the door (as appropri-
ate). If they have given you permission, share one or
two special items from students’ Bible study during
the week. Acknowledge any birthdays, special events,
Notes
or achievements. Give a special, warm greeting to all
visitors.

Suggested Songs
Ask the students for their favorite worship
songs—specifically those that are about our
response to God’s great love.

Mission
YOU NEED:
Use Adventist Mission for youth
 world map
and adults (go to www.junior
powerpoints.org and click on  pushpins

MISSION) or another mission

report available to you. Using a world map, have the
students identify and mark with pushpins the location
where the mission story is taking place.

Offering
Giving is a form of worship. Once YOU NEED:
again, have students select a  offering plate/basket
worship song to sing while you
worship with your offering.

Prayer
Bring in a jug filled with water. YOU NEED:
Fill up some cups and offer them  water jug
to students who are thirsty and  water
wish to have a drink. Have each  cups
student in the circle share a word
or sentence that describes what to them is the mean-
ing of the “Water of Life.” Offer a prayer of thanksgiv-
ing to Jesus, the Water of Life. Close by praying for the
students’ joys and sorrows, for the birthday and other
special event celebrants, as well as for the visitors.

57
LESSON 5
2
BIBLE LESSON
YOU NEED:
Introducing the  five scripts (p. 151)
Bible Story
The Net Kids
(Refer to Lesson 2 for background and setup information.)
Make five copies of the Net Kids script found on page 151 of
this guide. Distribute to the students you have selected as
early as possible. Allow practice time before using this activ-
ity. Present the skit.
Debriefing
Ask: What do you think? How would you respond to
Emiko? Hebrews 10:25 tells us that we should meet to-
gether to worship God. What are some ways of worship-
ing God that might not be considered appropriate for
your church? What are some ways other people worship
God that are different from the way you worship? Where
are some places, besides church, that you feel you can
worship God? How do you worship Him there? What do
you think worship will be like in heaven?
58
YOU NEED:
Experiencing the Story  bricks or cardboard
boxes to “build” a well
If possible, create a mock well in the
middle of your room. (If appropriate,
give the students the cloth rectangle headdresses that you
used last week.) Have girls sit around the well on one side,
and boys around the well on the other. Have all students
look up John 4:5-26.
Say: I am going to be the narrator. Those on my left
will read all the things that the Samaritan woman said.
Those on my right will read all the things that Jesus said.
(If possible, have a teacher/facilitator read with each group
to help with unity.)
Debriefing
Ask: When do you think that Jesus got His drink of water?
(Encourage students to look further in John 4 to try to find
the answer.)
Read the following quote to the students: “Our
Redeemer thirsts for recognition. He hungers for the
sympathy and love of those whom He has purchased
with His own blood. He longs with inexpressible de-
sire that they should come to Him and have life. As the
mother watches for the smile of recognition from her
little child, which tells of the dawning of intelligence,
so does Christ watch for the expression of grateful love,
which shows that spiritual life is begun in the soul” (The
Desire of Ages, p. 191).
Ask: What kind of thirst was satisfied for Jesus that
day?

YOU NEED:
Bibles
Exploring the Bible 
Say: Let’s look at some other places
in which Jesus says that He is the Water of Life. Have
different students look up and read aloud John 7:37-39;
Revelation 21:6; and Revelation 22:17.
Ask: What were the facts about water that we talked
about earlier? Why do you think that Jesus decided to
use “the Water of Life” as a way to help us understand
Him better? (Encourage many answers. Possibilities: We
need it so much. We can’t live without it. It makes things
grow. It helps our bodies work right.)
Let’s say together our power text, John 4:24:
“God is spirit, and his worshipers must worship in the
Spirit and in truth” (John 4:24).
Our power point reminds us that
Wherever we are, we can worship God in the Spirit
and in truth in response to His love.
3
A P P LY I N G T H E L E S S O N
Thirsty for God YOU NEED:
Make cards or slips of paper (or small  index cards, paper, OR
water cups) with the following texts small water cups
printed on them: Psalm 63:1; Psalm  pencil/pen
42:1, 2. Make enough for each student
to have one. (Or just assign each student a text.) Have ev-
eryone look up their text. And then say: I would like you,
in groups of two or three, to think of and discuss ways
that in your daily life you could show you were thirsty
for God. After they have had a few minutes to discuss in
small groups, have them face you again (or turn to their fa-
cilitator/teacher) and ask for volunteers to share what they
discussed. (Wanting to spend time with Him, to read the
Bible, to pray, to listen to Christian music, to spend time in
nature, etc.) This might be a good time to discuss with the
students how to make a plan for personal Bible reading for
spiritual growth.
59
LESSON 5

4
SHARING THE LESSON
* Closing

YOU NEED:
 water bottles Prayer and closing comments:
Water of Life  preprinted sticky labels
Ask the Lord to be with the plans of your class,
Invite students to share with the class as the students reach out to church members
if they had the opportunity last week and visitors.
to “taste” the Water of Life that Jesus offers. Ask: Who is the
Water of Life? Did any of you ask God to give you this Reminder to parents:
Water? What did you do to let someone know that Jesus Say: Check out the student Bible study guide
offered Himself to us freely? Say: If we receive Jesus, to find Parents’ Pages for your use in family
the true Water of Life, into our hearts we will not thirst worship, or however you wish to use them to
again. spiritually guide your children. You may listen
Purchase in advance a large quantity of water bottles, to the podcast of the lesson online at www
along with sticky-back printable labels. Prior to Sabbath .juniorpowerpoints.org/podcast.php?channel
School class write and print on the labels the following text: =1.
“Jesus is YOUR water of life. The Junior Sabbath School of
(name of church).” Ask the students to attach the labels to Coming up next week:
the water bottles and then invite them to join you either be- Say: Jesus restores sight to a blind man.
tween Sabbath School and the church service, or following Believing and acknowledging Jesus as the
the church service to distribute the bottles to other church Son of God is an act of worship.
members as they leave for home. Alternatively, ask students
to deliver the water bottles to non-Adventist neighbors and/
or friends.
Remind the students that we are encouraging others to
worship God when we share our faith, even by distributing
water bottles!
Wherever we are, we can worship God in the Spirit
and in truth in response to His love.

60
Notes

61
LESSON 5
Student lesson
When Jesus Got Thirsty
Have you ever run out of water to drink?
Or have you ever been really thirsty? This
story is about being thirsty for water, and
for much, much more. Imagine the heat.
D
ust puffed up in little clouds
around the feet of the group
of Jewish men walking in the
noontime sun toward the beautiful
valley of Shechem. At the opening of
the valley was Jacob’s well. Jesus gladly
sat there to rest while the disciples
went into the Samaritan town to get
some food.
After a little while a woman came
down the path to the well. She had her
own pitcher, her own rope. She let the
pitcher down, down, down, and Jesus
could hear it splash as it reached the
water. He was silent. She was silent.
She acted as if she didn’t know anyone
else was anywhere near. The Jews and
the Samaritans who lived in the area
tried not to have anything to do with
each other.
As she turned to leave with her full
pitcher on her shoulder, Jesus spoke.
“Will you give me a drink?” (John 4:7).
That was a request she couldn’t re-
fuse. A proper Jewish man would never
ask a Samaritan woman for anything,
but no one in that dry desert region
would think of refusing a request for
water.
“Why are you asking me for a drink,
since you are a Jew?” she blurted out
bluntly.
“If you knew the gift of God and
who it is that asks you for a drink,”
said Jesus, “you would have asked
him and he would have given you
living water” (verse 10). Jesus loved
to make people think.
The woman wasn’t sure what Jesus
62
meant, but it sounded important. She
didn’t feel quite sure of herself. But
all she could see was a tired Jewish
traveler. “Are you greater than our fa-
ther Jacob, who gave us the well and
drank from it himself?” she asked.
Jesus didn’t answer her question
directly. As usual He said something
that she would have to think about.
“Everyone who drinks this water will
be thirsty again, but whoever drinks
the water I give them will never thirst”
(verses 13, 14).
She knew that very well. She didn’t
like having to come here every day.
Jesus continued. “Indeed, the water
I give them will become in them a
spring of water welling up to eternal
life” (verse 14).
The woman still wasn’t sure exactly
what Jesus was talking about, but she
knew that it sounded like something
she wanted. “Sir, give me this water
so that I won’t get thirsty and have to
keep coming here to draw water,” she
said simply.
“Go, call your husband,” He said, “and
come back.”
“I have no husband,” she said, and
started to lift her pitcher to her shoul-
der again.
“You are right when you say you
have no husband,” He calmly replied.
“The fact is,” He continued, “you have
had five husbands, and the man you
now have is not your husband” (verses
16-18). She lowered her pitcher again
and stared at Him in shock.
The woman was quiet. How could
this man read all the secrets of her
life? She knew that this must be what
it would feel like to stand before God.
She knew that her life was a mess. But
she really didn’t want to talk about it.
“Sir, I can see that you are a prophet,”
she said, really meaning it. But she also
wanted to change the subject. She
wasn’t ready to deal with her prob-
lems. “Our ancestors worshiped on this
mountain,” she went on, “but you Jews
claim that the place where we must
worship is in Jerusalem” (verses 19, 20).
Jesus talked to her calmly and with-
out prejudice. He was interested in her
soul more than in her understanding of
forms and ceremonies. She responded
to His gentle but convincing words.
“A time is coming and has now
come,” He said, “when the true wor-
shipers will worship the Father in the
Spirit and in truth, for they are the kind
of worshipers the Father seeks” (verse
23).
“I know that Messiah is coming,” she
said at last. “When he comes, he will
explain everything to us.” Jesus smiled,
forgetting His tiredness, His hunger,
and His thirst. He could see that she
believed in the coming of the Messiah.
Wanting to help her recognize who He
was, He added, “I, the one speaking to
you—I am he” (verses 25, 26).
The woman started to understand
the meaning of Jesus’ words. She rec-
ognized in Him the Messiah, whose
hope-filled message of grace spoken
to an outcast Samaritan woman like
herself was indeed “the water of life.”
Leaving her water pitcher by the well,
she hurried toward the village to call
her neighbors to come and hear what
she had heard.
Jesus hadn’t had a drink of water
yet. The woman hadn’t even remem-
bered to give Jesus a drink of water
nor did she take time to have a drink
of water herself. Yet both Jesus and the
Samaritan woman felt refreshed.
 KEY REFERENCES POWER TEXT POWER POINT
 John 4:5-42 “God is spirit, and his worshipers must Wherever we are, we can worship God
 The Desire of Ages, chap. 19, pp. worship in the Spirit and in truth” in the Spirit and in truth in response to
183-190 (John 4:24). His love.
 The Bible Story (1994), vol. 7, pp.
145-150
 Our Beliefs nos. 5, 10, 4

DO PRAY
READ

READ THINK

DRAW HELP

REVIEW
PRAY PRAY

READ READ
THINK
SURVEY

WRITE
REVIEW
PRAY
REVIEW
PRAY

READ
THINK
READ
THINK

LIST
REVIEW

REPEAT
PRAY

63
Grace
We allow God to transform us.

POWER TEXT
“Jesus heard that they had thrown him
out, and when he found him, he said, ‘Do
6
Y EAR A | QUARTER 1
I Believe
PO WE
RPOIN
The Bible Lesson at a Glance
Jesus’ disciples inquire into whose sin caused a man to be
born blind. Jesus replies neither, but so that God could be

you believe in the Son of Man?’ ‘Who is he,
sir?’ the man asked. ‘Tell me so that I may
believe in him.’ Jesus said, ‘You have now
seen him; in fact, he is the one speaking
with you.’ Then the man said, ‘Lord, I
believe,’ and he worshiped him” (John
9:35-38).
KEY REFERENCES
 John 9
 The Desire of Ages, chap. 51, pp.
T
glorified. Jesus proceeds to heal the man on Sabbath by
putting mud on his eyes. The Pharisees are furious. After
questioning the healed man and his parents, the Pharisees
We accept throw the man out of the temple. Jesus later hears about
this and finds the man. Jesus tells him He is the Son of God.
God’s grace The healed man believes in Jesus and worships Him.
when we This is a lesson about grace.
Jesus asks us today if we believe in Him as the Son of God.
believe in We need to acknowledge Him as our Lord. When we accept
Him for who He really is, the Lord of our lives, we can receive
Jesus. the abundance of grace that Jesus offers.

470-475 Teacher Enrichment

 Student story on page 72 of this “It was generally believed by the Jews that sin is punished
guide in this life. Every affliction was regarded as the penalty of
some wrongdoing, either of the sufferer himself or of his
OUR BELIEFS
parents. It is true that all suffering results from the trans-
 No. 4, The Son gression of God’s law, but this truth had become perverted.
 No. 20, The Sabbath Satan, the author of sin and all its results, had led men to
 No. 10, The Experience of Salvation look upon disease and death as proceeding from God,—as
punishment arbitrarily inflicted on account of sin. Hence,
OBJECTIVES one upon whom some great affliction or calamity had fallen
had the additional burden of being regarded as a great
The students will:
sinner.
 Know that Jesus is the Son of God. “Thus the way was prepared for the Jews to reject Jesus.
 Feel grateful for God’s matchless He who ‘hath borne our griefs, and carried our sorrows’ was
grace and love for us. looked upon by the Jews as ‘stricken, smitten of God, and
 Respond by telling others who afflicted;’ and they hid their faces from Him. Isa. 53:4, 3.
Jesus is. “God had given a lesson designed to prevent this. The his-
tory of Job had shown that suffering is inflicted by Satan, and
is overruled by God for purposes of mercy. But Israel did not
understand the lesson. The same error for which God had
reproved the friends of Job was repeated by the Jews in their
rejection of Christ” (The Desire of Ages, p. 471).

64
Welcome
Welcome students at the door and
direct them to their seats. Ask them
how their week has been. Encourage
learners to study their Sabbath
What was the most interesting part the week. (The leader should be fa-
of the Bible story? What activity miliar with the previous lesson to be
did you find the most helpful? able to direct the discussion.) This is
Which activity was the most fun? also a good time to have students

»
School lesson regularly, and use Invite students to share their expe- recite the power text.
several minutes to debrief students riences and/or the handiworks they Have students begin the readiness
on the previous week’s lesson. Ask: created for Sabbath School during activity of your choice.

Program notes
LESSON SEC TION MINUTES AC TIVITIES MATERIALS NEEDED
Welcome Ongoing Greet students at the door. Ask about their week.

1 Readiness
Activities
10-15 A. Daily Belief
B. Strong Foundation
C. Sightless Eyes
Bibles, paper, pencils, white/chalkboard, markers/chalk
Bibles, paper, pencils
Bibles, blindfolds, paper, pencils

* Prayer 15-20 See page 67. Prayer and Praise may be used at any time songbooks, world map, pushpins, offering plate/basket
during the program.
and Praise

2 Bible
Lesson
15-20 Introducing the Bible Story

Experiencing the Story Bibles, clay

Exploring the Bible Bibles, board, marker

3 Applying
the Lesson
10-15 Scenarios

4 Sharing
the Lesson
10-15 Healing the World world map, plastic bandages, pens

* Closing Prayer and Closing Comments

Reminder to Parents
Coming Up Next Week

65
LESSON 6

1
READINESS ACTIVITIES
Select the activity or activities that are most appropriate for your situation.

A YOU NEED:
 Bibles
Daily Belief  paper
Say: Please write a list of as many
 pencils
things as you can think of that you
 white/chalkboard
believe will work for you every day.
(hair dryer, pens, bicycle, refrigerator)  markers/chalk
When the students have completed
their lists, say: Let’s share our lists and write them on the
board.
Debriefing
Ask: How often do you worry about these things not
working? Do they ever stop working? How is this like
your faith in Jesus? Why do you believe in Him and who
He says He is? Let’s say our power text, John 9:35-38,
“Jesus heard that they had thrown him out, and
when he found him, he said, ‘Do you believe in the Son
of Man?’ ‘Who is he, sir?’ the man asked. ‘Tell me so
that I may believe in him.’ Jesus said, ‘You have now
seen him; in fact, he is the one speaking with you.’
Then the man said, ‘Lord, I believe,’ and he worshiped
him” (John 9:35-38).
Say: Just like the man in the verse,
We accept God’s grace when we believe in Jesus.
B YOU NEED:
 Bibles
Strong Foundation  paper
Ask students to draw a detailed sky-
 pencils
scraper on a piece of paper with their
eyes closed. They can open their eyes
when they are finished drawing.
Debriefing
Say: How safe would it be to live in that building? How
would that building do in an earthquake state or coun-
try? Jesus asks us to build our lives on Him. To do that,
we must believe in Him. Let’s say our power text, John
9:35-38:
“Jesus heard that they had thrown him out, and
when he found him, he said, ‘Do you believe in the Son
of Man?’ ‘Who is he, sir?’ the man asked. ‘Tell me so
that I may believe in him.’ Jesus said, ‘You have now
seen him; in fact, he is the one speaking with you.’
Then the man said, ‘Lord, I believe,’ and he worshiped
him” (John 9:35-38).
Just like the man in the verse,
We accept God’s grace when we believe in Jesus.

Accommodations for students with special needs

Allow students with special needs who experience difficulty
with this activity to work with a partner who could assist
them.

66

C YOU NEED:
 Bibles
Sightless Eyes  blindfolds
Blindfold each student as they paper

enter the room (or ask them to  pencils
keep their eyes closed) and have
them sit down. Give each student paper and pencil and
have them write down any sounds they hear and iden-
tify people’s voices.
Debriefing
Ask: What sounds did you notice? Was it easy or
hard to identify people’s voices? What senses did
you rely on when you couldn’t see? How did you
feel while listening? How did it help to imagine you
were blind? Let’s say our power text, John 9:35-38:
“Jesus heard that they had thrown him out, and
when he found him, he said, ‘Do you believe in the
Son of Man?’ ‘Who is he, sir?’ the man asked. ‘Tell
me so that I may believe in him.’ Jesus said, ‘You
have now seen him; in fact, he is the one speaking
with you.’ Then the man said, ‘Lord, I believe,’ and
he worshiped him” (John 9:35-38).
The man in this text had personally experienced
the touch of Jesus. That touch healed his blindness
and caused him to see. Just like this man,
We accept God’s grace when we believe in
Jesus.
* Prayer
and Praise
Fellowship
Report the students’ joys and sorrows (pleased and trou-
bled) as reported to you at the door (as appropriate). If
they have given you permission, share one or two spe-
cial items from students’ Bible study during the week.
Acknowledge any birthdays, special events, or achieve-
ments. Give a special, warm greeting to all visitors.
Suggested Songs
“When I Look Into Your Holiness” (He Is Our Song, no. 18)
“Open Our Eyes” (He Is Our Song, no. 149)
“Isn’t He” (He Is Our Song, no. 50)
“It’s About Grace” (see music on page 152)
Mission YOU NEED:
Use Adventist Mission for youth and  world map
adult (go to www.juniorpowerpoints  pushpins
.org and click on MISSION) or another
mission report available to you. Using a world map, have
the students identify and mark with pushpins the location
where the mission story is taking place.
Offering YOU NEED:
Say: Bringing an offering of money  offering plate/basket
is a way to worship God. It is like a
present that we give God in response to who He is and
what He has done for us. To help us remember that
worship is something we give to God we are collecting
our money in this gift box.
Prayer
Have students form a circle. Ask them each to say short
sentence prayers, expressing their belief in God and thank-
ing Him for all that He does in their lives. You may model
this by being the first to pray something like this:
Dear Jesus, I believe You are the Son of God. Thank You
for coming to live in our world. I praise You for all you
have done in my life and for all that you continue to do
for me. Amen.
Close with a prayer for the students’ joys and sorrows, for
the birthday and other special event celebrants, as well as
for the visitors.
67
LESSON 6
2
BIBLE LESSON
Introducing the
Bible Story
Say: What are some things that you believe in, even
though you can’t see them? (wind, electricity, radio waves,
sound, other planets, etc.) What makes it easy/hard to be-
lieve without seeing? Just as there is evidence to believe
in the things you mentioned, so there are many things
all around that demonstrate the presence of Jesus. When
Jesus was living on earth, He gave the people many op-
portunities to believe in Him. We have that same choice
today.
We accept God’s grace when we believe in Jesus.
68
YOU NEED:
Experiencing the Story  Bibles
Say: While I read John 9, please listen  clay
carefully to the story because after
the reading, you will be illustrating a particular detail
or section from it, using modeling clay. After the reading,
give each student a ball of clay or modeling dough. Say:
In our story Jesus used mud to heal a blind man on the
Sabbath. I would like you to make something with the
clay that represents a part of this story. Once the students
completed the task, say: Please share your clay creations
with a partner. Try to guess which part of the story your
partner illustrated. Allow two minutes for the pair sharing.
Ask: Why did Jesus keep healing people on the
Sabbath when it made the Pharisees so upset? How did
the Jews react when Jesus declared Himself the Light of
the world? What was the wrong and customary belief
of the Jews about suffering? (Share with students from
Teacher Enrichment section.) What do you think about
the way the blind man answered the Pharisees’ ques-
tions? Why did it enrage them so? (They felt humiliated.)
Why did Jesus look for the healed man after he’d been
thrown out of the synagogue? Why do you think it is so
important for us to recognize Jesus as the Son of God? (It
is because of His dying on the cross that we are forgiven of
our sins, and able to spend eternity with Him.) Would you
have believed Him if He hadn’t performed any miracles?
Why or why not? How are we sometimes like the charac-
ters in the story? Can you identify yourself with a charac-
ter in this story? What has happened in your life that has
been used to glorify God?
We accept God’s grace when we believe in Jesus.

YOU NEED:
Exploring the Bible  Bibles
Beforehand, write the following texts  white/chalkboard
(but not the names in parentheses) on  markers/chalk
the board. Divide the students into 10
groups, or give more than one verse to each student. Say:
Find the texts and discover who is speaking and who
they believe Jesus is.
1. Luke 1:30-35 (angel)
2. Luke 2:25-32 (Simeon)
3. Matthew 3:17; 17:5 (God the Father)
4. Mark 1:1 (Mark)
5. John 1:34 (John)
6. John 1:49 (Nathanael)
7. John 11:24-27 (Martha)
8. Matthew 14:29-33 (disciples)
9. Mark 8:29 (Peter)
10. Mark 15:39 (Roman soldier)
It is interesting to note that Jesus always referred to
Himself as the Son of man, rather than the Son of God.
Why do you think that is? (One reason is to show that God
came in the flesh, as a human, to save us from our sins.)
Ask: What did all of these people believe about Jesus?
(He was the Son of God.) Let’s say our power text, John
9:35-38:
“Jesus heard that they had thrown him out, and
when he found him, he said, ‘Do you believe in the Son
of Man?’ ‘Who is he, sir?’ the man asked. ‘Tell me so
that I may believe in him.’ Jesus said, ‘You have now
seen him; in fact, he is the one speaking with you.’
Then the man said, ‘Lord, I believe,’ and he worshiped
him” (John 9:35-38).
Just like them,
We accept God’s grace when we believe in Jesus.
Accommodation for students with special needs
Have students with certain learning disabilities and those
with visual impairments sit close to the board for this
activity. Alternatively, prepare in advance for these students
a handout with the list of Bible references and questions.
3
A P P LY I N G T H E L E S S O N
Scenarios
Read and discuss the following scenarios with your students.
1. You have become friends with Alexander.
Alexander’s religion teaches about God, but not
Jesus as God. They believe Jesus was a good man,
a prophet. One day Alexander asks you why you
believe Jesus was the Son of God. He wants to know
what’s so important about believing that Jesus is God
if you just live your life by good morals and try to
help people like Jesus did. What do you say to your
friend?
2. Trisha’s mom died a year ago. She still misses her
a lot. Before Trisha’s mom died her dad never at-
tended church, but now he has started coming with
her and is taking Bible studies. Trisha tells you that
she still has angry feelings with God for letting her
mom die. What can you say to Trisha that might let
her see how God can be glorified in this situation?
Ask: How do you feel knowing that you can share with
your friends about your beliefs? What are some ways
that you worship Jesus? What things do you do that
show you “believe” in Jesus?
We accept God’s grace when we believe in Jesus.
69
 LESSON 6

4
SHARING THE LESSON
* Closing

YOU NEED: Prayer and closing comments:

Healing the World  world map Say: Dear Jesus, thank You for loving us so
Invite students to share with the class  plastic bandages much that You came to live here among us.
if they had the opportunity last week  pens Please help us to believe and worship You
to tell others of their belief in God. Ask: as God. Give us opportunities to share with
How can you describe your belief in God? What about others Who You are so that they may accept
your belief in Jesus makes you want to share it with You and receive Your grace. Amen.
someone else? Did you have a chance to share your be-
liefs with someone last week? What did you learn from Reminder to parents:
your experience of talking about your faith in Jesus? Say: Check out the student Bible study guide
Talk with the students about places in the world where to find Parents’ Pages for your use in family
poverty, war, violence, and godlessness abound, and point worship, or however you wish to use them to
the countries out on the map. Give each student a plastic spiritually guide your children. You may listen
bandage and ask them to write a prayer for the world on it. to the podcast of the lesson online at www
This can be things like “Help people in Thailand know You” .juniorpowerpoints.org/podcast.php?channel
or “Take away war in _________.” Then ask students to stick =1.
their bandage to the map.
Coming up next week:
Debriefing Say: Seeds are scattered. We find in God’s
Ask: How can you continue to believe in Jesus and to Word everything we need to live according to
worship Him even when you cannot see a way out from a His will.
difficult situation?
Say: When we accept God’s grace and worship Him,
the people around us will recognize that we believe
in Him. Let’s pray that as we continue to worship and
demonstrate our belief in Jesus others would better un-
derstand and accept His grace.
We accept God’s grace when we believe in Jesus.
(Adapted from The Children’s Worker’s Encyclopedia of Bible Teaching Ideas: New Testament [Loveland, Colo.: Group
Publishing, 1997], pp. 84, 85.)

70
Notes

71
LESSON 6
Student
I Believe
lesson
Has anyone done anything so wonderful
for you that you couldn’t help loving
them, even though others didn’t like
them? The blind man in our story today
probably couldn’t help wondering what
was wrong with the Pharisees for doubt-
ing that Jesus was who He said He was.
After all, Jesus had restored his sight!
T
he insulting words of the Jewish
leaders still rang in the ears of
Jesus’ disciples as they walked
away from the temple with Him. Why
did Jesus rebuke them? Didn’t He
realize how much He needed their
support if He was to become king?
Jesus slowed His pace, then stopped
near a blind man begging in the street.
The disciples asked Him, “Who sinned,
Master, this man or his parents?”
Most Jewish people believed that
any disability, any sickness, was the
direct result of God’s punishing some
sin. If a baby was born with a birth de-
fect, people believed that the parents
had done something bad and God had
sent this as a punishment. When peo-
ple got sick, their friends believed they
had sinned and God was making them
suffer for it.
“Neither this man nor his parents
sinned,” Jesus answered. Wanting
them to understand that sickness and
defects do not come from God, He
continued, “This happened so that the
works of God might be displayed in
him” (John 9:3). Then Jesus did some-
thing unusual. He bent down, spit on
the ground, and made a muddy paste.
The blind man must have been sur-
prised when Jesus smeared the mud
72
over his eyes. Jesus said, “Go, wash in
the Pool of Siloam” (verse 7).
The man got up and went to the
Pool of Siloam and washed the mud
off his eyes. Imagine him opening his
eyes slowly. Light enters. He sees the
sun sparkling on the surface of the
water. He looks at his fingers, mud still
clinging to them.
“I can see!” he exclaims as he jumps
up from the poolside. He leaps into the
air. “I can see!” he yells. “Hey, look at
me. I can see.” Never having seen the
way home before, he still knows the
way, and walks toward his house call-
ing to everyone, “I can see.”
His neighbors heard him coming
before they saw him. “Isn’t this the
blind man who begs in the street?”
someone asked.
“No, it can’t be,” another replied. “It
just looks like him.” But the blind beg-
gar settled their confusion. “It’s me. I
can see now.”
“But how?”
Then he told them.
They took him to the Jewish leaders,
where he repeated his marvelous story.
The Jewish leaders became angry. They
didn’t care that a blind man could now
see. They cared only to point out that
Jesus had broken their rules. “This man
is not from God,” they said, “for he does
not keep the Sabbath.”
But some of the Pharisees said,
“How can a sinner do such miraculous
things?” So the two groups of Jewish
leaders argued. Finally they called in
the man’s parents, because they didn’t
believe that he had been born blind.
His parents said, “This is our son. We
know he was born blind, but we don’t
know how he got his sight. Ask him.
He’s old enough to answer for himself.”
They knew that the Jewish leaders
would throw them out of the syna-
gogue if they said anything to support
Jesus.
Once again the Jews spoke to the
man. “Give glory to God by telling the
truth. We know this man is a sinner.”
“Whether he is a sinner or not, I
don’t know,” the man said. “One thing I
do know. I was blind but now I see!”
“We don’t even know where he
comes from.”
“Now that is remarkable! You don’t
know where he comes from, yet he
opened my eyes. We know that God
does not listen to sinners. He listens
to the godly person who does his will.
Nobody has ever heard of opening
the eyes of a man born blind. If this
man were not from God, He could do
nothing.”
“How dare you lecture us!” they ex-
claimed and threw him out.
When Jesus heard that this man had
been thrown out of the synagogue, He
went to find him. “Do you believe in
the Son of Man?” Jesus asked him.
“Who is he, sir? Tell me so that I may
believe in him,” the man answered.
“You have now seen him; in fact, he
is the one speaking with you.”
“Lord, I believe.” The man looked into
the face of Jesus, then fell at His feet
and worshiped Him (verses 24-38).
The news of this incredible event
spread throughout the city. Many
people believed in Jesus because of it.
 KEY REFERENCES POWER TEXT POWER POINT
 John 9 “Jesus heard that they had thrown him We accept God’s grace when we be-
 The Desire of Ages, chap. 51, pp. out, and when he found him, he said, lieve in Jesus.
470-475 ‘Do you believe in the Son of Man?’
 Our Beliefs nos. 4, 20, 10 ‘Who is he, sir?’ the man asked. ‘Tell me
so that I may believe in him.’ Jesus said,
‘You have now seen him; in fact, he is
the one speaking with you.’ Then the
man said, ‘Lord, I believe,’ and he wor-
shiped him” (John 9:35-38).

DO READ
SHARE

READ
THINK

MAKE
REVIEW

REVIEW PRAY

PRAY

READ

READ THINK

THINK

MAKE

ASK DO

REVIEW REVIEW

PRAY PRAY

READ
READ SAY
DO ACT
TALK
THINK

REVIEW SING
PRAY

PRAY

73
Grace
We allow God to transform us.

POWER TEXT
“The Spirit gives life; the flesh counts
for nothing. The words I have spoken to
7
YEAR A | QUARTER 1
Growing Season
PO WE
RPOIN
The Bible Lesson at a Glance
A farmer and his son planting their field discuss the par-
able of the farmer as told by Jesus in Galilee. The parable

T
tells about a farmer who plants seeds in his field, which
you—they are full of the Spirit and life” has different types of soil. The farmer scatters his seed ev-
(John 6:63). erywhere, even on soil that is unpromising. The seed rep-
KEY REFERENCES
God gives resents the Word of God, which is scattered everywhere,
whether or not there is promise of its taking root.
 Matthew 13:1-9, 18-23 us His Word
 Christ’s Object Lessons, chap. 2, pp. This is a lesson about grace.
33-61 extravagantly. God is extravagant. He scatters His word in abundance
 The Bible Story (1994), vol. 8, pp. everywhere. Like the seed that has within itself the
103-105 principles of physical growth, the Word of God has
within it the principles of spiritual growth.
 Student story on page 82 of this
guide
Teacher Enrichment
OUR BELIEFS “The word of God is the seed. Every seed has in itself a
germinating principle. In it the life of the plant is enfolded.
 No. 1, The Holy Scriptures So there is life in God’s word. . . . In every command and in
 No. 11, Growing in Christ every promise . . . is the power, the very life of God. . . . He
 No. 4, The Son who by faith receives the word is receiving the very life and
character of God” (Christ’s Object Lessons, p. 38).
OBJECTIVES “Christ’s favorite theme was the paternal tenderness and
The students will: abundant grace of God. . . .
 Know that God gives His Word to Grace can thrive only in the heart that is being constantly
prepared for the precious seeds of truth (ibid., pp. 40, 50).
them abundantly.
When Jesus lived on earth, the sowing and harvesting of
 Feel gratitude that God gives His
grain had to be done entirely by hand, as it still is in some
Word to everyone. parts of the world. Farmers began sowing seed in early
 Respond by letting God’s Word October. The rains of the winter brought the crops to matu-
grow in their lives. rity. By April the grain was ready to be harvested. (See The
Book of Life, vol. 18, p. 46.)
What extravagant gift have you received from God? How has
it transformed your life?

74
Welcome
Welcome students at the door and
direct them to their seats. Ask them
how their week has been. Encourage
learners to study their Sabbath
What was the most interesting part the week. (The leader should be fa-
of the Bible story? What activity miliar with the previous lesson to be
did you find the most helpful? able to direct the discussion.) This is
Which activity was the most fun? also a good time to have students

»
School lesson regularly, and use Invite students to share their expe- recite the power text.
several minutes to debrief students riences and/or the handiworks they Have students begin the readiness
on the previous week’s lesson. Ask: created for Sabbath School during activity of your choice.

Program notes
LESSON SEC TION MINUTES AC TIVITIES MATERIALS NEEDED
Welcome Ongoing Greet students at the door. Ask about their week.

1 Readiness
Activities
10-15 A. Seed Meal
B. Seeds and Me
C. Seeds in Extravagance
D. It’s in the Seed
*foods prepared from seeds, seeds in containers
variety of seeds
*fruit with seeds, knife
soaked large seeds

* Prayer 15-20 See page 77. Prayer and Praise may be used at any time songbooks, world map, pushpins, flowerpot/watering
during the program. pot/basket, seed-shaped pieces of paper, pens/pencils,
and Praise flowerpot/box (different from the one used for the
offering)

2 Bible
Lesson
15-20 Introducing the Bible Story

Experiencing the Story

three copies of Net Kids script (p. 153)

Bible

Exploring the Bible Bibles, white/chalkboard, markers/chalk, paper, pens/

pencils, *fruit (optional)

3 Applying
the Lesson
10-15 The Harvest Is Sure copies of heart pattern (p. 154), pens/pencils/markers

4 Sharing
the Lesson
10-15 Share a Seed copies of heart pattern (p. 154), scissors, glue, seeds,
pens/pencils

*
Closing Prayer and Closing Comments
Reminder to Parents
Coming Up Next Week
*Be aware of any food allergies and adjust accordingly.
75
LESSON 7
1
READINESS ACTIVITIES
Select the activity or activities that are most appropriate for your situation.
A YOU NEED:
 *foods prepared from
Seed Meal seeds
*Note: Before doing this activity assess  seeds in containers
whether any of the students have aller-
gic reactions to seeds or nuts. If a student has allergies to
these, avoid bringing such seeds to class.
Have adult volunteers help you prepare food dishes for a
seed meal. Bring in a selection of food items that are seeds,
such as peanuts, sunflower seeds, etc., or made from seeds,
such as lentil soup, corn bread, etc., for the students to
sample. Beside each dish of food, place a container of seeds
from which the food was made. For example: baked beans
with a container of white pea beans, split-pea soup with
a container of dried peas, sliced bread with a container of
wheat kernels, corn tortillas with a container of corn kernels,
etc. Allow time for the students to sample the food.
Debriefing
Say: Some of the foods we eat are the whole plant. Can
you think of plants that we eat? (celery, lettuce, etc.) Some
of the foods we eat are roots or tubers. Can you think
of any? (potatoes, carrots, beets, etc.) What did each of
our food items today have in common? (All were seeds.)
Which seed food did you like best? Why do you think
God made so many kinds of food? (To give us a variety.)
Our lesson today is about a parable Jesus told about
seeds. We will learn what Jesus used seeds to represent.
Let’s say our power text together, John 6:63:
“The Spirit gives life; the flesh counts for nothing.
The words I have spoken to you—they are full of the
Spirit and life” (John 6:63).
And we will find out that
God gives us His Word extravagantly.
76
B YOU NEED:
 *variety of seeds
Seeds and Me
*Note: Before doing this activity assess whether any of the
students have allergic reactions to seeds or nuts. If a student
has allergies to these, avoid bringing such seeds to class.
Have a variety of seeds from different plants available for
the students to see, feel, and smell. Have edible and nonedi-
ble seeds, large and small seeds. Allow time for the students
to examine the different seeds. Instruct them to select one
seed that might represent them, then sit in a circle holding
the seed. Say: We are going to go around the circle and
each of you will explain why you selected the seed you
did. I’ll begin. I picked the ____________ seed to represent
me because it is ____________ and I know that I am a little
bit like that too. After each student has shared, debrief.
Debriefing
Say: In what other ways are seeds like people? Why
don’t all seeds come in the same size or the same shape?
(Accept responses; they need to be different for the different
places that they will grow, etc.) Today we are going to talk
about a parable that Jesus told. Instead of representing
people, the seeds in Jesus’ parable represent the Word
of God. The power text, John 6:63, reminds us of the im-
pact of God’s Word on our lives. Let’s say it together,
“The Spirit gives life; the flesh counts for nothing.
The words I have spoken to you—they are full of the
Spirit and life” (John 6:63).
Our power point is:
God gives us His Word extravagantly.
 * Prayer
and Praise

C YOU NEED:
 *fruit with seeds
Seeds in Extravagance  knife
Bring a piece of fruit that has a lot of
seeds in it, such as a melon or a pomegranate. Cut the fruit
open in front of the class. Show the students the seeds in-
side the fruit. Ask: If we planted one of these seeds, how
many [melons/pomegranates] would we get from the
plant it produced? (Accept responses.) Why do you think
there are so many seeds in one piece of fruit when all it
takes is one to grow a new plant? (A lot of the seeds will
not take root, etc.) In our lesson today we will learn that
seeds are compared to God’s Word. Let’s say the power
text, John 6:63:
Fellowship
Report the students’ joys and sorrows (pleased and
troubled) as reported to you at the door (as appropri-
ate). If they have given you permission, share one or
two special items from students’ Bible study during
the week. Acknowledge any birthdays, special events,
or achievements. Give a special, warm greeting to all
visitors.
Suggested Songs
“Amazing Grace” (The Seventh-day Adventist Hymnal,
no. 108)
“Thy Word” (He Is Our Song, no. 88)
“Oh, Magnify the Lord” (He Is Our Song, no. 12)
“How Majestic Is Your Name” (He Is Our Song, no. 4)
“It’s About Grace” (see music on page 152)
Mission YOU NEED:

“The Spirit gives life; the flesh counts for nothing. Use Adventist Mission for youth  world map

The words I have spoken to you—they are full of the and adults (go to www.junior  pushpins

Spirit and life” (John 6:63). powerpoints.org and click on

MISSION) or another mission report available to you.
Our power point for today is: Using a world map, have the students identify and
God gives us His Word extravagantly. mark with pushpins the location where the mission
story is taking place.
D YOU NEED:
Offering YOU NEED:
 *soaked large seeds
It’s in the Seed Use a flowerpot, basket, or other  flowerpot/watering
On Friday soak large seeds, such as butter beans, in water gardening container to collect pot/basket
overnight. In the morning, drain the water from the seeds, the offering. Say: Our church is
then wrap them in a moist towel until classtime. Soak working around the world to tell people about
enough for each student to have one seed. Jesus. When we give an offering it’s like the water
Distribute the seeds to the students. Say: Carefully split the that is used to help a seed grow. It provides a way
seed open. Look for the tiny plant that tells you the seed for other people to learn about Jesus.
has started to sprout. Assist any students who need help.
Prayer YOU NEED:
Debriefing Have students write prayer re-  seed-shaped pieces of
Hold up a seed and ask: What do I have to do to get this quests on small pieces of paper paper
seed to grow? Say: If you water it, a seed will grow. shaped like a seed common in  pens/pencils
Growing is built into the seed. It’s natural. Today our les- your area. At prayer time, invite  flowerpot/box

son is about God’s Word being like a seed. Let’s say our
power text together, John 6:63,
“The Spirit gives life; the flesh counts for nothing.
The words I have spoken to you—they are full of the
Spirit and life” (John 6:63).
Our power point is:
God gives us His Word extravagantly.
them to go to the place where
a nicely colored flowerpot or box decorated like
a flower box or other plant-oriented container is lo-
cated and place them in it. Pray over the requests or
ask for a volunteer to pray. Close with a prayer for the
students’ joys and sorrows, for the birthday and other
special event celebrants, as well as for the visitors.

*Be aware of any food allergies and adjust accordingly. 77

LESSON 7

2
BIBLE LESSON

YOU NEED: YOU NEED:

three scripts (p. 153) Bible
Introducing the Bible Story 
Experiencing the Story 

The Net Kids If possible, take your class outside. If

(Note: The Net Kids are an imaginative way to introduce the
Bible story. If you prefer not to use this imaginary element,
read over the script yourself and introduce the lesson con-
cept in your own words.)
(Refer to Lesson 2 for background and setup information.)
Make three copies of the Net Kids script on page 153 of
this guide. Distribute to the students you have selected
as early as possible. Allow practice time before using this
activity.
Present the skit.
Debriefing:
Say: The lesson this week is from a parable Jesus told
about a farmer who was planting seeds in a style that
was common in his culture. See if you can figure out the
lesson Jesus wanted His followers to understand.
not, do this activity in the room. Tell the class that you are
going to re-create a parable Jesus told. Ask for volunteers to
be the following: farmer, seeds, birds, rocks, sun, and thorns.
Instruct the students to act out what the passage says while
a student volunteer reads from the Bible. Begin by saying:
It is a beautiful day. Jesus is walking beside the Sea of
Galilee. Of course, His 12 disciples are with Him. Crowds
of people shove each other trying to get a good look at
this amazing rabbi. Sick people elbow their way to the
front, hoping that Jesus will heal them. The crush of peo-
ple is so great that Jesus finally has to stop. He speaks
to Peter and Andrew, then climbs into their fishing boat.
You can hear the people moan, thinking that He is leav-
ing them now. But instead of rowing across the lake, the
disciples move a little way from shore and drop anchor
in shallow water. Jesus looks out across the plain of
Gennesaret and notices a farmer working in his field. He
points to the farmer and all the people standing on the
beach turn their heads and look. Jesus says: ___________
(Instruct the student volunteer to read Matthew 13:3-9.)

Debriefing
Ask: How do you think the people listening to Jesus felt?
(curious, happy, etc.) Why did the sower scatter seed ev-
erywhere, including places it wouldn’t grow well? (It was
accidental; to give it a chance.) Read Luke 8:11: “The seed is
the word of God.” What do you think Jesus wanted them
to understand about God from this story? (He is gener-
ous; He scatters His seed everywhere no matter what the soil
is like.) Repeat the power point with me:
God gives us His Word extravagantly.

78
 3
A P P LY I N G T H E L E S S O N

YOU NEED: YOU NEED:

Bibles
Exploring the Bible* 
Provide materials for the following ac-  white/chalkboard
markers/chalk
tivities. Write the options on a marker  is extravagant; He gives His Word to
board. Tell the students that they can  paper
work individually or in groups.  pens/pencils
 fruit (optional)
Option 1 Create a poem about this par-
able.
Option 2 Create a banner of the memory verse, illustrating it
with a graphic from the parable.
Option 3 Write an original parable to illustrate God’s grace.
Option 4 Compose a song praising God for His Word.
Option 5 Read and discuss what it means that “Jesus is the
Word of God.” Explain how John1:1, 2, 14 applies
to the parable about the sower.
Option 6 Count the seeds in one piece of fruit. Estimate
how many pieces of fruit would be produced by
one plant. Estimate how many seeds would be
produced by the fruit of one plant.
Option 7 Use your imagination to create a way to convey
the idea that God doesn’t look for quick results. He
knows that growing takes time.
Allow time for students to report back to the class.
* Be aware of any food allergies and adjust accordingly.
copies of heart pattern
The Harvest Is Sure 
(p. 154)
Say: Today we have learned that God
 pens/pencils/markers
everyone, even to those who don’t
seem promising. Ask: How long does it take for a seed
to grow into a mature plant? (It depends on the plant;
some take days, some weeks, some years.) What seeds
grow quickly into mature plants? (Accept responses.)
What plants take a long time to mature? (Accept re-
sponses.) Say: Another lesson we can learn from this
parable is that God is patient. He doesn’t look for quick
results. He knows that growing takes time. God plants
the seed of His Word in us. What do we need to do? (Be
patient and let it grow.) What is our power point?
God gives us His Word extravagantly.
Distribute copies of the heart (see p. 154) without writing
on it. Instruct the students to write on the heart a sentence
something like this: “God has planted His Word in me. I’m
letting it grow.” Encourage them to put this in their Bible or
in a prominent place at home.

Debriefing
Say: Often, when this parable is studied the focus is on the
four types of soil on which the seed falls. Today our focus
has been on the work of God in scattering His Word every-
where. What did you learn about God from this parable
today? (He is generous; He gives His Word to everyone; etc.)
Let’s repeat our power text, John 6:63:
“The Spirit gives life; the flesh counts for nothing.
The words I have spoken to you—they are full of the
Spirit and life” (John 6:63).

What is our power point?

God gives us His Word extravagantly.

Accommodations for students with special needs

Allow students with special needs to work in groups in which
they would feel most comfortable participating and where
they could contribute to the best of their ability.

79
LESSON 7

4
SHARING THE LESSON
* Closing

YOU NEED:
Share a Seed  copies of heart (p. 154)
Invite students to share with the class  scissors
if they had the opportunity last week  glue
to sow seeds by telling someone about  *seeds
the treasures found in the Word of God.  pens/pencils
Ask: What does sowing seeds repre-
sent? What about your faith in God’s Word makes you
want to share it with someone else? With whom did you
talk about the Bible? How did you share your passion for
studying the Bible?
Make copies of the heart with words (see p. 154). Have scis-
sors, glue, and seeds available. Instruct the students to glue a
seed onto the heart. Have them sign their name to the heart.
Allow each of them to make several of these. Distribute them
to other church members after Sabbath School is over.
*Be aware of any food allergies and adjust accordingly.
Prayer and closing comments:
Pray that God will reveal His love to each of
your students this week, and that they will share
that love by loving their neighbor-in-need.
Reminder to parents:
Say: Check out the student Bible study guide
to find Parents’ Pages for your use in family
worship, or however you wish to use them to
spiritually guide your children. You may listen
to the podcast of the lesson online at www
.juniorpowerpoints.org/podcast.php?channel
=1.
Coming up next week:
Say: Jesus tells the parable of the yeast and
mustard seed. By God’s grace our faith,
though small, will grow.

80
Notes

81
LESSON 7
Student
Growing Season
lesson
Have you ever planted a garden or
worked on a farm? In some parts of the
world, people buy most of their food in
stores. Perhaps if Jesus lived in those
places today, He would tell a parable of
the cereal aisle! His parables were always
about things with which people were fa-
miliar. He wanted people to look at them
and remember the lessons He taught.
A
boy shifted the heavy seed
sack from his right to his left
shoulder. He’d been out with
his father since early morning planting.
He decided he would rather live in the
city, where his cousins didn’t need to
worry about growing seasons.
“Time to eat. I hope there’s enough
here to satisfy your hunger,” his father
said, smiling. “It’s a good thing we’re
farmers.” Then his tone became seri-
ous. “I heard that new Rabbi tell a story
about planting.”
“The teacher they call Jesus?” the boy
asked. “Why would He talk about
planting?”
“Why?” his father asked in surprise.
“As I was saying, a farmer was planting
seed in a field near the lake where the
Rabbi spoke from a boat.”
“A boat?” the boy asked.
“Yes. It was a brilliant idea. The peo-
ple crowded around the Rabbi trying
to listen to Him. They nearly pushed
Him into the lake. He climbed into a
boat. Everyone thought, That’s it! He’s
leaving. But instead He pushed off
from shore, dropped anchor in shallow
water, and began teaching.” The fa-
ther’s eyes glowed as he remembered.
82
“So the Rabbi started telling a story
about a farmer. Every head turned to
look at the farmer nearby. He was sow-
ing the hillside above us.
“The Rabbi talked about planting.
Planting. Just like we’re doing right
now. As the farmer arced his arm over
the soil you could almost see the seeds
flying.”
The boy searched the basket for an-
other fig.
“The Rabbi said, ‘A farmer went out
to sow his seed. As he was scattering
the seed, some fell along the path and
the birds came and ate it up. Some
fell on rocky places, where it did not
have much soil. It sprang up quickly,
because the soil was shallow. But
when the sun came up, the plants
were scorched, and they withered
because they had no root. Other seed
fell among thorns, which grew up and
choked the plants. Still other seed
fell on good soil, where it produced a
crop—a hundred, sixty or thirty times
what was sown’ ” (Matthew 13:3-8).
The boy looked at his father. His eyes
still glowed. “I’ve thought a lot about
this story,” his father continued. “I
don’t think the Rabbi was really talking
about planting.”
“Then what do you think He was
talking about?”
“I think He was talking about the
kingdom of God.”
“So you think Jesus compared God
to a farmer?”
“Yes. The Rabbi said, ‘The kingdom
of God is like a farmer sowing seed.’ ”
“So what is the seed?”
“I think the seed is God’s Word.”
The boy sat up. “You mean the
Torah?”
“Yes. Have you noticed how every
synagogue has God’s Word written on
scrolls? God wants everyone to have
access to His Word. So He scatters the
seeds of His truth everywhere.”
“What if the seeds go to waste be-
cause they are not well received by
people?” the boy asked.
“You may think so, my son,” his
father said. “But the heavenly Farmer
scatters it anyway, hoping it will take
root and grow.” His father held one
tiny seed between his thumb and
forefinger. “No one knows how many
seeds this one grain will produce, do
they?”
The boy shook his head as if to say,
“No.”
“And imagine how many seeds will
be produced from all the seeds in this
sack.”
“It would be impossible to count,”
the boy said. He wasn’t sure how to ask
the question that was forming in his
mind. “Father,” he said, “do you think
this Rabbi, Jesus, knows something we
don’t?”
“Like what?”
“Well . . . do you think He knows God
better than we do?”
Father looked intently into the eyes
of his son. “Yes, I think He does.”
The boy and his father both turned
to look at the open field waiting for
them. The boy felt peace as he decided
to accept God’s kingdom and the
seeds of God’s Word in his heart.
 KEY REFERENCES
 Matthew 13:1-9, 18-23
 Christ’s Object Lessons, chap. 2, pp.
33-61
 The Bible Story (1994), vol. 8, pp.
103-105
 Our Beliefs nos. 1, 11, 4
POWER TEXT POWER POINT
“ The Spirit gives life; the flesh counts God gives us His Word extravagantly.
for nothing. The words I have spoken
to you—they are full of the Spirit and
life” (John 6:63).

DO READ
IDENTIFY

READ
THINK

CREATE
REVIEW

PRAY PRAY

READ READ

COLLECT COMPARE

DO

THINK

REVIEW
REVIEW
PRAY
PRAY

READ
READ
REMEMBER
DO

SHARE
THINK

REVIEW REMEMBER

PRAY
THINK
REPEAT

PRAY

83
Grace
We allow God to transform us.

POWER TEXT
“In all my prayers for all of you, I always
pray with joy because of your partnership
8
YEAR A | QUARTER 1
Kingdom Time
PO
WE
RPOIN
The Bible Lesson at a Glance
The parables of the yeast and of the mustard seed are both
intended to teach that although the work of grace in the
T
in the gospel from the first day until now, heart begins small, God nurtures its growth until it fills our
being confident of this, that he who began life. Thus the kingdom of God grows within from small be-
a good work in you will carry it on to ginnings until the love of God fills the life.
completion until the day of Christ Jesus” We grow more
(Philippians 1:4-6). This is a lesson about grace.
like Jesus God starts and finishes His work in us by His grace. None
KEY REFERENCES of the work is ours. As the soil receives the mustard seed
 Matthew 13:31-33 when His love and the flour receives the yeast, we can only receive
 Christ’s Object Lessons, chap. 5, pp. His grace through faith and allow it to change us.
76-79; chap. 7, pp. 95-102 changes us.
 The Bible Story (1994), vol. 8, pp.
Teacher Enrichment
“The germ in the seed grows by the unfolding of the
84-87 life-principle which God has implanted. Its development
 Student story on page 92 of this depends upon no human power. So it is with the kingdom
guide of Christ” (Christ’s Object Lessons, p. 77).
“Among the Jews leaven was sometimes used as an em-
OUR BELIEFS
blem of sin. . . . But in the Saviour’s parable, leaven is used to
 No. 11, Growing in Christ represent the kingdom of heaven. It illustrates the quickening,
 No. 10, The Experience of Salvation assimilating power of the grace of God. . . .
 No. 3, The Father “. . . The leaven—something wholly from without—must be
put into the meal before the desired change can be wrought.
OBJECTIVES . . . So the grace of God must be received by the sinner. . . .
“As the leaven, when mingled with the meal, works from
The students will:
within outward, so it is by the renewing of the heart that the
 Know that God’s love grows in grace of God works to transform the life” (ibid., pp. 95-97).
our lives. How is God’s love growing in you? In what area do you feel
 Feel excited about the great things “filled” with His love?
God has begun in their lives.
 Respond by letting God’s love fill
their lives.

84
Welcome
Welcome students at the door and
direct them to their seats. Ask them
how their week has been. Encourage
learners to study their Sabbath
What was the most interesting part the week. (The leader should be fa-
of the Bible story? What activity miliar with the previous lesson to be
did you find the most helpful? able to direct the discussion.) This is
Which activity was the most fun? also a good time to have students

»
School lesson regularly, and use Invite students to share their expe- recite the power text.
several minutes to debrief students riences and/or the handiworks they Have students begin the readiness
on the previous week’s lesson. Ask: created for Sabbath School during activity of your choice.

Program notes
LESSON SEC TION MINUTES AC TIVITIES MATERIALS NEEDED
Welcome Ongoing Greet students at the door. Ask about their week.

1 Readiness
Activities
10-15 A. Yeast Power*

B. Food for Thought

Bibles, measuring cup and spoon, yeast, warm water,
sugar, flour, plastic bag, towel, other ingredients for bread

*ingredients from Activity A’s bread recipe; small, seal-

able plastic bags; loaf of bread; fig preserves or honey
(optional)

* Prayer 15-20 See page 87. Prayer and Praise may be used at any time songbooks, world map, pushpins, flowerpot/watering
during the program. pot/basket, seed-shaped pieces of paper, pens/pencils,
and Praise flowerpot/box (different from the one used for the
offering)

2 Bible
Lesson
15-20 Introducing the Bible Story

Experiencing the Story*

five copies of Net Kids script (p. 155)

Bibles, mustard seed, dry yeast

Exploring the Bible Bibles

3 Applying
the Lesson
10-15 Where’s the Yeast?

4 Sharing
the Lesson
10-15 Hide the Word* pens/pencils, cards, OR small loaves of bread/slices of
bread, bags, twist ties, tape

*
Closing Prayer and Closing Comments
Reminder to Parents
Coming Up Next Week

*Be aware of any food allergies and adjust accordingly.

85
LESSON 8

1
READINESS ACTIVITIES
Select the activity or activities that are most appropriate for your situation.

A YOU NEED:
B YOU NEED:
 measuring cup, spoon  ingredients from
Yeast Power*  yeast Food for Thought* Activity A’s bread recipe
Thirty minutes before class, using a glass  water (warm) Use the ingredients from Activity A. loaf of bread
measuring cup, mix one package of After the dough is mixed, before it is fig preserves OR honey
 sugar (optional)
yeast with a half cup of warm water, 1 ready to knead, place it in plastic bags,
 flour small, sealable plastic
tablespoon of sugar, and 1 tablespoon one lump of dough in one plastic bag 
of flour. Wrap the cup in a plastic bag  plastic bag for each person. Have the students bags
and again in a warm towel. Keep it in a  towel squeeze the dough inside the plastic
warm place until needed.  other ingredients for bag for several minutes. Say: Many people make bread
Show the students the ingredients bread by getting the yeast started, adding it to the flour, and
needed to make bread. Pass the ingre-  Bibles kneading the whole until the yeast mixture is spread
dients around for the students to see, evenly throughout. Kneading the bread helps the gluten
smell, and touch. In front of the class, mix one package of in the flour to become elastic so that it traps the bubbles
yeast with a half cup of warm water, 1 tablespoon of sugar, of air in the dough. This is what makes the dough rise.
and 1 tablespoon of flour in a glass measuring cup. Show Cut some of the newly mixed dough. Notice how smooth
the mixture you prepared earlier. They will see how the mix- it is; this indicates an absence of air. Cut a baked loaf of
ture bubbles and rises in the cup. Explain that the bubbles bread and pass around slices of it so everyone can see the
are produced as the yeast grows in the sugar mixture. fine air holes throughout. Serve it with preserves or honey.

Debriefing
Read Matthew 13:33. How is God’s love like yeast?
Our power text reminds us that it is Jesus who com-
pletes the good work that He began in us. Let’s say the
power text together,
“In all my prayers for all of you, I always pray with
joy because of your partnership in the gospel from
the first day until now, being confident of this, that
he who began a good work in you will carry it on to
completion until the day of Christ Jesus” (Philippians
1:4-6).
Let’s say the power point together,
We grow more like Jesus when His love changes us.
*Be aware of any food allergies and adjust accordingly.
Debriefing
From the story for this week what have you learned
about yeast and bread? What does the yeast represent?
(God’s love, grace, God’s kingdom) What in this illustration
represents you and me? (the dough) Let’s say the power
text together:
“In all my prayers for all of you, I always pray with
joy because of your partnership in the gospel from
the first day until now, being confident of this, that
he who began a good work in you will carry it on to
completion until the day of Christ Jesus” (Philippians
1:4-6).
What does this verse say to us? (God will make His love
grow in us.) God promises that He will complete the work
that He has started. We just need to be open to receive
His grace every day.
The power point reminds us that
We grow more like Jesus when His love changes us.

86
 * Prayer
and Praise

Fellowship
Report the students’ joys and sorrows (pleased and trou-
bled) as reported to you at the door (as appropriate). If
they have given you permission, share one or two spe-
cial items from students’ Bible study during the week.
Notes Acknowledge any birthdays, special events, or achieve-
ments. Give a special, warm greeting to all visitors.

Suggested Songs
“He’s Able” (He Is Our Song, no. 100)
“Oh, Fill It Up” (He Is Our Song, no. 135)
“It’s About Grace” (see music on page 152)

Mission YOU NEED:

Use Adventist Mission for youth and  world map
adults (go to www.juniorpower  pushpins
points.org and click on MISSION) or
another mission report available to you. Using a world
map, have the students identify and mark with pushpins
the location where the mission story is taking place.

Offering YOU NEED:

Say: Now it’s our opportunity. Our  flowerpot/watering
offerings contribute to the many pot/basket
missions that support the growth of God’s kingdom
in new places around the world.

Prayer YOU NEED:

Add prayer requests to the flower  seed-shaped paper

box or container used last week. Take  pens/pencils

time to report prayer answers.  flowerpot/box
Gather everyone in a circle. Do a
continuous prayer with everyone saying only one word
to add to a sentence until the whole class has contrib-
uted. Go around the circle a couple times until the prayer
seems complete. Close with a prayer for the students’
joys and sorrows, for the birthday and other special event
celebrants, as well as for the visitors.

87
LESSON 8

2
BIBLE LESSON

YOU NEED: YOU NEED:

five scripts (p. 155)
Introducing the Bible Story 
The Net Kids
(Note: The Net Kids are an imaginative way to introduce the
Bible story. If you prefer not to use this imaginary element,
read over the script yourself and introduce the lesson con-
cept in your own words.)
(Refer to Lesson 2 for background and setup information.)
Make the appropriate number of copies of the Net Kids script
found on page 155 of this guide. Distribute to the students
you have selected as early as possible. Allow practice time
before using this activity.
Present the skit.
Debriefing
Ask: Can you think of anything else that in a small
amount makes a big difference? (salt in food; candlelight
in a dark room)
*Experiencing the Story  Bibles
Pass around the mustard seed and dry  mustard seed
yeast. Let everyone look at, touch, and  dry yeast
smell them. Ask if anyone has seen or
used either of them and what they know about them. Have
the students read Matthew 13:31-33.
Debriefing
Ask: Why do you think Jesus used the word “your”
when talking about the mustard seed? (He wanted to be
clear. The mustard seed isn’t the smallest seed; the orchid
[a flower] seed is smaller.) What do you think the birds
symbolize in the parable of the mustard seed? (The king-
dom being open to everyone; there’s rest in the kingdom
for everyone.) What do the elements in the two parables
(mustard seed and yeast) have in common? (They’re both
common, everyday items of which you need only a small
amount to make a dramatic difference; they both signify
that even though the kingdom seems to have a small be-
ginning, it will eventually affect the whole world; they are
things ordinary people of that time, who could not read,
could relate to.)
Say: Instead of mustard seed and yeast, what do you
think Jesus would use if He told the same parable today?
Let’s say together the power text, Philippians 1:4-6:
“In all my prayers for all of you, I always pray with
joy because of your partnership in the gospel from
the first day until now, being confident of this, that
he who began a good work in you will carry it on to
completion until the day of Christ Jesus” (Philippians
1:4-6).

Ask: What is the most important thing we must remem-

ber about the change that takes place within us? (God
provides the power.) What is this week’s power point?
We grow more like Jesus when His love changes us.

*Be aware of any food allergies and adjust accordingly.

88

YOU NEED:
Bibles
Exploring the Bible 
Have the students find and read Daniel
4:19-22.
Ask: How is this passage related to the mustard seed
parable? (King Nebuchadnezzar’s greatness and power had
grown from something small to something great like the
mustard seed in the parable.) What does it tell us about
God’s kingdom? (It produces growth and transformation.)
Let’s say together our power text, Philippians 1:4-6:
“In all my prayers for all of you, I always pray with
joy because of your partnership in the gospel from
the first day until now, being confident of this, that
he who began a good work in you will carry it on to
completion until the day of Christ Jesus” (Philippians
1:4-6).
As the power point reminds us,
We grow more like Jesus when His love changes us.
3
A P P LY I N G T H E L E S S O N
Where’s the Yeast?
Divide the class into two groups. Tell group one that when-
ever they hear you say “So what’s the matter?” they should
chorus “Where’s the yeast?”
Select three people from group two and designate each
by one letter, A, B, or C. Instruct them to act out the
scenario silently as you read it. Change students for each
scenario.
1. A and B are in the church parking lot. A kicks the tire
of a car, but misses and bumps his shin instead. He then
grabs his leg, limps on one foot, and cries out in pain. B
is shocked and runs to tell C what she heard. So what’s
the matter? (Where’s the yeast?) Discuss. Ask C: How can
you show that God’s yeast is growing in you? (She could
hug both A and B and point their attention to God.)
2. A and C go to the same Sabbath School. A is a new
member and is troubled because she still does things
that are wrong. So C, a Christian from birth, tells A the
parable of the yeast. Later that Sabbath C sees A talking
about how he can hardly wait until sundown to play his
favorite video games. Shocked, C talks it over with B. Ask
C: Why are you so shocked? Ask A: Explain your actions.
Ask B: Remembering our parables and our understand-
ing of grace, what advice can you give?
Debriefing
Say: What do we need to remember? (That if we invite God
into our lives He offers us His grace. He makes His kingdom
grow in us so it fills our whole life.) How do you feel know-
ing that this job is God’s, not yours? (grateful, happy,
relieved)
89
LESSON 8

4
SHARING THE LESSON
* Closing

YOU NEED: Prayer and closing comments:

Hide the Word*  pens/pencils After prayer as the students go out the door, say
Invite students to share with the class  cards to each one: May God’s grace go with you.
if they had the opportunity last week  OR small loaves of
to share God’s goodness with someone bread/slices of bread Reminder to parents:
using story or parable. Ask: What did  bags Say: Check out the student Bible study guide
you share with someone about God’s  twist ties to find Parents’ Pages for your use in family
kingdom? How did you explain to  tape worship, or however you wish to use them to
someone that God can grow our faith spiritually guide your children. You may listen
even if it is very small at first? What illustrations did you to the podcast of the lesson online at www
use from nature or from stories to explain God’s activity .juniorpowerpoints.org/podcast.php?channel
in growing our faith? =1.
Distribute pens/pencils and cards for the students to make
cutouts of a loaf of bread and write the power text and a Coming up next week:
brief message about grace on them. Have them place these Say: God treasures us. In giving our lives to
where people will find them, such as in hymnals, on car God we realize the priceless gift we have in
windshields, in bicycle baskets, in church bulletins. If possi- Jesus’ sacrifice.
ble, dismiss the students early so they can do this before the
worship service begins.
OR, if possible, have students bag small loaves/slices of
bread, tape the power text to the bag, and distribute these
to church members.
Say: Let’s repeat once again the power point,
We grow more like Jesus when His love changes us.

*Be aware of any food allergies and adjust accordingly.

90
Notes

91
LESSON 8
Student
Kingdom Time
lesson
Have your parents ever encouraged you
to go somewhere or do something you
didn’t really want to do? What was the
result? Did it turn out better than you ex-
pected? Imagine two boys who went to
hear Jesus preach.
P
ushing along with the noisy
crowd following Jesus, a Hebrew
boy heard a familiar voice
behind him.
“Wait up!” Turning around, he saw
his friend struggling through the mass
of people.
“I didn’t know you were coming,”
the boy said.
“They convinced me to go.” His
friend shrugged his shoulders. “What
about you?”
“I figured I’d come and see who my
parents keep talking about,” replied
the first boy.
Scanning the crowd, he found his
parents and waved. Finding a less-
crowded spot above the crowd, they
sprawled in the grass. A man in front
raised his hand. The crowd grew quiet.
“The kingdom of heaven is like
a mustard seed, which a man took
and planted in his field,” Jesus said
(Matthew 13:31).
The boy looked to where Jesus was
pointing. “What’s so special about
that?” he whispered to his friend.
“I agree. It’s just a plant.” Mustard
plants were common. They often grew
to be more than six feet tall. Birds
flocked to the plants. They ate the
92
tiny seeds and rested on the shady
branches. In the early spring the boys
liked to eat the curly green shoots of
the plant.
“Though it is the smallest of all
seeds,” Jesus continued, “yet when it
grows, it is the largest of garden plants
and becomes a tree, so that the birds
come and perch in its branches” (verse
32).
The crowd murmured its agreement.
Jesus continued teaching by telling
another story.
“The kingdom of heaven is like yeast
that a woman took and mixed into
about sixty pounds of flour until it
worked all through the dough” (verse
33).
The boy thought about the many
times he had watched his mother
make bread. She added only a small
amount of yeast in comparison to the
flour. But the yeast worked throughout
the dough. It didn’t just stay in one
little corner. As the yeast spread
through the dough, the sections of the
bread rose together, not just one little
section at a time.
He whispered to his friend, “What do
a mustard plant and bread have to do
with the kingdom?”
“I don’t know,” his friend whispered
back. “Let’s ask your father.”
Walking home at the end of the day
with his family, the boy couldn’t wait
any longer.
“Did any of you understand what
Jesus was talking about with the mus-
tard seed and the yeast?” he blurted
out.
“What do you think He meant?” his
father asked.
“I’m not sure,” the boy replied. “I
think that He might have been talking
about us.”
“That seems right,” agreed the
father. “As God’s chosen people, we
make up His kingdom. What do you
think?” He turned to the other boy.
“Maybe that’s it. Then any of us
could belong to God’s kingdom. What
a privilege! But what about the yeast?”
asked his friend.
“I think I understood that part,” the
boy replied, walking slowly.
“You’ve watched your mother bake
bread, have you not?” asked his father.
“The yeast goes throughout all the
bread, not just part of it.”
The boy stopped again and looked
at his father. “But how can we rec-
ognize the new kingdom?” he asked
slowly.
“Others around us will recognize
that God’s kingdom has taken root in
our lives, when we produce good fruit
for God’s glory,” said his father.
“Does that mean that we will pro-
duce good fruit naturally?” quipped his
friend.
“You’re right. God does it all for us,”
said the mother, “from beginning to
end.”
The boy put his hand on his
mother’s shoulder. “May I help you
make bread today?”
 KEY REFERENCES
 Matthew 13:31-33
 Christ’s Object Lessons, chap. 5, pp.
76-79; chap. 7, pp. 95-102
 The Bible Story (1994), vol. 8, pp.
84-87
 Our Beliefs nos. 11, 10, 3
POWER TEXT POWER POINT
“In all my prayers for all of you, I always We grow more like Jesus when His love
pray with joy because of your partner- changes us.
ship in the gospel from the first day
until now, being confident of this, that
he who began a good work in you will
carry it on to completion until the day
of Christ Jesus” (Philippians 1:4-6).

DO READ
THINK

READ
FIND

LEARN
REVIEW

PRAY PRAY

READ READ

THINK CREATE

CHECK CHOOSE

REVIEW
REVIEW
PRAY
PRAY

READ
READ
THINK
MAKE
FIND

SERVE
SHARE
READ

REVIEW REPEAT

PRAY
PRAY

93
Grace
We allow God to transform us.

POWER TEXT
“For you know that it was not with
perishable things such as silver or gold
9
YEAR A | QUARTER 1
Priceless!
PO
WE
RPOIN
The Bible Lesson at a Glance
Jesus tells two parables—the hidden treasure and the pearl
of great price—that tell not only how important Jesus
T
that you were redeemed from the should be to us, but also how important people are to God.
empty way of life handed down to Both the treasure hidden in a field and the pearl of great
you from your ancestors, but with the price are purchased by one who has to sell everything he
precious blood of Christ, a lamb without God treasures has in order to buy them. In our lesson this week, this illus-
blemish or defect” (1 Peter 1:18, 19). trates Jesus, the “Merchant,” who considered us so valuable
me and gave He gave all He had—His life on Calvary to redeem us—to
KEY REFERENCES buy us back.
 Matthew 13:44-46 everything
 Christ’s Object Lessons, chap. 8, pp. This is a lesson about grace.
103-114; chap. 9, pp. 115-121 to save me. God treasures each individual as if they were the only per-
son on this earth. He places such value on us that Jesus
 The Bible Story (1994), vol. 8, pp.
would have given His life to save just one person.
70-72
 Student story on page 102 of this Teacher Enrichment
guide “The parable of the merchantman seeking goodly pearls has
a double significance: it applies not only to men as seeking
OUR BELIEFS
the kingdom of heaven, but to Christ as seeking His lost in-
 No. 9, The Life, Death, and heritance. Christ, the heavenly merchantman seeking goodly
Resurrection of Christ pearls, saw in lost humanity the pearl of price. In man, defiled
 No. 10, The Experience of Salvation and ruined by sin, He saw the possibilities of redemption.
 No. 11, Growing in Christ Hearts that have been the battleground of the conflict with
Satan, and that have been rescued by the power of love, are
OBJECTIVES more precious to the Redeemer than are those who have
never fallen. God looked upon humanity, not as vile and
The students will: worthless; He looked upon it in Christ, saw it as it might be-
 Know that Jesus has given every- come through redeeming love. He collected all the riches of
thing to purchase them. the universe, and laid them down in order to buy the pearl.
 Feel grateful to be a treasure to And Jesus, having found it, resets it in His own diadem. ‘For
Jesus. they shall be as the stones of a crown, lifted up as an ensign
 Respond by praising God for upon His land.’ Zechariah 9:16. ‘They shall be Mine, saith the
searching for and finding them. Lord of hosts, in that day when I make up My jewels.’ Malachi
3:17” (Christ’s Object Lessons, p. 118).
How does God reveal to me how very much He treasures me?

94
Welcome
Welcome students at the door and
direct them to their seats. Ask them
how their week has been. Encourage
learners to study their Sabbath
What was the most interesting part the week. (The leader should be fa-
of the Bible story? What activity miliar with the previous lesson to be
did you find the most helpful? able to direct the discussion.) This is
Which activity was the most fun? also a good time to have students

»
School lesson regularly, and use Invite students to share their expe- recite the power text.
several minutes to debrief students riences and/or the handiworks they Have students begin the readiness
on the previous week’s lesson. Ask: created for Sabbath School during activity of your choice.

Program notes
LESSON SEC TION MINUTES AC TIVITIES MATERIALS NEEDED
Welcome Ongoing Greet students at the door. Ask about their week.

1 Readiness
Activities
10-15 A. Definition Search

B. This Is Me

C. Quick Poems
index cards, pencils, two envelopes

props (suggestions listed in activity), box

white/chalkboard, markers/chalk, paper, pens/pencils

*
Prayer 15-20 See page 97. Prayer and Praise may be used at any time songbooks, world map, pushpins, “treasure chest”
during the program.
and Praise

2 Bible
Lesson
15-20 Introducing the Bible Story

Experiencing the Story

paper, pens/pencils

Bibles, pencils, photocopies of responsive reading sheet

(p. 156)

Exploring the Bible Bibles, photocopies (p. 157), pens/pencils

3 Applying
the Lesson
10-15 Priceless Advice
Treasure Boxes small boxes, glue, decorations or markers, slips of paper,
pens/pencils

4 Sharing
the Lesson
10-15 Booster Shot (Optional: bulletin board supplies, picture of Jesus,
pictures of students, paper, pens/pencils)

*
Closing Prayer and Closing Comments
Reminder to Parents
Coming Up Next Week

95
LESSON 9
1
READINESS ACTIVITIES
Select the activity or activities that are most appropriate for your situation.
A YOU NEED:
 index cards
Definition Search  pencils
Write each of the following definitions  two envelopes
on separate index cards and set them
aside:
Treasure: (1) wealth (as money, jewels, or precious metals)
stored up or hoarded (buried); (2) wealth of any
kind or in any form; riches; (3) to hold or keep as
precious. (Merriam-Webster)
Redeem: (1) to buy back, to get or win back, to win from
what distresses or harms; (2) to free from captivity
by paying a ransom. (Merriam-Webster)
As students arrive, direct them to a corner where you have
set out index cards and pencils. Write the following direc-
tions where all can see.
On an index card, write a dictionary-style definition of
the word “treasure” and sign your name to it. Place your
definition in the appropriate envelope. Do the same for
the word “redeem.”
Go ahead with another readiness activity before debrief-
ing this one so that late arrivals can participate. When you
are ready to complete this activity, slip the official definition
cards you made earlier into the envelope with the students’
definitions.Tell the students that you will read all the defini-
tions for one word (including the official definition) through
once, then you will read them again and the students must
vote for only one definition. Write on each card how many
students voted for the definition. Repeat for the second set
of word definitions. Read the official definitions aloud.
Debriefing
Let’s say together our power text, 1 Peter 1:18, 19:
“For you know that it was not with perishable things
such as silver or gold that you were redeemed from
the empty way of life handed down to you from your
ancestors, but with the precious blood of Christ, a
lamb without blemish or defect” (1 Peter 1:18, 19).
Ask: With what treasure are we redeemed? (Jesus’
blood) Can the treasure that ransoms us get old, spoiled,
or outdated? (Not in this case, because Jesus died once for
all.) Our power point this week is:
God treasures me and gave everything to save me.
96
B YOU NEED:
 props
This Is Me  box
Furnish a box with props such as
cloth, needle, wire, hammer, nails, wood, radio, calculator,
notebook, pen, computer mouse, book, camera, etc. Set it
where students can gather around it quietly making their
selections.
Say: You are going to use one of the props from this
box to tell the rest of the group something unique or
special about yourself. You will have one minute to
chose your prop. You may select it, but you must leave it
in the box until it is your turn to speak. You will have 30
seconds to demonstrate your talent, skill, interest, or to
talk about your talent, skill, or interest. Answer any ques-
tions your students have.
Say: You have one minute to select your prop. Begin.
Call time in one minute. Go around the circle and have each
student share. Time each one for 30 seconds or select a
helper to do the timing.
Debriefing
Ask: How does it feel to express something about your-
self in such a short amount of time? What did you learn
about yourself in this activity? What did you learn about
others? Does God rush us when He asks us to tell about
ourselves? If God places such a high value on me, how
does this affect how I treat others?
Let’s say together our power text, 1 Peter 1:18, 19:
“For you know that it was not with perishable things
such as silver or gold that you were redeemed from
the empty way of life handed down to you from your
ancestors, but with the precious blood of Christ, a
lamb without blemish or defect” (1 Peter 1:18, 19).
Say: This week’s power point is:
God treasures me and gave everything to save me.

C YOU NEED:
 white/chalkboard
Quick Poems  markers/chalk
Write the following lines where all can  paper
see. Supply paper and pens/pencils to
pens/pencils

your students. Have them use one or
more of the lines as the first line of a
couplet (two rhyming lines).
Example 1: We are worth more than silver or gold.
Example 2: Jesus gave us Himself as a priceless gift.
Example 3: I am a treasure in my Savior’s eyes.
You may add a second verse to one of the above and read
your couplet to the students to demonstrate to them how a
couplet sounds like.
Have volunteers share their poems.
Debriefing
Ask: How do you know God values you? Jesus told two
stories to illustrate how much He was willing to give for
each one of us. Let’s say together our power text,
“For you know that it was not with perishable things
such as silver or gold that you were redeemed from
the empty way of life handed down to you from your
ancestors, but with the precious blood of Christ, a
lamb without blemish or defect” (1 Peter 1:18, 19).
Our power point reminds us that
God treasures me and gave everything to save me.
Accommodation for students with special needs
Allow students who experience difficulty with writing and
spelling to receive help from peers.
* Prayer
and Praise
Fellowship
Report the students’ joys and sorrows (pleased and
troubled) as reported to you at the door (as appropri-
ate). If they have given you permission, share one or
two special items from students’ Bible study during
the week. Acknowledge any birthdays, special events,
or achievements. Give a special, warm greeting to all
visitors.
Suggested Songs
“It’s About Grace” (see music on page 152)
“For God So Loved the World” (He Is Our Song, no. 43)
“Calvary’s Love” (He Is Our Song, no. 60)
“When He Cometh” (The Seventh-day Adventist
Hymnal, no. 218)
“My God Loves Me” (Praise Time, no. 78)
Mission YOU NEED:
Use Adventist Mission for youth  world map
and adults (go to www.junior  pushpins
powerpoints.org and click on
MISSION) or another mission report available to you.
Using a world map, have the students identify and
mark with pushpins the location where the mission
story is taking place.
Offering YOU NEED:
Use a box or container that looks  “treasure chest”
like a treasure chest or a padded
box that could be used for storing valuables.
Say: Giving our offerings can help others learn
that Jesus is the greatest treasure and that He val-
ues each person immensely.
Prayer
Today, pray a “finish the sentence” prayer. During
prayer have the students silently finish each sentence
you begin.
Heavenly Father, I know I am a treasure to You be-
cause . . .
Thank Jesus for bringing each student into your
Sabbath School and name a way in which each is
important to the group. Close with a prayer for the
students’ joys and sorrows, for the birthday and other
special event celebrants, as well as for the visitors.
97
LESSON 9

2
BIBLE LESSON

YOU NEED: YOU NEED:

Introducing the Bible Story  paper Experiencing the Story  Bibles

Give each student a piece of paper and  pens/pencils
pencil and ask them to estimate how
much they are worth. How much did their shoes, clothes,
etc., cost? If they have a watch, glasses, or braces, these
should be included in the value. Ask each student to share
what they decide they are worth.
Ask: What do you think you are worth to God? In our
lesson today Jesus tells us two stories to illustrate how
He values you.
Photocopy and distribute the respon-  pencils
sive reading sheets, found on page 156,  copies of page 156
and read the reading responsively with
your students.
After the reading, ask a student volunteer to read Matthew
13:45, 46. Divide the students into groups, assigning the
following roles within each group: businessman, traders,
family, and friends. Have them mime the story.

98

YOU NEED:
Exploring the Bible  Bibles
Distribute the “Talking to the Merchant”  copies of page 157
study sheet found on page 157, and  pens/pencils
pens or pencils. Allow time for your stu-
dents, alone or in pairs, to fill in the sheets. Fill in a sheet of
your own while your students are doing theirs.
Debriefing
Ask: How does this study make you feel about yourself?
How does it make you feel about God? Ask if there are any
volunteers to read a portion of their dialogue. Let’s repeat
the power text, 1 Peter 1:18, 19:
“For you know that it was not with perishable things
such as silver or gold that you were redeemed from
the empty way of life handed down to you from your
ancestors, but with the precious blood of Christ, a
lamb without blemish or defect” (1 Peter 1:18, 19).
Say: Remember, our power point this week is:
God treasures me and gave everything to save me.
Reminder to Teacher: Global Youth Day is the third
Sabbath in March. Have you started planning your Global
Youth Day service activity with your students?
3
A P P LY I N G T H E L E S S O N
Priceless Advice
Read the following aloud to your students:
Dwaine is very talkative at church. He is always trying
to get a laugh, and he knows how to disrupt the whole
class. The other week Dwaine was in a group that was
supposed to make a poster. Dwaine didn’t write any-
thing; he just made jokes about everything the rest of
his group did. I wonder if Dwaine can’t write; maybe his
jokes are a cover-up. Come to think of it, Dwaine does
the same thing every time the group is asked to open
our Bibles. Maybe he can’t read. He probably doesn’t
feel very good about himself; he just fools around so
people won’t start asking questions.
Debriefing
Ask: How easy would it be to help Dwaine believe that he
is priceless? What would you do or say to convince him?
If Dwaine believes that he is priceless, what difference
might it make in his life? at Sabbath School? What differ-
ence does it make to you that you are priceless to God?
Say: Repeat the power point with me:
God treasures me and gave everything to save me.
Treasure Boxes YOU NEED:
Have students create treasure boxes.  small boxes
If possible, provide decorations such  glue
as imitation jewels from a craft store.  decorations
On slips of paper, have them write the  OR markers
following: I believe I am a precious
 slips of paper
treasure to God.
 pens/pencils
Encourage the students to read the
statement out loud to each other in class and to themselves
each morning when they wake up.
99
LESSON 9

4
SHARING THE LESSON

YOU NEED:
* Closing

Booster Shot  bulletin board supplies Prayer and closing comments:

Invite students to share with the class  picture of Jesus Thank God for treasuring each of your Sabbath
if they had the opportunity last week  pictures of students School members. Repeat the power point to-
to tell someone special to them how  paper gether.
much they appreciate them. Ask: Who  pens/pencils God treasures me and gave everything
are some people in your life whom to save me.
you treasure? How did you let them know how much you
appreciate them? How did you tell the special people Reminder to parents:
in your life about how much God treasures each one of Say: Check out the student Bible study guide
them? to find Parents’ Pages for your use in family
Knowing that God values them should give students a worship, or however you wish to use them to
boost. Help them consider the following facts as you read spiritually guide your children. You may listen
them aloud. to the podcast of the lesson online at www
1. The King of the universe would love to spend time .juniorpowerpoints.org/podcast.php?channel
especially with you this morning. =1.
2. Your heavenly Father enjoys the time you share with
Him as you worship on Sabbath. Coming up next week:
3. Jesus died so that you may live forever with Him. Say: A runaway son returns home and prom-
4. Jesus thinks you are worth giving up everything for. ises to serve his father. When we experience
God’s grace we will want to serve others out of
Debriefing love for Him.
Ask: Knowing all this, who or what do you think was the
treasure hidden in the field? (Accept their responses, which
might include: the Bible, the kingdom of God, Jesus, grace.
Make sure they also know that they are the treasure; God
gave up everything to save them.)
Ask: How does knowing that make you feel? What
do you want to do about it? (Accept their responses.
Encourage them to do one or more of the following:
1. Compose and/or sing a praise song.
2. Dedicate themselves to God.
3. Work on a class bulletin board that celebrates one of the
above truths. (Have a large picture of Jesus, photos of your
students, and bulletin board lettering available, if possible.)
4. Write “You Are Precious” notes for members of your con-
gregation (may be delivered anonymously).
Say: Remember, our power point this week is:
God treasures me and gave everything to save me.

Accommodation for students with special needs

Allow students with special needs who experience difficulty
with this activity to receive assistance from one of their peers.

100
Notes

101
LESSON 9
Student
Priceless!
lesson
Imagine that while scuba diving you
spotted an old sunken ship with a lot of
treasure still on board, and no one knew
where it was but you. What would you
do? What would you be willing to give to
get the priceless treasure? In our lesson
today Jesus talks about such a hidden
treasure.
J
esus is coming to town.” The
news spread from house to house.
Everyone was excited; the air
seemed to crackle with anticipation.
People rushed around, finishing their
work. Mom didn’t have to insist today.
No one wanted to miss a single word
Jesus said.
Jesus was different, not like other
ministers or the Pharisees. You could
understand everything Jesus said.
He told wonderful stories. There was
something special about Jesus’ stories;
you enjoyed them when you heard
them, but the more you thought about
them afterward, the more spiritual
meaning you discovered.
When Jesus started talking about
the kingdom of heaven, He grabbed
everyone’s attention. Many wondered
if this was the time they had been
waiting for, when He would proclaim
Himself the Messiah and chase the
Romans out of their land. Would there
be riches for everyone in the new king-
dom? Everyone listened, confidently
expecting that soon they would be rid
of their Roman masters.
But the kingdom Jesus talked about
didn’t feature Roman soldiers, revo-
lution, and rebellion. As the people
made their way home they quietly
discussed and wondered about the
kingdom Jesus had described. It didn’t
102
make sense. It didn’t fit with their
picture of a kingdom. When were
they going to get rid of the cruel,
oppressive Romans?
Seeing confusion on their faces,
Jesus told more stories. First He
compared the kingdom of heaven to a
farmer who rents a field.
“The kingdom of heaven is like
treasure hidden in a field,” Jesus
began. “When a man found it, he hid
it again, and then in his joy went and
sold all he had and bought that field”
(Matthew 13:44).
It was not unusual that when a
farmer was plowing a field he would
find a box full of priceless treasure.
The farmer would then try to nego-
tiate with the owner of the property
the purchase of the field he had been
renting. The price of a field was usually
far beyond anything the farmer could
easily afford. So the farmer would go
away with a heavy heart because he
didn’t own that much money.
But the farmer in Jesus’ story quickly
raced home wondering how he could
raise the money. Arriving home, he
explained to his family that he needed
to sell everything they owned to buy
a field. The farmer’s wife and friends
could not understand what had hap-
pened to him. But the farmer knew
that if he could buy the field, the trea-
sure would be his.
To help the truth of the story sink
deep into the minds of His listeners,
Jesus told another story. “Again, the
kingdom of heaven is like a merchant
looking for fine pearls. When he found
one of great value, he went away and
sold everything he had and bought it”
(Matthew 13:45, 46).
It was common for merchants
to journey long distances, asking
and searching for the perfect pearl.
They traveled the world, buying and
selling pearls. This was the trade of the
merchant in the story. He found many
beautiful pearls, but none that was
perfect.
Then one day quite unexpectedly he
found it. Polished, sparkling, glimmer-
ing—it was breathtaking. Immediately
he knew that this was the pearl he had
always dreamed of. However, it was
expensive. The merchant knew that
it would cost him a fortune. In fact,
he would have to sell everything he
owned. But it was worth it. His friends
and his family wondered about his san-
ity, but he sold everything he owned
to buy the perfect pearl.
Jesus knew what it was to give up
everything. He had given up His place
in heaven with His Father. He had
given up all of His power, His crown,
and all the honor and respect as King
and Lord of all creation. But He didn’t
regret it. Each one of His disciples was
worth it. Even if there had been just
one of them, He would have been
willing to give up everything and come
and live on earth. He valued each of
them more than the greatest treasure
and richest pearl. To Him they were
each priceless.
Jesus knew that in time all except
Judas would follow Him. Once they
gave up everything to follow Jesus,
the disciples would discover a treasure
far greater than everything they had
left behind. They would understand
that everything fades in insignificance
compared to the priceless treasure of
the kingdom of God.
 KEY REFERENCES
 Matthew 13:44-46
 Christ’s Object Lessons, chap. 8, pp.
103-114; chap. 9, pp. 115-121
 The Bible Story (1994), vol. 8, pp.
70-72
 Our Beliefs nos. 9, 10, 11
POWER TEXT POWER POINT
“For you know that it was not with God treasures me and gave everything
perishable things such as silver or to save me.
gold that you were redeemed from
the empty way of life handed down
to you from your ancestors, but with
the precious blood of Christ, a lamb
without blemish or defect” (1 Peter
1:18, 19).

DO READ
DRAW

READ

REVIEW
THINK
PRAY

MEMORIZE
READ
PRAY THINK

READ DISCOVER

FIND
REVIEW

THINK PRAY

REVIEW
PRAY
READ
PREPARE
READ
THINK
SHARE
VALUE

REVIEW
WRITE
PRAY

REPEAT

PRAY

103
Service
We serve self-sacrificially.

POWER TEXT
“I will set out and go back to my father and
say to him: Father, I have sinned against
10
YEAR A | QUARTER 1
The Real Prodigal
PO WE
RPOIN
The Bible Lesson at a Glance
Merriam-Webster’s Collegiate Dictionary, eleventh edition, de-
fines prodigal, the noun, as “one who spends or gives lavishly

T
or foolishly.” The adjective is defined as “characterized by
heaven and against you. I am no longer profuse or wasteful expenditure.”
worthy to be called your son; make me like In Jesus’ parable of the lost son, the younger son chooses
one of your hired servants” (Luke 15:18, God’s lavish to leave home. He takes his inheritance and wastes it, which
19). is why he is called prodigal. The father’s love does not
love for us change even when the son wants nothing to do with him. In
KEY REFERENCES the end the father is prodigal, lavish almost to the point of
 Luke 15:11-32; 1 John 3:1; Ephesians inspires us to waste—with his love.
3:8, 9
 Christ’s Object Lessons, chap. 16, pp. serve Him. This is a lesson about service.
The prodigal is anyone who turns their back on God. By de-
198-211
pending on ourselves instead of on God, we turn our backs
 The Bible Story (1994), vol. 8, pp.
on grace just as much as we do when we deliberately go
116-120 against His will. But the loving Father waits with a lavish wel-
 Student story on page 112 of this come and on our return embraces us in complete forgive-
guide ness. As we experience the Father’s abundant grace we are
inspired to serve others and to share the good news of His
OUR BELIEFS
grace with everyone.
 No. 3, The Father
 No. 10, The Experience of Salvation Teacher Enrichment
 No. 11, Growing in Christ The parable of the prodigal son brings “out . . . God’s pitying
love for those who are straying from Him. . . . He is full of
OBJECTIVES kindness and tender pity toward all who are exposed to the
temptations of the artful foe” (Christ’s Object Lessons, p. 198).
The students will:
The parable presents “the Lord’s dealing with those who
 Know that God’s lavish love have once known the Father’s love, but who have allowed
inspires us to serve Him and others. the tempter to lead them captive at his will” (ibid.).
 Feel cherished by God as well as The father waits for the son to return, but runs to meet
ready to serve Him. him while he is still a long way off. It is unheard of in the East
 Respond by sharing with others for a wealthy patriarch and landowner to run to welcome a
evidences of God’s lavish love. younger man, especially someone so foolish.
Famed British preacher Charles Spurgeon, in a work titled
Prodigal Love for the Prodigal Son (printed in The Parables of Our
Lord [Grand Rapids: Baker Book House, reprinted 1992], pp.
381-392), outlines the Father’s prodigal love—much love, much
forgiveness, full restoration, exceeding joy, overflowing comfort,
strong assurance, and intimate communion.
Have I embraced the lavish love of God? How can I share that
love with someone who needs to experience it?

104
Welcome
Welcome students at the door and
direct them to their seats. Ask them
how their week has been. Encourage
learners to study their Sabbath
What was the most interesting part the week. (The leader should be fa-
of the Bible story? What activity miliar with the previous lesson to be
did you find the most helpful? able to direct the discussion.) This is
Which activity was the most fun? also a good time to have students

»
School lesson regularly, and use Invite students to share their expe- recite the power text.
several minutes to debrief students riences and/or the handiworks they Have students begin the readiness
on the previous week’s lesson. Ask: created for Sabbath School during activity of your choice.

Program notes
LESSON SEC TION MINUTES AC TIVITIES MATERIALS NEEDED
Welcome Ongoing Greet students at the door. Ask about their week.

1 Readiness
Activities
10-15 A. Lavish Love

B. Lost Trouper

C. Lavish Love Fruit Salad

pre-written directions, index cards, pens/pencils

recipe on card, various *fruits, eating utensils

*
Prayer 15-20 See page 107. Prayer and Praise may be used at any time songbooks, world map, pushpins, note paper, pens/
during the program. pencils, offering plate/basket
and Praise

2 Bible
Lesson
15-20 Introducing the Bible Story

Experiencing the Story Bibles

Exploring the Bible Bibles

3 Applying
the Lesson
10-15 Lavish Love Scenarios

4 Sharing
the Lesson
10-15 Lavish Love Reminders household items (see activity on p. 110)

*
Closing Prayer and Closing Comments
Reminder to Parents
Coming Up Next Week

*Be aware of any food allergies and adjust accordingly.

105
LESSON 10
1
READINESS ACTIVITIES
Select the activity or activities that are most appropriate for your situation.
A YOU NEED:
 directions written
Lavish Love where all can see
As students arrive, give each one a card  index cards
and pen or pencil. Ask them to follow  pens/pencils
the directions written where all can see.
Directions:
Say: On the cards provided, write a list of things you
would do to shower your family members with lavish
love. You could fantasize about a party, a treat, a vaca-
tion, or a night out that you would offer them. Collect the
cards and read them to the class, with permission.
Debriefing
Say: How does imagining this treat for your loved ones
help you understand Luke 15:18, 19? (It helps us under-
stand that those who experience God’s love are inspired to
love and serve Him wholeheartedly in return.)
Let’s say the power text:
“I will set out and go back to my father and say to
him: Father, I have sinned against heaven and against
you. I am no longer worthy to be called your son;
make me like one of your hired servants” (Luke 15:18,
19).
The power point reminds us that
God’s lavish love for us inspires us to serve Him.
106
B
Lost Trouper (person who persists patiently in spite
of difficulty)
Ask for a strong volunteer who is willing to be a trouper
and get lost for a few minutes. Ask the volunteer to wait
outside the door. While the person is outside, explain to the
class that they will close their eyes while the person returns
and hides. They will then call and search for the person, but
they should not let on when they find them. Instead, they
will deliberately keep calling and looking in other parts of
the room as if they do not know where the person is. They
should continue until you give the signal to stop. If the
trouper gets frustrated and tries to attract their attention,
they are to ignore the clues. Explain that when the trouper
comes out, they should rush to hug and congratulate them.
Note: Clue in the other adults to join the search, leading
kids to look someplace else and keeping them in the hunt
by suggesting the trouper is lost. When you can keep the
group searching no longer, call a halt and ask the lost per-
son to come out. When the person walks forward, everyone
should affirm him/her for being a good trouper.
Debriefing
Ask the person: How did it feel to be lost? (Accept his or
her response.) How did it feel to be found? (a relief ) Did
you at any point doubt our love for you? Tell us about it.
(Encourage the person to talk.) How did we do at lavishing
love on you at the end? (OK, better, great) Let’s say the
power text, Luke 15:18, 19:
“I will set out and go back to my father and say to
him: Father, I have sinned against heaven and against
you. I am no longer worthy to be called your son;
make me like one of your hired servants” (Luke 15:18,
19).
The power point reminds us that
God’s lavish love for us inspires us to serve Him.

C YOU NEED:
 recipe on card
Lavish Love Fruit Salad  *various fruits
If you have the right-sized group  eating utensils
and are comfortable with food at
church, you might try the following
in order to make a startling point about the lavishness of
God’s love.
*Note: Before planning to do this activity, inquire
from the students if any of them has food allergies.
Avoid using fruits and nuts to which one or more of the
students have allergic reactions.
Prior to Sabbath School, have a variety of fruits
washed, peeled, and sliced. Put the different types of
fruits in separate containers. Have several types of nuts
available to be mixed with the fruits. Place the various
containers on a table along with a large mixing bowl.
While the students are doing Activity A, write your lavish
love description on your own card. After everyone has
shared their “recipe” cards, share the contents of your
card while an assistant builds the “Lavish Love Fruit
Salad” described below (or some other food that every-
one in your class likes):
Have the volunteer start pouring into the mixing
bowl the contents of the various containers with fruits.
Next the student will sprinkle lavishly nuts or other
healthy ingredients on the fruit salad. Then the volun-
teer will mix all the ingredients and portion the fruit
salad in plastic bowls for each of the students present
in Sabbath School.
Debriefing
Ask: How does something so delicious help us think
of God’s lavish love? Distribute spoons and/or bowls
to each student and invite them to come and enjoy the
Lavish Love Fruit Salad and remember to thank God for
His lavish love for them.
Our power point reminds us that
God’s lavish love for us inspires us to serve
Him.
* Prayer
and Praise
Fellowship
Report the students’ joys and sorrows (pleased and troubled) as
reported to you at the door (as appropriate). If they have given
you permission, share one or two special items from students’
Bible study during the week. Acknowledge any birthdays, spe-
cial events, or achievements. Give a special, warm greeting to
all visitors.
Suggested Songs
“I Like Bananas” (Praise Time, no. 17)
“Jesus Is a River of Love” (Praise Time, no. 33)
“Behold, What Manner of Love” (He Is Our Song, no. 42)
“Children of the Heavenly Father” (The Seventh-day Adventist
Hymnal, no. 101)
“Lord, I’m Coming Home” (The Seventh-day Adventist Hymnal,
no. 296)
Mission YOU NEED:
Say: Our mission is to tell the whole  world map
world the good news of the Father’s  pushpins
lavish love. Our mission stories report
about the people who still need to hear. Use Adventist
Mission for youth and adults, (go to www.juniorpowerpoints
.org and click on MISSION), or another mission report available
to you. Using a world map, have the students identify and mark
with pushpins the location where the mission story is taking
place.
Offering YOU NEED:
Say: Our offerings are one way to tell  note paper
God “Thank You!” for His lavish love. Give  pens/pencils
students note paper and pens/pencils to  offering plate/basket
write notes to God expressing their love.
Bring your notes and your offerings to the basket up front.
Say: We worship God when we bring our tithes and offer-
ings to Him. These money gifts make it possible for others
to be able to worship together as well.
Prayer
Have the students form class groups, each placing a hand on
the shoulder of the person to their left. You begin the prayer
by praising God for His lavish love, and confess our continuing
need for God’s forgiveness, guidance, and grace. Pray for the
special requests and then ask each person to pray silently for
the person to their left that they will understand and choose
to accept God’s lavish love for them. At the end, pray for the
students’ joys and sorrows, for the birthday and other special
event celebrants, as well as for the visitors. Close by singing
“God Is So Good.”
107
LESSON 10

2
BIBLE LESSON

YOU NEED:

Introducing the Experiencing the Story  Bibles

Bible Story
Ask: Have you ever had a pet that got lost? How did
you feel about it? What did you do? How did you react
when you found it, or it came back? Our story today is
about some of the feelings and behaviors you have just
described.
Ask everyone to sit in a circle, and take
turns reading Luke 15:11-32. (Large church: Form several
circles of class groups.) Stop after verses 12, 13, 16, 20, 24,
31, and ask: What do you hear (or see or feel)? Encourage
several to respond. The students will imagine the story and
tell what they imagine to answer that question. Affirm their
responses. A response after verse 12 might be: “I could
imagine hearing the father pleading with his son to wait
until he is older.”

Debriefing
Where is grace in the story of the lost son? (The father
celebrates the return of the son; the son is reinstated in
the family, though he does not deserve it.) Where is love
in this story? (Accept their answers.) Actually, the story
is all about lavish love, but neither the word “lavish”
nor “love” is used. Where is the willingness to serve
expressed in this story? (As the prodigal son recalls the un-
conditional love of his father, he determines to return home
and respond to his father’s love by serving him.)
Just as the power point reminds us,
God’s lavish love for us inspires us to serve Him.

108

YOU NEED:
Exploring the Bible  Bibles
While they still have their Bibles open,
ask your students the following questions:
1. The word “prodigal” means recklessly extravagant
or lavish to the point of being wasteful. What word in
Luke 15:13 indicates that the younger son is prodigal?
(squandered, wasted, etc.)
2. What besides money does he squander? (his family
relationships, his health, his self-respect, his opportunities,
his youthful years, etc.) Ellen White says, “Every life centered
in self is squandered. Whoever attempts to live apart from
God is wasting his substance. He [or she] is squandering the
precious years, squandering the powers of mind and heart
and soul, and working to make himself bankrupt for eter-
nity” (Christ’s Object Lessons, p. 200). What might this say
about you and me? (I am the prodigal in this story.)
3. But wait; there are two more prodigals in the story.
We find one in verse 28. Who is he? (the big brother) He
doesn’t get it. He thinks that it’s about what you do; but
it isn’t. God does everything to save us. So at the end of
the story, this son is outside. He is relying on his works.
4. Now let’s find the third prodigal. Look at verses 22,
23. Who is it? (the father) In what way is he wasteful or
extravagant? (with his love)
5. So is this a story about the prodigal son, or is it really
about the prodigal father? (It’s about both, but Jesus told
it to make a point about God.)
6. What did the father do after the prodigal left? Look
at verse 20. (He waited and watched for him to return. Then
he ran to meet him.) Remember, no matter where you
have gone or what you have done, God is waiting for
you with open arms. Read Luke 15:7.
7. Now let’s revisit the power text, Luke 15:18, 19.
“I will set out and go back to my father and say to him:
Father, I have sinned against heaven and against you.
I am no longer worthy to be called your son; make
me like one of your hired servants” (Luke 15:18, 19).
Now we understand what the power point states, that is,
God’s lavish love for us inspires us to serve Him.
3
A P P LY I N G T H E L E S S O N
Lavish Love Scenarios
Ask: How could you lavish God’s love on children in the
following situations?
1. A little person your folks are babysitting for the
weekend has deliberately trashed your room. When he
sees that you are mad, he acts really sorry. But it’s too
late to save your stamp collection.
2. Yesterday a little neighbor rode her bike through your
dad’s flower bed and talked back when you asked her to
stop. You had to replant the flowers. Today she wants you
to play ball with her. How could you tell her about God’s
lavish love?
Debriefing
Ask: How does it feel to receive lavish love? (great) It feels
even better when you help someone else experience it.
This is what we learned from the power text. Let’s say it
together:
“I will set out and go back to my father and say to
him: Father, I have sinned against heaven and against
you. I am no longer worthy to be called your son;
make me like one of your hired servants” (Luke 15:18,
19).
Remember our power point,
God’s lavish love for us inspires us to serve Him.
109
LESSON 10

4
SHARING THE LESSON
* Closing

YOU NEED: Prayer and closing comments:

Lavish Love Reminders  household items
Invite students to share with the class
if they did something meaningful last week to reflect God’s
lavish love by serving someone. Ask: What are some ways
that you could serve and show someone how much you
appreciate God’s love? What special thing did you decide
to do to demonstrate through action God’s abundant
grace and love as illustrated in the story of the prodigal
son? Who was the person whom you served out of love
for God?
Bring from home lots of common household items that
could remind students about God’s lavish love. For instance:
an ice-cream scoop (God scoops the returning sinner up in
His arms), a dustpan (God’s love spills over), a hammer (God
is building a house for me), a facial tissue (God weeps for
the prodigal), a party hat or cake pan (God wants to throw a
party for me), grapes (God is waiting to eat them with me),
flat bread (God died for me), nails (He died for me), etc.
Arrange the items on a table and have everyone come up
and choose one to take back with them to their seat. Then
ask the students to tell how this item is going to remind
them of God’s lavish love. (Large church option: Have each
teacher bring a brown bag with enough items for the stu-
dents in their class. Do the activity in class groups.)
Have everyone form a circle, placing a hand on
the person to their left. Ask each person to pray
silently for the one on his or her left that they
will choose to live in the Father’s house and
enjoy His lavish love. Pray Jude 24, 25 as a bless-
ing to close.
Reminder to parents:
Say: Check out the student Bible study guide
to find Parents’ Pages for your use in family
worship, or however you wish to use them to
spiritually guide your children. You may listen
to the podcast of the lesson online at www
.juniorpowerpoints.org/podcast.php?channel
=1.
Coming up next week:
Say: Jesus sets an example for us. We serve
others when we share God’s love with them
through acts of kindness.

Debriefing
Ask: How could you use one of these objects to share
God’s love with someone in your home or school or
neighborhood? (Have a volunteer demonstrate how to use
the object to draw someone else’s attention to God’s lavish
love.)
Let’s remember,
God’s lavish love for us inspires us to serve Him.

Reminder: Next week is Global Youth Day. Are you ready?

110
Notes

111
LESSON 10
Student
The Real Prodigal
lesson
Think of the latest news you have heard
that reported some natural calamity,
or epidemic, or crime. How do you feel
about all the pain, suffering, and heart-
ache in our world? How do you think
God feels about these?
G
ot any work, sir?” the unem-
ployed laborer asked the
farmer. “I can do anything.”
Sure you can! thought the farmer.
“I see you eyeing my clothes, sir.
They are a bit shabby; I’ve been down
on my luck.”
Sure you have! Aren’t we all? This fam-
ine is hard on all of us. But you don’t look
like you’ve been starving long, mused
the farmer.
“OK, boy! I do have work. You start
at the bottom and work up. See down
there; it’s the hog pen! Muck it out.
Take this shovel. And when you are
done, stay down there. You can shake
the pods from the trees and feed the
hogs with them. Take it or leave it.”
“I’ll take it, sir.” So the laborer, proud
shoulders slumped, plodded down to
the hog pen.
As the young man shoveled the
muck from the hog pen, he tried to
forget the awful stench by remember-
ing better times. He remembered the
fine apartment he once had in the city.
And all the friends. He had once been
the toast of the town. His lavish parties
had been famous. Expensive too. Had
112
he really run through his entire inheri-
tance?
With a pang of conscience that
nearly doubled him over with pain,
the young man remembered the day
his dad had handed over the money.
The old man had aged overnight, it
seemed.
“Now, there’s a thought!” the laborer
croaked to the hogs. “Dad knew it
would probably come to this! That’s
what he was trying to tell me!”
The shoveling complete, the laborer
climbed a tree that overhung the
hog pen. By rocking back and forth,
he hoped to shake down more than
enough pods for the animals and
some extra for himself. But by the time
his stiff legs got him down, the hogs
had snuffled up everything.
That’s when memories about home
burned into his consciousness. He
wondered what they were eating at
home. His dad was a rather decent
employer who had the farmhands eat
at his own table. Not like this stingy
farmer. “Real quality, my dad,” the boy
muttered. “If only . . . nah! I couldn’t do
that.”
Dreary day after dreary day followed
this predictable pattern. Until the day he
realized he had hit rock bottom. There
was no place to go but up. And then he
suddenly remembered all that he had
been missing out on for a long time. Why
had he not thought of it sooner?
I will go home to my father’s house,
where there is food to eat and self-
respect for everyone. I will tell my dad,
“I have sinned against heaven and
against you. I am no longer worthy to be
called your son; make me like one of your
hired servants” (Luke 15:18, 19). If Father
is willing to receive me back home, I will
do anything to serve him. I will even
muck out his barn!
And before he realized it, he was
running, stumbling toward home. And
all the way he rehearsed his confes-
sion. Father, I have sinned against God
and against you.
The father saw his son a great way off
and ran to welcome him. The old man
didn’t seem to hear the heartbreaking
confession. Instead, he eagerly led the
boy inside, called for a rich robe to cover
the filthy clothes, and laid plans for a
lavish welcome-home party.
The old man’s joy could not be con-
tained. He was leaping and singing
and telling everyone the great news.
“This son of mine was dead and is alive
again; he was lost and is found” (verse
24).
This story reminds us of God’s
amazing love. In spite of the sinner’s
wayward behavior, the Father never
stops loving that person. Such lavish
love inspires each one who has experi-
enced God’s forgiveness and grace to
serve Him wholeheartedly out of love.
 KEY REFERENCES POWER TEXT POWER POINT
 Luke 15:11-32; 1 John 3:1; Ephesians “I will set out and go back to my father God’s lavish love for us inspires us to
3:8, 9 and say to him: Father, I have sinned serve Him.
 Christ’s Object Lessons, chap. 16, pp. against heaven and against you. I am
198-211 no longer worthy to be called your son;
 The Bible Story (1994), vol. 8, pp. make me like one of your hired ser-
116-120 vants” (Luke 15:18, 19).
 Our Beliefs nos. 3, 10, 11

DO READ
THINK

READ

THINK
FIND

REVIEW

REVIEW PRAY

PRAY

READ

READ SERVE

THINK

REVIEW
APPLY
PRAY

REVIEW READ
PRAY ASK

READ
TELL
THINK

REPEAT

REVIEW
PRAY
PRAY

113
Service
We serve self-sacrificially.

POWER TEXT
“Now that I, your Lord and Teacher, have
washed your feet, you also should wash
11
YEAR A | QUARTER 1
The Servant Master
PO WE
RPOIN
The Bible Lesson at a Glance
Jesus is our best example of service. He comes here to earth
to be a servant. When He washes His disciples’ feet, He does

T
what no other master would do for a slave, or teacher would
one another’s feet. I have set you an do for a student. He does it to show God’s love for people
example that you should do as I have done then and now.
for you” (John 13:14, 15). We share
This is a lesson about service.
KEY REFERENCES God’s love We can share God’s love with others by doing servantlike
 Luke 22:7-13; John 13:1-17 acts for our friends, family, and neighbors. When we share
 The Desire of Ages, chap. 71, pp. with others God’s love with others through acts of kindness, we are
642-651 serving them.
 The Bible Story (1994), vol. 9, pp. when we
55-64 Teacher Enrichment
 Student story on page 122 of this
serve them. Ellen White explains that the foot-washing service is meant
to ready us for the Communion service. If pride and compe-
guide tition for leadership are cherished, our minds cannot fully
open up to Jesus Christ. “We are not prepared to receive the
OUR BELIEFS
communion of His body and His blood. Therefore it was that
 No. 16, The Lord’s Supper Jesus appointed the memorial of His humiliation to be first
 No. 21, Stewardship observed. . . .
 No. 9, The Life, Death, and “. . . There is in man a disposition to esteem himself more
Resurrection of Christ highly than his brother, to work for self, to seek the highest
place; and often this results in evil surmisings and bitterness
OBJECTIVES of spirit. The ordinance preceding the Lord’s Supper is to
clear away these misunderstandings, to bring man out of
The students will:
his selfishness, down from his stilts of self-exaltation, to the
 Know that Jesus calls them to be
humility of heart that will lead him to serve his brother” (The
servants. Desire of Ages, p. 650).
 Feel a desire to serve others. What does communion mean to me, personally? How does
 Respond by looking for opportu- it feel to have another person serve me in this way? Why do I
nities to serve as Jesus would. think it is important to follow Jesus’ example in this way?

114
Welcome
Welcome students at the door and
direct them to their seats. Ask them
how their week has been. Encourage
learners to study their Sabbath
What was the most interesting part the week. (The leader should be fa-
of the Bible story? What activity miliar with the previous lesson to be
did you find the most helpful? able to direct the discussion.) This is
Which activity was the most fun? also a good time to have students

»
School lesson regularly, and use Invite students to share their expe- recite the power text.
several minutes to debrief students riences and/or the handiworks they Have students begin the readiness
on the previous week’s lesson. Ask: created for Sabbath School during activity of your choice.

Program notes
LESSON SEC TION MINUTES AC TIVITIES MATERIALS NEEDED
Welcome Ongoing Greet students at the door. Ask about their week.

1 Readiness
Activities
10-15 A. Serving at the Banquet

B. “What I Need Is”

movable chairs

* Prayer 15-20 See page 117. Prayer and Praise may be used at any time songbooks, world map, pushpins, offering plate/basket
during the program.
& Praise

2 Bible
Lesson
15-20 Introducing the Bible Story

Experiencing the Story

four copies of Net Kids script (p. 158)

Bibles

Exploring the Bible Bibles

3 Applying
the Lesson
10-15 Foot Washing pastor/elder, basins, water, towels

4 Sharing
the Lesson
10-15 The Offer paper, pens/pencils

*
Closing Prayer and Closing Comments
Reminder to Parents
Coming Up Next Week

115
LESSON 11
1
READINESS ACTIVITIES
Select the activity or activities that are most appropriate for your situation.
A YOU NEED:
 movable chairs
Serving at the Banquet
Arrange chairs in a circle. You’ll need one less chair than
students.
Have all but one person sit in a circle of chairs. Tell the
extra person to stand in the center of the circle.
Say: Imagine that each of you is a server at a banquet.
Divide students in smaller groups assigning to each of the
groups the name of a food item familiar to your students.
Say: When the caller in the center of the circle calls out
what you’re serving, you must get up and find a new
chair to sit in. The person in the center tries to find a
vacated seat to sit in. When all the chairs are full, a new
person is left standing. That person is the caller for the
next round of the game. (Large churches: Assign only two
or three students to one food type.)
Debriefing
Ask: How was this activity like how we sometimes treat
others? (We try to get the best seat, run ahead of others,
don’t put others first.) How is the way God treats us differ-
ent? (God never makes it hard for us to receive things from
Him. He is always ready and willing to help us.) What exam-
ple did Jesus give His disciples at Passover? (He displayed
true humility in service by washing the disciples’ feet.) Say:
By His example Jesus showed us the importance of living
in unity and serving one another. This is the principle we
learn from the power text. Let’s say it together:
“Now that I, your Lord and Teacher, have washed
your feet, you also should wash one another’s feet. I
have set you an example that you should do as I have
done for you” (John 13:14, 15).
Remember the power point,
We share God’s love with others when we serve
them.
116
B
“What I Need Is”
Have students sit in a circle.
Say: Everyone could use a little help from time to time.
We are going to go around the circle and, one at a time,
say your name and a particular need you have. Next,
each of you will try to say, in order, everyone’s name
and need. For each need you get correct, you’ll receive a
point.
Play the game. Have students each count the names
and the needs they remembered. Command them for their
good effort. Commend students for their good effort. (Large
churches: divide into groups of 10-15.)
Debriefing
Ask: Was it easy or difficult to remember all the names
and needs? Explain. What about this game was like or
unlike serving others? Explain. (Accept their responses.)
Say: Good servants remember the needs of those they
serve. Jesus was the Master servant. He recognized the
needs of His disciples. By humbling Himself, He showed
His disciples the importance of serving one another in
love. Let’s say together the power text, John 13:14, 15:
“Now that I, your Lord and Teacher, have washed
your feet, you also should wash one another’s feet. I
have set you an example that you should do as I have
done for you” (John 13:14, 15).
We too can share God’s love with others by serving
them. Our power point reminds us of this. Let’s say it:
We share God’s love with others when we serve
them.
 * Prayer
& Praise

Fellowship
Report the students’ joys and sorrows (pleased and
troubled) as reported to you at the door (as appropri-
ate). If they have given you permission, share one or
two special items from students’ Bible study during
the week. Acknowledge any birthdays, special events,
Notes or achievements. Give a special, warm greeting to all
visitors.

Suggested Songs
“The Coloring Song” (He Is Our Song, no. 61)
“Into My Heart” (He Is Our Song, no. 152)

Mission YOU NEED:

Use Adventist Mission for youth  world map

and adult (go to www.junior  pushpins

powerpoints.org and click on
MISSION) or another mission report available to you.
Using a world map, have the students identify and
mark with pushpins the location where the mission
story is taking place.

Offering YOU NEED:

Say: We can serve others in  offering plate/basket

many different ways. Sharing

our resources with others is one way we can serve.
The mission offerings help other people to serve
others too.

Prayer
Ask for any new prayer requests and note them.
Divide into small groups and ask for one or more
volunteers in each to pray. Close with a prayer for the
students’ joys and sorrows, for the birthday and other
special event celebrants, as well as for the visitors.

117
LESSON 11

2
BIBLE LESSON

YOU NEED: YOU NEED:

Introducing the  four copies of Net Kids

script (p. 158)
Bible Story
(Note: The Net Kids are an imaginative
way to introduce the Bible story. If you prefer not to use this
imaginary element, read over the script yourself and intro-
duce the lesson concept in your own words.)
(Refer to Lesson 2 for background and setup information.)
Make four copies of the Net Kids script found on page 158
of this guide. Distribute to the students you have selected
as early as possible. Allow practice time before using this
activity.
Present the skit.
Debriefing
Say: Today we are going to talk about servanthood. Jesus
came to serve us. If we are going to follow His example,
we will serve others, even if it means having to put up
with things that are unpleasant, or uncomfortable to us.
Experiencing the Story  Bibles
Have three students read John 13:1-17
aloud. Assign one person to read Jesus’ part, another to read
Peter’s, and another to be the narrator. After they finished
reading, say: The job of washing someone’s feet in Jesus’
day was one of the lowest jobs anyone could do. People
walked everywhere, so their feet were dusty and dirty.
They didn’t wear shoes in the house, either, so feet had
to be washed before entering a room. Only slaves or ser-
vants (who were often foreigners or Gentiles, not Jews)
or women (who didn’t have a very good position in soci-
ety at that time) did things like that.
Ask: What are some jobs that no one wants to do in
your town? (collect trash, care for the dying, serve someone
with AIDS, change diapers for babies)
Say: Jesus washed His disciples’ feet with love even
though it was a dirty job. In groups of three discuss what
would be the worst job you can think of and describe or
demonstrate some ways you could perform this service
for someone with love. Give each student a chance to role-
play their response.
We share God’s love with others when we serve
them.

118

YOU NEED:
Exploring the Bible  Bibles
Say: Jesus not only leaves us an
example of service, but also instructs us about how to
serve others. Let’s find and read some verses that tell us
what spirit we should have when we serve others.
Have the students find and read Ephesians 6:7, 9 (“serve
wholeheartedly,” “do not threaten them”); 1 Peter 5:5 (“with
humility”); Matthew 11:29 (“gentle,” “humble”); Matthew
6:1 (not to show off); Galatians 5:13 (“serve one another in
love”). Let’s say together the power text, John 13:14, 15:
“Now that I, your Lord and Teacher, have washed
your feet, you also should wash one another’s feet. I
have set you an example that you should do as I have
done for you” (John 13:14, 15).
3
A P P LY I N G T H E L E S S O N
YOU NEED:
Foot Washing  basins
Distribute basins of water and towels or  warm water
whatever you use for the foot-washing  towels
service at your church. Before class,  pastor or elder
invite the pastor or an elder to come
in and explain the meaning and symbolism behind the
foot-washing service for the students.
Debriefing
Ask: Imagine having your pastors/teachers/elders serve
you by washing your feet. How do you think the disci-
ples felt when Jesus washed their dirty feet? Why do you
think it is important for us to be willing to serve others
in this way? (Serving others in this way helps us to grow in
humility more like Jesus.) Why does Jesus want us to be
humble? (When we are truly humble and rely completely
on His strength He can use us in powerful ways to reflect His
love while serving others.)
We share God’s love with others when we serve
them.
119
LESSON 11

4
SHARING THE LESSON
* Closing

YOU NEED:
The Offer  paper
Invite students to share with the class  pens/pencils
some of the ways they served others
last week. Ask: In what ways did you communicate to a
neighbor, a classmate, or an adult that you care? Who
was the person whom you’ve served? How was your ser-
vice a reflection of God’s love?
Distribute paper and pencils.
Say: We’ve discussed servanthood today. We talked
about jobs that no one wants to do. Let’s choose one job
that you know someone needs to do. Write a letter or
design a coupon offering to do that job for a family mem-
ber, a friend, or a neighbor. Do it.
Prayer and closing comments:
Say: Look for opportunities to serve and share
God’s love. Offer a prayer asking God to send
His Spirit of love and enable your students to
serve Him by helping their neighbors in need.
Reminder to parents:
Say: Check out the student Bible study guide
to find Parents’ Pages for your use in family
worship, or however you wish to use them to
spiritually guide your children. You may listen
to the podcast of the lesson online at www
.juniorpowerpoints.org/podcast.php?channel
=1.

Debriefing Coming up next week:

Ask: How do you think it might feel to have the opportu- Say: Jesus makes the ultimate sacrifice for us.
nity to do what you have offered? What will be the most Service is sharing God’s love with others in all
difficult part of it? What will you enjoy about this oppor- circumstances.
tunity? How would it feel if someone was willing to do for
you what you have written on your coupon/letter?
Say: This activity will give you a chance to share God’s
love with another as you serve them.
We share God’s love with others when we serve
them.

Today is Global Youth Day!

120
Notes

121
LESSON 11
Student lesson
The Servant Master
Has anyone ever done a job for you that
you hate to do? Have you ever done a
hated job for someone else? Would you
be willing to do that for someone who
was unkind to you? That’s what Jesus
did.
T
here he is!” exclaimed Peter. “Just
as Jesus said.”
“Where?” asked John.
“Near the basket vendor. See? He’s
carrying a water jar,” said Peter.
“I see,” replied John. “Quickly. He’s
going into that house.” The two disci-
ples followed the man as quickly as
they could. He hadn’t been hard to
find. After all, how many men carried
water jars? That was women’s work.
Peter noticed that the man was walk-
ing into a house that had an upper
floor.
Just as the man passed through the
door, the owner came into full view. As
Jesus had instructed them, Peter said,
“The Teacher asks: ‘Where is the guest
room, where I may eat the Passover
with My disciples?’ ”
Just as Jesus had said, the owner
led them up the stairs to a large, fur-
nished upper room. Entering the room,
Peter and John looked around. There
wasn’t a lot to do, but they were glad
that they came when they did. They
arranged the tables and placed the
cushions so that everyone could re-
cline comfortably. Peter almost tripped
over a basin and the water jar the
man had carried. Peter realized that
the man had carried it for them to use
before eating. Soon everything was
ready—except for the food.
122
Then Peter and John started mak-
ing the necessary preparations for
the Passover meal. As the unleavened
bread and the grape juice were placed
on the table, the rest of the disciples
began to arrive. The men crowded into
the room, surveyed the arrangements,
and argued over who was going to sit
where. They didn’t even notice when
Jesus walked in, looking sad. If they
had, they would have realized that His
thoughts seemed to be somewhere
else. Judas pushed his way toward the
spot nearest Jesus.
Gradually the disciples stopped
talking among themselves and grew
quiet. Looking at Jesus, they waited
for Him to say something. The silence
seemed to last forever. Then Jesus
stood up, took off His outer coat, and
wrapped a towel around His waist. He
walked over to the basin that Peter had
tripped over—and that everyone had
ignored when they came in. He filled
it with water from the jar. Jesus then
picked up the basin, knelt down in
front of Judas, and began to wash his
feet. Even though Jesus already knew
that Judas was going to betray Him,
that didn’t stop Him.
Judas was shocked. But he didn’t say
anything. He hoped his face wouldn’t
give away what he had done before
coming there.
The other disciples were shocked
into silence also. Jesus slowly made
His way around the group and lovingly
washed and dried each man’s feet.
When Jesus reached Peter, Peter put
out his hand as if to hold Jesus off. “No,”
he broke the silence, “you shall never
wash my feet.”
Looking at him intently, Jesus said,
“Unless I wash you, you have no part
with me.”
“Then, Lord,” Peter burst out, “not
just my feet but my hands and my
head as well!”
“Those who have had a bath need
only to wash their feet; their whole
body is clean. And you are clean,”
answered Jesus (John 13:8-10).
With these words Jesus explained
the distinction between what baptism
and the ordinance of foot washing
represent. In other words, Peter had
been baptized already. He just needed
to daily renew his commitment to God
through prayer, confession of sins, and
receiving God’s grace.
Peter sat back, his face started to let
go of its frown, and he allowed Jesus
to finish. As Jesus washed John’s feet,
He could see the gratitude in the eyes
of this disciple.
When Jesus finished, He sat down
again and looked at everyone around
the table.
“You call me ‘Teacher’ and ‘Lord,’ and
rightly so, for that is what I am. Now
that I, your Lord and Teacher, have
washed your feet, you also should
wash one another’s feet,” said Jesus.
“I have set you an example that you
should do as I have done for you. Very
truly I tell you, no servant is greater
than his master, nor is a messenger
greater than the one who sent him.
Now that you know these things, you
will be blessed if you do them” (verses
13-17).
 KEY REFERENCES
 Luke 22:7-13; John 13:1-17
 The Desire of Ages, chap. 71, pp.
642-651
 The Bible Story (1994), vol. 9, pp.
55-64
 Our Beliefs nos. 16, 21, 9
POWER TEXT POWER POINT
“Now that I, your Lord and Teacher, We share God’s love with others when
have washed your feet, you also we serve them.
should wash one another’s feet. I have
set you an example that you should
do as I have done for you” (John 13:14,
15).

DO READ
THINK

READ
LIST

TALK
REVIEW
PRAY
REVIEW
PRAY

READ
READ
WRITE
SERVE

CARRY

REVIEW
REVIEW
PRAY
PRAY

READ
READ
THINK
TALK

REVIEW
THINK
PRAY

REPEAT
PRAY

123
Service
We serve self-sacrificially.

POWER TEXT
“When the centurion and those with
him who were guarding Jesus saw the
12
YEAR A | QUARTER 1
Love on a Tree
PO
WE
RPOIN
The Bible Lesson at a Glance
As Jesus hangs on the cross, He is aware of those around
Him. His conversation with one of the criminals hanging

earthquake and all that had happened,
they were terrified, and exclaimed, ‘Surely
he was the Son of God!’ ” (Matthew 27:54).
T
near Him demonstrates His desire to share God’s love with
others to the last moments of His earthly life. Service is
sharing God’s love with others, regardless of the circum-
Like Jesus, stances of their lives.

KEY REFERENCES we can share This is a lesson about service.

 Matthew 27:27-66; Luke 23:26-49 Jesus’ last act of service on this earth was dying on the cross
 The Desire of Ages, chap. 78, pp. 741- God’s love for us. We can serve others by sharing the story of His death
757; chap. 79, pp. 758-764 and sacrifice with them.
 The Bible Story (1994), vol. 9, pp. with anyone,
105-117 Teacher Enrichment
 Student story on page 132 of this
anywhere. “Crucifixion, a cruel, torturing, agonizing death, was re-
served for those whom men particularly wanted to dishonor,
guide such as slaves and political rebels” (Roy Allan Anderson, You
Can Be Free [Mountain View, Calif.: Pacific Press Pub. Assn.,
OUR BELIEFS
1977], p. 84).
 No. 10, The Experience of Salvation “On occasions some were bound to the cross, but a fre-
 No. 9, The Life, Death, and Resurrec- quent method was nailing of the hands and feet. At the
tion of Christ place of execution, the victim was laid on the cross, and the
 No. 4, The Son nails were driven through the flesh. . . .
“Between ‘the bones of the wrist is a free space’ . . . gener-
OBJECTIVES ally know as ‘Destot’s space.’. . . Those skilled in such execu-
tions knew exactly where to drive the nail both for security
The students will:
and infliction of pain. . . .
 Know that we can share God’s
“When the hands were fastened to the crossbeam, the cruci-
love with others. fiers would raise the victim to an upright position suspending
 Feel inspired by Jesus’ example. him by his hands, then fastening the patibulum (the cross-
 Respond by telling others in beam) to the stipés (the upright). Thus hanging, the victim’s
their neighborhood about Jesus. knees would then be flexed and the feet crossed and fastened
with one long nail. . . . The unnatural angle of the arms and the
weight of the hanging body tended to bring on asphyxiation.
. . . If the body could be raised for short intervals, it enabled the
one crucified to exhale, thus prolonging life—and also pro-
longing the suffering.
“Only in this raised position was the victim able to speak.
We know that Christ spoke at least seven times from the
cross. . . .
“Christ’s death was from neither exhaustion nor
asphyxiation—He gave his life” (ibid., pp. 85-87).
How and when do I share the story of Jesus’ death and res-
urrection with others? What difference does my willingness to
share, make in the lives of those around me?
124
Welcome
Welcome students at the door and
direct them to their seats. Ask them
how their week has been. Encourage
learners to study their Sabbath
What was the most interesting part the week. (The leader should be fa-
of the Bible story? What activity miliar with the previous lesson to be
did you find the most helpful? able to direct the discussion.) This is
Which activity was the most fun? also a good time to have students

»
School lesson regularly, and use Invite students to share their expe- recite the power text.
several minutes to debrief students riences and/or the handiworks they Have students begin the readiness
on the previous week’s lesson. Ask: created for Sabbath School during activity of your choice.

Program notes
LESSON SEC TION MINUTES AC TIVITIES MATERIALS NEEDED
Welcome Ongoing Greet students at the door. Ask about their week.

1 Readiness
Activities
10-15 A. Love Gifts
B. Token Sacrifice
bag(s) of small items
15 tokens for each student

*
Prayer 15-20 See page 127. Prayer and Praise may be used at any time songbooks, world map, pushpins, offering plate/basket
during the program.
and Praise

2 Bible
Lesson
15-20 Introducing the Bible Story

Experiencing the Story

two copies of Net Kids script (p. 159)

headlines from newspapers, white/chalkboard,

markers/chalk

Exploring the Bible Bibles

3 Applying
the Lesson
10-15 Get and Give Away *10 pieces of fruit/other healthy treats for each student

4 Sharing
the Lesson
10-15 Share the Good News scissors, stiff white paper, markers or crayons

*
Closing Prayer and Closing Comments
Reminder to Parents
Coming Up Next Week

*Be aware of any food allergies and adjust accordingly.

125
LESSON 12
1
READINESS ACTIVITIES
Select the activity or activities that are most appropriate for your situation.
A YOU NEED:
 bag(s) of small items
Love Gifts
Prepare in advance a bag with a variety of things placed in-
side. On the outside of the bag write: Love Gifts. You should
have a bag prepared for every 12-15 students in your class.
The bag should contain items that a student will be excited
about sharing and things that will seem “silly” or “undesir-
able” to share. Items might include: individual packets of
salt/pepper; small pebbles; coupons for ice cream/treats;
dollar bill; individual candy; small toys; or other trinkets.
Divide the class into groups of 12-15 and ask half the group
to reach in—sight unseen—and remove an object. They
then find another student with whom to “share” the item
and give them the item, with an explanation of why this is
such a great “gift.”
Debriefing
Ask: How did you feel about sharing your “gift”? What
was different about sharing the less desirable gifts ver-
sus sharing the candy, treats, and toys? Say: When we
like, or are excited about the gift we are giving, it seems
to make sharing it much more fun or enjoyable.
Ask: How is this like what happens when we try to
share God’s love with others? Say: If we have experi-
enced the great gift of God’s saving grace we will not
want to keep it to ourselves. We will want to share it with
others. Let’s say our power text together.
“When the centurion and those with him who were
guarding Jesus saw the earthquake and all that had
happened, they were terrified, and exclaimed, ‘Surely
he was the Son of God!’ ” (Matthew 27:54).
The power point reminds us that
Like Jesus, we can share God’s love with anyone,
anywhere.
126
B YOU NEED:
 15 tokens per student
Token Sacrifice
Arrange the students in small groups in
circles. Give everyone 15 small tokens, such as coins, pebbles,
or beans. One person begins by saying something they have
never done. For example, “I have never built a snowman.”
Everyone who has done what the speaker has never done gives
the speaker a token. Play a few rounds.
Debriefing
Say: Think about the life of Christ. What are some things
that Christ has done that you have never done? For ex-
ample, you could say, “I have never healed anybody.”
Allow time for responses. (Never forgiven anyone, walked
on water, died on a cross, raised the dead, turned water into
wine.)
Say: Jesus did a lot of things we would find hard to do
in the same situation. One of the most wonderful things
He did was to save a man while He hung on the cross
dying. Let’s say our power text, Matthew 27:54:
“When the centurion and those with him who were
guarding Jesus saw the earthquake and all that had
happened, they were terrified, and exclaimed, ‘Surely
he was the Son of God!’ ” (Matthew 27:54).
As the power point reminds us,
Like Jesus, we can share God’s love with anyone,
anywhere.
 * Prayer
and Praise

Fellowship
Report the students’ joys and sorrows (pleased and
troubled) as reported to you at the door (as appropri-
ate). If they have given you permission, share one or
two special items from students’ Bible study during
the week. Acknowledge any birthdays, special events,
Notes or achievements. Give a special, warm greeting to all
visitors.

Suggested Songs
“The Old Rugged Cross” (The Seventh-day Adventist
Hymnal, no. 159)
“Let’s Talk About Jesus” (He Is Our Song, no. 46)
“Lord I Want to Be a Christian” (Advent Youth Sing, no.
126)

Mission YOU NEED:

Use Adventist Mission for youth  world map

and adults (go to www.junior  pushpins

powerpoints.org and click on
MISSION) or another mission report available to you.
Using a world map, have the students identify and
mark with pushpins the location where the mission
story is taking place.

Offering YOU NEED:

Say: Jesus offered Himself for offering plate/basket



us. Because of this love, we can

choose to give Him our hearts and our offerings.

Prayer
Ask students to share prayer requests and write them
down. Pray for the prayer requests. Close by praying
for the students’ joys and sorrows, for the birthday
and other special event celebrants, as well as for the
visitors.

127
LESSON 12

2
BIBLE LESSON

YOU NEED: YOU NEED:

Introducing the Bible Story  two copies of Net Kids
script (p. 159)
(Note: The Net Kids are an imaginative
way to introduce the Bible story. If
you prefer not to use this imaginary element, read over the
script yourself and introduce the lesson concept in your own
words.)
(Refer to Lesson 2 for background and setup information.)
Make two copies of the Net Kids script found on page 159
of this guide. Distribute to the students you have selected
as early as possible. Allow practice time before using this
activity.
Present the skit.
Experiencing the Story  headlines from news-
papers
Have the students read the story of the
Crucifixion from Matthew 27:27-44.  white/chalkboard
When they are finished, display a collec-  markers/chalk
tion of headlines that you have cut out
from newspapers prior to Sabbath School.
Talk about how the students would write the headline for
the story of the Crucifixion. Encourage many possible head-
lines. As they are created, write them where all can see.
Say: By believing in Jesus’ sacrifice on the cross, we
receive the assurance of salvation.

Debriefing:
Say: We are told we should spend about an hour a day
thinking about the life of Jesus, especially the time just
before His death. (See The Desire of Ages, p. 83.)
Ask: Why do you think that is? (So we can understand
and appreciate how much Jesus loves us; so we can tell oth-
ers.)
Say: Today we are going to talk about how we can share
God’s love as Jesus did, even with the last breath.

128
 3
A P P LY I N G T H E L E S S O N

YOU NEED: YOU NEED:

Exploring the Bible
Say: Jesus fulfilled many Old
Testament prophecies about His mission. Probably the
most famous is that of the “Suffering Servant” of Isaiah
53:7-12. This prophecy about Jesus was fulfilled in the
New Testament in Matthew 27. Let’s read the passage in
Isaiah and compare it with Matthew 27.
Help the students find the following comparisons:
Isaiah 53:7—Matthew 27:12-14, 31
Isaiah 53:8—Matthew 27:30, 31
Isaiah 53:9—Matthew 27:38, 57-60
Isaiah 53:12—Matthew 27:38
Let’s say our power text together:
“When the centurion and those with him who were
guarding Jesus saw the earthquake and all that had
happened, they were terrified, and exclaimed, ‘Surely
he was the Son of God!’ ” (Matthew 27:54).
(Adapted from V. Bailey Gillespie, The Sounds of Grace in Our Churches, 1996 [Pacific Union College Church
Resource Center, 1996], p. 58. Used by permission.)
 Bibles Get and Give Away*  10 pieces of fruit
Give each student 10 pieces of fruit or  OR healthy treats for
other healthy treats. Give a quick quiz each one
over the facts in the Bible lesson. The
quiz should include 10 questions. After each question, point
to the first student to answer correctly and instruct each
student in the class to give that student one of their fruits/
treats. At the end of the quiz, ask students to compare the
number of fruits/treats each one has.
Debriefing
Say: Let’s follow Jesus’ example right now and share equally
with everyone in our class. Put all your fruits/treats on the
table. We’ll divide them up so that every student gets to
take home five fruits/treats.
As the power point reminds us,
Like Jesus, we can share God’s love with anyone,
anywhere.
*Be aware of any food allergies and adjust accordingly.

129
LESSON 12
4
SHARING THE LESSON
* Closing
YOU NEED:
Share the Good News  scissors
Invite students to share with the class  stiff white paper
if they had the opportunity last week markers or crayons

to tell others the story of Jesus. Ask:
What did you share with someone about Jesus? What is
your personal experience with God? Did you share with
someone how you came to know Jesus and to accept Him
in your heart? What response did you get?
Prior to class cut out cards from stiff white paper. Hand
out the cards to the students. Have them write John 3:16 on
them, and decorate them. Encourage the students to share
their cards with neighbors, or leave them in strategic places
such as phone booths or bus stops.
130
Prayer and closing comments:
In closing, repeat with the students the power
point once again:
Like Jesus, we can share God’s love with
anyone, anywhere.
Reminder to parents:
Say: Check out the student Bible study guide
to find Parents’ Pages for your use in family
worship, or however you wish to use them to
spiritually guide your children. You may listen
to the podcast of the lesson online at www
.juniorpowerpoints.org/podcast.php?channel
=1.
Coming up next week:
Say: Jesus is alive! As we serve others we can
tell them the good news about Jesus’ resur-
rection.
Notes

131
LESSON 12
Student
Love on a Tree
lesson
Have you ever been in pain? You just
wanted to be left alone, didn’t you? What
would it take for you to be able to reach
out to someone else while you are in
pain?
J
esus’ followers wanted to forget
the horror of Pilate’s court. Jesus
had been beaten, and the soldiers
had mocked and insulted Him. People
had even spit in Jesus’ face. Now He
was going to die on a cross. The people
following Jesus, many of whom He
had healed, couldn’t believe what He
had gone through. And yet He had not
shown any resistance.
Finally, the group reached the top
of Golgotha, the Place of the Skull. The
surprised followers saw a large crowd
gathered on the hill. Many people who
had followed Jesus had come to see
Him one last time. They were wailing
in grief. But others were mocking Him.
Two other prisoners, convicted thieves,
already lay on crosses on the ground.
The soldiers roughly took Jesus’
cross and threw it on the ground.
They stripped Jesus of His cloak and
pushed Him onto the cross. As Jesus’
weakened frame lay on the rough
wood of the cross, the crown of thorns
sank deeper into His head. Fresh blood
flowed onto His already bruised, bat-
tered, and bloody face. Yet Jesus was
still, waiting for the Roman soldiers to
finish their cruel work.
Two of the soldiers knelt on either
132
side of Jesus’ arms. Each held a thick
metal spike in his hand. The soldiers
positioned the spikes over Jesus’
wrists. Together they raised their ham-
mers into the air and then brought
them down to make contact with the
spikes. Jesus’ followers turned away,
but they couldn’t escape the sound.
Clang. Clang. Clang. As the hammers
beat against the spikes, the sound
reverberated across the hilltop. The
soldiers moved to Jesus’ feet, placing
one on top of the other. One soldier
held a spike as the other raised the
hammer. Again Jesus’ followers looked
away. Again the sound penetrated to
their core. Clang. Clang. Clang. The fol-
lowers marveled that Jesus never said
a word as the soldiers drove the thick
spikes into His flesh. When the echo of
the hammers and spikes had subsided,
those close to the scene heard Jesus
speak.
“Father, forgive them, for they do
not know what they are doing” (Luke
23:34). His followers drew in their
breath, and tears sprang to their eyes
as they witnessed Jesus’ words of for-
giveness.
As the soldiers roughly lifted the
crosses with their human burdens
upright, one could see Jesus’ back. It
was all torn from the whips the soldiers
had used on Him. His raw flesh ached
profoundly as it came in contact with
the rough wood of the cross. Still He
said nothing.
One thief, who had been struggling,
screamed at the soldiers and at the
crowd. He was angry and wasn’t going
to die without everyone else knowing
about it. Suddenly he turned to Jesus.
The thief tried to provoke Jesus to
speak. The crowd watched as, turning
His head slowly, Jesus forced open His
swollen eyes. Without responding, He
looked at the thief with pity.
“Aren’t you the Messiah? Save your-
self and us!” sneered the thief.
Twisting in pain, the other thief
started to reprove him. “Don’t you fear
God,” he said, “since you are under
the same sentence? We are punished
justly, for we are getting what our
deeds deserve. But this man has done
nothing wrong.”
He painfully turned his head and
focused his eyes on Jesus, saying,
“Jesus, remember me when you come
into your kingdom.”
Jesus struggled to open His eyes
again. He raised Himself on His feet
and hands as He tried to get enough
breath to speak through His pain,
“Trully I tell you today, you will be with
me in paradise” (see verses 39-43).
Jesus’ followers stood in awe as they
watched this exchange. Although it
was terribly painful for Him to speak,
Jesus still offered words of loving com-
fort, serving others even as He hung
dying on the cross.
 KEY REFERENCES
 Matthew 27:27-66; Luke 23:26-49
 The Desire of Ages, chap. 78, pp. 741-
757; chap. 79, pp. 758-764.
 The Bible Story (1994), vol. 9, pp.
105-117
 Our Beliefs nos. 10, 9, 4
POWER TEXT POWER POINT
“When the centurion and those with Like Jesus, we can share God’s love
him who were guarding Jesus saw with anyone, anywhere.
the earthquake and all that had
happened, they were terrified, and
exclaimed, ‘Surely he was the Son of
God!’ ” (Matthew 27:54).

DO READ
RECORD

READ

THINK
SHARE

REVIEW
REVIEW
PRAY
PRAY

READ
READ
THINK
WRITE

WRITE
TESTIFY

REVIEW
PRAY
REVIEW
PRAY

READ
THINK

READ
THINK
SHARE

CREATE
REVIEW
PRAY

REPEAT
PRAY

133
Grace in Action
We share with others God’s
saving grace.

POWER TEXT
“Praise be to the God and Father of our
13
YEAR A | QUARTER 1
Live Man Walking
PO WE
RPOIN
The Bible Lesson at a Glance
Jesus rests in the tomb over Sabbath, then, on the morn-
ing of the first day of the week, is raised. He appears to the
women at the tomb, who run to tell the disciples about the
T
Lord Jesus Christ! In his great mercy he resurrection. In a very real way our service is all about run-
has given us new birth into a living hope ning to tell others about the resurrection of Jesus.
through the resurrection of Jesus Christ
from the dead” (1 Peter 1:3). We can This is a lesson about grace in action.
It is very comforting to know that the God of the universe
KEY REFERENCES enthusiastically loved us so much that He sent His only Son into our world.
 Matthew 28:1-15; Luke 24:1-12; Jesus stooped so low as to be born a human being so that
John 20:1-18 share the good He may show us through His life, death, and resurrection the
 The Desire of Ages, chap. 80, pp. 769- way of salvation. What a privilege it is to serve a risen Savior!
news of Jesus’ When we tell others about Jesus’ death and resurrection, we
778; chap. 81, pp. 779-787; chap. 82,
pp. 788-794 are spreading the good news about His saving grace.
death and
 The Bible Story (1994), vol. 9, pp.
134-155 resurrection. Teacher Enrichment
 Student story on page 142 of this “ ‘Fear not ye,’ he said; ‘for I know that ye seek Jesus, which
guide was crucified. He is not here: for He is risen, as He said.
Come, see the place where the Lord lay. And go quickly, and
OUR BELIEFS tell His disciples that He is risen from the dead.’ . . .
 No. 9, The Life, Death, and Resurrec- “He is risen, He is risen! The women repeat the words
tion of Christ again and again. No need now for the anointing spices.
The Saviour is living, and not dead. They remember now
 No. 4, The Son
that when speaking of His death He said that He would rise
 No. 11, Growing in Christ
again. What a day is this to the world! Quickly the women
OBJECTIVES departed from the sepulcher ‘with fear and great joy; and
did run to bring His disciples word’ ” (The Desire of Ages,
The students will: pp. 788, 789).
 Know that God’s saving grace is Who do I know who needs to hear the good news of Jesus’
available to us through Jesus’ death gift to us? How do I feel about sharing this good news with
and resurrection. them?
 Feel grateful for God’s saving
grace.
 Respond by sharing the good
news about God’s saving grace.

134
Welcome
Welcome students at the door and
direct them to their seats. Ask them
how their week has been. Encourage
learners to study their Sabbath
What was the most interesting part the week. (The leader should be fa-
of the Bible story? What activity miliar with the previous lesson to be
did you find the most helpful? able to direct the discussion.) This is
Which activity was the most fun? also a good time to have students

»
School lesson regularly, and use Invite students to share their expe- recite the power text.
several minutes to debrief students riences and/or the handiworks they Have students begin the readiness
on the previous week’s lesson. Ask: created for Sabbath School during activity of your choice.

Program notes
LESSON SEC TION MINUTES AC TIVITIES MATERIALS NEEDED
Welcome Ongoing Greet students at the door. Ask about their week.

1 Readiness
Activities
10-15 A. Good-Newspaper
B. Twin Enthusiasm
newspapers, construction paper, scissors, glue/tape
covered box, pairs of simple objects such as buttons,
pencils, erasers—one set for each student

*
Prayer 15-20 See page 137. Prayer and Praise may be used at any time songbooks, world map, pushpins, offering plate/basket
during the program.
and Praise

2 Bible
Lesson
15-20 Introducing the Bible Story

Experiencing the Story

three copies of Net Kids script (p. 160)

Bibles, markers, newsprint

Exploring the Bible Bibles

3 Applying
the Lesson
10-15 Oil and Water glass jar with lid, water, vegetable oil

4 Sharing
the Lesson
10-15 Looking for Good News large sheets of paper, pens/pencils

*
Closing Prayer and Closing Comments
Reminder to Parents
Coming Up Next Week

135
LESSON 13
1
READINESS ACTIVITIES
Select the activity or activities that are most appropriate for your situation.
A YOU NEED:
 newspapers
Good-Newspaper  construction paper
Distribute to students paper and pencils. 
scissors
Ask each student to spend five minutes
 glue/tape
writing a personal report of good news.
As the students complete writing, collect their good news
reports and glue/tape them on a large size sheet of paper.
They should glue these “good news” pieces together on their
paper to create a good-newspaper. Read the reports to the
class and ask the students to elaborate, if they wish, on their
piece of “good news” in the paper.
Debriefing
Say: What is the difference between your “newspaper”
and the regular newspaper we can purchase? Which
would you rather hear about, good news or sad/bad
news? When we know good news, how difficult is it to
share it?
We know some good news about Jesus, and we can
enthusiastically share this good news of Jesus’ death
and resurrection. In fact this is the message of our power
text. Let’s say it together:
“Praise be to the God and Father of our Lord Jesus
Christ! In his great mercy he has given us new birth
into a living hope through the resurrection of Jesus
Christ from the dead” (1 Peter 1:3).
What is our power point? Let’s say it and remember,
We can enthusiastically share the good news of
Jesus’ death and resurrection.
Accommodations for students with special needs
If possible designate an adult to help students with special
needs who experience difficulty with this activity. Otherwise
ask students who finish their work early to assist any of their
peers who encounter challenges with this written assign-
ment.
136
B YOU NEED:
 covered box
Twin Enthusiasm  one pair of small objects
In a covered box, have pairs of small for each student
identical objects (for example: marbles,
paper clips, buttons, stones, erasers, etc.). When students
come in, tell them to reach in and pick out the first object
they touch and keep it covered so neither they nor anyone
else can see it. When nearly everyone has arrived, have the
students find another student who has an identical object.
They should then sit with that person and talk about good
things that happened to them in the past week. After a few
minutes, stop and have some of the students share their
joys.
Ask the students how they could share the same good
report they shared earlier, but this time add something that
connects their good news to their loving God.
Debriefing
Say: Just as we talked enthusiastically about the good
things that happened to us this past week, we can share
with others the good news of Jesus’ death and resurrec-
tion. Let’s say together the power text, 1 Peter 1:3:
“Praise be to the God and Father of our Lord Jesus
Christ! In his great mercy he has given us new birth
into a living hope through the resurrection of Jesus
Christ from the dead” (1 Peter 1:3).
Say: Let’s repeat together the power point,
We can enthusiastically share the good news of
Jesus’ death and resurrection.
 * Prayer
and Praise

Fellowship
Report the students’ joys and sorrows (pleased and
troubled) as reported to you at the door (as appropri-
ate). If they have given you permission, share one or
two special items from students’ Bible study during
the week. Acknowledge any birthdays, special events,
Notes or achievements. Give a special, warm greeting to all
visitors.

Suggested Songs
“Joy” (Praise Time, no. 4)
“King of Kings” (He Is Our Song, no. 69)
“Christ the Lord Is Risen Today” (The Seventh-day
Adventist Hymnal, no. 166)
“When I Remember” (He Is Our Song, no. 58)

Mission YOU NEED:

Use Adventist Mission for youth  world map
and adults (go to www.junior  pushpins
powerpoints.org and click on
MISSION) or another mission report available to you.
Using a world map, have the students identify and
mark with pushpins the location where the mission
story is taking place.

Offering YOU NEED:

Say: We have a chance now  offering plate/basket
to be a part of a worldwide
effort. By giving offerings we support those who
work full-time telling others about Jesus’ resurrec-
tion from the dead and about His saving grace.

Prayer
Invite students to share if they received answers to
their prayer requests in response to prayer. Discuss
little, not-so-obvious messages or miracles of comfort
that God sends in each situation even when the “big”
request is not yet answered or not answered posi-
tively. Have the students divide into groups of two to
three and pray for specific requests.
Close with a prayer for the students’ joys and sor-
rows, for the birthday and other special event cele-
brants, as well as for the visitors.

137
LESSON 13

2
BIBLE LESSON

YOU NEED: YOU NEED:

Introducing the Bible Story  three copies of Net Kids

script (p. 160)
The Net Kids
(Note: The Net Kids are an imaginative way to introduce the
Bible story. If you prefer not to use this imaginary element,
read over the script yourself and introduce the lesson con-
cept in your own words.)
(Refer to Lesson 2 for background and setup information.)
Make three copies of the Net Kids script found on page
160 of this guide. Distribute to the students you have se-
lected as early as possible. Allow practice time before using
this activity.
Present the skit.
Debriefing
Say: Today we are going to hear about how Jesus came
back to life. Because He offers new life to us,
We can enthusiastically share the good news of
Jesus’ death and resurrection.
Experiencing the Story  Bibles
Divide students into groups of three or  newsprint
four with an adult facilitator if possible. 
markers
Provide each group a large piece of
newsprint and a marker. Ask each group to appoint a reader
and a scribe. The reader reads John 20:1-18 to the group.
The scribe writes the events that take place in the passage,
item by item, on the piece of paper (example: [1] Mary went
to the tomb; [2] She saw the stone rolled away). The rest
of the group stops the reader when that person has read
an event and requests the scribe to write that event on the
paper. When the group has completed their list, ask them to
review it and circle the events in which someone was shar-
ing the good news of Jesus’ resurrection.
When each group has finished, compare the lists of the
different groups. Discuss the differences or similarities in
the lists. Say: Just as people on our lists shared the good
news of Jesus resurrection,
We can enthusiastically share the good news of
Jesus’ death and resurrection.

138

A P P LY I N G T H E L E S S O N
YOU NEED:
Exploring the Bible  Bibles
Assign the previous groups either
Matthew 28:1-15 or Luke 24:1-12. Ask the groups to read
their passage together and list any descriptions of people
telling others the good news of the resurrection.
Compare lists (for example: the Matthew account mentions
the guards telling the priests).
Let’s say together the power text, 1 Peter 1:3:
“Praise be to the God and Father of our Lord Jesus
Christ! In his great mercy he has given us new birth
into a living hope through the resurrection of Jesus
Christ from the dead” (1 Peter 1:3).
Ask: What happens when Jesus’ death and resurrection
are meaningful to us? Say: According to our power point,
We can enthusiastically share the good news of
Jesus’ death and resurrection.
3
YOU NEED:
Oil and Water  glass jar with lid
Hold up a glass jar with lid, half-filled
 water
with water.  vegetable oil
Say: The water in this jar rep-
resents our life. Very slowly add a few drops of oil to the
water. The oil should go right into the water, then slowly
float to the top of the water.
Ask: What happens to the oil and water? (The oil en-
ters deep into the heart of the water, then floats to the
surface.)
Place a lid on the jar and shake it.
Ask: What happens now that I’ve shaken it? (They
mix.)
Say: Notice how the oil spreads throughout the water
when the jar is being shaken. As the mix of the water and
oil illustrate, when the good news about Jesus’ death and
resurrection for us enter into our hearts, we cannot keep
the news to ourselves. Our joy will rise to the surface and
will be seen on our faces, in our words, and in our actions.
Jesus wants us to receive the Holy Spirit into our hearts
and to be active for Him.
Ask: Has Jesus come alive in your life? Have you expe-
rienced the joy of His resurrection? When that happens
to us, we will be active for Him, enthusiastically sharing
the good news of His death and resurrection.
Let’s repeat our power point together,
We can enthusiastically share the good news of
Jesus’ death and resurrection.
139
LESSON 13

4
SHARING THE LESSON
* Closing

YOU NEED:
Prayer and closing comments:
Looking for Good News  large sheets of paper Ask God to bless each of your students with the
Invite students to share with the class  pens/pencils Spirit they need to share the good news of Jesus’
if they had the opportunity last week death and resurrection.
to tell others the good news of Jesus’ resurrection. Ask: How
is Jesus’ resurrection the most awesome news for our Reminder to parents:
world that should fill our hearts with joy? With whom did Say: Check out the student Bible study guide
you have the privilege to share what Jesus’ resurrection to find Parents’ Pages for your use in family
means to you? How did you describe the good news to worship, or however you wish to use them to
that person? spiritually guide your children. You may listen
Divide the students into groups of three or four. Give each to the podcast of the lesson online at www
group a large piece of news print or other large paper. Give .juniorpowerpoints.org/podcast.php?channel
them five minutes to come up with a GOOD news headline =1.
about Jesus’ death and resurrection. Underneath the “head-
line” the students should list the things they think others Coming up next week:
need to know about the good news. The list could include: Say: Apostles care for the new Christian
He is building a mansion for you. church. As children of God we should help
He died so that you can live forever. and care for anyone in need.
He did for us what we cannot do for ourselves.
Even though people killed Him, He came back to life!
After five minutes, ask each group to share their headline
and one of their “points.”
Say: Look for opportunities to share this good news
with the people with whom you interact.
Say: Let’s remember our power point and say it one
more time together,
We can enthusiastically share the good news of
Jesus’ death and resurrection.

Accommodations for students with special needs

Keep in mind that some students with special needs may
prefer contributing to this activity by providing their answers
verbally rather than in writing. Ensure that these students
work in groups where they could contribute in ways in which
they feel comfortable.

140
Notes

141
LESSON 13
Student
Live Man Walking
lesson
Have you ever lost someone close to
you? Did you still want to see that per-
son? Did you think, talk, and even dream
about that person? That’s what happens
when you love someone.
I
t was still dark when a woman
named Mary set out from her home.
She walked carefully along the road
carrying her jar of spices. At a bend in
the road she saw a figure waiting.
“Good morning, Joanna,” she called
out.
“Good morning, my sister,” replied
Joanna. “Did you rest well?”
“Not really. I can’t believe He’s dead,”
said Mary quietly.
“Neither can I,” said Joanna, sniff-
ing as her eyes filled with tears. “How
kind of Joseph to make his tomb
available for Jesus! This way we can
make the necessary preparations for
His burial.”
The women continued in silence as
they walked the rest of the way to the
tomb where Jesus lay.
The sun was just starting to brighten
the landscape as they approached the
tomb.
“Oh, look,” said Mary. “Someone came
and rolled away the stone for us.”
The women entered the tomb, ready
to minister to the Savior’s body. When
they saw the empty burial bed, with
the burial cloths neatly folded at the
head, they could only look at one an-
other in disbelief.
“Wh— Wh— Where is He?” Mary
finally stammered.
142
Suddenly the tomb was filled with
light as two angels in gleaming clothes
appeared.
One of the angels said, “Why do you
look for the living among the dead?
He is not here; He has risen!” The other
angel added, “Remember how he
told you, while he was still with you in
Galilee: ‘The Son of Man must be deliv-
ered over to the hands of sinners, be
crucified and on the third day be raised
again’ ” (Luke 24:5-7).
The women slowly looked at one
another. “Yes!” they shouted together.
They hugged one another and cried
tears of relief and joy.
“We’ve got to tell the others!” they
exclaimed in unison.
The women ran from the tomb and
hurried into the city to tell the disciples
that Jesus had risen from the dead.
Meanwhile, Mary Magdalene had
been the very first person to the tomb
that morning. She had seen it empty
and had already run to tell Peter and
John.
Now Peter and John ran toward the
tomb, but John ran faster and reached
it first. He looked inside and saw the
folded burial cloth.
But Peter, needing to see for him-
self, bent over and stepped inside
the tomb. John, who had been wait-
ing outside, also entered the tomb.
Looking around, he believed that the
news was true. Jesus had risen! Other
disciples joined them briefly, and then
they all walked thoughtfully back to
the city.
Mary Magdalene returned to the
tomb, quietly weeping. His body is
gone, and I will never see Him again, she
grieved. Deciding to leave, she bent
over for one last look in the tomb.
She gasped. The two angels the other
women had seen earlier were back.
“Woman, why are you crying?” they
asked.
“They have taken my Lord away,”
Mary sobbed, “and I don’t know where
they have put him.”
Sensing the presence of someone
behind her, Mary Magdalene turned
around and saw a man standing there.
“Woman, why are you crying?” He
asked, kindly. “Who is it you are look-
ing for?”
Mary thought He was the gardener.
“Sir,” she said, wiping her eyes, “if you
have carried him away, tell me where
you have put him, and I will get him.”
“Mary,” called a very familiar voice.
“Rabboni [my teacher]!” Mary ex-
claimed, bowing to His feet.
“Do not hold on to me, for I have
not yet ascended to the Father,” He
said. “Go instead to my brothers and
tell them, ‘I am ascending to my Father
and your Father, to my God and your
God’ ” (see John 20:11-17).
Mary could hardly contain her joy
as she ran into the city. She pounded
on the door, calling to the disciples, “I
have seen the Lord! He is alive! He has
risen, just as He said He would!” (see
verse 18).
 KEY REFERENCES
 Matthew 28:1-15; Luke 24:1-12; John
20:1-18
 The Desire of Ages, chap. 80, pp. 769-
778; chap. 81, pp. 779-787; chap. 82,
pp. 788-794
 The Bible Story (1994), vol. 9, pp.
134-155
 Our Beliefs nos. 9, 4, 11
POWER TEXT
“Praise be to the God and Father of our
Lord Jesus Christ! In his great mercy
he has given us new birth into a living
hope through the resurrection of Jesus
Christ from the dead” (1 Peter 1:3).
Sabbath
DO Do the activity on page 102.
Sunday
READ Read Luke 24:1-5 and this week’s lesson,
“Live Man Walking.”
WRITE Write the power text in your Bible study
journal.
PRAY Praise God for the great hope found in
Jesus’ resurrection and for the privilege of telling
others about it.
Monday
READ Read Luke 24:6-12.
THINK How would you have felt if you were
among the first who received the news about
Jesus’ resurrection?
REVIEW Review the power text.
PRAY Pray for the willingness to listen to others.
Tuesday
READ Read Mark 15:22-32.
IMAGINE Create a dialogue between the women
and the disciples about what the women saw at
the tomb.
THINK Think about a time someone really
surprised you in a positive way.
SHARE Use your creativity to surprise someone
today by sharing the good news about Jesus.
REVIEW Review the power text.
PRAY Pray that God will give you wisdom to be a
witness of His goodness to others.
POWER POINT
We can enthusiastically share the good
news of Jesus’ death and resurrection.
Wednesday
READ Read Psalm 97:11, 12.
THINK Why do you think “the upright in heart”
have joy? What makes you rejoice in Jesus and
praise Him?
RESPOND Plan to share the joy of knowing Jesus
with those around you.
REVIEW Review the power text.
PRAY Praise God for Jesus’ resurrection that offers
us great hope and makes it possible for us to live
eternally with Him.
Thursday
READ Read Isaiah 55:12.
THINK Picture how nature must have rejoiced
at Jesus’ resurrection. How is Jesus’ resurrection
significant to you?
SHARE Today tell someone about the reasons
we have hope in eternal life thanks to Jesus’
resurrection.
REVIEW Review the power text.
PRAY Pray for wisdom to share the hope found
in Jesus.
Friday
READ Read Matthew 27:33-44.
SHARE Tell someone today about what Jesus’
resurrection from the dead means to you.
PLANT Plant a flower or a bulb. As you watch
the plant grow, remember that Jesus’ resurrection
carries the hope of eternal life as the seed carries in
it the elements necessary for a plant’s life.
SING Sing a song about nature rejoicing.
REPEAT Say the power text aloud by memory.
PRAY Thank God for the good news you can
share.
143
 1

powertexts
“And Jesus grew in wisdom and stature, and in favor with God and man” (Luke 2:52).

2 “ ‘It is written,’ he said to them, ‘ “My house will be called a house of prayer,” but you
are making it “a den of robbers” ’ ” (Matthew 21:13).

3 “I will praise the LORD, who counsels me; even at night my heart instructs me. I keep
my eyes always on the LORD. With him at my right hand, I will not be shaken” (Psalm
16:7, 8).

4 “Enter his gates with thanksgiving and his courts with praise; give thanks to him and
praise his name” (Psalm 100:4).

5 “God is spirit, and his worshipers must worship in the Spirit and in truth” (John 4:24).

6 “Jesus heard that they had thrown him out, and when he found him, he said, ‘Do you
believe in the Son of Man?’ ‘Who is he, sir?’ the man asked. ‘Tell me so that I may be-
lieve in him.’ Jesus said, ‘You have now seen him; in fact, he is the one speaking with
you.’ Then the man said, ‘Lord, I believe,’ and he worshiped him” (John 9:35-38).

7 “The Spirit gives life; the ˜ esh counts for nothing. The words I have spoken to you—
they are full of the Spirit and life” (John 6:63).

8 “In all my prayers for all of you, I always pray with joy because of your partnership in
the gospel from the ÿ rst day until now, being conÿ dent of this, that he who began a
good work in you will carry it on to completion until the day of Christ Jesus” (Philip-
pians 1:4-6).

9 “For you know that it was not with perishable things such as silver or gold that you
were redeemed from the empty way of life handed down to you from your ancestors,
but with the precious blood of Christ, a lamb without blemish or defect” (1 Peter 1:18,

powerpoints®
The official children’s Sabbath School curriculum of the
19).

10 “I will set out and go back to my father and say to him: Father, I have sinned against
heaven and against you. I am no longer worthy to be called your son; make me like
one of your hired servants” (Luke 15:18, 19).

11 “Now that I, your Lord and Teacher, have washed your feet, you also should wash one
another’s feet. I have set you an example that you should do as I have done for you” IORS & EAR
(John 13:14, 15). JUN LIT
OR

powerpoınts
YEAR F EE
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YEAR A

12 “When the centurion and those with him who were guarding Jesus saw the earth- ®

UI
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quake and all that had happened, they were terriÿ ed, and exclaimed, ‘Surely he was

TUD
the Son of God!’ ” (Matthew 27:54).
QTR

BIBLE S
1
QUARTER 1

13 “Praise be to the God and Father of our Lord Jesus Christ! In his great mercy he has God’s Grace Is the
given us new birth into a living hope through the resurrection of Jesus Christ from
the dead” (1 Peter 1:3).
Greatest Treasure

*EJT240101* RESOURCE FOR LEADERS/TEACHERS

EJT240101

Excerpts From The Desire of Ages, page 72
(Script for Experiencing the Story, Lesson 1)
Girls: Jesus lived in a peasant’s home,
and faithfully and cheerfully
acted His part in bearing the
burdens of the household. He
had been the Commander of
heaven, and angels had de-
lighted to fulfill His word; now
He was a willing servant, a lov-
ing, obedient son.
Boys: He learned a trade, and with His
own hands worked in the car-
penter’s shop with Joseph. In
the simple garb of a common
laborer He walked the streets of
the little town, going to and re-
turning from His humble work.
He did not employ His divine
power to lessen His burdens or
to lighten His toil.
Girls: As Jesus worked in childhood
and youth, mind and body were
developed. He did not use His
physical powers recklessly, but
in such a way as to keep them
in health, that He might do the
best work in every line.
LESSON 1
Boys: He was not willing to be de-
fective, even in the handling
of tools. He was perfect as a
workman, as He was perfect in
character. By His own example
He taught that it is our duty to
be industrious, that our work
should be performed with ex-
actness and thoroughness, and
that such labor is honorable.
Girls: All should find something to
do that will be beneficial to
themselves and helpful to oth-
ers. God appointed work as a
blessing, and only the diligent
worker finds the true glory and
joy of life.
Boys: The approval of God rests with
loving assurance upon chil-
dren and youth who cheerfully
take their part in the duties
of the household, sharing the
burdens of father and mother.
Such children will go out from
the home to be useful mem-
bers of society.
145
LESSON 2

NET KIDS SCRIPT

(for Lesson 2)

Ivan: Ana, I’m still thinking about Ivan: Some pretend to be reverent.
church.
Darren: And they are actually thinking
Ana: About what? about surfing!

Ivan: Reverence. Ana: Darren, you should know! TEE-

HEE.
Ana: And?
Ulla: Sometimes I see not-so-reverent
Ivan: Do you kneel when you pray in things in church.
church?
Emiko: Like talking about selling things
Ana: Yes. Don’t you? ...

Emiko: Hello. What is today’s topic? Ulla: Or after-Sabbath fun . . .

Ivan: Welcome, Emiko. Reverence and Tendai: That’s like going to a friend’s
respect to God. party and inviting everyone to
another party.
Darren: People express that in different
ways. Ulla: How disrespectful!

Ana: Some quietly, some LOUDLY! Darren: You wouldn’t do that to someone
you love.
Tendai: I think attitude is the most im-
portant thing.

146
 LESSON 3

NET KIDS SCRIPT

(for Lesson 3)

Ana: I got a new devotional book. Daren: I also prefer listening to sermons
that focus on Christ.
Darren: What about?
Ana: I like to learn about Jesus at the
Ana: Jesus, of course. beginning, middle, and end of my
worship!
Darren: Not always. I got one last
year that talked about every- Ulla: Ana, how do you do that?
thing but.
Ana: Hi, Ulla. I read the Bible!
Emiko: I know what you mean. Seems as
if Christians sometimes get their Emiko: When do you read the devo-
priorities mixed up. tional book?

Ana: Huh? Ana: After I read my Bible.

Emiko: In the church I visited last week Darren: So you read your Bible first, right?
the speaker talked about a fa-
mous minister. Ana: Actually before I read my Bible I
pray.
Darren: How much of the sermon was
about Christ? Ulla: Why so?

Emiko: Hardly any! I wish his message Ana: I pray to remember what I read
was more about Jesus. and to learn to do what is in line
with God’s will for my life.

147
LESSON 4

148
LESSON 4

149
LESSON 4

NET KIDS SCRIPT

(for Lesson 4)

Ivan: Hello, friends . . . got me a com- Tendai: OK . . . OK . . . It was a team effort!

puter at last! I couldn’t have done it without
the rest of them.
Darren: G’day, Ivan; had trouble getting
on? Darren: You must have some good play-
ers on your team.
Ivan: Yes, I had to wait for my mom’s
coworkers to leave. Tendai: We do. They really set up those
goals. I just played my part at the
Tendai: Ivan, want to hear my good news end.
from our soccer game today?
Ivan: But if you hadn’t been there, the
Ana: Ivan, say yes; he’ll tell you anyway. team might have missed those
goals.
Tendai: It’s not often I do this well in a
game! Ana: Sounds a little like my violin play-
ing. If one string is missing, the
Ana: Congrats, Tendai! music sounds terrible.

Ivan: Tell me quick . . . what happened? Tendai: And if one team member is miss-
ing, forget winning!
Tendai: Our team scored three goals and
won the game. And guess who
scored the goals? All three of
them!

Darren: High fives to you, Tendai. And I sup-

pose you did it all by yourself!

150
 LESSON 5

NET KIDS SCRIPT

(for Lesson 5)

Ivan: Ana, we had some visitors from Ana: We do that all the time in our
America at our church. church.

Ana: Really? Ivan: Isn’t that disrespectful?

Ivan: They sang a song. It was . . . differ- Ana: No, it’s a way of showing agree-
ent. ment with what the speaker has
to say.
Ana: How?
Darren: G’day, everyone!
Ivan: Very . . . bouncy.
Tendai: And we worship God in different
Emiko: Do you mean rhythmic? settings. In Africa we often wor-
ship outside.
Ivan: Yes, Emiko. They didn’t stand per-
fectly still while they sang. Ana: Remember that Jesus worshiped
in the temple like other Jews.
Ana: How did you like it?
Darren: Yes, but He taught the people
Ivan: It was good. outside a lot. He found them in
the fields, by lakes, in the streets
Emiko: Ivan, when I visited America, I and wherever they would listen.
went to a church where people
spoke out loud, praising God and Emiko: Seems to me that the most im-
agreeing with the minister. portant thing is that we worship
God reverently and with our
Ivan: During church? whole hearts.

151
LESSONS 6-9

It’s About Grace

© 1999 JoAnn Herrington. Used by permission.

152
 LESSON 7

NET KIDS SCRIPT

(for Lesson 7)

Ana: Hi, everybody. Not sure how long I can stay. A bad storm’s heading this way.

Darren: G’day Ana; it’s warm and springy here.

Ulla: Ana, are you worried?

Ana: The news says the farmers are, because they’re not finished harvesting their
crops. If this storm hits them, it means high food prices.

Darren: Food prices are really high here. We’ve had terrible droughts. With no rain, the
crops haven’t grown.

Ulla: I read in geography that some of your droughts can go on for years!

Darren: This can be a hard place to live at times. Ana, what crops are in right now?

Ana: What? Am I a farmer? I’ve heard them talk about corn, soybeans, and peanuts.

Ulla: Yum . . . all the good foods. . . . You’re making me hungry. Be back in a minute.

Darren: You’re always hungry, Ulla!

Ana: Well, it is time to eat in Sweden.

Darren: Oh, yeah, the time zone.

Ana: Do you have a garden at home, Darren?

Darren: Just a few herbs growing in pots. You?

Ana: My dad has a small one in our backyard. He likes to grow things from his
country.

Darren: Our dog makes sure nothing goes in the ground—except his paws.

Ana: Sounds like your dog needs some training!

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LESSON 7

HEART PATTERNS
(for Lesson 7)

154
 LESSON 8

NET KIDS SCRIPT

(for Lesson 8)

Darren: I saw the most amazing thing.
Tendai: What?
Darren: A little boy almost drowned at the
beach.
Darren: When the boy started breath-
ing again, you could see the air
spreading into his body and his
color changing.
Tendai: That is amazing.

Ana: That’s terrible! How is that amaz- Emiko: It reminds me of the parable in
ing? this week’s lesson about
the yeast.
Darren: It’s what the lifeguard did.
Ana: Just a little bit makes the bread
Ana: Did he do CPR? rise?

Ulla: What’s that? Emiko: Exactly!

Darren: Cardiopulmonary resuscitation. Darren: Yeah, just a little air gave the boy
life again.
Tendai: It’s a fancy way of saying the
lifeguard blew air into the boy’s Ulla: I guess his parents were happy.
lungs or massaged his heart so he
could breathe. Darren: I guess he is too!

Emiko: What was the amazing part?

155
LESSON 9

RESPONSIVE READING
(for Lesson 9)

Leader: A man plowed a field.

Row after row the blade sliced the soil,
Laying it in neat hills, exposing dirt valleys
That would receive the seed.

Students: Suddenly metal hit metal.

Leader: A box, long buried, lay in its disturbed hiding place.

Students: The man opened it. Jewels and coins glistened in the morning sun.

Leader: Quickly he covered his find with dirt

And ran to his home.

Students: “Help me,” he cried to his wife and children.

“We’re going to have an estate sale.
Help me find all that will sell.”

Leader: They didn’t understand what he was doing,

Selling all that they owned
To buy a piece of land they could farm without owning.

Students: Until he took them to the hiding place.

Leader: He uncovered the treasure. He opened the box.

Students: Jewels and coins glistened in the sun.

Leader: You were not bought with silver and gold.

Students: No, we were not bought with silver or gold.

Leader: Your purchase price was the blood of Christ, shed on Mount Calvary.

Students: We are His treasure, hid in a field.

All: We are priceless; we are treasures; we are His!

156
 LESSON 9

TALKING TO THE MERCHANT

(for Lesson 9)

Have you ever wondered why Jesus died for you?

Read the following verses. Let them guide you as you fill in the missing parts in this “con-
versation” with Jesus.

Psalm 139:1-4

You: Is there anything about me that You don’t know?

Jesus: ______________________________________________________________________

Jesus: Is there anything about yourself that you’d like for Me to explain to you?

You: ______________________________________________________________________

Romans 5:8

You: How can I know that You love me?

Jesus: ______________________________________________________________________

Jesus: Why do you think I wanted to die for you?

You: ______________________________________________________________________

Matthew 13:44

You: What brings You joy?

Jesus: ______________________________________________________________________

Matthew 13:45, 46

Jesus: You are of more value than an exquisite pearl to Me. That’s why I died
for you.

You: ______________________________________________________________________

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LESSON 11

NET KIDS SCRIPT

(for Lesson 11)

Darren: G’day, gang . . . anybody here? Tendai: I would have run for a doctor.

Ana: I was about to leave, but will stay
a few more minutes.
Ivan: Hello, Darren. How was your day?
Darren: Yucky—but nice.
Ana: Huh?
Tendai: Details, please.
Darren: Was walking home from school
through the park. I saw this man
bent over double as if he was in
pain . . . he was calling out “Help.”
Ana: Me too. And not come back!
Darren: I stayed and helped him clean up.
Ivan: Good for you, Darren.
Ana: That was nice. But yucky! Have to
go now. Sure hope I don’t have to
help anyone like that.
Tendai: ’Bye, Ana. But I know you would
anyhow.
Darren: It wasn’t easy, but I felt so good
after helping him.

Ana: Was it a trick? Ivan: He probably appreciated your

help too.
Darren: No. I went over to him, and just as
I got there, he vomited. Darren: Whether he did or not, I hope he
feels that God loves him.
Ana: Now, that is yucky!

Ivan: I would have run away fast.

158
 LESSON 12

NET KIDS SCRIPT

(for Lesson 12)

Emiko: Ana. I’ve been reading the book to raise Himself up on His feet to
my friend sent about Jesus dying breathe or speak.
on the cross.
Ana: O how painful that must have felt!
Ana: How is it? Imagine, His feet were nailed to
the cross.
Emiko: Hard to read. And sad too.
Emiko: Yes, and so were His hands.
Ana: What part is hard to read?
Ana: What a painful death! Even the
Emiko: When it talks about dying on the thought of it is dreadful!
cross. It was very painful and took
a long time. Emiko: This shows how much He loves us
if He was willing to go through so
Ana: What was the most painful part? much pain for us.

Emiko: All of it! For example, Jesus had Ana: I’d like to read that book as well.

159
LESSON 13

NET KIDS SCRIPT

(for Lesson 13)

Tendai: Hello, everyone. Emiko: And gave him CPR?

Emiko: How are you, Tendai? Ulla: What’s that?

Tendai: Amazed. I saw a kid brought back Emiko: It’s an American term for cardio-
to life. pulmonary resuscitation. The
older boy filled his lungs with air
Ulla: What? so he could start breathing.

Emiko: How? Tendai: And someone else came and got

his heart going.
Tendai: He was playing in the river and
must have drowned. Ulla: Wow! That sounds like what Jesus
would do.
Emiko: Who rescued him?
Tendai: Except Jesus only had to speak.
Tendai: An older boy dragged him from
the water.

160