I Can Tell Others About Jesus Christ – Primary 2 Lesson #11

Objective:  To inspire each child to help others learn about Jesus Christ.

The link to the lesson is here.

 

In this lesson, the scriptures about the missions of the sons of Mosiah are a good foundation to build upon.  I’d also like to add some stories about Paul from the New Testament.  Paul suffered quite a bit of physical trial as a missionary but he endured because of his faith in Jesus Christ and his desire to spread the message of Christ.  A couple of Friend articles about Paul may be helpful  here and here.

Or, just go directly to the scriptures. This Primary 7 Manual lists quite a few scriptures you can choose from about Paul’s missions in the New Testament.

Not to be negative, but I’m not a huge fan of using pretend stories about “Tommy or Johnny or Susie” because they feel a bit plastic to me.  I’d much rather use true stories, such as one gleaned from this article about President Hinckley’s mission in England.  With the littlest of effort you can find other stories about previous Church president’s missions to include in this lesson.

For other resources about missionary work with a current perspective see the links. Most are from the Friend magazine within the last few years, and there are a couple of video clips from Mormon Messages.

I Can be a Missionary Now July 2009,  Friend

Being Like a Missionary January 1010 Friend

I can be a Missionary, Too.  February 2011  Friend

Missionary Maze  May 2011 Friend

Missionary to the Rescue  January 2010 Friend

Your Day for a Mission (YouTube Mormon Messages) (Maybe geared more toward 7 year olds than 4 year olds)

The Vineyard (YouTube Mormon Messages) (Maybe geared toward 7 year olds than 4 year olds)

I would close the lesson by bearing my testimony that as a convert to the Church I am eternally grateful to my sister’s example.  She was a missionary to me when she didn’t even know she was acting like a missionary.  She didn’t wear a missionary tag.  She didn’t receive an official “call.”  She didn’t say anything particularly powerful that caught my ear.  It was just her quiet but constant example that made all  the difference.  Anyone can be an example.  You just never know who will notice and become eternally grateful to you.

Sharing Time- March 2012- Week 4: I am blessed when I choose to follow the prophet.

Purpose: To help the children understand that we sometimes have to listen closely because the we have to exercise our brains sometimes and not just follow the crowd.  That we have to use our ears, eyes, hearts, and minds.

Activity: Play a thinking game.  They are simple to adjust and make up.  You just have the children do the opposite of what is normal.  Like when I say touch their knees, but really you have to touch your nose.  This requires the children to look and process information that is counterintuitive, and requires focus.  Another one would be when I say sit down you stand up, and stand up - you sit down.

Identify Doctrine: Before class attach small snakes to the bottom of the chairs of some students.  Then tell the story of Moses and the poisonous serpents (but don’t tell the solution).  Have the children look under their chairs.  Have the children who had a snake get up since they have been bitten by the snakes.  Ask them if anyone knows how the people were able to live even though they had been poisoned by the sakes.

Discuss the possibilities and then tell the children if they have not already told you how the problem was resolved.  Use the “choose the right stick and a bigger snake to wrap it around the choose the right stick.

Explain how this may have seemed silly to the Israelites or that they might have not listened.  But that it is important to listen so that we can know what the Prophet and those who love us, want us to make good decisions and to practice making choices when we are young – so that we can grow up and be happy and know how to make great choices.

Sharing Time- March 2012- Week 3: God’s prophets and apostles speak to us in general conference.

Jessica F.

 

Thoughts: To review the lesson from last week – “Recognize that the Apostles and the Prophet were once children who grew up to be adults and chose to grow their testimony of Jesus Christ”

Identify Doctrine: I will read D&C 93:11-16.  I want to emphases again to the children that it is possible and essential to grow our testimonies.  That even Jesus did not receive all of the knowledge at first, but that it took hard work and practice to learn the scriptures and to commune with God. And that in the pre-mortal existence we used our testimonies as our weapon to defeat Satan.  In Revelations 12:11, the scriptures tell us that we overcame Satan through the atonement and the power of our testimonies.  And that God’s prophets and apostles have learned of Jesus Christ and our Heavenly Father, and the Holy Ghost has borne testimony to them, just as the Holy Ghost can tell us that things are true.  That each and each one of them can grow a testimony of Jesus Christ and a personal relationship with God.

Encourage Understanding:

The I am going to show this movie on youtube of the testimonies shared in General Conference. This is really well done with pictures of Christ and soft music in the background.

And then close with my testimony of Jesus Christ.

 

Sharing Time- March 2012- Week 2: The First Presidency and the Twelve Apostles are prophets

Thoughts:  I wanted the children to recognize that the Apostles and the Prophet were once children who grew up to be adults and chose to grow their testimony of Jesus Christ.

Before Class:  Put Pictures of the 6 members of the quorum of the 12, and the First Presidency that I am going to spotlight on the board with his name underneath.

This link  is to the Friend and has the baby pictures of general authorities.  I picked the 6 for Jr and 10 for Sr. only because of size.  I blew up their pictures and printed them off.  With each picture there is short biography of each individual.

Identify Doctrine:  Explain that every Apostle and Prophet has been called to be a special witness of Jesus Christ.  Explain and ask questions about what it means to be a witness of Christ?

Activity: Pass out baby pictures to each class and have them read the short bio and try to guess what adult picture it goes with.  After each class has had the opportunity to read and guess have one person from each class come up and read the short bio and place the baby picture on the adult picture.  When all have guessed see who had guessed correctly.

Encourage Understanding: Discuss with the children how we can grow our testimonies of Jesus Christ, and how we promise to take upon ourselves the name of Christ, and that we can choose to act like Jesus everyday.  Personal Story about how to act like Jesus.  (If time allows have children share how they have acted like Jesus)

Short Biographies:

Thomas S. Monson: 

He relates this story about an experience in Primary:

“I remember that our deportment in Primary was not always as it should be. I had a lot of energy and found it difficult to sit patiently in a class. Melissa Georgell was our ward Primary president. One day she asked me if I would visit with her. We sat on the front row of the benches in the chapel, and she began to cry. She then told me that she was sad because the boys in particular did not behave during Primary opening exercises. Innocently, I asked, ‘May I help, Sister Georgell?’

“With a smile on her face and a twinkle in her eye, she responded, ‘Would you?’

“I told her I would. The Primary’s disciplinary problems ceased that moment,” he laughs, explaining that he had been part of the challenge.

Dallin H. Oaks: 

He was born in Provo, Utah, 12 August 1932, and grew up a worker. He began working for pay only three or four years after his father died, to help his widowed mother.

“I was blessed with an extraordinary mother,” he  recalls. “She surely was one of the many noble women who have lived in the latter days.” He lauds her as a woman of “great faith,” a “very skilled parent,” and a woman possessed of great natural executive ability. Many outside the family would agree. His mother  was known as a force for good in Provo, in both Church and civic service.

“She gave me a great deal of responsibility and freedom. She encouraged me to have a job,” . From the time he first worked for pay, “at eleven or twelve,” he has been continuously employed.

Russel M. Nelson:  His professional work included the positions of research professor of surgery and director of the Thoracic Surgery Residency at the University of Utah and chairman of the Division of Thoracic Surgery at LDS Hospital in Salt Lake City.

Henry B. Eyring: Born in Princeton, New Jersey, 31 May 1933, he has served the Church as a regional representative, a member of the general Sunday School board and a bishop. He holds a B.S. degree in Physics from the University of Utah and Master of Business Administration and Doctor of Business Administration degrees from Harvard University.

 Jeffery R. Holland: A student leader and varsity athlete at Dixie High School and Dixie College in his native St. George, Utah, he received his bachelor and master degrees in English and religious education, respectively, from Brigham Young University. He obtained master and doctor of philosophy degrees in American Studies from Yale University.

Robert D. Hales: He  was born in New York City. He is a graduate of the University of Utah and holds a master of business administration degree from Harvard. He served in the U.S. Air Force as a jet fighter pilot. He married Mary Crandall, and they have two sons.

 Richard G. Scott:  He was born November 7, 1928, in Pocatello, Idaho, a son of Kenneth Leroy and Mary Whittle Scott. At the age of 5, he moved with his parents to Washington, D.C., where his father served with the Department of Agriculture, later becoming an Assistant Secretary of Agriculture.

M. Russel Ballard:  His father was the owner of a Motor Company in Salt Lake City. “He had a profound impact on my life,” Elder ___ says. “He instilled in me the desire to work hard.”

That devotion to hard work showed up early in his life, recalls his sister, Ann Keddington. “He always had a job, even when he was little.” It started with cutting lawns, she says, and he took on more and more in the line of yard care until he got into something else.

Boyd K. Packer: He was born September 10, 1924, in Brigham City, Utah. He served as a bomber pilot during World War II in the Pacific Theater.

 L. Tom Perry:  He was born August 5, 1922, in Logan, Utah,  He received his B.S. degree in finance from Utah State University in 1949 and did graduate work there. His professional career was spent in the retail business where he served as vice president and treasurer in companies located in Idaho, California, New York, and Massachusetts.

Nursery Lesson #18 “I Will Love Others”

by Heather F.

My first exposure to International Women’s Day (IWD), March 8, was when my roommate from college came home from Russian class with a flower. While not widely celebrated in the United States, International Women’s Day is a worldwide event that occurs yearly and promotes peace and opportunities for women and girls. In Russia, it is common for women and girls to receive flowers on March 8 in celebration for IWD.

Because of this tradition, I thought it would be nice for the Sunday before IWD to talk about peace and make flowers. Lesson #18 in the nursery manual fit this theme very well.

To start the lesson, I will show a picture of Jesus with women. There are a few from the Gospel Art Book: Jesus and the Samaritan Woman, Jesus Raising Jairus’s Daughter, Mary and Martha, or Mary and the Resurrected Jesus Christ. I’ll probably say, “Jesus loved everyone and spent time with all kinds of people: men and women. He taught us to love each other.”

I really enjoy the lesson in the manual and using any of the activities or songs from the lessons is great. For our art activity, I am using this egg carton flower craft. We buy our eggs in pallets, so I had these lying around ready to go into the recycle bin.

It did not take long to cut out 20 “flowers.” We normally have about 15 kids in our nursery, so that should be enough.

With out pallets of eggs, I was able to make two different sized flowers and we’ll combine them into one with a dot of glue once the kids are done coloring them.

Because it’s near the beginning of the year, most of our nursery kids are young, so I will just have them color the flowers with crayons, but if you do this lesson later in the year, you might be able to use markers. I’m definitely not using paint! Can you imagine the mess?! If you’d like to go with an International Women’s Day theme, the IWD color is purple. The kids can then give the flowers to their moms, grandmas, aunts, or girl friends.

If you don’t have egg cartons around, use what you have: this is nursery, they won’t even remember it anyway! Tissue paper flowers would work, or even just having them color flowers on a blank paper. Make it easy on yourself!

I also think this activity would be great for Mother’s Day, Father’s Day, or even Grandparent’s day in the fall.

And Happy International Women’s Day this week!

Primary 1 Lesson 10 (Sunbeams) “I am Thankful for Trees, Plants and Flowers”

by Roberta

Link to Lesson at LDS.org

Objective:  To help children feel gratitude to Heavenly Father and Jesus Christ for trees, plants and flowers.

I think these simple lessons about the various parts of God’s beautiful creation are a lot of fun to teach.  For this lesson about trees, plants and flowers, I’m following the lesson’s suggested outline for the most part:

First, I’ll discuss that trees, plants and flowers were created by Heavenly Father first spiritually and then created physically in the world by Jesus on the third day of creation, who followed Heavenly Father’s plan.  All these things were created for man to be useful and also to please man’s eye and gladden his heart (D&C 59:18).  I’m going to explain that the part I love most about trees, plants and flowers (aside from their fabulous uses) is their amazing variety.  I am so happy to have so much diversity to enjoy, so much varying texture and color.  When I look at trees, plants and flowers in the world I know that Heavenly Father loves diversity, too, and that He derives great pleasure from mixing them together in just the right way to create an incredible view.  I will show photographs of some amazing natural displays of trees, plants and flowers.

The lesson suggests including the “popcorn popping” song during the lesson, but I’m going to skip it only because I want to have enough time to cover several scriptures that involve trees and plants as key elements.  Here is what I’m adding for a scriptural emphasis:

Genesis 6:  Noah’s ark  (I’ll show a picture and I’ll ask what the kids think it’s made of).

Exodus 15:22:   The Israelites have been wandering in the wilderness and are thirsty.  They come to a pool of water that is very bitter.  Moses prays and is told to throw a nearby tree into the water to make it sweet.  (I’ll show a picture of a tree and ask the kids questions about how they think that tree grew there in the first place since it’s a dessert-ish area).

Exodus 3:   Burning bush at Sinai  (Did the bush really burn?  I may ask them why God used a bush and not a rock…just to hear their answers and to observe their thoughts)

John 19:  The cross used to crucify our Lord.  I will ask the kids what the cross was made of?  A plant, tree or flower?  Today, when we visit the gravesite of a loved one, we bring flowers to make it more beautiful and as a symbol of our love for that individual.

Mark 16:1:  Mary at the selpulchre to annoint Jesus’ body with herbs.  What are herbs? (I’ll bring a variety they can smell and touch)  Where do herbs grow?  Why would Mary use herbs on Jesus’ body? What are perfumes made from?

Genesis 2:  Tree of Life and the Tree of Knowledge of Good and Evil in the Garden of Eden.  Symbolic uses of trees to mean choices and growth.  Trees are often used in the scriptures as metaphors to teach important lessons because of the many uses of trees in our world.

For an enrichment activity I will bring paper cups, potting soil and seeds for the kids to plant seeds.

Sharing Time- March 2012- Week 1: God Speaks Through Living Prophets

I wanted to emphasizes that God speaks through prophets, but that we are responsible to know what the prophet says and that we can ask God directly to know if it is right and the Holy Ghost will tell us.

Identify Doctrine:

1-Invite a child to come to the front of the room. Tell the other children to follow his or her instructions. Whisper simple instructions to the child, such as “Tell them to clap three times” or “Tell them to stand and march in place.”  Do this once or a few times with different children depending on time and attention spans.

2- Explain that in the scriptures God has told us how each and every one of us can know when something is true.  (James 1:5) That Joseph Smith followed this scripture and prayed and his prayers were answered.

3-  Have another child come up (can be repeated) and do the same thing that was done in step 1.  But this time ask the children how they can know if what the person acting out was really what I said for him/her to do?

Answer Ask me.  Just like when we hear something we can ask God if it is true.

Question: How do we talk to Heavenly Father to know if something is true?

And then when we ask we will know in our hearts that we can make good choices and that we used the scriptures to know that we should ask God in prayer.  We can feel the Holy Ghost when we learn something or hear something that can help us be more like Jesus.  That we are blessed to have a prophets on the earth, and that we need to listen to what he says.  But that we also need to ask if something is true.

Sharing Time- February 2012- Week 4: Church Members are Blessed for Choosing the Right

Jessica

Link to Sharing Time Outline 

Thoughts: I love to have children be the voice and share their stories about faith in their own lives.  With all my heart I believe that we need to teach our children how to reflect on their own lives and to share the principles that they have learned.

A few days a ahead of time I call the children in primary.  I like to split into groups and have the kids telling the stories rotate and the kids on the groups stay where they are.  I like to have no more than 5-7 kids per group.

I have each child to plan for a 1-2 min sharing (repeated for x number of groups).  I give the families a lot of flexibility.  I just told them that their child will need to share a story about how they chose the right, or a story where they had to make a choice and how they decided and what happened as a result.  They may bring a visual aide, write it down and read it off the paper or what ever  they feel comfortable doing.

I find that children sharing with children make the stories more real and developmentally appropriate since all the children are much more likely to experience something similar.

Sharing Time- February 2012- Week 3: Nephi was blessed for choosing the right

Jessica

link to sharing time outline 

 

Thoughts:  In current research about faith and spiritual development in children it is important for children to know and internalize stories of faith.  And to liken them to their own lives.

This week I plan on having three children explain the scripture stories listed below.  I like to have children plan on doing this ahead of time.  Normally 1-2 days is enough time for families.  I like that each child learn the story at home and then is able to teach it to the class.  Normally in jr. primary I do need to help with the story.  I also encourage the child to bring a picture  to show to the class or an object to help with the retelling.

Identify Doctrine

1 Nephi 16:18–24, 30–32

1 Nephi 17:8, 17–18, 48–53

1 Nephi 18:9–21

 

Encourage Understanding:

After each story on the board I write what was the problem in the story (what needed to get fixed)

What were the choices that Nephi faced.  There is always more than one.  He could have always not done it.  Sometimes this is hard for the kids to understand that there is choice to not do anything.  Normally with the little kids I only try to get them to see two choices.  But the older kids are much better at seeing multiple choices.

What choice did Nephi Make?

Why is it important that Nephi made good choices?  What were the consequences of making good choices, what would the consequences have been if Nephi chose another option.  Like he did not go and look for food?

Nephi practiced making good choices.  Why is it important that we practice making good choices.  How can we practice making good choices?

 

Sharing Time- February 2012- Week 2: Jesus’s disciples were blessed by choosing the right.

Jessica

Link to Sharing Time Outline

Thoughts while preparing this lesson.  The last few weeks I have been studying President David O. McKay’s teachings on agency.  I have thought and reflected on this years theme “Choose the Right”  and how important it is to teach our children to use their agency well.  And I have decided that for my lessons this month and for the rest of the year I will try to focus on how to teach children to see how they can become good agents for themselves and how they can learn how to act and not to be simply acted upon.

Identify Doctrine

The following scriptures are provided in the outline

Luke 10:38– 42 (Mary) and I will add Martha.  ( I think that the scriptural interpretation of Martha is too harsh)  That both picked a different way to serve, but that we have choice.

Matthew 4:18–20 (Peter and Andrew)

Acts 9:1–9, 17–20 (Paul)

Plan ahead of time to have some of the older children read or summarize the scripture or ask a few teachers to read.  I am planning on doing one story at a time to make it less confusing for the children.  It may be that one story takes up more time than the others.

Encourage Understanding:

I am planning on using my own version of the game of life for this month, but it would work just as well to use the “choice and consequences” stick from January.  The idea is that I want to emphasize that the people in this story had more than one choice and that they chose to act.

Example: Mary and Martha (props: cooking items; object lesson have some kids try to build something or cook something while trying to pay attention to the lesson)

Read Luke 10:38-42

Question: Who are the people in this story

Answer: Mary and Martha, and Jesus

Q: What was going on in the story?

Q: What was Mary doing when the story began?

Q: What was Martha doing?

Q: Why was Martha upset with Mary?  Do you think that you would be upset if you had to clean up and cook food and no one was helping you?  Back then cooking took a lot of work. It would take most of the day to make food for dinner.  What would have happened if there was no food for dinner?  Is cooking food a form of service?

Q: What did Jesus tell Mary and Martha?

Q: What could have been other ways that Mary and Martha could have both listened to Jesus and still made dinner?

Q: Is there anything that we can do to be better listeners to Jesus?  (helping share the work maybe).