Below you will find some ideas & we will continue to add more.
Please comment below if you have an object lesson to share.
Super easy to make the plan of salvation on paper, if they can laminate them GREAT, if not.... no biggie, put on card stock, glue to cardboard, write on a chalk board or just simple paper.
https://www.youtube.com/watch?v=NYI8Zwi42gk
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here is an object lesson for repentance:
https://www.youtube.com/watch?v=IJJHFRzIgU0
A few years ago my husband showed our missionaries something he learned and used on his mission. It was fascinating.... A good object lesson that goes along with working on your testimony or losing your testimony. *** If you take cornstarch and water and mix them together, you can pick up the cornstarch and mold it into a ball as long as you keep molding it without stopping. As soon as you stop, it runs all over. Just like when you stop obeying or sharing, the testimony goes away.
The sister missionaries used food color and vinegar the other day to talk about repentance and forgiveness. They took a small clear cup and added a few drops of red food color as they talked about our sins of ommission and commission. They liberally added one or two drops per sin. Then they talked about repentenance and the death of christ by adding vinegar to represent christs blood and sacrifice. The vinegar cleans the water over a period of a few minutes. Water is mostly clean when it's done.
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"Jenga blocks! I'll post a diagram. Each word/phrase is a different block and are stacked vertical or horizontal depending on the direction that the word/phrase is going. So you stack the blocks like so, and then you briefly describe the blocks as you stack them. Then you have the investigator pull out the block labeled "Book of Mormon." The whole structure will collapse, at which point you can talk about the Book of Mormon being the keystone of our religion. When I was being taught, the missionaries used this illustration, and it really stuck."
from - Alexis Milam
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Testimony Glove
https://www.lds.org/friend/2008/10/testimony-glove?lang=eng
Have you ever worn gloves? Some gloves protect your hands when you work. Other gloves keep your hands warm. Another kind is worn when playing a sport. In this activity you can make your own “testimony glove” to help you remember five parts of your testimony.
A testimony is a spiritual witness of the gospel’s truthfulness given to us by the Holy Ghost. There are essential parts to a testimony. If you have a desire to believe those things, your belief can grow into a knowledge that they are true.
My Testimony
- 1. I know that God is our Heavenly Father and He loves us.
- 2. I know that His Son, Jesus Christ, is our Savior and Redeemer.
- 3. I know that Joseph Smith is a prophet of God. He restored the gospel of Jesus Christ to the earth and translated the Book of Mormon by the power of God.
- 4. I know that The Church of Jesus Christ of Latter-day Saints is the Lord’s Church on the earth today.
- 5. I know that this Church is led by a living prophet who receives revelation.
(click to view larger)
Left: Photo illustrations by Sara Graham, Kyungyeol Park, and Mary Kay Stout; Above:The First Vision and Jesus the Christ, by Del Parson; detail from Joseph Smith, by Alvin Gittins; photograph by Eldon Linschoten; photograph by Busath Photography; background © PhotoSpin
Instructions: Find a white glove. * Cut out the pictures on this page, and mount them on heavy paper. Put the glove on. As you say the five parts of a testimony, one by one, attach a picture to a glove finger, starting with the thumb. You can attach the pictures to the glove using Velcro, tape, glue, safety pins, snaps, or string.
As you develop your testimony, don’t be afraid to share it! As you bear your testimony, you can use phrases like “I testify that …” or “I know that …” Your testimony will grow stronger when you share it with others.
Note: If you do not wish to remove pages from the magazine, this activity may be copied or printed from the Internet at www.friend.lds.org.
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MORE IDEAS - - - -
3 Options
3 Options
-Hide items under seperate boxes or behind different doors (if you have that many in your classroom). -Label each box #1, #2, #3 -Ask for volunteers & let them know if they do this, they will have agency to choose which box they want, but once they open it they must accept the resposibility that lies underneath. -Let each volunteer come up & choose a box. If they get the windex, they have to clean the window. If they get the lemon oil, they have to dust the table/piano. If they get the candy bar, they can sit down & eat it. -Explain: we all have our agency to choose whatever we want, but once we have made a choice we are committed to it, whether it be fun or not.
Abrahamic Covenant
I'm teaching lesson 5 for the Family History class. I'm using a handout already on your website for the portion on WHO Abraham is (Title: Abraham Isaac Jesus - Valiant Handout). Then I used that format to make the 2nd page/flip side to show the covenant with Abraham. Column 1 says, "Abraham's posterity may always have: the blessings of the gospel (temple photo), the blessings of the priesthood (Pres. Hinckley photo), the blessings of eternal life (Christus photo) Column 2 says, "Responsibilities of Abraham's posterity: Keep the commandments (scriptures), endure to the end (pioneers), Believe in Jesus Christ (Jesus), Be spiritually minded (thoughts-actions-habits-character diagram), and marry in the temple (family in front of the temple photo)
"A candle loses nothing by lighting another"
This is a simple and easy, yet thought provoking object lesson. It can also be applied in many different ways. Start by lighting one of the candles, ask for a volunteer and give them a candle. Then light the other candle from the candle already lit. What did they observe? Did the candle lose any of it's momentum from sharing it's flame. No, in fact it shines brighter. Hence, "a candle loses nothing by lighting another candle." I have used this in my lessons about service and how it is the person doing the serving who, by sharing their flame, burns brighter and gets the most out of the experience. Also enabling the person they are serving to light the way for others. It can also be compared to the light within us that gospel brings and sharing that light with others through missionary work and being a disciple of Christ. It could also be compared to preisthood blessings, the sacrifices made by our Savior or our Pioneer ancestors, being a good example or any other subject where giving, sharing, or service is involved.
A Change of Heart
I presented this object lesson as part of the YW lesson entitled A Change of Heart. As I was setting up the table, the girls got excited when they saw the plate of cookies. And as I expected, they didn't seem to notice the bag of carrots that I set next to it. When it came time in the lesson, I reminded them of their enthusiasm for the cookies, and then pointed out the carrots. I explained that for many people in the world, the cookies are like worldly desires and the carrots are like church. They are willing to eat the carrots (or go to church), but it's not what they really want or get excited about, even though the carrots hold all kinds of good nutrients and are very good for them. The cookies, on the other hand, offer almost nothing in way of substance, and yet that is what we desire to eat. I told them that I could probably spend the next hour talking in detail about why they should choose carrots instead of cookies, and I might even be successful in convincing them to pick the carrots, but that no matter what I said, I would not be able to make the carrots look better than the cookies. (Actually, one of the girls said that for me, which drove home the point really well.) I then explained that when we have a true change of heart, there is a miraculous change that causes carrots and all their nutrients to appear as delicious as the cookies; and the cookies and all their detrimental health qualities to actually become unappealing. This can't happen by a teacher talking to them and telling them about the gospel, it can only happen from the inside, with a true change of heart.
Addiction
Give every member in your class a piece of hard candy (like a Jolly Rancher or Life Saver). Tell them they can't swallow, no matter what. Continue on with your lesson for about five minutes. Explain that this is how addiction is. The object of your addiction is constantly on your mind, like the desire to swallow when the candy was in their mouth. When the candy was in their mouths, that's all they could think about. They probably didn't even notice what was going on around them or hear what was being taught because they were so distracted. Addictions may not be obvious to those around you, but you can feel them in your mind -- they are a subtle distraction from life. Unlike the candy which will become smaller and eventually dissolve, an addiction will grow and grow until it overpowers your agency. You will need help to overcome it -- from the Bishop/Branch President, counselors, friends, family, and most importantly, the Savior.
A heavy burdern
Show the class or family the backpack and ask one person to put it on. Then hand them one book and ask them if they think it is very heavy or not. Put it in the backpack and ask the volunteer to estimate for how long he or she would feel comfortable carrying it around. Then start putting in more and more books. Describe the each book like this (use examples adapted for the age level and maturity of your class): This book represents when your teacher accused you of something you didn't do. This book represents the neighbor that said something unkind to you. This book represents the brother that broke your favorite toy, etc. Put as many books as possible into the back pack until it is loaded up and very heavy. If you have more books, put them in the volunteer's arms. Then ask the volunteer how long they could carry the backpack comfortably now. Go on to teach that carrying grudges and staying bitter and mad at people does not empower us and help us in any way, but it is a heavy burden that makes it more difficult every day to remain close to the spirit and to live joyfully. Describe how the the Savior's Atonement can free us of our burdens while you remove the books.
Airplane lesson - finding your life's destination
This is a talk given by 11 year old Alex. The idea was based on Our Destiny November 1999 Ensign First you make two paper airplanes. One needs to fly very straight and true. The other needs to look a little battered and fly more in loops. There are patterns out there for making the different types. Then here is the lesson: Imagine a plane taking off, the plane is in perfect condition the crew is trained and they have flight plan. If you get on this plane your sure to get to your destination. Now, imagine another plane taking off it doesn’t really have a place to go. It’s not in good shape. Its crew is a bunch of high school kids who have just graduated and have not been properly trained yet. If you get on this plane your almost sure to not reach your destination. The first plane is god’s plan of happiness. Just like in the plane the church has leaders who are called of god. Just like the flight plan, gods plan of happiness is clearly written out in the scriptures. If we get on this plane, then we will be happy, and reach our destination of living with God again. The second plane is the world. It has no destination, no plan, no consistent direction or standards. One month the world wants Pokemon, next it wants Pogs. One year the world wants Harry Potter, next it wants Animorphs. Everthing is subject to the whims of popular culture. The passsengers on this plane don't know where they are going, so they never know if they get there. According to Elder L. Aldin Porter Of the Presidency of the Seventy: " One cannot make wise long-range decisions unless one understands that there is purpose here and recognizes that he must understand at least some aspects of the merciful plan of the great Creator. The Lord has given us instructions and commandments to help us fulfill the destiny which He envisions for us." If I were a passenger with a specific destination, I would pick the one with trained pilots and a flight plan. I would feel safer and more secure the God's plan of happiness. Then read this scripture: Eph. 4:11-14 and bear testimony. Source:http://www.geocities.com/Heartland/Flats/4746/lessons.html
Anger Bounce Back at you
After having a discussion with the students on what makes us angry, we searched Alma 20:8-15 for reasons why King Lamoni's father became so very angry with his son. We discussed reasons he may have been angry and then we discussed ways to avoid being angry. We read a few scripture references that give guidance on not allowing anger to control you.
I then showed them several balls of different sizes and made of different materials. I told them that they all bounce. Some bounce higher, harder, farther, and with greater force than other balls. I told them that their anger was like a bouncy ball.
I asked for a volunteer to come up to the front of the room. I gave them a green bouncy hard ball and had them bounce it the entire time I read the following story... pausing at significant points to emphasize the drama of the story. The story is entitled Anger Bounces Back by Jed Layton and is found in the New Era Jan 2006 24-25.
When we got to the part where the author is about to throw the ball out of the window, my science students were alert and aware of why this was not a good idea.
It was a very captivating way to get their attention on how anger bounces back.
A Pebble in your shoe
As our YW come in the room, I put a pebble in their shoe and a DumDum in their mouth and ask them to walk around the room before sitting down. After they are all seated, I ask them to tell me about their walk. Everyone of them said that the pebble hurt their foot, not ONE of them mentioned how sweet the DumDum is.
Apostasy and Restoration
The period of time when the true Church no longer existed on earth is called the Great Apostasy. (Gospel Principles, Lesson 16: The Church of Jesus Christ in Former Times) Priesthood authority was restored to the earth by Jesus Christ through the prophet Joseph Smith. That has a lot of big words. What does it mean? Pretend that this building (Show the simple block building without the "Authority/Priesthood" block) represents the Church as Jesus organized it when he was on the earth. The church cannot be organized correctly without the priesthood (add the "Authority/Priesthood" block). The church must be “built upon the foundation of the apostles and prophets, Jesus Christ himself being the chief corner stone" (Ephesians 2:20). If the priesthood is gone, the church is not built the way Heavenly Father wants it to be organized. After Jesus returned to Heaven, wicked people tried to destroy the church. Many people changed the way the church was organized. (Move the blocks around) People taught their own ideas instead of Heavenly Father's. Jesus's Apostles were killed. The perfect church Jesus organized was broken. (Knock the block tower over) The priesthood was finally taken from the earth because the people were so wicked. (Find "Authority/Priesthood" block and take it back.) Many people tried to rebuild Jesus's church, but they couldn't build it just right. Without the priesthood, the church can't be built correctly. (Build a building without the "Authority Priesthood" block.) People lived a long time without the priesthood. They forgot how much Heavenly Father loves us. They forgot and changed His commandments. They changed Heavenly Father's ordinances, like baptism and the sacrament. They even forgot why we came to earth. People were very confused. Heavenly Father knew the Great Apostasy would happen, and He prepared a way for the gospel to be restored -- He prepared a way to rebuild His church correctly. When he was 14 years old, Joseph Smith asked Heavenly Father which church he should join. The Savior told him not to join any church because the true Church was not on the earth. Jesus told Joseph that that he would help organize the true church again. John the Baptist came in 1829 to ordain Joseph Smith and Oliver Cowdery to the Aaronic Priesthood (see D&C 13; D&C 27:8). Later, Jesus' Apostles Peter, James, and John, gave Joseph and Oliver the Melchizedek Priesthood (see D&C 27:12–13). Through this Restoration the priesthood was returned to the earth! (Build the tower correctly, with the "Authority/Priesthood" block) The church was organized again like Heavenly Father wants it. Heavenly Father has promised us that since the church has been restored, it will never be destroyed again (Daniel 2:44). (see Gospel Principles, Lesson 16: The Church of Jesus Christ in Former Times and Gospel Principles, Lesson 17: The Church of Jesus Christ Today) ** This would be an especially effective object lesson if when you removed the "Priesthood Authority" block the structure collapsed on its own. -- Jenny ** ** You may also want to consider labelling some of the other blocks "apostles" or "seventies" or whaveter if you are using this lesson to teach the offices of the priesthood. -- Jenny**
Apostasy and Restoration of the Gospel
Begin with the Rubik's cube puzzle solved. As you talk about the apostasy turn the rubiks cube until all of the colors are mixed, illustrating the point that parts of the gospel that were lost or confused. While you talk about the importance of each part of the gospel and the church return the cube to the completed state representing the restoration of the gospel.
Apostasy and the Restoration
Give one student the marker and the plate. Ask the students to list the things necessary in the true church / Christ's gospel (i.e. apostles, revelation, baptism by immersion, etc.). As items are listed, the student with the plate will write those items on the plate. When the class has run out of ideas, show the plate to the class and indicate that the plate is complete and whole...just as Jesus' church was when He was alive. Then place the plate in a bag, and have another student come up and strike the plate a couple of times with the hammer (it should shatter into many pieces, hopefully large and small ones). Then pull out some of the pieces and try to put the plate back together. Point out that even if you glue the plate together, there will still be some pieces missing...it will never be completely whole again without a restoration of all the missing items. If you are really clever, you will have another (unbroken) plate with the items written on it that you can pull out as the "restored" plate.
Apply- Look for ways we can apply this priciple mentioned to our lives
Before starting class I just asked if anyone needed lotion as I stood with the bottle at the front of the class. As they said I do I walked around and gave all who needed a squirt. Then as I put the lotion away I asked who could tell me as we find principles in the scripture block (Section 93 is where I was) what we are going to try and do. "Apply it to our Lives" Simple but whenever they ask for lotion we all remember the that Object Lesson. This can be used with any lesson really.
Appropriate Sabbath Activities
Announce to the class that you will be having ice cream sundaes. Provide bowls and spoon and dish out the ice cream. Then put out the icky toppings such as pepperoni, chopped onions, grated cheese, BBQ sauce and some cheese whiz. The students will gross out! Ask them "What's wrong, don't you like cheese?" or onions, pepperoni. They will answer to the effect of "Yes, but not on ice cream!" The stage is set to discuss the Sabbath day and that while some activities we do during the week aren't bad activities, they are just not appropiate for Sundays. You can also use this object lesson to teach appropriate bahavior during lessons or mutual activities. Source:http://www.geocities.com/Heartland/Flats/4746/lessons.html, some additions by Jenny Smith
Are you Paying Attention?
Display a picture of a bird and a quarter. Then tell the following story:
Two men were walking down a busy city street. The one asked the other, "Listen to that bird." "I don't hear a bird," the other replied. "No, you must listen harder." The second individual listened very carefully and after a few seconds, he finally heard the bird amongst the hustle of the street.
The first individual asked, "Do you think THEY hear the bird?" The second man looked around at the rushing pedestrians racing past them. "No, probably not." "Now watch this." The first gentleman flipped a quarter, allowing it to fall to the ground. Scads of people stopped and looked for the fallen coin. "Amazing," came the reply of the second man.
How often do we walk through life, with our minds and hearts attuned to the material things of life? (i.e. worries about money or prestige?) Or perhaps better worded, how often do we listen for the things of God? Are our ears attuned to hear His voice? (http://seminaryclassnotes.blogspot.com/2006_03_07_archive.html)
Are you worth $20.00?
A well-known speaker started off his seminar by holding up a $20 bill. In the room of 200, he asked, "Who would like this $20 bill?" Hands started going up. He said, "I am going to give this $20 to one of you, but first, let me do this." He proceeded to crumple the dollar bill up. He then asked, "Who still wants it?" Still, the hands were up in the air." "Well," he continued, "what if I do this?" And he dropped it on the ground and started to grind it into the floor with his shoe. He picked it up, now crumpled and dirty. "Now, who still wants it?" Still the hands went into the air. "My friends, you have all learned a very valuable lesson. No matter what I did to the money, you still wanted it because it did not decrease in value. It was still worth $20." "Many times in our lives, we are dropped, crumpled, and ground into the dirt by the decisions we make and the circumstance that come our way." We feel as though we are worthless. But no matter what has happened or what will happen, you will never lose your value: dirty or clean, crumpled or finely creased, you are still priceless to those who love you." Keep this in mind: The worth of our lives comes not from what we do or who we are, but by whose we are! You might use 2 Corinthians 4:18: "While we look not at the things which are seen, but at the things which are not seen: for the things which are seen are temporal; but the things which are not seen are eternal." (I can't find a name or original source for this story. It's a common one spread throughout the internet by email, so I don't know if it's just an inspirational story or a description of an actual event. I did see that apparently Rev. Gary Bagley used it in a speech, giving credit to a website www.coffeeintherain.com that no longer exists. I think it's a good enough object lesson to include here, even without a source. - Jenny)
Armour of God
Pretend like the glass of water is the world. Have the class give examples of sin in the world (smoking, swearing, not telling the truth, etc.) As they are giving examples, shake pepper into the glass of water. Talk about the advice given by prophets to be in the world but not of the world. Take your index finger and put it in the water. Let the class see that it is VERY hard not to become "of the world" (the pepper will stick to your finger) Then wipe off your finger and talk about the armour of God. Tell the class how it can protect you from the world if you put on the "whole armour of God" (D&C 27:15; Eph 6:11) Explain to the class that the sandwich bag is the armour of God. Discuss things we can do to put on the whole armour. Rub your finger in the bag with the dish soap (also a bar of soap will work but not as good) Then place your "protected" finger in the glass. (all of the pepper is repeled from your finger and none sticks to it when you pull it out)
A Rug and Eternal Perspective
I recently read the book, Angel Children, about a mother who loses her young infant. In it, the author, Mary V. Hill includes a story from Melvin J. Ballard that goes...
"I remember going to a carpet factory where they were making beautiful rugs. I approached from the seamy side. The shuttle was flying back and forth and the warp and woof were being made but there was not any design there. It was all ravelings and ends. It was just like life. When I stepped around on the other side it was another picture. It was the same operation - the same things exactly, only this was the design side. The color was blending; the figure was developing. There was not any failure there. We look at sorrows and we think they are tragedies, but we are only looking at things from the seamy side. There is another side to the picture, the designers side - God's side. And there are no blunders there.
Some day we will see it. Some day we will be able to say, "The Lord liveth! The Lord giveth and the Lord taketh away. Blessed be the name of the Lord!"
I found a rug to use as a visual aid as I read this story to our Young Women. You could also use a tapestry or other item that has a beautiful distinct pattern on one side, and a dull, or disarrayed back side. The young women were able to see how God's perspective is so much different than ours... how this life may seem hard and ugly to us, but how He sees the beautiful person we are becoming.
Ask and You Will Receive
(Put a quarter on your head) Tell the children that whomever can get the quarter off your head without touching you can have it. When they cannot get the quarter, tell them that if anyone of them had asked, you would have handed him/her the quarter. The Bible says "Ask, and it shall be given you" Matthew 7:7 (see also verse 8). God desires to share His blessings with us, but we must ask in order to receive. For more lesson development (why we don't get answers to prayer, why God answers prayers, and some scriptural examples), cross-reference: Matthew 21:22, John 16:24, James 4:3, 1 John 3:22, I Nephi 15:11, Alma 7:23, 3 Nephi 16:4, 3 Nephi 18:20, Moroni 10:4, D&C 8:1, D&C 14:8, D&C 35:9, D&C 42:3, D&C 42:61, D&C 49:26, D&C 88:63, D&C 124:95, and D&D 103:31 (good one).
Atonement
To teach the atonement I gave each girl a bag of sugar as a present just for coming to church at the beginning of the lesson. I told them just like they recieved a present from me for coming to church, everyone who has ever lived on the earth gets a present from Jesus Christ just for coming to the earth because of his atonement on our behalf. However, if we would like something better in the end, we need to work for it. Eternal life doesn't come without hard work and perserverence while here on earth. We need to keep the commandments, repent, etc. to gain celestial glory. This part of the atonement is conditional on what we do in our lifetime. At the end of the lesson is something much better than your bag of sugar, but to recieve it you must work hard during the lesson. Everyone who wants to recieve this extra special gift at the the end, must make at least one comment, read a scripture, or share a personal experience during the lesson, and your gift will be given to you at the end of the lesson. At the end of the lesson, reiterate that the Atonement was made for everyone, but only those who are willing to do what's necessary to gain eternal life will do so.
Atonement, our own efforts can never be enough
To teach children that it is only through jesus Christ that we can return to live with heavenly father, our own efforts are not enough. Place two circles of card on the floor, far enough apart that none of the children will be able to jump from one to the other in one jump. Explain that one circle represents us here on earth, and the other the celestial kingdom where heavenly father lives. Place a treat on the 'celestial kingdom' circle and challenge the children to jump from the 'earth' circle to the other without touching the floor, in order to gain the treat. When they have tried unsuccessfully, place a third circle in the centre between the other two with a picture of Christ on it. Ask them to try again using the middle circle to help them make it across without touching the floor. After they have all had a treat, explain that without Christ we can not possibly make it back to our father in heavenly no matter how hard we try. The 'jump' is just too far. We have to rely on the saving grace of Jesus Christ to get us there.
Bad habits are hard to break
Take a spool of thread and wrap the thread once or twice around the volunteer's fingers or wrists. Have them break the thread. This represents bad habits. When we first begin a bad habit like smoking, or even something as simple as watching an inappropriate t.v. show or using foul language, it is easy to break. Now wrap the thread around many many times and see if the volunteer can break the thread. If we let bad habits go on and on, we lose the power to easily return to something better. It requires more will power and may require help from someone else. Don't give up your freedom and power by remaining in your bad habits. The Family Home Evening manual uses this lesson to demonstrate the web we create when we tell lies. Honesty, FHE Manual, p 194. Source:http://www.geocities.com/Heartland/Flats/4746/lessons.html, some additions made by Jenny Smith
Bad Habits are Hard to Break
This object lesson works best for senior primary aged kids through adults. Choose a member to help you. I usually always choose a gentleman who looks like he is fairly strong. Hand him one sheet of paper and ask him to rip it in two. Obviously he will be able to accomplish it easily. Then hand him the ream (or several sheets of paper) and ask him to rip the ream into two. Unless he has Herculean strength he will not be able to. If time allows I will slowly add to the stack and ask him to rip. He generally has an easy go until the stack gets bigger.
Bambi's Mother
This is a great object lesson for older kids that won't be hurt by the reminder of what happens to Bambi's mother. Cue up the video to the part before Bambi and his Mother go into the meadow. Show the video but stop it before the hunter comes. When you stop the video, ask the kids what they would tell Bambi (or his Mom) if they could. Usually the kids say that she needs to get out of there. Ask them how they know what will happen next. (because they've seen the movie before) Explain that the prophet has "seen the movie" and he has important warnings for us. This object lesson can also work if you use Snow White and the witch with the poison apple. I tamed it down for younger kids by talking about the Three Little Pigs and the wolf. We talked about how the prophet tells us to build a house of bricks.
Baptism is the Key
Materials needed:
A lock and key for the attention activity (for example, a padlock, diary, jewelry box, or suitcase
A cutout copy of a paper key with the word Covenant written on it
Display a key. Ask the children what a key is used for. You might have a child use the key to open a lock. Hold the paper key so the children cannot see the word Covenant, and tear it in half. Explain that a key would not work if you had only half of it. Turn the pieces of the key over to show the word Covenant. Ask the children if they know what this word means. Explain that in the gospel a covenant is a sacred agreement or promise between Heavenly Father and his children. When we keep our covenants with Heavenly Father, he will always fulfill his part. But if we do not keep our covenant promises, the covenant is broken. Keeping our baptismal covenants is a key to blessings and eternal life. Explain that eternal life is becoming like Heavenly Father and living with him forever. Explain that as the children learn of Alma and his people they will be reminded of their baptismal covenants and how they can better keep them.
From (Lesson 12: Alma Baptizes at the Waters of Mormon,” Primary 4: Book of Mormon, (1997),39
And here's a quote: "“Baptism is a holy ordinance preparatory to the reception of the Holy Ghost; it is the channel and key by which the Holy Ghost will be administered. The Gift of the Holy Ghost by the laying on of hands, cannot be received through the medium of any other principle than the principle of righteousness." History of the Church, 3:379; paragraph divisions altered; from a discourse given by Joseph Smith on June 27, 1839, in Commerce, Illinois; reported by Willard Richards.
Also this lesson from the seminary manuals invites teachers to draw a door on the board and then describe the symbolism of keys, one of which is the Key of Baptism. The key opens the door so we can live with our Heavenly Father again.
Baptism object lesson
Hold up the pure white egg and tell how we all come to the earth pure and unblemished. As we grow, we make mistakes which tarnish us.Take the crayons and make marks on the shell of the hard boiled egg as you mention possible sins-lied to my mom, hit my brother, cheated on my homework, said a bad word, stole candy from the store.(Do not use markers as they will bleed through the shell.) Then hold up the egg so all can see the blemishes. Carefully peel the egg to show how baptism allows us to shed our wordly self and become pure and unblemished again. Tell the child being baptised that today they will make mistakes in their life, but because they have been baptised and washed clean, they can renew those covenants, repent, and become clean each week by taking the sacrament.
Be Aware of the Germs
To show how easily germs and viruses can be passed on, I put about a teaspoon of honey in a small piece of plastic wrap and squeezed it into the palm of the first girls hand. I then had her shake hands with the girl next to her and then each girl would turn and shake hands on down the line. The honey was still very sticky by the time it reached the last girl and the point was made in a fun way. I provided baby wipes after and stressed to wash hands often, warm water, lots of soap, sing happy bithday or twinkle twinkle little star twice to make sure you are washing long enough and gave each girl a small bottle of hand sanitizer.
Being Dependable
In teaching the lesson for YW (being dependable) I have arranged to be late, putting the burden on the other leaders to scramble to fill in and teach the lesson. I will come in late set up my things while everone is waiting. This came then lead into discussion and feeling of how being dependable affects others.
Be True Clear Through
Tell the class you've brought some special treats for them to enjoy, but want them to carefully observe (with their spiritual eyes) each object as it is cut open. Invite a volunteer to come forward. Have them cut the hollow chocolate candy. Observations made by the students could include: Many things seem good on the outside but are hollow and empty inside. (or Some activities seem fun but leave you feeling hollow afterwards. They are not wholesome activities.) Invite another volunteer to come forward. Have them cut the chocolate covered candy bar. Observations made by the students could include: This chocolate covered candy bar is kind of like many of us, or many things in the world. They have some of the chocolate goodness on them, but inside there is some work to do. Ask for a third volunteer to come forward. Have them cut the solid milk chocolate bar several times to see what is inside. Observations made by the students could include: This chocolate is "pure" solid chocolate all the way through. It both looks good, and is good. It's consistent: you know what you're going to get in each bite when you buy this piece of chocolate. Read the following quote from Elder Wirthlin: "Do we, indeed, actually live the gospel, or do we just manifest the appearance of righteousness so that those around us assume we are faithful when, in reality, our hearts and unseen actions are not true to the Lord’s teachings? "Do we take on only the “form of godliness” while denying the “power thereof”? "Are we righteous in fact, or do we feign obedience only when we think others are watching? "The Lord has made it clear that He will not be fooled by appearances, and He has warned us not to be false to Him or to others. He has cautioned us to be wary of those who project a false front, who put on a bright pretense that hides a darker reality. We know that the Lord 'looketh on the heart' and not on the 'outward appearance.' "The Savior taught us to 'judge not according to the appearance' and warned us against wolves who 'come to [us] in sheep’s clothing' and whose deception can only be discovered 'by [examining] their fruits.' "... President Marion G. Romney wisely observed that there are too many of us 'who try to serve the Lord without offending the devil.' "The Lord requireth the heart and a willing mind.' Hence, the first of the Ten Commandments is, 'Thou shalt have no other gods before me,' and the Savior declared that the first and great commandment is, 'Thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy mind.' Only when we give our all and overcome our pride and walk the path of faith without deviation can we honestly sing, 'Lord, accept our _true_ devotion.' " (Joseph B. Wirthlin, "True to the Truth," Ensign, May 1997) Things to discuss: 1) How can we become the same inside and outside? How does this apply to baptism and repentance? 2) What are some things that seem good on the outside but have no real worth? 3) What are some things that look good on the outside but are different once you see inside? or What are some things in your life that are on the way to becoming consistent inside and outside? 4) Name some examples of things that are consistently good clear through. (scriptures, Savior, Heavenly Father, temple) This object lesson was inspired by one at KidsSundaySchool.com.
Bound by Satan
Items Needed:
Rope
A cloth to protect the wrists
Lesson Idea:
Ask for two volunteers. Have one tie the other's hands with the rope (over the cloth as not to cause injury or pain). What are things the tied up participant can't do in this condition? What are things that can tie us up spiritually? What do they prevent us from doing or becoming?
When we sin, we restrict our freedom (freedom to feel worthy, freedom to feel happy, etc.). Satan's desire is to blind us and lead us down to hell. He can only do this if we let him. Encourage the participants to be wise and stay away from activities that will tie them up; don't play with the "ropes" of evil.
Scriptures:
Isaiah 52: 1-3
Matthew 22: 1-13
2 Nephi 1: 13
Moses 7: 26
Broken Glass-Beautiful Glass
Start off by showing the plain glass jar. Explain how this jar represents each of us. Then put the jar in the baggie. Then explain how life puts a lot of pressure on us and we go through trials and problems. Use the hammer to break the glass in the baggie. Explain how the hammer represents the trials of life. Show the baggie of broken pieces explaining often how we feel we are in "pieces" in our lives. Then show the beautiful glass figure or decor and explain how if we turn our "pieces" of glass to God or our lives to God we can be made whole.
build a foundation to withstand lifes pressures
First have them write what pressures they deal with in life on the brick. Then they write things they have to help them cope on the legos(prayer, scriptures, temple etc...) Use the legos to build a foundation. Explain that the eggs are like their souls. Put one egg in the foundation and the other in the dish. Then apply the "pressures" or the brick to each. The one in the foundation withstands it. The one, cracks and breaks. I used this quote ahead of time from Thomas S. Monson "Mortality is a period of testing, a time to prove ourselves worthy to return to the presence of our Heavenly Father. In order for us to be tested, we must face challenges and difficulties. These can BREAK us, and the surface of our souls may CRACK and crumble—that is, if our fFOUDNATIONS of faith, our testimonies of truth are not deeply embedded within us. We can rely on the faith and testimony of others only so long. Eventually we must have our own strong and deeply placed FOUDNATION, or we will be unable to withstand the storms of life, which will come."
Building defenses
Before class starts build a fortress out of lego's and one out of wooden blocks. While talking about making choices now about what you will do when you're tempted you can use the fortress of wood blocks as someone who didn't decide before hand what to do when a temptation came and the lego fortress as someone who decided what to do before they were tempted. Have a child toss the ball at the wood fortress (remind them to toss softly so as to not break anything in the rooom). If the ball makes contact a few blocks will fall and it shows the difficulty of defending against temptation. You could even have a child try to build up the fort as the ball heads towards the blocks but even with them moving blocks to build it up. They won't be able to save all of them from falling and possibly knock others over trying to protect it. Then show them the lego fortress be sure to build it up strong . I prefer the interlinked double-wall design. the have a child toss a ball at the lego fortress, and as long as they don't throw it like a base ball, it should stand up to it. This can be shown as someone who decided what to do before the temptation arose.
Build on the Rock
Put the empty casserole dish on the table so that all the children can see it. Then tip the small bowl with sand in it upside down inside the casserole dish to make something like a small sand island in the dish. (Don't worry if a little crumbles.) Place the medium size rock at the other end of the casserole dish. Then place a "house" on both the sand island and the rock. Invite a member of the class to read Matthew 7:24-27, where the Lord likens a person who follows His words to a wise man who built his house upon a rock, and likens those who hears his sayings and won't do them is like a foolish man who built his house on sand. When trial and adversity come, the man who wouldn't put the words he heard into practice is washed away, but the man who acted on what he heard, fell not. Read also Helaman 5:12: "And now, my sons, remember, remember that it is upon the rock of our Redeemer, who is Christ, the Son of God, that ye must build your foundation; that when the devil shall send forth his mighty winds, yea, his shafts in the whirlwind, yea, when all his hail and his mighty cstorm• shall beat upon you, it shall have no power over you to drag you down to the gulf of misery and endless wo, because of the rock upon which ye are built, which is a sure foundation, a foundation whereon if men build they cannot fall." Things to discuss: 1) Point out that the wise man who listened to the words was not spared the storm (it hit him as hard as the foolish man), but when trial and adversity came, he was able to withstand them and not fall. 2) What sorts of storms can Heavenly Father help us weather? 3) Can you think of an example of someone in the scriptures who listened to the Lord and survived a storm in his/her life? (Daniel; Shadrach, Meshach and Abednego; Nephi) 4) Can you think of someone who didn't and fell? (Sampson, King David, King Noah, etc) 5) How can you build on the rock? (listen at General Conference and put into practice something you learned; obey a bishop or parent's counsel; read the scriptures and apply those principles, etc) This object lesson was inspired by one atKidsSundaySchool.com, but it is also the LDS Primary Manual 2, 36: I Am Wise When I Choose the Right. A similar story by President Kimball is found in my clipart gallery at Tree of Protection.
By Their Fruits Ye Shall Know Them
Showing the bad banana, ask the class if they'd like to eat it? Why not? How do you know it won't taste good? Show the good banana and ask, what is the inside of this banana like? How do you know? Teach from the following scriptures the Savior's teachings, "by their fruits ye shall know them." (Matthew 7:20) Scriptures: 3 Nephi 14:15-20, Luke 6:43, Alma 5:41, Moroni 7:5
Can you hear me now?
Items Needed:
One small sewing needle or pin.
Lesson Idea:
Hold the pin up in the air and tell the participants that you are going to conduct an experiment. You are going to drop the pin on the desk and would like everyone to be quiet so they can all hear it. Drop the pin and have all participants who heard it raise their hands. Repeat the experiment until each has a chance to hear the pin drop.
This experiment can be compared to how one can hear the whisperings of the still small voice. Ask why the Spirit is often described in this way. Why do they think it is also described as being something that pierces to the center and causes your bones to quake? Explain that the Spirit whispers so that only those who are listening can hear it. Do your daily surroundings make it easier or more difficult to hear the Spirit of the Lord?
Scriptures:
1 King 19:12
Mark 4:24
1 Nephi 17:45
D&C 85:6, 101:16
Caramel Onion
Show the class the caramel covered onion. Really talk up the "apple". Tell them how delicious it is (they probably won't need much convincing.) Invite a volunteer to eat it and describe to the others in the class how good it is. At this point, depending on the volunteer's nature and how far you want to take the lesson, you can either ask the volunteer to take a big bite into the apple or you could cut it, revealing the onion inside, and then let them off the hook once they realize what it really is.
Cell Phone / Prayer
Hold up a cell phone and ask if anyone has ever used one. Ask them to name places where they've used a cell phone. Answers may include in a car, outside, in the house, even on a boat.
Now ask the class why they have used a cell phone. Answers may include I needed information, when I needed help, when I may be lost and not know directions, or when I just want to talk to someone.
Briefly relate a few instances of when you use your own cell phone.
Ask the students, "Can you just call any number to reach my cell phone?" (No, you must know the correct phone number.)
Tell the students, "Did you know God wants us to call Him? He even gives us a way to call him -- prayer -- and His number -- J-E-S-U-S."
We can't just call any number and reach God. Jesus said in John 14:6, "I am the way and the truth and the life. No man comes to the Father but by me." There is no other way to call on God except through Jesus Christ, His Son. When we pray, we must pray in the name of Jesus Christ.
We can use our cell phone (prayer) to call on Heavenly Father anytime and anywhere. Read Alma 34: 17-27.
We can have a phone, we can know someone's number, but until we choose to actually dial the number, we'll never reach them. It's our choice to call on God; we must act upon our choice by praying. Heavenly Father is there anytime, anywhere and for anyone. Close with D&C 88:63.
Charity
Show the wind chimes, make them sound, and ask the young men what purpose they have. Ask if they do anything else beside make sound. Then, read the scripture. 1 Corinthians 13:1-2 Though I speak with the tongues of men and of angels, and have not charity, I am become as sounding brass, or a tinkling cymbal. 2. And though I have the gift of prophecy, and understand all mysteries, and all knowledge; and though I have all faith, so that I could remove mountains, and have not charity, I am nothing.
"'Chews you this day..."
Print off scripture: "Chews" you this day whom ye will serve; but as for me and my house, we will serve the LORD." (Josh. 24: 15) Tape it to pack of gum.
Children absorb what we teach
See how easily this stalk of celery took on the color of water in which it was sitting? Small children are just like that stalk of celery. They take on all the characteristics of the family around them. Is your home colored with anger, yelling, sarcasm, and criticizm? Or is your home colored with patience, cooperation, soft tones and laughter? Children will absorb examples they receive at home. You can also use this lesson to teach regular attendance, scripture study, or as an encouragement for teachers. It took a few days of constant exposure to the food coloring for the celery to change its color. We also need constant (you fill in: scripture study, church attendance, exposure to the Spirit in our church lessons, etc) to become colored with good influences. Another obvious application is sin/pornography/bad movies/bad music/immoral friends--when we constantly (or often) expose ourselves to bad influences, we take on the characteristics of that evil. This lesson could also be taught with a carnation soaked in food coloring. Source:http://www.geocities.com/Heartland/Flats/4746/lessons.html, some additions by Jenny Smith
Choose the right when a choice is placed before you.
Place the two labelled magnets approx 30 cms apart on a table top. Place the paper clips (class members) round about the middle point between the magnets.(Allow some paper clips to get caught by the magnet force of Satan) Watch and see how those paper clips that are placed closer to Satan quickly become fixed to the Satan magnet. Explain to the class the danger of making choices that can place them in the wrong place, even though it may appear attractive. Explain that the journey back can be very difficult but that there is a way back if we will repent.(Pull the paper clip off the Satan magnet) Explain that through the atonement of Christ we can repent (place paper clip in the middle of the two magnets again... this time a little nearer to the Heavenly Father magnet) and watch the paper clip this time cling to the Heavenly Father magnet. Explain that we can avoid many problems in life if we plan to be closer to our Heavenly Father and keep his commandments... follow the prophet... etc. Also, as we choose the right and stay close to Heavenly Father it is more difficult for the magnetic force labelled Satan to attract us.
Choose Ye This Day Whom Ye Will Serve
And if it seem evil unto you to serve the Lord, choose ye this day whom ye will serve...but as for me and my house, we will serve the Lord. (Joshua 24:15) Take some tape (duct tape or masking tape) and make a very large "V" on the ground. On one piece of tape, write "Heavenly Father". On the other, write "Satan". Have the children try to walk down the "V" while keeping their feet on each piece of tape. Make the "V" long and big enough for the children to have trouble keeping their feet on the tape towards the end (the big part of the "v"). When they can't do it and either fall down or choose a side to go to, tell them that that is just like our choice to choose to serve Heavenly Father or Satan. We cannot say we want to serve God when we continue to sin and also follow Satan. We will fall or come to a point where we must make a decision.
Choosing a marriage partner
Have two volunteers come together and bind them together. Ask them to go to the wordstrip or picture in the room when you ask different questions. Who's your favorite singer? What religion will you observe? How many children do you want to have? What is your favorite thing to do in your spare time? etc. Of course, there will be times when they will pulling on each other to get to their favorite. They may figure to go to one and get it and then go to the other. Compromise in a marriage is needed and works for many things. Yet when you choose between what religion, or what standards you may hold, those should not be compromised. Attach a couple of other class members to them as well, to serve as children and see what happens to them as the two struggle.
Clean Home/Dirty Home
Before class make sure you have access to another room including your regular one. In your regular class room you will need to spread a bunch of paperballs and torn up paper all over the floor. I also had chairs laying on the ground. I wrote on the board "How does our surroundings make us feel?" The girls will enter in wondering what happened. Eventually lead them to a new room that is done up really nicely. I had a tablecloth set up with a plant and a framed picture of Christ. I had another table with a nice plate of cookies and flowers. I also borrowed some Relief Society padded chairs for them to sit in. I had the girls discuss the differences they felt as they entered each room. The point was one room made brought unpleasant feelings while the other made them feel "at home." (See D&C 88 119-126 "establish... a house of order" - Jenny)
Comb your hair
Have students comb their hair, with the stipulation that they cannot bend their elbows. This is quite a hilarious sight to see them trying to comb hair with straight arms. Its basically impossible unless the person has very long hair and can bend over very far. Then give the same comb to a neighbor and again with only straight arms, have the neighbor comb the hair. It is possible for this to happen
You can take this object lesson in several directions. It is the message that there are things we cannot do for ourselves. Another person must do it for us. This can be temple work for the dead, or it can be the savior’s atonement. Develop this idea any way you desire.
Source: ObjectLessons.us
Coming Closer Together
Teaches that as individuals move closer to the Savior, they also grow closer to each other. This is a good unity lesson.
Place a picture of the Savior on the floor. Place the pictures of family or class members around that picture. Point out that as individuals move closer to the Savior, they also grow closer to each other.
How can we move closer to the Savior?
Why does our nearness to the Savior directly affect our relationships with others?
Why must we approach the Savior? Why can't he come to us first?
See D&C 88:63 "Draw near unto me and I will draw near unto you..."
Comitment of Aplying Gosple principles
Hand somone in the class a pencil, and ask them to "try to drop it" once the person drops the pencil, pick it up and say , "no maybe my instructions weren't clear, I said TRY to drop the pencil" they might act confused, and maybe drop it again if so just repeat the process, but if they hold onto it and do not drop it, then say, " no what I wanted you to do was to TRY and drop it!" once the person gets confused or irritated with you, say thank you, and retreive the pencil, you can ask another to try the same thing and see if anyone does it any different. When everyone keeps dropping it or holding onto it, tell the the punch line... "There is no such thing as "Try" you either do or you don't." So lets DO what we are asked to do and not give the excuse that "We tried."
Communication
Have girls sit back to back, each having her own set of shapes. One girl will set her pieces in a design and describe to the other how to set her pieces up to match the exact way that she has set out her pieces. The girl that is trying to match CAN NOT speak. Once the girls think that they have the pieces matching each other have them look at the two and see if the first girl described how to do it clearly.
Communication-Telephone Game
Telephone Game: A Colonel Issues Directives DIRECTIVE TO HIS EXECUTIVE OFFICERS: "Tomorrow evening at approximately 20-00 hours Halley's Comet will be visible in this area; an event which occurs only every 75 years. Have the men fall out in the battalion area in fatigues, and I will explain this rare phenomenon to them. In case of rain, we will not be able to see anything, so assemble the men in the theater and I will show them films of it." EXECUTIVE OFFICER TO COMPANY COMMANDER: "By order of the Colonel, tomorrow at 20-00 hours, Halley's Comet will appear above the battalion area. If it rains, fall the men out in fatigues, then march to the theater where this rare phenomenon will take place, something which occurs only once every 75 years." COMPANY COMMANDER TO LIEUTENANT: "By order of the Colonel be in fatigues at 20-00 hours tomorrow evening. The phenomenal Halley's Comet will appear in the theater. In case of rain in the battalion area, the Colonel will give another order, something which occurs once every 75 years." LIEUTENANT TO SERGEANT: "Tomorrow at 20-00 hours, the Colonel will appear in the theater with Halley's comet, something which happens every 75 years. If it rains, the Colonel will order the comet into the battalion area." SERGEANT TO SQUAD: "When it rains tomorrow at 20-00 hours, the phenomenal 75-year-old General Halley, accompanied by the Colonel, will drive his comet through the battalion area theater in fatigues."
conversion
(This makes a 3-D snowflake. Better directions can be found on the internet, if needed, but this is how I used it. here's one site it can be found on http://www.youtube.com/watch?v=ausJdGcgs0k)
When a man becomes converted (square off an 8 1/2" x 11" paper & cut off excess), if he is truly converted then he allows God to change change him (fold twice - corner to corner). It's important that he be truly converted & holds tight to his convictions because the process of true conversion can be difficult or trying & brings trials that will test his choice. (cut 3 slits in paper towards the fold). But as he holds true to his convictions (unfold paper & tape corners of smallest slit together to form a tube shape), he discover
changes have occurred (tape next slit corners opposite side as the 1st one was taped). He discovers that he has become a small part of something beautiful & joyous (tape last slit corners on same side as 1st slit); truly an instrument shaped by the Lord's own hands. His joy becomes overflowing as he is joined by others. (Make 5 others & connect them at bottom tip(center) & on sides leaving gap where 6th one will be).
This was used discussing Alma the youngers & sons of Mosiah's true conversion, there trials among the Lamanites, & Ammon's expression of joy in chap. 26 after the meaning conversions. Concluded with v. 12-13, & 16.
We can experience this same joy if we become truly converted & hold tight to our convictions. "God can do more with us than we can with ourselves so we ought to let him." (as quoted by Thomas S. Monson)
Cookie Dough
This is not for the faint hearted! It is a little expensive, but well worth the cost for the lesson that is learned. Arrange the mixer and the ingredients on the table in a way so that everyone knows you are making chocolate chip cookies (or whatever your family favorite is). You've already got them thinking, "Cookies! Cookies!" from the time they walk in the door and look at the table! I tell them that since we are in church we gotta make the cookie dough fit in with some "churchy stuff." We discuss and name the blessings we have in our life as we add the ingredients for the cookie dough. I let them help me add the ingredients. I *really* talk up how yummy everything is, I let them smell the vanilla, smell the dough--really get their mouths watering. After the cookie dough is finished (and they get a good look at it), we talk about how wonderful life is. Then, I add potting soil that I have kept out of sight. It has to be real potting soil (yes, you ruin the cookie dough--really-- I cannot stress enough that you should not use crushed Oreos!--the end effect is not the same!) The first reaction I get is, "That's not real dirt, that's crushed Oreo cookies." My answer, "When was the last time your parent or Primary teacher or leader lied to you? Why would I lie to you?" (see why it is important to not use Oreo's?! You'll notice another reason later on.) Hmmmm.... usually there is an astounding amount of silence at this point. They realize that I have just used the best ingredients that I could find--I didn't spare any expense--and then I ruined it to make some sort of point! They have no idea what the point is yet, because all they have been *really* thinking about is the cookie dough and that they are going to get a treat. They "say" what their blessings are, but most kids are more intent on the cookies than on really thinking about what is wonderful in their life. If the kids really insist that I added Oreo's, that I would lie, and that I would never ruin the cookies, I pass around the bag that had the dirt in it so that the children (and teachers) can smell it and learn on their own that it is real dirt. (Potting soil works best because it looks like Oreo's. Sometimes bad stuff looks good or fun until we get close to it and realize that it isn't good.) There is no way that *I* can get that dirt out. I've really ruined the dough! When I make a mistake, I can repent, but I can't get the "dirt" out. The only one who can "take the dirt out" or wipe away my sins, is the Savior. That is His job. If we did not have the Savior then as soon as I sinned, that would be it. The end. But because Jesus Christ is our Savior, we can be forgiven of our sins. I also tell them that the dough is still there mixed with the dirt, our blessings are still there when we sin. We don't enjoy our blessings as much when we sin, just like we can't enjoy the cookie dough when it has dirt in it. I use the scriptures: 2 Neph 25:26 (And we talk of Christ, we rejoice in Christ, we preach of Christ, we prophesy of Christ, and we write according to our prophecies, that our children may know to what source they may look for a remission of their sins) (you can have the students count how many times Christ is state in that scripture, too) and Matthew 16:16 (And Simon Peter answered and said, Thou art the Christ, the Son of the living God). I usually get some boys that want to taste the dough. (Not a surprise!) I tell them that if their parent comes in and gives their okay, then they can taste it. Most parents say no, but once in a while, I'll get a one that says yes. The kids find out it is real dirt. I always have kids that want some cookies after it's over. For Family Night, that might be okay. For Primary, it is not! They remember the lesson better if they don't get a treat right after the lesson. They think about the concept longer, they go home and talk to their parents about what happened, sometimes they come up to me years later and ask, "Do you remember the time you made cookie dough and put dirt in it?" "Yup, I remember. Do you?"
Cookie Work
The Value of Work!Have the delicious cookies sitting on a table and ask the girls how much work went into making the cookies. They should say the usually dumping ingredience into a bowl, mixing them, and cooking them. But if you really think about how many people helped to make the cookie possible it is amazing. First, the farmer, who planted the wheat tended it, watered it, and harvested it. Then the people who ground it into flour, and refined it, packaged it, and shipped it to a store. That is just the flour. You could talk about the sugar, chocolate chips, butter, and so on and so forth. The point is everything we enjoy in life takes work.
Crackers or Consequences..
This is an attention getter that leads into a deeper discussion concerning 4 Nephi 1
Crackers: Before class take a box of Grahm Crackers or any type will work. With masking tape or frosting attach a small card to the back of each cracker.
Cards: Each card will have either a good or a bad decision written on it. I.e. Lying, smoking, stealing, word of wisdom issues, clean entertainment, kindness, charity, honesty, hard work , sharing, etc.
MouseTrap and Plate
Have students each take a cracker (they will not know (at first) that there are choices on the back)
Do not have them eat them but have them read the choice written on the back of the cracker.
For each cracker ask
Does this choice represent a trap or a truth?
If it represents a trap have them place it in the trap and let it pop.
If it represents a truth have them place it on the plate for later enjoyment. Or you can let them enjoy it now.
Ask the students Why some people would make this choice when it leads them to a trap?
Why do others not make choices that will lead to their freedom and enjoyment?
Craft Sticks - Notches
Handed out one of these [craft sticks] to each one [student. After the lesson], ... they handed their stick back to me. I talked about how each of us may be weak (like the notches in the stick can weaken the stick) but together, the sticks can build a wonderful strong structure. All of us sharing our testimonies can strengthen each other....
If you have never tried this sort of lesson, you will be AMAZED at what the students pick out and teach. I always walk away having learned something new with this type of lesson. Plus the students learn from their peers better than an adult sometimes.
Dads Brownies
The story goes that a girl wanted to go to the movies, however it was rated R for some strong violence and strong language. The girl begged her father trying to convince him that it was a great movie with a good plot and exciting ending. Her Father finally agreed to let her go see it if she would eat his brownies before she went. That evening he made brownies and just before she was about to eat, her father told her she should know somthing about the brownies. He told her that he used her favorite brownie mix and added the most delicious chocolate chips. He however, added just a smidgen of dog poop. When he asked her to eat the brownies, she refused. He explained that just like the brownies, the movie was probably exciting and good, however with a little bit of bad, it made the movie undesirable.
Death of a Testimony
Students will see the outline of the body and be told their testimony has died. It is then up to them to search and discover the "clues" as to what caused the death of their testimony. Clues such as gossiping, lying, drinking, etc are placed around the room. Example: We wrote things about a fictitious youth on a crumbled up piece of paper for the gossiping clue.
Dip into your potential!
We may start out as a neat individual (bare string) but for every trial we overcome (wax)(Everytime they say some trial the overcome or they overcame a fear they can dip their string into the wax making them a well rounded person with many talents! Then as they countinue to gather these talents and overcome these fear and obstacles that turn into talents they can let their light so shine! (light the candle)
Dirty Business
If you're brave and sure not to drip, dip your hands in the mud, offering to smear it on students in the class. Otherwise, show the mud and ask "What would you do if a friend ran up with his arms full of mud? Do you move closer and hold out your arms and accept all that mud? Or do you say, 'No, thanks. I don't want that mud.' " And keep on walking? The mud is like gossip or angry words or sarcasm or cutting remarks or criticism. People who dish this mud out of their mouths are wanting to give it to you. Do you have to take it? Or can you refuse? Of course, you have the choice to refuse. You don't have to take offense, or get angry. You can choose to not let the other person's angry words rub off on you. This lesson also applies to pornography, bad music, bad language, taking the Lord's name in vain, dirty jokes, drug use, in fact, nearly any kind of sin. Source:http://www.geocities.com/Heartland/Flats/4746/lessons.html, some additions by Jenny Smith
Divine Nature
This is part of a lesson that I taught called "Understanding Your Divine Nature". I held up the first pot (plain pot with the beautiful plant inside of it) and then held up the second (much prettier pot) and asked if they could be represented by a flower pot, which pot would you choose to be??? (Of course, they pretty much chose the pretty pot) Before we came to earth, our Heavenly Father took the time to discuss with us our mission upon the earth, the talents we'd be given, the challenges we'd face and before letting us go, I can see that same loving Heavenly Father tell us of his love for each and every one of us. When we were born to our parents, we all do not have the same skin color, or hair color. Some have freckles and some have perfect hair and some not so perfect hair. Some of us have physical challenges were we're dependant on a wheelchair or have illnesses to overcome in this lifetime. But no matter what package or physical bodies we are given in this life, know that we are daughters of a king, the father of our spirits. We are each equally unique and beautiful in our own way and special in the sight of God. And your worth is so much greater than what the eye can see. And as a great tree bears many branches, each branch is an extension of a greater source. So it is with us, we are an extension of a greater being who fathered our spirits and knows us better than we can ever know ourselves.
Does Foreordination mean I'm Predestined for Failure?
Many students ask the question if God knows how I'll act in a given situation (temptation or other), isn't He really responsible for the way I acted in that situation? Does foreordination mean I have no choice in the way I'll act? Am I predestined to failure? One of my professors at BYU (seems to me it was Joseph McConkie) responded to the question this way: After a discussion on the meaning of foreordination and predestination, ask the class: What will happen if you drop a pencil? It will fall. Ask the class to watch as you drop a pencil (on the table, floor, or podium). Did it fall? Yes, it behaved according to the laws that govern pencils. Did I make the pencil fall? No, it behaved according to the law, and its nature. It was in a situation (or location--the air) where pencils fall, and it did so. In the same way, there are laws that govern us. There are situations in which people act according to their natures and fall. Though God knows your nature and how you will react in every situation, he does not cause your reaction. Knowledge of a future event does not cause the event. You can expand the lesson this way: Our situation can be different than the pencil's in one very important way--the pencil had no warning it was about to be in a situation that would cause it to fall. If we live with the spirit in our lives, Heavenly Father will warn us of situations that will cause us to fall. If we don't rely on the spirit, we may miss the warning and be stuck in a situation where we people must fall.
Does it measure up?
The following is from Teaching, No Greater Call, B: Basic Principles of Gospel Teaching--Use Effective Methods, 27: Choosing Effective Methods, page 92:
For example, a young missionary was teaching an investigator about the need for the gospel to be restored to the earth. The investigator responded that his church had taught him many valuable truths and that it had always been good enough for his family. To help the investigator better understand the meaning of the Apostasy and the need for the Restoration, the missionary brought a yardstick to the next discussion. She explained that the stick was exactly one yard in length. If only a few inches were taken away, the remainder of the stick would still be useful for measuring certain distances, but it no longer would measure a complete yard. After the death of the Apostles, pieces of the truth were lost here and there. Changes crept into the doctrine when there was no prophet to speak for the Lord. Parts of the truth remained, and they were good, but they did not represent the fulness of the truth. For a church to be the Church of Jesus Christ, it must have all the truth He taught. Otherwise, it teaches only a small measure of what it should.
Do my efforts really matter?
Before recounting this story, hold up a marble and tell the group that it represents Abinadi. Ask the group how many people they think were converted through Abinadi's efforts. Write their guesses on the blackboard. Then recount for them Abinadi's short history as recorded in Mosiah 11-17.
In summary, Abinadi, in fervent love and obedience to the Lord, boldly testified against wicked King Noah and his priests. Abinadi was ridiculed, abused, and even eventually condemned to death by fire at their hands, but Abinadi would not withhold his testimony. He died, probably thinking that not one soul had been changed through his efforts. But we all know how a penitent Alma (the Elder) allowed Abinadi's words to penetrate his soul. Alma left these wicked people and converted many.
At this time, uncover a jar holding 450 marbles (see Mosaih 18:35) and dump them out on a tablecloth or blanket on the floor. Demonstrate to them that one tiny obedient person (one marble) has the power to change hundreds of lives, without ever knowing it.
Remind them that this was just the beginning of Abinadi's effect. Alma and his people converted many more. And Alma's son (Alma the Younger) and his friends eventually even served among their enemies the Lamanites and converted many of them. (You could dump even more marbles on the pile as you explain the exponential effect of one faithful soul.
Don't judge a Kiwi by it's cover
Pass around the kiwi fruit. Make the point that the kiwi has a rough, unpleasant, hairy, tasteless exterior. Ask the students the following questions:
1) What makes the kiwi fruit seem unappealing? (It's exterior.)
2) What are some outward features by which we judge others?
3) Who might be "kiwi people" around us?
When the fruit has been examined by everyone, peel off the skin, and slice up the inside to share. Make the following points:
1) Under it's unappealing exterior, the kiwi is an exciting, delicious fruit.
2) The kiwi is one of God's creations. Do you think God loved it less than a shiny apple or perfect strawberry? Why not?
3) You may feel you have a kiwi-like exterior. How does God feel about you? Read 1 Samuel 16:7.
3) People around us might be like this kiwi -- unappealing on the outside. How must we treat "kiwi people" around us? (By looking at them as God does -- focusing the good that's on the inside. Read 1 Samuel 16:1-7)
You might also ask the class if they notice certain times when they are more likely to be judgmental. Are they more unkind when they are around certain groups or people?
When teaching groups of girls, you may also wish to emphasize how focusing on the outside can cause us to ignore the good inside (self-esteem / self-worth).
Challenge the students to get to know the inside of a person they have been avoiding this week.
Adapted from Everyday Object Lessons for Youth Groups By Helen Musick, Duffy Robbins
Don't Let Evil Inside
Items Needed:
A raw egg, food coloring, hypodermic needle (see your local pharmacy), a clear bowl.
Previous Preparation:
Color the inside of the egg by injecting it with the needle full of food coloring.
Lesson Idea:
Show the egg. Put it into the clear bowl. Ask your family to tell you everything they know about an egg. Describe an egg. What is the egg's potential? What are its uses? What would you expect to find inside an egg? How do you know all this about an egg? Crack open the egg into the bowl and watch your family's reaction.
What changed the egg's contents? We are born as special children of God. Why do we sometimes fall short of our potential? What do we sometimes let enter into our lives that keeps us from reaching our potential?
"All the water in all the world, no matter how hard it tried, could never sink the smallest ship, unless it got inside. And all the evil in all the world, the blackest kind of sin, could never hurt you the least little bit unless you let it in." (Author unknown)
Scriptures:
Psalms 119:11
Proverbs 21:4
2 Peter 2:14
2 Nephi 4:27; 9:49
D&C 10:25-26
Don't let in the flies
Items Needed:
A fly swatter
Lesson Idea:
Show the fly swatter and ask your family what it is. What is it for? (Killing flies.) What other insects can we swat? Why do we use fly swatters? (To keep our homes cleaner and to be free from annoying insects.) What are things in our spiritual lies we can and should swat? Read Mosiah 4:30
If we allow flies to fly freely in our homes, what could happen? (They would lay eggs, there would be more flies, more disease.) What happens if we let our thoughts fly freely without watching them? What kind of thoughts should we swat? (Negative, immoral, angry, vengeful, mean, etc.) Discuss ways to keep our thoughts positive, moral, kind, etc.
Scriptures:
Isaiah 55:7
Matthew 15:17-20
Mosiah 4:30
D&C 88:69
Draw the right conclusion
Items Needed:
Paper for each participant
Pens or Pencils for each participant
Lesson Idea:
Have a volunteer come up to the table with a piece of paper on it. Without lifting the pencil off the paper, have them draw a simple unfamiliar pattern without letting the other participants see it. (Not just a simple shape like a triangle or circle.) Then have the volunteer describe the pattern to the others.
As the volunteer describes the pattern, have the other participants draw their own copy of the shape based on the verbal description. When all of the instructions have been given, have the students compare their drawings and discuss why the drawings look different, as well as where the communication was unclear.
Tell the group that is important to learn to give clear directions. It is also important to listen carefully to the spirit, and to the directions of other good teachers and guides.
Scriptures:
Proverbs 29:18
Luke 11:28
Alma 5:46
D&C 20:26
Enduring together
Tell the story of "The March of the Penguins" Talk about how the penguins had to endure together through the worst conditions in order to live. We as ward members will all go though hard times in our lives but if we can endure together our reward will be great. Like the penguins who's reward is their offspring. I also had little chocolate penguins to hand out at the end of the lesson.
Establishing a Relationship with Heavenly Father
Before class, choose a class member that would be comfortable being blindfolded during class. Don't tell the class member before hand. Invite a parent of the class member to visit the class without letting the class member know. Invite a member of the ward to visit the class who doesn't know the class member. Have both invites remain outside the classroom until you call them in. Have the class member come to the front of the class and blind fold them. Tell them you want them to identify the visitors without seeing them. Invite the parent into the class and have the parent greet the class member. The class member should easily recognize this visitor. Next invite the other visitor in to greet the class member still blind folded. Hopefully, the class member cannot recognize the 2nd visitor. Take the blind fold off and invite the class to discuss why the class member could identify the first visitor and not the second one. Point out that the class member communicates with the first visitor daily, but hasn't communicated with the second visitor at all. Teach that we cannot recognize our Heavenly Father or have a relationship with him if we don't have daily communication with him. Sometimes it's fun to use 2 or more class members for this attention getter. You can maybe even use this for creating a better relationship with your family.
Everyone is of Worth
In side each package have some "Special" dark chocolate and the Scripture from 1 Samuel 17:7 "For the Lord seeth not as man seeth, for man looketh on the outward appearance but the Lord looketh on the heart" Have some very nice packages and some very unattractive packages but the contents of each are the same. Display the packages and let the girls choose one by one a package. Then ask each girl why she chose the package she chose- Then have the girls open the packages read the scripture and how this relates to their lives.
Every part is important
I'm sure everyone knows what this is. Yes, it is a ballpoint pen. What do you think the most important part of this pen is? Many of you said the "ink", that is a common answer. Let's see how useful this ballpoint pen is. I need someone to volunteer to write with this pen, and see if it works properly. Let several kids try to use the pen. They will conclude something is broken, or perhaps some may realize the spring is missing. Take the pen back. Yes, the reason this pen is not working properly is because it is missing a part. It may seem like an insignificant part, but the pen can't work without it. It is the spring! I have it here in my pocket. Insert the spring back into the pen, and let a few children confirm that it is now working properly. Even something as simple as a ballpoint pen needs all its parts to work properly. Some parts may seem more important, like the ink, while others may seem less important, like the spring, but they are all needed. In our church/class, each of our member's best efforts and talents are needed, too. Everyone has a job to do, whether it's conducting the meeting, teaching a lesson, singing, or simply sharing testimony by participating in class discussions. Some jobs may seem more important than others, but without everyone, the Church just wouldn't function. The apostle Paul said: "But now are they many members, yet but one body. And the eye cannot say unto the hand, I have no need of thee: nor again the head to the feet, I have no need of you. Nay, much more those members of the body, which seem to be more feeble, are necessary." (1 Corinthians 12:20-22). This object lesson was inspired by one atKidsSundaySchool.com.
Every person is important - parable of the muffins
The first batch of muffins were light and fluffy and everyone fights for the last one. The second batch seems to be taking a long time to bake and doesn't look the same as the first. When they cool off they are hard and heavy. It is discovered that the missing ingredient, baking powder, Baking powder is the ingredient that is used in the smallest proportion when making muffins. Yet, it was of critical importance. If you are part of an organization and think your contribution is only a tiny part, you may be underestimating your importance to the organization. You never know where your volunteer help is making a big difference to someone. Source: http://www.geocities.com/Heartland/Flats/4746/lessons.html
Everything red
Focusing on the negative keeps us from being grateful about the positiveAfter everyone in the room has had a sufficient time period to look for everything in the room that is red, ask them to close their eyes. Then ask them to keep their eyes closed and tell them they can raise their hand if they can name the yellow items in the room.
Most will not be able to name anything unless they are wearing the color themselves. Of course any color can be used.
Does that mean that the color did not exist when they were looking around? Of course not.
Explain that our mind when focused on something particular has a hard time concentrating on anything else. If we are always looking at all they negative things in our lives and all of our problems (red) we will probably miss all the things to be grateful for.(yellow)
Example of Christ
Beforehand set up two tables next to each other. On one table build a structure with one set of blocks (the more complex the better); place a box over it to make sure it cannot be seen. On the other table provide a stack of blocks identical to the ones used to build your structure. Choose a child to come up to the table with the stack of blocks. Try to describe to him/her how to build the structure like yours. Once they have attempted it, remove your box and compare the two structures (theirs will differ considerably from yours.) Next have them try again to copy the structure with the box removed and looking at your example. They will be able to do it exactly. Heavenly Father loves us so much and wants us to return home to Him, not only did he give us the scriptures to describe how to do it (like the first example), but He also sent His Son to show us what we need to do to gain eternal life (second example). Just like the blocks we are better able to copy something when we are shown how versus just being taught how.
Experiment Upon the Word
Decide beforehand which "theory" you are going to test. It could be something simple like theory of gravity, or something else that both you and your audience understand very well. I will use gravity for my example here. You say, "I am going to test the theory of gravity today. I have here some different size and weight of balls and marbles." Now leave the items and go to the other side of the room. Say, "It's like I was suspecting, that this gravity thing is not like I thought. People must have been lying. Those balls and marbles aren't doing anything, therefore the theory of gravity is a hoax." Discuss with your class what is wrong with this picture. "Testing a theory" means that you get in the middle of it, try it, experience it. Only then can you say with any truth that you believe it or not. It is the same with "testing the gospel." You cannot test it by staying away from church and seeing what comes of that. You test God's word by getting in the middle of it and trying it out and living it. Bear testimony about experimenting upon the word from scriptures likeAlma 32, expecially verse 27. See also Alma 34:34. Source: http://www.geocities.com/Heartland/Flats/4746/lessons.html, additions by Jenny Smith
Faith like a seed
Show the seed and read the following story: "The Bible, or another book of scripture at my father's place at meal times, was the order of the day in our home. He would read a chapter aloud and lead the discussion. "But one day as we assembled for our meal, there was no book of scripture but a single watermelon seed. He appeared not to notice the missing book but recalled something he had discussed concerning faith several days ago. We all joined in on the lively discussion. "Then very carefully he picked up the watermelon seed and held it so we could all see it. " 'Boys,' he said, still studying the seed. 'Do you believe that there is the possibility of several watermelons here in my hand?' We all agreed there was. " 'Do you believe that I have the beginnings of a whole wagon load of watermelons here?' "One of the older brothers said that he couldn't say that, but he'd like to plant the watermelon seed and see. We all agreed with him. " 'Boys,' Father said with a twinkle in his brown eyes, 'you have the right idea. You have faith that watermelons will come from this seed but with out your work of planting and caring for this seed you will never know for sure. James 2:17 'Even so faith, if it hath not works, is dead, being alone.' " This would make a good attention getter at a Primary or youth activity where you have a lesson on faith and serve watermelon as a refreshment, or refer to Alma 32. Source:http://www.geocities.com/Heartland/Flats/4746/lessons.html
Faith Paper
Read Ether 12:6 or any faith related scripture. After reading hand a piece of paper to each of the students and say to the class that you now want to test their faith, then tell them that they have to make a hole with the piece of paper big enough to fit themselves through it! Some laugh or say its impossible. Let them have a go for a while. Sometimes they get it most times they don't. Then do it yousrself, its easy here are the instructions(you can do it in front of the class or while they are trying do it, you can do it without them seeing or have one prepared before class): 1. Fold the paper in half 2. Starting at one side of the folded paper. 3. Rip downwards from the folded edge but not all the way.(about 1cm from the edge) 4. Then rip the paper from the opposite end beside your last rip, again not all the way. 5. Repeat riping from opposite edges untill you end up at the other side of the paper. (You might want to try this before the class.) 5. Your last rip must be from the folded edge. 6. Then open the paper rip carefully the middle joining parts of the paper, you then get one huge hole. Okay so after they are amazed at your skills at papering, you can then teach the class " ye receive no witness untill after the trial of your faith" or other related topics.
Faith (This is more for primary aged children than youth.)
I set my objects on a table and tell the youth that I need a volunteer, one that will have faith in my instructions. I ask that the volunteer must be sure to follow my instructions explicitly and is not allowed to talk or to show emotion during the entire duration of the task at hand. I then remind the volunteer of their commitment & faith and ask them to take the potting soil and to plant the flower or seeds. While the volunteer is planting the flower or seed, I talk about "faith" and how it is much like planting a seed or a flower. I ask them what it would require to keep the plant growing and healthy etc., And allow a small discussion to take place. After the planting is done, I remind the volunteer once again they are not allowed to talk or show emotion, just simply have faith and to obey me. I then tell the audience that there was a recent study that eating this particular soil though unusual, was actually edible. I remind the voluneer again of her/his promise not to show emotion, or talk to just obey. And I ask the volunteer to have faith in what I was telling her and to eat a spoonful of soil. The children at this point in the audience are a little stressed and grateful NOT to have been called upon to be the volunteer. However. . . .the volunteer by this point has smelled the aroma of the oreos and will not have a problem taking a bite. When the volunteer does taste it, my experience has been that the children all squirm. I then liken my volunteer having faith and obeying me was similar to our obedience to Heavenly Father. Sometimes he asks us to do something that we simply don't want to do. Or it just seems too hard. He asks us to dress modestly, to have family and personal scripture study, to say our prayers daily, etc. . . . If we have faith, and obey our Heavenly Father, it will be a sweet experience, and we will be blessed. I then ask the volunteer if what I am saying is true. And between the volunteer and myself we let the secret of the soil out.
Families are like Jelly Beans
Separate a bag of jelly beans into a separate glass or other see thru container. Begin handing out the jelly beans to the class while saying things like "these green jelly beans represent my aunt. I remember _____, but I've gotten too busy and haven't seen her in years. These jelly beans remind me of my nephew, who allows ______, but they have moved away and I never see him any more." and so on until you have given away all but the white jelly beans. When you pick up the white jar of jelly beans, talk about how this is all that's left and how plain and boring it is, kind of like your life would be without your family. Place a container large enough to hold all the jelly beans and have the girls help you fill it up. Point out how colorful and full the bowl looks and compare it to a family full of love and variety. Now that you've got the class' attention, continue on with the rest of the lesson. You could use the jelly beans as incentive for class participation.
Families can be sealed together
Get two envelopes; put a picture of the temple on one envelope. Put cut-outs (paper dolls? magazine people?) of family members in each envelope. Seal shut the envelope with the temple picture. All the while, talk about the one family going to the temple and the other not going. Then dump both envelopes containing families upside down. The family in the envelope that was not sealed will fall out all over the place. The family in the sealed envelope, will be all together. Source: http://www.eprimary.dk/ - (visit the Primary Object lessons section)
Family Unity
Place a candy at each side of the room. Have two people come up and link arms, back to back. Tell them they have 10 seconds to get their respective candy bar. When you say go they will each begin pulling the other one in the opposite direction, one will either get their candy bar or neither will. The point is that had they worked together and cooperated to go to one candy bar at a time, taking turns (been unified) they both could have gotten their reward.
Fasting
Provide a feather for all those in the lesson. Have them tickle each others ear with the feather. The first time they are able to respond by rubbing or scratching their ear. The second time have them restrain or show restraint and with hold from ppushing the feather away or rubbing their ear. Fasting helps us to show restraint or to strengthen our control over circumstances and temptation.
Fasting to be filled
Put all the rocks in the bowl. Ask two people to fill the bowl with the apples. They will see that they can only fill the bowl with the apples if they first take the rocks out of the bowl. Follow with one or both of these lessons: 1. Read and mark Alma 22:15 together. It says: And it came to pass that after Aaron had expounded these things unto him, the king said: What shall I do that I may have this eternal life of which thou hast spoken? Yea, what shall I do that I may be born of God, having this wicked spirit crooted out of my breast, and receive his Spirit, that I may be filled with joy, that I may not be cast off at the last day? Behold, said he, I will give up all that I possess, yea, I will forsake my kingdom, that I may receive this great joy. Explain that this verse contains the words of a king who repented for rebelling against the Lord. The king offered to give up his kingdom and all his possessions in order to receive the Spirit of God (the Holy Ghost). What did the king really need to give up to feel the Spirit? (See Alma 22:18.) Just as the rocks needed to come out of the bowl before the bowl could be filled with apples, the wickedness in the king needed to leave before the king could be filled with the Holy Ghost. What do we need to do to be filled with the Holy Ghost? (We need to rid ourselves of unrighteous thoughts and actions. 2. How can sincere fasting be one way to "empty" ourselves of unrighteousness so we can be filled with the Holy Ghost? Even though our stomachs are empty when we fast, we can be filled with the Holy Ghost. Being hungry for food when we fast is not wrong, especially if it reminds us to “hunger and thirst after righteousness, [so we can] be filled with the Holy Ghost? (3 Nephi 12:6 - And blessed are all they who do hunger and thirst after righteousness, for they shall be filled with the Holy Ghost.) From - Lesson 10: Fasting--ï¾”Hungry or Full?, Preparing for Exaltation: Teacher's Manual
Feed My Sheep
While introducing the lesson to the class, display the basket of goodies where all in the class can see. Start eating the contents of the basket and show extreme enjoyment of eating each morsel you put into your mouth, without offering anything to anyone else. (ensure no one helps themselves). While you continue to enjoy eating, ask each girl in the room to share what they love about the Gospel. Once each has shared their love, explain: As members of the Church of Jesus Christ of LDS, we are privilaged and blessed to partake of the fruits that only the Lord can bless us with. There are many, who are not members, that observe the way we live, what we say and do, and they often recognise the countenance of one that loves the Lord. And often without knowing it, they long to partake of the kind of happiness that only the Lord can provide. Scripture Ref: John 21:17 '...Feed my sheep.' Christ asked his disciple Peter, 'Lovest thou me?' and Peter answered saying, 'Yea Lord; thou knowest that i love thee'. Christ then answered him 'Feed my sheep'. Then ask, 'How much do we really love the Saviour?' no need for anyone to answer. Repeat the scripture and replace Peter's name with your own and then offer and share the basket of goodies with each girl.
Filled up at home
One daughter recalls that her father demonstrated how children can fill each other's needs within the family. "One time [dad] brought two buckets into the family room--one filled with water, one empty. Then he had each of us think of something that made us upset or frustrated or discouraged that day. For each thing we named, he took a cup of water out of the full bucket. Then he told us that we are like that bucket, and when things happen during the day that disturb us, a cup of self-esteem is taken out. Gradually we get closer and closer to … the bottom [until the bucket is completely empty]. Then he turned to the other bucket. He asked us for suggestions on how we could help a person whose bucket was empty to fill it up again. With each suggestion, he had us step up and dip a cup of water back into the empty bucket. Then dad concluded that home is the place where we come to get our buckets filled, and that we should watch for and be sensitive to others, because we are responsible for helping to fill our brothers' and sisters' needs." (Eric G. Stephan and Judith Stephan Smith, What Happy Families Are Doing [Salt Lake City: Deseret Book Co., 1981], pp. 57-58).
Floating Orange
You put an orange in a bucket of water with the peel on and it will. This is related to us having on the armour of God. When you peel the orange, it sinks in the water. We sink when we don't have on the Armour of God.
Following the shepherd keeps me safe
Study (in advance) John 10:1–18. Tell the children to sit anywhere in the Primary room. Explain that the room is like a sheepfold and their teacher is their “shepherd.” If they will listen and follow their shepherd’s voice, they will learn a lot this year. Have each shepherd call out his/her class by each child’s name. Then have the children follow their shepherd along a path of “danger spots,” such as pictures of cliffs, swift water, a desert, a ravine, wild animals, a wrong path, poisonous weeds. At each spot, ask them to name and discuss a danger spot in their lives today, or list a problem on the reverse side of each picture. Examples: dishonesty, Word of Wisdom problems, lack of reverence for sacred things, violence, profanity, problems in the media. When everyone has completed the path, discuss John 10:1–18.
For additional help, see the following from the Friend: “The Good Shepherd,” Sept. 1995, pp. 48–IBC, and “His Little Lamb,” Dec. 1997, p. 18.
Follow the instructions
Teach the class that following instructions exactly is important by drawing a picture on the chalkboard different than the one for which you give oral instructions. Tell the class members you will give them some instructions to draw a picture. Instruct them to listen carefully to the instructions and follow them closely. Encourage the class members to refrain from talking or discussing the class activity while you're giving instructions. Don't follow your own instructions as you draw a picture on the chalkboard, but read the following instructions to the class: Beginning with your pencil in the middle of the paper, draw one continuous line:
1. Down 2 inches 2. Over right 3 inches 3. Up 2 inches 4. Diagonal up left 2 inches 5. Diagonal down left 2 inches 6. Straight right 3 inches 7. Down 2 inches 8. Left 2 inches 9. Up 11/2 inches 10. Over right 1 inch 11. Down 1 1/2 inches 12. Over left 4 inches 13. Up2inches 14. Make a squiggly, complete circle (about 2 inches in diameter) 15. Down 2 inches 16. Over left 2 inches 17. Up 4 inches 18. Make a smooth, complete circle 19. Draw pointed triangles around your circle 20. You are finished!
Some students will realize you are not drawing the same picture I was describing to them by the time we got about half way through, but will be unable to finish the picture correctly because they missed the first instructions. Most of them will copy the drawing on the chalk board, instead of my verbal instructions. Now, repeat the activity. This time, lead the class by drawing the correct figure on the chalkboard as the instructions are read. Things to discuss: We often hear that "Actions speak louder than words." Do they? Who might be affected by a bad example? (siblings, friends, nonmembers, members) "Do as I say, not as I do." are nearly impossible instructions to follow, as this object lesson shows. Can we get off track by not carefully listening to and following the Prophet's words? Whose example was perfect in word and deed? (The Savior) Where are perfect written and oral instructions for our lives found? (scriptures, conference talks) Source: Geocities
Follow the Prophet
The prophet has "seen inside the box". We should all follow him.Tell the class that you've put something special for them in one of the boxes, and you want them to choose which box they want to get their reward from by raising their hands.
Ask the class is it hard to choose? Why? It's hard to make decisions without information or experience. They haven't seen inside the boxes and can't make a good choice.
Call up a member of the class and let her look in each box. Invite her to sit back down, and ask again who wants what's in box A (nothing). No one will raise their hands, because the girl who knows what's in the box won't raise her hand.
Now ask who wants what's in Box B (the treat). Everyone will raise their hands after checking with the girl who saw inside the box. Ask why did the class choose Box B? Because the girl who saw inside the box chose Box B. Duh, right? She's seen inside both boxes.
Bear witness that our Prophet has "seen inside the box" and knows the choices we should make. He will always make good choices and we will receive eternal rewards by watching the choices he makes. If we don't choose the Prophet's way, what do we get? Open the first box--nothing, no eternal family, no hope, no joy. May we all follow the Prophet in the same way (Thinking "Duh" of COURSE I will follow him.) to get our eternal reward. Let each person pick their reward from the box.
Foreordination
Tell a child right before going into class to stand up after the prayer and hand them out to each person without being prompted to. Then, ask the students why this person stood up and performed the action of handing out the slips of paper. Explain that he was asked to do it before class and that this is a lot like foreordination. Once in the class, he didn't have to do it. He still had his agency, but he chose to do it. Before they were born, "Heavenly Father had specific things for you to accomplish on earth. He foreordained you to accomplishing your own personal mission on earth as well as to any callings you receive"
Friendship Fudge
Mix ingredients together by squeezing the bag and passing it around the group. Discuss friendship, teamwork, commitment, service, being part of a group, magnifying callings, etc -- the possibilities are endless. When is is mixed together, roll it into a log and slice and serve. (You may need extra powdered sugar or you can eat it with spoons right out of the bag. ) (This object lesson would be especially effective if you called members of the class beforehand to bring an ingredient or two.)
Friendshipping/ reactivating
Hold up the burned matches and say, "These represent the sisters in our R.S. who no longer worship with us. Their testimony light once burned brightly, but has gradually become cold. Do you think it is possible to relight a once lit match?" [They will answer, 'yes'] "The same is true of these sisters [Ward members]. If I were to continually contact a lit match again and again to these burned-out ones; the warmth generated could eventually 're-light'the relationship and let the light of the gospel burn brightly once again." Point out that by consistent attention and love [think Visiting Teaching, Home teaching, friendshipping, sincere love] we can help bring them 'back to the fold'.
Friends Rub off on You
Before class print out the word FRIENDS in large bubble letters, about two inches high. During class, give each child a sheet of paper with FRIENDS printed on it and a pencil. Tell them to use the pencil to color in all the letters completely and very dark with the pencil. This may take a few minutes. After they are finished, you will have them rub their fingers over the letters to see that the graphite from the word friends has rubbed off on them. The friends you choose in life can have a big impact on the way you act. Friends can influence what type of clothes you wear, the type of music you listen to, what you believe, the words you use when you speak, the way you treat others, and the list goes on and on. In other words, friends can rub off on you. Alternate: You can also have someone write the word "Friends" on the chalkboard and then have them rub the letters instead of using a pencil and paper. Discuss: Talk about positive ways that each of us can rub off on our friends. Who is a friend that we want to have rub off on us? (the Savior) Scriptures: Proverbs 22:24-25; Proverbs 18:24; D&C 23:6; John 15:14 Source: Children's Sunday School Object Lessons, some additions by me
Game - Armour of God Game
Each piece of armour protects a specific part of the body for a reason. Breast plate the heart and lungs - which represent the love and breath we have in wanted to live the gospel because we love it and need it. It is the reason why we do anything that is right in the sight of God and is righteousness. The belt and girdle cover our loins and represent purity in thought and action and truth in what we say and how we act. It represents truth. The Shield should be big like a roman shield to protect the whole body. Faith in Heavenly father and his plan for each of us will stop sin from getting in and weekening our resolve to do what is right. The shield has to be faith. Feet are shod in the shoes that take us through life as we walk in Jesus Footsteps we publish the gospel and walk the walk. Feet shod in the gospel of peace The helmet protects the head and the knowledge that we are children of our Heavenly Father who loves us and we love him. Because he sent his sone to die for us and our trust in the plan of salvation. Make the drawings simple and have a timed race to see how many stick men you can armour with the armour of God.
Give me $5.00
Dr Adrian Rogers gave a Focus on the Family devotional and this story is from that devotional: A minister was giving a sermon that was several hours long. There was a small break for the audience to get up and walk around at bit. The minister knew many of the people in the audience and he went down to talk to some of the people at the front. He was talking to a man whose wife had left the room for a few minutes. The minister asked the husband if that was his wife's bible, and asked if he could look at it. The minister took the bible and put a $5 bill inside then told the husband that in a few minutes he would be asking for a volunteer and he would call on the wife. The husband was to make sure the wife brought up her bible, but not to tell her that she was going to be chosen. So the sermon got started again and after a few minutes the minister asked for a volunteer from the audience and then pointed out the wife and asked her to come forward. The husband told her to bring her bible because she might need it. The minister then says, "Do you believe I am a man of God?" "Yes" "Do you know me as a friend and trust me?" "yes" "Do you think that I would lie to you?" "No, of course not" "If I gave you a very simple task, that you could accomplish right up here with me, would you do it?" "sure" "OK. Give me $5" The wife looks at him strangely and gives a questioning gesture. "Just let me go get my purse." "But I said you could do this simple task right up here. Don't you trust me? Would I lie to you?" "But I don't have $5" This conversation goes on for a few more lines and then the minister asks the wife to give him the bible. He opens it and shows her the $5 bill. She says, "How did that get in there?" "I put it there." Adapt the example to your class, or tell it in your own words, then you can go on to sight some scriptures that show us that God will never give us a task that he has not already given us the talents and ability to accomplish. We may not see them at first, but he has put them there and we must ask for his help and strength in doing his will. Jenny says: I think you could set this object lesson up by watching for a student to leave the class to go to the bathroom and place the $5 in her scriptures or purse, contact a student's parents to get them to help you, or pass out hymn books or scriptures to those who need them with the $5 already in them (just make sure you don't need the scriptures or hymnal BEFORE you give the lesson!) See also 1 Nephi 3:7 Source:http://www.geocities.com/Heartland/Flats/4746/lessons.html, additions by Jenny Smith
Gossip
I saw a similar object lesson to the toothpaste. The teacher gave the students a small pillow filled with feathers. The teacher tore it open and told him scatter the feathers. After he had done that, he then told him to go and pick up all the feathers and not come back until he had them all. Of course that was impossible. Gossip is like scattering the feathers, hurtful words or shared confidences cannot be taken back just like you can't find all the feathers. Think before you speak!
GOSSIP
Many years ago, I did this object lesson for our YW. I put a purse in the room that the girls knew belonged to one of the YW. This "designated" YW left the room. After she left, I opened it up and asked them who wanted what. If the girls didn't speak up for it, I would just give it out. "Here, you can have this gum." "Do you want her lipgloss?" etc. The girls were shocked. Then I told them just as you wouldn't give away your friend's belongings, you should not give away your friends' secrets... 1 Timothy 5:13 " And withal they learn to be idle, wandering about from house to house; and not only idle, but tattlers also and busybodies, speaking things which they ought not."
Habitual sins are hard to break
Could anybody name some bad habits? biting fingernails, swearing, smoking, eating too much, driving too fast, drinking too much alcohol, gossiping etc Do you kow anyone who has tried to break a bad habit and failed? I need someone quite strong to help with with this illustration "Please see if you can break this thread" give them a length of thread to break. "That's good, you're big and strong, you should be able to do this...." Tie a single length of thread round the volunteers wrists, "Whenever you do something bad your conscience will make you feel bad and you will hopefully decide not to do it again. At this point it is easy to break the habit and be free of it." The volunteer easily snaps the thread which is tying their hands together. Now tie the volunteers hands together again but this time add a couple more turns of the thread, until it is thick enough to prevent them snapping the threads. "But you see, temptation is all around us and we will soon find that we are doing the same thing again, and we are not worried because it was so easy to 'break' the habit the first time. We have learnt to ignore our conscience that makes us feel bad about doing it, or we have found a reason why we have to keep on doing it. Soon the habit builds up layers that are too strong to break on our own." The volunteer now tries to snap the threads and free their hands but they struggle. "Perhaps at this point we could ask a friend to help us break free from this habit." Ask the volunteer to call on a friend who will come up and try to snap some of the threads. But as the friend snaps a thread, keep winding the threads further and further up the volunteers arms until they can't move. "Friends can help us a little bit and might be able to break one or two strands of the habit." "But Habits are strong, and they creep up and up, strangling out our self will and self control until we are trapped and even our friends are powerless to help us break free from the habits." Now make a few final winds of thread completely around the volunteers whole body, pinning their arms down. "Now you are trapped and powerless against this habit. It has you firmly in it's grip and there is nothing that you can do in your own strenth to escape it." Now slip your hand inside the glove with the picture of Jesus on it, and pick up the scissors. The glove and the scissors should be hidden behind the picture of Jesus. The audience should see just the picture of Jesus. *This could also be done by sticking some double sided tape of the back of your hand and once yuo have picked up the scissors, stick the picture to the back of your hand so that only the picture is visilbe to the audience. "But the bible tells us: "With man this is impossible, but with God all things are possible." Matthew 19:25-27 Now, keeping the picture facing the audience, cut through the threads tying the volunteers arms together, pick up the cut threads and throw them aside (perhaps into the laps of the people in the front row) Only Jesus can take our bad habit and set us completely free. The Holy Spirit will give us the strength we need to resist the temptation next time it tries to trap us again. Therefore, if anyone is in Christ, he is a new creation; the old has gone, the new has come! 2 Corinthians 5:16-18
Hatred has no place in the Gospel
Invite the students to deface the picture of the disliked person. (throw darts, cut with a knife, punch nails into, scribble on with marker, etc.) After the students are finished remove the top picture to reveal the defaced picture of Christ or a reflective, mirrored surface (when we treat others unkindly, we destroy ourselves). Scriptures to discuss: Matthew 25:40: "...Verily I say unto you, Inasmuch as ye have done it unto one of the least of these my brethren, ye have done it unto me." Matthew 7:12: "Therefore all things whatsoever ye would that men should do to you, do ye even so to them: for this is the law and the prophets." D&C 64:10: "I, the Lord, will forgive whom I will forgive, but of you it is required to forgive all men." You can download printable pictures of the Savior from the Gospel Art picture kit. Sources: Geocities 4746 and Geocities 9767
Heavenly Father Hears Everyone's Prayers
Pick As many volunteers as you have outfits Have Volunteers come up. Have them put on the variety of Outfits. Examples are Chefs- Chefs apron and Hat Scout Leader- Scout Shirt Nurse- Scrubs Ect. Ask the question after the children are dressed Which one of these people can speak to our Heavenly Father? Everyone! Let's Look up in The Book of Mormon 2 Nephi 26:33 33 For none of these iniquities come of the Lord; for he doeth that which is good among the children of men; and he doeth nothing save it be plain unto the children of men; and he inviteth them ball to come unto him and partake of his goodness; and he denieth none that come unto him, black and white, bond and free, male and female; and he remembereth the heathen; and all are alike unto God, both Jew and Gentile. Say" We learn here from the scriputures that all of us can come unto God and speak with Him"
Heavenly Father keeps his Promises.
Ask for a volunteer. Tell them that if they do 10 jumping jacks(or something quick)that you PROMISE(use the word "promise" over and over) that you will give them a pack of gum. After they have finished, tell them they did a good job but you've changed your mind and only give them 1 piece instead of the whole pack. Ask for another volunteer and do the same thing over(the kids will say" but you promised!!!" Act very sincere but have excuses for not wanting to give the whole thing. After, call the same kids up and ask them "How do you feel when you did everything I asked you to do but I broke my promise?"(Give them the rest of the pack) This is where you explain that the only one that will never break his promise is our Heavenly Father and Jesus Christ. They won't and infact, they cannot, by eternal law. Hold up the scriptures and tell them it is full of wonderful promises and if we do our part, he will do his. (I also slip in the Temple and how great the promises are there, too.)
High Jump
(Elaborating on a story by Wayne Dyer, quoted here.)
Have the class, or your family stand up with the goal of jumping as high as they can. Maybe have a goal on the wall or doorway or something to measure how high to jump. In the first situation, no one can bend their knees before they jump - not even a little! So basically you can only go on your tiptoes. You just can't propel yourself into their air without bending your knees first.
Next have them bend their knees just a little bit and jump again and notice how much higher they can jump then finally allow the students to jump as high as they possibly can and bend as much as they desire.
Point out to them that the only way to reach and jump high is to bend low first. So when we are brought low with trials or difficulties we must remember that it takes that bending low to propel us higher. If we are brought low with trials, then we can build sufficient faith and trust in God so he can lift us to a higher spiritual place. There are many stories in the scriptures then that can illustrate this concept.
His Image in Your Countenance
Take a picture of someone in the group with a digital camera, or bring a photo of someone most everyone will recognize like the prophet, a national leader, or your Bishop/Branch President.
Describe the person in the photo to your class and ask the students to guess who it is from your description. Be vague in your description such as "This person has brown hair. This person is a man. The person in this photo looks friendly."
After a few moments of guessing, show your class the photo and ask them to name the person in the picture. Ask the class how they were able to recognize them so quickly when you showed them the photo.
Point 1: We can use words to describe Jesus Christ, but when others see His image in us, they will be able to recognize Him more easily. Read Alma 5: 14-19
Point 2: How can we help others recognize the Savior? We can be mirrors!
Hold the mirror in three different ways while asking the students if they can see their reflection.
1) Hold the mirror facing away from them. Emphasize that when we are not looking to God and learning about the Savior, we won't be reflecting his image.
2) Hold the mirror facing the class, but cover it with a piece of paper. -> There can't be anything between the mirror and our eyes. Others won't see his image in our countenances if there is something between us and Him, like sin, a bad attitude, or clothing that is distracting.
3) Wiggle the mirror as the students try to look at their image. -> We need to take time to "Be still and know that He is God." We need to spend time with our Father in prayer and scripture study every day so that we will become more like Him, and reflect his image.
2 Corinthians 3:18 tells us: "But we all, with open face beholding as in a glass the glory of the Lord, are changed into the same image from glory to glory, even as by the Spirit of the Lord." Each of us can be mirrors that brightly reflect the glory of the Lord. And as the Spirit of the Lord works within us, we become more and more like him and reflect his love and glory even more.
Hold to the Iron Rod
You will need to hold the broom up and say, "Follow the iron rod". Then have someone close by eating cake have them yell, "Hey come get some delicious cake"! Explain that they're trying to tempt him. Demonstrate that by holding to the Iron Rod (the Word of God, or the scriptures), we stay on the path heading to our eternal destination.
Holy Ghost is a Comforter
I brought a comforter from home and talked about how the Holy Ghost is the Comforter. Then I held up a small wall hanging I had made using the attic windows quilt block and talked about how each of these 'windows' could represent a different role of the the Holy Ghost (Comforter, companion, etc.) and as she grew in the gospel she would learn more roles and open more windows of knowledge. See John 15:26 - Comforter testifies of Christ, was promised to disciples; see also D&C 21:9. D&C 88:3 - Comforter we receive at baptism is the same that was promised to Jesus' disciples at Jerusalem. D&C 39:6 - Comforter is essential part of Gospel plan, received at baptism (is the baptism of fire), showeth all things, and teaches things that bring peace; see also Moses 6:58-62 D&C 21:9> - Comforter testifies of the mission of Jesus Christ, including atonement and resurrection. Moroni 8:26 - Comforter fills us with hope and perfect love. D&C 31:11 - Comforter will tell us what to do and where to go. D&C 90:11-16 - Comforter helps missionaries, helps us learn languages and things from good books, helps with administration of church (Source: Christy's Clipart, with some additions by Jenny Smith)
Holy Ghost, recognizing the holy ghost and being worthy to keep its companionshi
Start off your lesson with a volenteer to put on a pair of socks. When you show the volenteer the muddy socks, he/she won't want to put them on. Walk around the room asking for another volenteer to put them on. After they are reject the opportunity to put on the socks, relate it the the holy ghost, that he does not dwell in unclean things, just like we would not like to wear muddy socks, the HG does not want to be in unclean situations. Then, call another volunteer, (you can have a bathrobe for them,) tell a story about a child wanting to know how he knows if something is right or wrong. The mother of the child (in your story) explains the HG feeling like a warm or cold bath. Pull out your pitcher of "ice" cold water and have your volenteer put his/her foot in it. They will pull it out quickly. Let kids from other classed try to put their hand in the ice cold water. Let the tell how they wanted to "get out fast." Copare that to the spirit letting us know when we are doing something wrong. We will feel uncomfortable, and we want to get out. Then have your volenteer put her foot in pitcher of warm water. Let the other kids in the primary try. They will most likely make comments on how good it feels. Compare that to when we are doing good things or are in good places, we are very comfy and will be very comfortable staying. This object lesson is one that will stick with the kids! Enjoy.
Holy Ghost Will Only Dwell in a Clean Body
Take a sock ( an old one preferably one you don't care about getting real muddy), soak the sock in mud, get it real dirty and then put it in a plastic bag. Take it to your class and during your lesson ask someone if they would mind putting on a sock (of course they haven't seen the sock yet), someone will volunteer. Then take out the muddy sock from the bag and ask them to put it on their clean foot. Hopefully no one will want to do this. Liken this to the holy spirit not wanting to dwell in an unclean body. How can you put your foot in a dirty sock and expect it to feel ok? You can't ask the spirit to dwell in an unclean body, it absolutely will not. Source: http://www.geocities.com/Heartland/Flats/4746/lessons.html
Home and Family Fill Our Buckets
Kendra H. took this object lesson idea from lesson 10 in Manual 1 of the YW manual.
"I took 2 buckets and filled one with Rocks and the other was empty. I had the YW call out things that frustrated them or made them upset during the day and moved the rocks into the empty bucket until the first bucket was empty. I then explained that we all -- especially the parents -- go through the day and come home with an empty bucket. Home and Family is the place we go and receiving support from our family is how we fill our empty bucket to go onto the next day!"
Honoring Parents
Show the hourglass or timer and discuss how we are all like the individual pieces of sand. We are all together in the top of the hourglass, and we go down the hourglass we may feel like we are being restricted and squeezed. People are telling us what to do, how to act, how to dress, what time to be home, etc. But if we decide not to follow the rules and decide to break the "law of gravity" we will never know a whole world of freedom that we are missing out on. We are missing out the freedom to be sealed in the temple, serve a mission, receive personal revelation etc. When the sand has reached the bottom, show the class how some pieces of sand are stuck to the glass. Remind the class not to break laws and end up being stuck on the glass, unable to progress.
How do we feel when we make a wrong choice?
Ask for two volunteers. Have one eat a slice of lemon (usually a boy is more likely to taste the lemon than a girl) and another eat a slice of apple. I compared the way they reacted and felt to the way we feel when we make wrong or right choices. The lemon-eaters felt sour and had a bad taste that lingered in their mouths. The apple-eaters enjoyed their apples and wished for more. It was kind of silly but the kids really liked it. I used it for both junior and senior Primary. A variation: Show the apple and the lemon, and talk about how they smell and taste. Cut one of each in half and walk around and let a few smell them. What are some words that describe the taste of an apple/lemon? The decisions we make have consequences that either taste like an apple (sweet) or a lemon (bitter). Heavenly Father has given us standards to live by and if we make our decisions following these standards we will always taste apples. Source: http://www.eprimary.dk/ - (visit the Primary Object lessons section)
How strong is your foundation?
I have 2 small drawstring bags, one filled with Legos and one filled with junk (broken Popsicle sticks, small rocks, broken hunks of concrete, twigs, etc.) I have 2 children each come to the front of the room, in view of all, and build a house out of their materials, so we can then compare the different "houses". Our good, carefully thought out decisions are like the legos. If we make a good choices, we have a strong, healthy, safe future and life. If we make poor choices, our building materials are poor, and we end up with a shaky future that won't take more than one shake to send it toppling to the ground. Questions to ask: Which house do you want to live in? How can you make choices that will result in strong testimony? Source:http://www.eprimary.dk/ - (visit the Primary Object lessons section), additions by Jenny Smith
How will we find our way?
First tell the students that there is a great reward hidden in the building somewhere and that you will give them a map to help them find it. Next turn out the lights and then hand each student the map. Give them a few minutes to try and read the map (they can not read it in the dark). Then collect the maps and turn the lights back on. Then ask the students if they feel ready to go and find the reward. Explain to the students that the Lord has given us scriptures as a map we need to return to him in the Celestial Kingdom and the Light of Christ to use to read the map. Used together they will lead us to the our reward in heaven. Without both the inspiration of God and the scriptures, we will fumble in the darkness. To discuss: What other things could the map represent? (the scriptures, the gospel, conference addresses, Savior's example) What are other sources of light in our lives? (Holy Ghost, priesthood, prayer, patriarchal blessings) Source: Geocities
Hypocrisy - What's on the Inside Matters
I used this object lesson to teach about hypocrisy to my Seminary class. First, I printed chewing gum inserts on card stock. Each insert was 140mm x 18mm and fit inside a Juicy Fruit wrapper. On each was written the following references and words: "Thou Whited Wall" Acts 23:3 and "Full of Dead Men's Bones" Matthew 23:27.
After cutting them out, I put the "fake" gum in the center section of my gum box so I could keep them straight.
While teaching the class about the Apostle Paul's appearance before Ananias and the Sanhedrin in Acts 23, I stopped just before Paul called Ananias a "whited wall". I asked the kids if they wanted any gum to help them stay awake. Some said yes, and I gave some untouched gum and to others I gave gum with the handout inside. Once the students realized that they had been gypped, I asked them why it was a problem that the gum was different on the inside than the outside indicated. It's hypocritical. We say one thing, and do another. We talk the talk, but we don't walk the walk. We read the scriptures on the handout, and talked about how outside the Pharisees looked good, but inside they were spiritually dead, or "full of dead men's bones". We cross-referenced with 1 Samuel 16:7 ( a scripture mastery!) to talk about how God looks on men's hearts and not on their outward appearance. How should we treat others?
For your information, the phrase "whited wall" could be termed whitewashed wall, meaning a thin veneer of paint put on something to cover up the ugliness beneath.
I Am Going To Decieve You
First ask for four volunteers and tell them that they are going to be decieved. Ask each volunteer who they think that they can win, to distract them from the fact they are going to be decieved. Tell them to kneel around the baking sheet. Tell them ypu are dropping candy and whomever gets it the fastest gets to keep it, but they have to keep their eyes on the baking sheet. Drop a piece of candy, they should all go for it. Drop another, and another. Drop them until they understand the game. Then when they are comfortable and know whats going on, drop the egg or water balloon. They should all go for it and get messy, or wet. Tell them they can clean up. Point out that even though you warned them something bad would happen, they were conditioned to grab. You can liken this to how bad habits or mistakes can become sins because we're conditioned to act a certain way.
I am in Control of Myself
Here are some legos and right on front is a picture of what you can build with these. Do I have to build exactly what is here? Can't I choose to make any design that I can imagine? In fact, there are lots of different choices of really fun things that I can make with just these few blocks. If your friend makes a rude comment or does something mean to you, that is like handing you the box of Legos. You can choose to react in any way that you want. The most common thing would be to get mad and maybe give him a punch or yell and say two mean things back. But you don't have to. You can make a choice to react in a different way. Gecities
Importance of lesson preparation
This activity explains different ways teachers present the gospel. 1) you can simply share the cake with your hand, and without care give it to your brother; or 2)you can prepare this peace of cake carefully, put on a plate and give it. You can compare this experience with the way you teach the gospel in your class. Are you carefully preparing your lessons, or are you just haphazardly passing out gospel truths.
Importance of scripture study
Give every person in the class a piece of paper and pencil and tell that they just found out that they didn't have much time left and they need to write down their deepest desires for their family member and friend! Things that they wish they could tell them and thing they wanted to be remembered for! This really gets the class thinking! Then after a few minutes without warning have them pass their papers forward! Then once you have them in your hands take a couple and rip them in half, then throw a couple away, and put a couple under a book on the table. Then ask the class how it felt to have their testimonies their desires for their families tossed aside like they didn't matter! This is how the prophets feel when put the scriptures aside and don't read them and study them!
Importance of Scripture Study
Sprinkle baby powder on the page under the front cover of your Book of Mormon or Bible before class or your talk. Keep the book closed. When you pull out your scriptures, open the cover and blow off the baby powder (this looks like dust).
It doesn't matter what pot you're in
I taught the children the subject "Jesus Christ is my Example" by using 2 object lessons. I first displayed 2 exact plants planted in 2 different containers. One container was beautiful and the plant looked wonderful. The other container was chipped and awful looking and the plant appeared less desirable. I then had the children choose which plant they liked best. Of course, they chose the plant in the nice pot. I then read a story from the Friend called Tin Pot. It told of a boy with disabilities and how his friend Annie learned an important lesson from her Mom concerning how things can look so different on the outside, but still be the same inside. We then, discussed examples Christ did while on the earth to make everyone feel of their Father in Heaven's love and how the kids could use his examples today. Source:http://www.geocities.com/Heartland/Flats/4746/lessons.html
It's in the Presentation
To begin the lesson, pass around the muffin box with a mix inside. Have students look at the box. Smell the box. Ask them what their opinions are. "It's just a box." Next pass around the freshly made muffins in the basket. Ask the students to look at the muffins and smell them. What is the difference? "The second one is more interesting, desirable." With the muffin box, it didn't take me any time or effort to bring it to the class. With the muffins, I spent time, consideration, caring thoughts, and came out with a finished product that the students are ready to enjoy. It is the same with our lessons. We must prayerfully plan these to meet the needs of our students. Much of what they get out of the lesson depends on our effort and preparedness. We can't just show up with an old box and expect the lesson to go well. We must spend time preparing worthwhile lessons to receive the Spirit and be inspired.
It's worth the wait
In order to demonstrate the importance of waiting for your big spritual reward rather than indulging yourself in "worldy rewards", put a cookie in front of the child/children and ask them if they would like to enjoy it by eating it now. After all of the children have decided whether they would like to eat it or not you then present a humongus dessert such as a banana split or a piece of cake with whipped cream and candy all over it.... then you tell the children that they could eat this big dessert instead of the cookie but they will have to wait for a half hour in order to do so, would they wait to eat it? Apply the lesson to great rewards that await us in the Celestial Kingdom, or by being virtuous, or by preparing to enter the temple. You may want to use the following poem by Elder Boyd K. Packer in your lesson: We have within a burning flame, A light to kindle lights, The sacred fire of life itself, Which if misused ignites A smold’ring, suffocating cloud Of sorrow and distress. When used by law this power brings forth A life, a family, happiness. Temptors from the darkest realm Seek to pervert this power In acts of wickedness and waste Until there comes the hour Of judgment and of recompense, When bitter tears are shed O’er power once held to foster life That now is gone and dead. I know this power to be a key, A very key to God’s own plan Which brings to pass eternal life And immortality for man. And marriage is the crucible Where elements of life combine, Where mortal temples are conceived Within that plan divine. Then spirit offspring of our God Can come through mortal birth To have a choice, to face the test— The purpose of our stay on earth. Here good and evil stand alike Before decision’s sovereign nod. Those who elect the righteous path Will part the veil, return to God. A gift from God, the plan provides That mortal beings in humble strait Be given power, supernal power, To share their love and help create A living child, a living soul, Image of man, and of Deity. How we regard this sacred gift Will fix our course, our destiny! (as quoted in "Marriage," Ensign, May 1981) This object lesson was inspired by one at KidsSundaySchool.com.
It takes two
For an object lesson regarding marriage, partnerships, working together, etc. I used a simple clothespin. I showed the class that if I only have one side of the clothespin it does not perform it's full function. However, with the two sides of the clothespin being bonded together by the Lord the clothespin can perform it's full function. In relationships if one side is trying to do it all, the relationship will not always work. But by working together with the Lord it is amazing what can be accomplished. Source:http://www.geocities.com/Heartland/Flats/4746/lessons.html
Jake's Object Lesson on being the Light of the World
"My oldest son, Jake, taught Family Home Evening a couple of weeks ago. It all started with a simple experiment. I told Jake that if
"I poured oil on water it would float on top of the water. Then we went for the food coloring. Then it turned into a discussion, mostly his idea, that ended up being our lesson for FHE. He presented it all by himself. Here is how it went....."
Follow this link to read all of Jake's Object lesson:
Jake's Object Lesson @ Your Life Uncommon
Jesus Christ is our cornerstone
I am using Play Dough to demonstrate the importance of a cornerstone. Since it is not a major part of my lesson, I will already have my two walls built and put together. Then, I will ask them which of all the "stones" is the most important stone.
Jesus Christ is the Light of the World
Display the picture of the Savior and read John 8:12: "I am the light of the world: he that followeth me shall not walk in darkness, but shall have the light of life.". You may also wish to make a sign that says "I am the light of the world" top help students focus on the theme of the object lesson. Bring in several sources or pictures of sources of light. Have students identify the purpose of each. Next, have students identify how Christ functions in a similar capacity. Here are some examples: Sun: Is the source of life for all things living on earth. (Christ provides resurrection/life for all men.) Porch light: Serves as a beacon to help us find home. (Through Christ's atonement, we can live with Heavenly Father again) Campfire/fireplace: Provides warmth and comfort (When we pray we can feel peace) Lighthouse: Protects from dangers Flashlight: Defines a safe path. (Perfect example) Nightlight: Banishes darkness and eliminates fear (Gives knowledge--you can't have fear if you have knowledge) Match with candles: Light can be shared or given to others Car headlights: Let us know where we are heading Lights on the floor in an airplane or movie theater: A guide that can be followed Have students continue to add to the list and see if they can add to the analogy.
Jesus is the Son of God (Making a Puzzle)
Cut a picture into 20 pieces to create a puzzle. (The picture caan be any picture of Christ, but a picture of his birth would work great.) Give all the kids in your class an even number of puzzle pieces.
Ask each child to tell the class something they know about Christ’s birth. Once they share one thing, have them put a puzzle piece up on the board.
Keep going until they finish the pieces, or until they can’t think of anything else. If they don't finish putting up the pieces, share any other important details about Christ’s birth until all the pieces are up on the board. Give the kids time to arrange the pieces so that they know what the picture is.
Especially help the children understand who Jesus’ parents were. (Mary and Heavenly Father, not Joseph) Discuss why it was important for his mother to be mortal and his father to be immortal. Compare how Christ’s birth was different from ours because of who his parents were.
judging
Remove the label from a can of soup and put it on a completely diffrent can of soup, such as put a label from a can of green pea soup onto a can of tomato soup. The labels are usually easy to remove and replace. Ask the class what is in the can, then open the can and show that the label on the can was wrong. Instead of green pea soup, it turns out to be tomato soup.
Keeping in tune with the Spirit
Ring the tuning fork, play the same note on the piano. Ask if the piano is in tune with the tuning fork. Ask why or why not? (piano hasn't been tuned, humidity, time between tunings, etc.) Make the connection that we need to do certain things to keep ourselves in tune with the Holy Spirit, i.e. prayer, scripture study, church attendance, etc.
Keeping in tune with the Spirit
Ring the tuning fork, play the same note on the piano. Ask if the piano is in tune with the tuning fork. Ask why or why not? (piano hasn't been tuned, humidity, time between tunings, etc.) Make the connection that we need to do certain things to keep ourselves in tune with the Holy Spirit, i.e. prayer, scripture study, church attendance, etc.
Keeping our focus on Spiritual things
At the start of the lesson I had each person write on their popsicle stick something that they enjoyed spending their time on. (hobbie, sports, etc.) We talked about the importance of spiritual things and how the world tends to pull our focus away from those things. Have them look at the picture that your brought. (do this from a distance of atleast 7-10 feet) Know ask them to hold up their popsicle stick and put it in their field of vision. While focusing on Christ you can still keep in line other things. What would happen if you changed all your focus off of Christ and only on your stick. As you do this you will notice that your spiritual focus has been thrown off because you are focusing to much time on the other.
Keep the Sabbath day Holy - Sabbath Sundae
Items Needed:
A bowl of ice cream
Delicious topping for the ice cream
Ketchup, mustard, and mayonnaise
Lesson Idea:
Begin by showing your participants a bowl of ice cream. Ask what kinds of topping they like on their ice cream. (Chocolate, caramel, whipped cream, etc.) Now place the delicious topping on the ice cream and ask who would like to eat some. (Most should.) Pull out your bottle of ketchup and explain that you especially love ketchup on your ice cream, as you add not only ketchup but mustard and mayonnaise to the bowl. Again ask which participants would like to eat the ice cream. (None should want to now, but if one should volunteer, let him/her eat some.)
Explain that there is nothing wrong with ketchup, mustard or mayonnaise. They are good, just not on an ice cream sundae. Ask what type of activities are not good on a Sunday? Compare the ice cream example to activities that are not good to participate in on Sundays. Hold up the bowl of ice cream and ask them if this is what they are giving to the Lord on his day. Encourage them to engage in activities that keep the Lord's day holy.
Scriptures:
Exodus 20:8
Luke 23:56
D&C 59:9-12
Moses3:2-3
Keep the Sabbath/Taking the Sacrament
I dirtied the glass by misting it with water and sprinkling it with dust. I placed the glass on an easel on the table. At the appropriate time in the lesson, I used a glass cleaner wipe to clear away a swath on the glass. The lesson was to visualize the filth (spotting) of the world and accumulation of sin throughout the week. By coming to church and partaking of the spirit and the Sacrament,renewing ourselves (becoming unspotted) we can clean our glass and keep a clear eternal perspective. The dirty side represented our side and the clean side was that of the Lord's. The glass is always clear, we just need to do our part to clean it up and keep a clear eternal perspective. D&C 59:9 "And that thou mayest more fully keep thyself unspotted from the world, thou shalt go to the house of prayer and offer up thy sacraments upon my holy day;"
Kind of promptings of the Holy Ghost
I brought my cell phone and would play the different tones and asked them to listen to them and think what kind of promptings they would represent. The happy tones represented the Holy Ghost letting you know that something was good. The tones that sounded scarey were warnings. The tones that were peaceful were comfortings. The different sounds from the cell phone could actually help them feel things and associate those feelings with promptings. It really turned out great...hard to describe, but even the sunbeam kids loved it!
Knit Together
Demonstrate how two separate colors of yarn can be knit together to become stronger and more beautiful and useful than one. Have someone than can knit (or crochet) knit the yarn together while you read Mosiah 18: 21: "And he commanded them that there should be no contention one with another, but that they should look forward with one eye, having one faith and one baptism, having their hearts knit together in unity and in love one towards another." Discuss
"Labeling" others
Tape the contrasting label directly over the canned food label. Make sure no part of the true contents are showing. I used a Green bean label and covered over a can of pears. I asked the children if they liked green beans. Most said they did not, I elaborated on this issue and afterward I proceeded to open the "Green Beans" what they found on the inside of the can was sweet and juicy and delicious and wasn't at all what they were expecting. I then told the children just because something or someone is different looking on the outside doesn't mean what's inside isn't worth getting to know and enjoy,we shouldn't "label" others wrongfully just because they seem different.
Lemon Identification
Spiritual Note: Lemon Identification (from a book called Low Cost, No cost Ideas for youth Ministry, its a Baptist church book, has some good ideas) While kids are feeling their lemons, make a secret list noting which numbered lemon each person is holding. When kids feel like they're sufficiently intimate with their fruit, collect the lemons and set them all in a pile on a table. Have kids remove thier blindfolds, and have them take turns picking out their lemons. If kids were careful, they should each be able to pick out thier original
