Page 7 - Teaching Guide Unit 4 - Seeds
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GOSPEL THEME: Jesus asks for water.told her how God had sent him to teach everyone about love. Even Jews and Samaritans could learn to love each other, Jesus said. The woman and Jesus became friends. She even ran back to the town to tell all the people there about Jesus. They became his friends, too. The woman from Samaria was a friend of Jesus and taught others about him.6. GOSPEL CREATIVE DRAMA Ask the children to show with their bodies and faces• how Jesus looked and felt when he was thirsty• how the Samaritan woman looked and felt when Jesusasked for water• how the Samaritan woman told the people in her townabout Jesus• how the people looked and felt when they met Jesus7. MARCH AND SING Conclude this Gospel storytellingby using the “Follow Me” song from the Seeds music CD. Divide your group into a child or children who are Jesus, one or more who are the Samaritan woman, and the rest as the townspeople. Make a parade with Jesus beginning, then the Samaritan woman joining, and finally the townspeople. Children can wave their Seeds copies in time to the music. End the procession at the work area.BUILDING CHRISTIAN COMMUNITYOBJECTIVE: The children will participate in a tasting experience.8. ACTIVITY: The Tasting Trail Have the children open Seeds to pages 2-3. Tell them they are going on a journey like Jesus’ journey to Jerusalem. Point out the two children at top left. Ask the children to trace with their fingers the path the two children will move along, then go back to the children and place their fingers there. They will move their fingers along the tasting trail as you tell this story. When you get to the words in boldface, you may wish to pause and let the children tell you what the taste is.Stacy and Sam decided to hike to the water well to get a drink. “Let’s take the Tasting Trail,” Stacy said. So they set off. First they got to Lemon Lake. Sam leaned over to takea drink. “Ooooh, that’s sour!” he said. They walked on and came to Lollipop Lane. Stacy stood on her tiptoes to lick a lollipop. “Yumm, that’s sweet,” she said. They were getting thirsty, so they were happy to see a little creek. But it was a Coffee Creek, and when Sam stuck his finger in and licked it off, he said, “Wow, that’s bitter!” So they went on through Peppermint Forest (sweet) and past the Popcorn Palace (salty) and right by the Pickle Pen (sour). When they finally got to the water well, they were so thirsty and their mouths were full of so many tastes that they drank three big cups of water each.Have the children retell the story to you, taking turns describing the places and tastes Stacy and Sam experienced. Ask them to imagine they are tasting each treat along the tasting trail. Let their faces show how they feel about each taste. Distribute crayons and give the children time to finish coloring the picture.9. ACTIVITY: We need water Turn to page 4. Ask children to describe the three small illustrations on the left. Go back to the first one, the wilted plant, and ask what it needs. Which of the pictures on the right side of the page will help the plant? Have children use a crayon or pencil to connect the plant with the watering can. Complete the page as a group or individually.WHAT THE CHURCH BELIEVES AND TEACHESWPage 13, What Is Baptism? The children opened this Seeds session by making the Sign of the Cross with holy water. Extend their learning by reading this page together and talking about Baptism. Many children have witnessed a baptism and recognize the importance of water in the rite. They will also recognize the Sign of the Cross as an echo of the baptismal formula. Ideally, you and the children could go to the parish church and gather around the baptismal font after your discussion of this page. Use the waters of the font to make the Sign of the Cross.TG4-710. CLOSING PRAYER If you were not able to take your class to the church as suggested above, conclude your Seeds session by repeating the ritual with the holy water and making the Sign of the Cross.EXTENDING ACTIVITY11. FLOAT OR SINK? Place water in a sink or plastic tub. Gather small items from your house or classroom for the children to place in the water. Discuss which objects sink and which ones float, and why.

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