Open Nursery Kinder

NATIONAL COUNCIL OF CHURCHES IN THE PHILIPPINES
Program Unit on Ecumenical Education and Nurture

(NCCP EEN)
Vacation Church School
“You and I as Part of the Inhabited Earth”
NURSERY - KINDER
Dss. Rissa P. Castillo

Capt. Florence A. Limasac
Ptr. Divillajyn G. Ursos
Writers
Jubilee Joy S. Calang

Editor
VACATION CHURCH SCHOOL 2024 NURSERY - KINDER | ii
Copyright © 2024
All rights are reserved by the authors, editors, and the National Council of
Churches in the Philippines. This module may be cited for Vacation Church
School uses with proper attribution and citation. This material cannot be
reproduced or used in any manner whatsoever without primarily obtaining
permission in writing from the copyright holders. No part of this module
may be changed in any way or sold in any form.
Front cover image by Artwork and Lay-out Artist.
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VACATION CHURCH SCHOOL 2024 NURSERY - KINDER | iii
CONTENTS
CONTENTS
CONTENTS
Title Page ............................................................................................. i

Copyright ............................................................................................. ii
Table of Contents ................................................................................ iii
Foreword ............................................................................................. 1
Acknowledgements ............................................................................ 3
Biblico-Theological Reflection ............................................................ 6
A Note to Teacher ............................................................................... 9
Overview ............................................................................................. 22
UNIT 1: Oikoumene—The Inhabited Earth ......................................... 24

Lesson 1: The World We Live In .................................................... 24
Lesson 2: The World that We Love .............................................. 34
Lesson 3: The World that We Value ............................................. 44
UNIT 2: Me in the Oikoumene.............................................................. 57

Lesson 4: We Belong to a Family ................................................. 57
Lesson 5: We Belong to a Community ......................................... 66
Lesson 6: We Belong to the Whole Inhabited World ................. 74
UNIT 3: You and I as Responsible Parts of the Oikoumene ............... 86

Lesson 7: We are Taking Part ....................................................... 86
Lesson 8: We are Good Stewards ................................................ 94
Lesson 9: We are the Voice and Advocate of Change ................ 102
Lesson 10: Oikoumene: A Call for Celebration and
Thanksgiving................................................................ 111
Bibliography ......................................................................................... 116

VCS Theme Song .................................................................................. 121
VACATION CHURCH SCHOOL 2024 NURSERY - KINDER | 1
CONTENTS
CONTENTS
FOREWORD
You and I as Part of the Inhabited Earth
Children rushing to enter the church gate. Some with excited little voices
saying, “Good morning, Teacherrr”. Some shyly hides from the back. You
witness all these while simultaneously preparing snack, and teaching
materials. These are just some of our memories as VCS teachers. Or perhaps
memories of my early exposure as VCS teacher when I was 16-years old.
Through the years, the Vacation Church School has become a wellspring of
church leaders for local churches and parishes. Grounded in their faith,
largely honed and developed through leadership formations like VCS, we
have heard testimonies how the VCS shaped their Christian values and
inspired them to exemplify Christ-like servant leadership.
This year, the NCCP offers another VCS material for our children. As the
NCCP VCS Philosophy articulates, we hope this material will “provide an
enjoyable, meaningful, and holistic learning experience for children.” This
year’s theme ‘You and I as Part of the Inhabited Earth’ celebrates and affirms
children’s place in God’s whole creation, where everyone is welcomed and
included. Like what Jesus did when he commanded his disciples to let the
children come to him (Matt. 19:14), we also celebrate each child’s unique
and significant place in our midst - in churches, in the family, and community.
We want to inculcate in their young minds that we, adults, are their partners
in creating a nurturing community where they can flourish and develop. It
also seeks to imbue in them that they too, have God’ given responsibilities
in the society.
We hope this material will be useful to all local churches and parishes in
teaching children and producing future leaders with a vision to take part in
the whole Oikoumene – the whole inhabited Earth.
Maligaya at makabuluhang pag-aaral sa lahat ng mga bata!
Jimarie Snap Talingdan Mabanta

Program Secretary
Program Unit on Ecumenical Education and Nurture
CONTENTS
CONTENTS
ACKNOWLEDGEMENTS
The Vacation Church School (VCS) 2024 strives to uphold and promote the
inherent dignity and rights of every child. As such, this educational material
is an outcome of deep devotion and commitment to nurture the well-being
of God's little people. Our writers and talented staff expounded on this
year’s theme, You and I As Part of the Inhabited Earth with careful
deliberation only experienced Christian educators could do.
The National Council of Churches in the Philippines wishes to express its

heartfelt gratitude to all who generously and continuously pour on their
gifts and graces to make this year’s VCS material a meaningful endeavor.
Many thanks for your creativity and passion that was put into this material,
and for your unwavering commitment to the ecumenical movement and its
ministries with the children. Indeed, this material, as always, is a labor of
love and passion to see a new world dawning.
Our Writers:
Nursery Kinder
1. Mr. Jimbo Cordova - Iglesia Filipina Independiente
2. Ms. Margie B. Domoguen - Episcopal Church in the Philippines
3. Rev. Lendehl Rey M. Sallidao - Episcopal Church in the Philippines
4. Dss. Sheena Camille Calma - Sanchez - The United Methodist
Church
Younger Elementary
1. Dss. Rissa P. Castillo - Iglesia Evangelica Metodista En Las Islas
Filipinas
2. Capt. Florence A. Limasac - The Salvation Army
3. Ptr. Divillajyn G. Ursos - United Church of Christ in the Philippines
4. Jubilee Joy S. Calang - Iglesia Filipina Independiente
Middle Elementary
1. Ms. Aleissa Lhauren U. Ayeras - Iglesia Unida Ekyumenikal
2. Soldier Coleen Ann R. Bagasol - The Salvation Army
3. Ms. Veronica S. Quising - The United Methodist Church
4. Ms. Jeruzel M. Seva - The United Methodist Church
Older Elementary
1. Dss. Rose Anne Velasco - Cayabyab - The United Methodist Church
2. Rev. Fr. Charvine C. Dimailig - Iglesia Filipina Independiente
3. Rev. Veronica T. Estayo - United Church of Christ in the Philippines
4. Rev. Daniel P. Woods - Episcopal Church in the Philippines
Biblico-Theological Reflection:
Rev. Fr. Lendehl Rey M. Sallidao - Episcopal Church in the Philippines
Content and Language Editor:

Jubilee Joy S. Calang, Iglesia Filipina Independiente
Jimarie Snap Talingdan Mabanta, Iglesia Filipina Independiente
Joy practices literacy intervention and trains literacy educators. She co-
founded The Reading Companion, a literacy center that helps struggling
readers. She completed both her undergraduate and graduate degrees in
Teaching in the Early Grades and Reading Education in UP Diliman. She has
conducted and wants to pursue more research on critical literacy, critical
pedagogy, children’s literature, and teacher training. As a member of the
IFI, she presides over the Clergy Children Organization of the Diocese of
Cagayan de Oro and is part of the Diocese’s Christian Education and Nurture
Committee.
Module Lay Out Artist:

Kjerrimyr Andres, Student Christian Movement of the Philippines
Artwork:
Dalisay Ruah A. Capuz, Iglesia Filipina Independiente
VCS 2024 Theme Song (Words and Music): “Munting Alagad”

Ms. Jeruzel M. Seva, The United Methodist Church - NCCP FWS
VCS Centennial Song (Words and Music): “Isang Daan”

Ms. Jeruzel M. Seva, The United Methodist Church - NCCP FWS
Song Performers:
Glenn Christopher Quising, The United Methodist Church
Ronn Christopher Quising, The United Methodist Church
Hanx Kendrick Seva, The United Methodist Church
Hanx Keiffer Seva, The United Methodist Church
Kyler Mark S. Vizcayno, The United Methodist Church
Danielle Daenerys Q. Mercado, Iglesia Filipina Independiente
Poster and Manual Cover Lay Out:

Mr. Khevin Feriz C. Ignacio, Iglesia Filipina Independiente
Teaching Packet Artist:

Ms. Krizhel Cathleen Quililan, Iglesia Filipina Independiente
Proofreader:
Ms. Azel Anne Vidad, The United Methodist Church
Music Notation and Recording:

Ms. Margie B. Domoguen, Episcopal Church in the Philippines
Mr. Khevin Ignacio, Iglesia Filipina Independiente
Ms. Krizhel Cathleen Quililan, Iglesia Filipina Independiente
Recording Studio:
Blaster Recording Studio, Rd 8, Project 6 Diliman, Quezon City
Once again, our utmost appreciation and thanks to all our writers, artists,
and the whole of the VCS Team 2024 for their dedication and untiring
contribution to making this VCS 2024 possible. - NCCP EEN
CONTENTS
CONTENTS
BIBLICO-THEOLOGICAL REFLECTION
You and I as Part of the Whole Inhabited Earth

(Matthew 18:1-5, Matthew 9:14)
As we once again conduct our annual Vacation Church School in our

respective churches in the National Council of Church in the Philippines, it is
going to be an affirmation and celebration. First, we affirm that the children
occupy centrality in our order of priority in terms of our mission and ministry
following Jesus’ mandate to “Let the little children come to me, and do not
hinder them, for the kingdom of heaven belongs to such as these.”
(Matthew 9:14). Our theme for this year “You and I as part of the inhabited
world” is an emphasis that the children belong to a loving and caring
environment where they can thrive and grow in wholeness and that is the
very essence of the being and purpose of Jesus. We bring the children to
Jesus because he intends them to live their life in fullness.
Our VCS lessons aspire to look at the important aspects of the world of the
children that are essential to their holistic growth. While we can't cover
every detail, we all agree that children's involvement in the inhabited world
encompasses their environment, community, family, and everything else
that God intended in creation. It is also the entire dynamic movement and
processes that happen in the life of every child that is not only done for
children but rather with them as well.
We also affirm that the ministry to children unites us in our common desire
to realize Jesus' prayer that we may be one. In John 17: 11, Jesus prays for
the protection of his disciples which then will keep them under God’s care.
We see the children worthy of common care and nurture as a continuing
endeavor for Christian unity amidst our diversity. We endeavor to work
together so that the children may be protected, cared for and loved. We
also work together to resist and stop all forms of abuse and violence against
children. This has been the source of aspiration and energy of the
Ecumenical Movement in the Philippines in the last 100 years of working
together. But while we work for and together with the children for their
care and protection, we also see them as a symbol of unity and sign of God’s
Kingdom. In Matthew 18: 1-5, Jesus places the child among the disciples. This
is because the disciples want to contend against each other. Jesus in this
instance invites the disciples to look at the child as the sign of the Kingdom
of God. The child in the midst of the disciples is a representative of Jesus
himself, of his nature, his way, and his calling. The children in our midst is an
invitation for us to see them as a sign of the Kingdom and a representative
of Jesus and the One who sent him; the unity of Jesus and the Father, the
point of our unity together. We are given the children in our midst by Jesus
as a common hope, of common faith, a common journey of potential
growth of discovery and learning as a body of Christ.
This year’s VCS is also a celebration because it will be the 100th year of the
VCS in the country and the 60th anniversary of NCCP. An important
historical insight in the development of the NCCP is the fact that children’s
ministries and churches’ commitment to children were among the fields of
pioneering attempts of Christians from different denominations to work
together across denominational boundaries. Commitment to children’s
ministries was the most important energy forming and leading the spirit of
Christian unity and ecumenical cooperation.
We celebrate that we are united amid our diversity and that through the
years of working for and together with the children, we have truly
manifested God’s love among us being the very essence of what it meant to
be disciples of Jesus and witnesses of the Kingdom of God.
We also celebrate the privilege to be alongside the children, those whom

Jesus has placed in the middle of our lives. As a Church, we are uniquely
situated to receive the little children as signs and models of the Kingdom of
God. We celebrate the children as a gift that God has endowed to the
families and to the Church as a community of love.
Marking the 100th year of working together alongside the children is a

milestone of the continuing journey of growing and living out God’s
revelation of His Kingdom. This milestone is a mark of success, while we

continue to seek new ways of responding to the changes and chances of
the world of the children in the tensions and messiness of life—the political,
the economic, the social and the emotional. In our quest to work for the
realization of Jesus' prayer that we may all be one, we are to situate this in
the whole inhabited earth. We continue to work together for unity,
recognizing the central importance of children in God's heart, against the
backdrop of society's past, present, and future. We work together and
alongside the children aspiring and looking forward to the day the children
enjoy the fullness of life that God intends for all children.
CONTENTS
CONTENTS
A NOTE TO TEACHER
On Children
Children today come to the classroom carrying with them knowledge of

anything that they can easily access because of the current technology.
Because of this, they have a wide repertoire of schema about the things
around them. Thus, it is important to facilitate effective learning by bridging
the gap between the children’s prior knowledge and new constructs that
they will learn in the Vacation Church School. Gone are the days when the
teacher is a sage who dispenses the whole information to the whole class.
Nowadays, the teacher acts as a facilitator and collaborator in order to
provide a meaningful and pedagogically sound experience to the children.
Children of today are called “digital natives” and “21st century learners.”
This trend compels those working with them to provide them with
opportunities to develop and enhance their 21st century skills that will help
them thrive in this world. While the concept is not widely discussed in our
country, it is very much helpful to read about this framework to help us
effectively address the learning needs of today’s children.
It is also noteworthy that children still go through the same developmental

stages, but the pace is different from one another. This makes each one of
them unique. Be sensitive to the children and acknowledge their pace.
Observe their readiness before giving them tasks that they need to perform.
If the task is too difficult for a child, provide easier ones. However, this
doesn't mean that you will not encourage them to challenge themselves
and take on more complex tasks. You still need to push them a little further
to develop their skills and have a sense of achievement. How much you will
push them will largely depend on your observations of them. That is why, as
a teacher, it is important to know each and every child that will come to your
class to be able to effectively assess and address their learning needs.
As the VCS starts, take time to observe and interact with each child during
discussions and informal activities.
Many children who will attend the VCS are not privileged enough to be able
to go to good schools. Perhaps, some of them do not go to school at all.
Thus, use the VCS to also teach them numeracy and literacy skills and
concepts other than the key concepts that will be taken up for the day.
These may be integrated in the class during Circle Time. For instance, post a
message like one below during each class period.
This is a good opportunity to teach children concepts like days of the week,
number sense, reading, and many more. It is always a good way to inform
them about the activities that the class will do for today’s session.
It is also important to note that there might be children in your class who
exhibit atypical behavior. They might have different exceptionalities with
varying severity. But this should not discourage them to enjoy the sheer fun
in VCS. Just like any other children, they have their own skills, abilities and
needs. At the onset, having children with special needs (CSN) in your class
can be a very challenging experience. But since teaching is a skill, there are
ways and strategies that you can use in handling CSNs for the whole period
of VCS. Socialization, independence, support, and acceptance are some of
the important needs of CSNs. CSNs want to be part of a group and live like
their peers more than acing the worksheets and participating actively in all
activities. It will be helpful to talk with the parents about some important
information and useful strategies in dealing with their child. It is also good
to read information about exceptionalities and strategies on how to
facilitate optimal success of the CSNs in your class.
On a final but equally important note, children are considered among the
most vulnerable sectors in the country. In particular, 10%-15% of Filipino
children aged 5-10 years are reportedly suffering from mental health
problems. Experts are warning that this condition may worsen under lack of
concerted efforts to address it. For our part, the VCS has served as one of
the appropriate avenues that cater to children’s well-being, even for a short
period of time. We continue to create safe spaces for children by
encouraging socio-emotional learning, helping them develop a growth
mindset, practicing gratitude and mindfulness, and fostering valuable

relationships.
On Routines, Learning Experiences, and Class Flow
It is important for the teacher to establish a predictable class routine to

support the children in the whole process of learning. This gives them the
sense that the world is predictable and stable. This is good for their
psychological growth. These learning experiences can be subsumed under
different blocks of time that you can follow. Below is a suggested class
schedule, while the manual provides definite suggested learning
experiences. It also lists what activities or learning experiences fall under
each block.
Time Block Description and Activities
Choice It is called Choice Time because children can go to different

Time learning areas or centers in the classroom; thus, they
choose their own activity. This is good practice for decision
making, waiting for one’s turn if a classmate is still using a
material, sharing toys or materials with others, and
focusing on a single activity of choice. Since VCS will run for
only two weeks, it is best to do this at the beginning of the
whole session. This is a good way for the children to
familiarize themselves with the classroom setting,
especially for children who do not easily warm up to people
and situations.
It is important that the children are engaged in the activity

that they choose. If you see children having difficulty in
choosing one, help them choose and stay with them for a
while to help them become engaged.
This can be an opportune time for the teacher to get to

know the learners personally. While in their choice time,
you can facilitate unstructured conversation to get to know

each other and every child deeply.
During Choice Time, encourage the children to integrate

with each other to facilitate the development of language,
imaginative, and creative skills.
Meeting This is the time when you introduce the lesson for the day.
Time or However, before doing so, it is important to have meeting
Circle Time time routines like saying hello to each other by singing
‘Hello’ songs, checking the attendance, checking the
weather, reading the calendar, etc. Keep Meeting Time
short because children have a short attention span. It is up
to you to keep Meeting Time lively. Action songs are very
helpful in keeping it as such.
Activity This is the time when children can have a hands-on

Time experience of what you have discussed, so that they will
remember the concept better. Activities can be in the form
of art, role playing, games, cooking, or even science
experiments. Remember to prepare all the materials ahead
of time.
Snack and Nourishment of the body is as important as nourishment of

Rest the mind. Snack time is a good way for the children to
practice sharing. It also enhances their other skills like using
scissors to open packages, practice pincer grasp in picking
food, and relating with classmates while they eat.
Children are very active but they should also learn that
there are times when they need to rest and be quiet for a
few minutes. This also trains their capacity to keep still and
wait. You may choose to let them lie in mats or allow them
to read books silently. Remember that reading also
enhances their literacy building opportunity.
Story Time Story time can come after the rest time. You can even tell a
story to a small group of kids during rest time. However,
stories can also be take-off points for your lesson for the
day.
Goodbye Before you actually say goodbye to the children, this is the
best time to wrap up what transpired in the class, and
emphasize points to reinforce learning. Do not forget to
show each other’s artwork, pique their interest for the next
day’s activity to continue building their self-esteem and
excitement in learning. Remember to give announcements
and homework before dismissing the class.
Do not hurry the children during dismissal. Provide ample

time for them to tidy their mess and pack their things
before leaving. Hurrying the children during dismissal
creates unnecessary anxiety.
On Learning Centers
Learning centers are various areas in the classroom with specific materials
that generally target a specific skill. You may have a writing and art area
where you can put paper, crayons, pencils, markers, glue, and other
materials they can use for arts and crafts. This area targets fine motor skills.
You can have a dramatic play area where you can put costumes,
occupational accessories like doctor’s kit, carpentry tools, tea sets,
household items, dolls, etc. This area will challenge the children’s
imagination. A manipulative area can consist of table blocks, Lego pieces,
stacking beakers, puzzles, magnetic letters and numbers, and other toys or
materials that children can use and work with. This area mainly challenges
their logical and visual-spatial skills. Meanwhile, have a variety of books in
the reading area/center. You may also put brochures and catalogs.
This center will make them aware of printed words and that the words they
say have an equivalent in symbols. Make sure that the books are visually
attractive. You can change the books as often as you see the need to
introduce new titles to them. In the music center, you can put musical
instruments and a variety of records that they can listen to should they
choose the center. Of course, you have to supervise them in operating the
music player to ensure the proper operation of the device and prevent it
from being damaged. If you have floor blocks, you can add accessories like
toy cars and trains.
Not all materials in the learning centers should be bought. We can always
use recyclable materials, or donated old stuff that are still functional. Should
there be a need to buy, there are ways to keep expenses at a minimum.
Below are some ideas that you may use.
Learning Suggested Notes/Remarks

Center Materials
Writing and Scratch You can go to offices to ask for scratch

Art Center paper papers.
Non Toxic Buy only the primary colors, just mix

Paints them for the secondary colors. You can
dilute them with water to extend your
supply.
Used ice For mixing paints

cream cups
Stamps and For the stamp pad, you can use

stamp pad discarded dishwashing foam and lightly
soak it in paint.
Glue/paste You can use linen starch.
Manipulatives Puzzles You can make these using photos from

magazines and pasting them on
cardboards. Cardboards can be old
folders or corrugated boxes from

supermarkets.
Stones or Good for counting

small rocks,
seeds
Music Shakers You can make these out of Yakult

bottles. You can put mongo seeds or
sand or small pebbles and top off with
cardboard cellophane and rubber band.
Musical This can be made with eight (8) bottles

bottles of the same size filled with water with
graded levels. You may put a little food
color to make them more attractive.
Drums Tin ice cream containers or large biscuit

cans will make good drums.
Cymbals and The cymbals can be made from covers

castanets of tin milk containers. Bore two holes in
the middle and tie a string for the
handle. Coconut shells can be good
castanets.
Reading Area Books, There is also such a thing as teacher-

brochure made books.
Dramatic play You can put in old clothes, character

area costumes, and other things in your
home that you no longer use like cups,
plastic spoons discarded by fast food
chains, plastic plates, old bags and
shoes, etc.
On Music and Movement
Children like to sing. Songs may be used to start off classes, as a transition
from one activity to the next, and to teach concepts. When teaching songs
to children, sing the song first so that they will have an idea of how the
melody goes. Sing it for the second and third time and encourage them to
hum or sing with you. The key to learning a song is repetition. Allow mastery
by singing it on various occasions during your class period. For instance, use
it to settle the children after an activity.
Encourage literacy among the children by writing the song on a chart. One
way to do this is to have long and short rectangular cardboard loops with
handles (similar to a magnifying glass) and ask children to highlight a word
they know or read (including sight read) using the cardboard loops.
Children like to dance or move as well. Moving with the music is also a good
venue for them to express emotions they have difficulty naming and/or
handling as well as to release their excess energies. Movement is also a
good way to perk up children.
To make the music and movement more meaningful, experiential, and

creative, you can use ribbons, percussive materials (tambourines, tin can
drums, sticks, shakers, cymbals etc.), old blankets, pompoms, flags,
costumes, and many more. Music and movement facilitates the
development of children’s creativity. It has always been an accepted truth
that music and movement has a direct link to the children’s emotion and
cognitive processing.
On Telling Stories
Children like stories. In storytelling for preschool-aged children, be

conscious of using simple language. It is good to introduce new words or
“big” words to children once in a while because this builds children’s
vocabulary. However, when you use it, you need to define it for them in
simpler terms. Do not forget to pause once in a while and do some chunking
of the storyline to check for understanding.
There are different ways of introducing a story. If you are using a book, you
can ask them to describe what they see on the cover or for beginning
readers, ask them to identify words they know or “sight read” from the
title. These are good ways to develop children’s verbal and literacy skills.
If you are not using a book, pique their interest by asking them questions
related to the story. For instance, using the story of Jesus and the Children,
“What are the things that Jesus did to the children who came to
him?” (Note: It is important to always start from children’s experiences.)
Children are more visual than auditory. Thus, in the absence of a book, you
can create stick puppets to liven up the story. Or, you can act out the story
especially if the story is “action-packed.”
Engage the children when telling stories. You can ask them to do actions
especially if they are repeated in the text, like “And he huffed, and he puffed
and he blew the house down” in the traditional story of the Three Little
Pigs. You can also pause in-between scenes in the story and ask a question
like “What do you think will happen next?” In this way, you allow children
to think ahead and predict what will happen based on the previous
information they heard.
After finishing the story, it is good to engage the children in some kind of
discussion. The “Guide Questions for Discussion” are only suggested
questions and/or start-up questions. Remember to listen well to children’s
responses and follow up with another question if necessary. You can also
start by asking children how they felt about the story, about the character,
etc., then build on it to check for knowledge and comprehension and even
application to their own experiences.
On Snack Time
Snack Time can be a time to learn social skills like sharing their food, learning
to say “Please” and “Thank you”. Remind the children to tidy their mess as
they go and put the things they used back in their proper places as these are
important prerequisites to a meaningful adult life. It is also a time to
practice fine motor skills such as picking food. If children are bringing their
own snacks and the food package needs to be opened, it is a good time for
them to practice using the scissors.
In practice, some put this at the end after the VCS session so that all class
levels will have snacks at the same time. This set-up is ideal for the person
preparing the snacks. However, it is wiser to incorporate snack time in
between activities for preschool aged children. This is to give children a
breather between activities especially if these activities will require children
to sit and/or focus for a longer period. Remember that preschool aged
children have short attention spans and trying to keep them focused when
they can no longer do so is frustrating for both children and teacher. The
children will be bored and the teacher will spend so much time and energy
trying to keep their attention and hence, classroom management will be
more difficult. Snack time is a break for both children and teacher.
On Communicating with Children
For most teachers, oral communication with children is not given much
importance. But it is one of the most challenging parts of being a
teacher. Children are naturally curious and tend to ask endless
questions. Make sure you entertain their questions and discuss correct
concepts or else you start to kill their curiosity and feed them with
misconceptions. When you are not sure of the answer, be brave to tell the
children that you have yet to do research to answer their question correctly.
In giving direction to the children, don’t forget to be as descriptive as you

can. When asked about materials and other things, most teachers would
use their fingers and lips to point to the direction. It is always beneficial to
use complete sentences and appropriate words in describing objects and
giving directions. This way, the development of children’s vocabulary and
sentence construction are reinforced.
Always be mindful of the words you use when communicating with children
and other people. The teacher is a model of language to the children. The
VCS may be conducted for just a couple of weeks, but it will have much
impact on how the children will be shaped and molded through language
used in social interactions.
On Co-Teachers
It is ideal to have a co-teacher especially with preschool-aged children. If

you have a co-teacher, plan together, compare notes about children and
make sure you discuss what you will do the day before. Be clear with your
specific tasks before (e.g., who will prepare what material) and during (e.g.,
who will be the main teacher for the day and who will assist) the
class. Review together the day’s class and evaluate in order to identify areas
of improvement and areas where you deserve a pat on the back. Meta-
teaching is one important tool to enhance your craft in teaching. Good
teamwork is very rewarding.
Other Suggestions
You can make a Job Chart for the children. The children can be board
monitor or the one who is in charge of erasing the board, prayer leader,
weather watcher, etc. You can think of other jobs they can take turns
doing. This teaches the children taking turns and responsibility. This is also
good practice of leadership. You can also have a calendar, a weather chart
and an attendance chart. Calendars will teach children about days of the
week, identifying and writing numerals, and counting. A weather chart will
teach them different types of weather and reinforce counting skills as well
as introduce them to graphs.
Job Chart
3 x
2 x
1 x x
Sunny Cloudy Rainy
Your attendance chart will help children sight-read their own name as well
as their classmates’. You can also choose to use a sign-in sheet for the
children. Apart from learning their name and their classmates’, they will
learn to write their name and practice fine motor skills. At first, they can just
make any kind of mark. As days progress, you can have them trace their
name and still later, have them copy their name. Then you can introduce
the blue and red lines when they are ready. At the start they can trace their
name on the red-blue lines then they can move on to writing their names
without a model using the red-blue lines. Of course, children’s writing
readiness will differ. Some of them may already know how to write their
names when they come to the VCS. Others may not be able to do tripod
grasp yet. Again, observe the children so that you can provide activities that
they can succeed in. When children experience success in a task, it develops
their self-confidence and self-esteem.
Before the class begins, have all your materials ready in a tray – worksheets,
sets of crayons or markers, etc. so that you don’t need to “leave” the
children while you get your things. When you “leave” the children, it will
take effort to get them back to what you were doing or talking about. It will
also cut the flow of the class.
Teaching in the VCS may be a challenging task for most teachers. Ironically,
while you stand in front teaching, the experience also facilitates learning on
your part. At the end of the VCS, you may realize that you have become
more skilled in consolidating your thoughts, more creative, more sensitive
to the needs of people around you, and have become a better public
speaker. These are just some perks of being a teacher. So, always fuel your
gear in order to continuously enhance your adeptness in
teaching. Remember, with our ministry to the children whom Jesus loves
the most, anything less is unacceptable.
CONTENTS
CONTENTS
OVERVIEW
The Vacation Church School 2024 is happening at a time when the

ecumenical movement is observing the 100th year since the VCS began in
the Philippines. It was in 1924, when a special grant by the International
Association of Daily Vacation Bible Schools, that DVBS started in the
country. The grant was received by the Evangelical Union of the Philippine
Islands, the earliest predecessor of the NCCP, and took charge of
promoting the program in the country. Since then, the NCCP has faithfully
nurtured the DVBS program, which later on named VCS, and has
consistently produced materials to be used by VCS teachers in parishes and
local churches.
Coincidentally, 2024 is also the year when NCCP is celebrating its 60th year
since its founding.
With these milestones being celebrated by the ecumenical movement,

VCS 2024 will give focus on celebration and affirmation of children’s unique
and significant place in the Oikumene. Lessons are crafted by a pool of
writers from the member churches, teaching children that they are part of
God’s creation.
This manual consists of plans, materials, and resources and follows the
PRAISE (Presentation/Preparatory Activities, Reading and Reflecting on
the Scripture, Activating Prior Knowledge, Information & Interaction,
Synthesis, and Evaluation) Design.
While this manual provides a thorough guide on the implementation of the

VCS 2024, it leaves room for contextualizing efforts. Most of the plans and
materials are written in English for the sole purpose of providing a
language base that teachers have access to. It is encouraged, though, that
the children’s Mother Tongue or the area’s lingua franca be used as the
medium of instruction–a good educational practice. There may also be
several elements in the plans concerning access to space and human and
material resources. It is recommended that the local VCS administrators

and teachers modify these elements where needed, so that children are
provided with the best learning conditions and developmentally
appropriate learning experiences.
The PRAISE Design
Presentation/Preparatory Activities are a set of activities that prepares the

children for learning. Here, they are guided to gather, break the ice, sing
songs, and get ready for the day’s lesson/s.
Reading and Reflecting on the Scripture is anchored on the day’s Bible

reference/s, which in turn is connected to the day’s key concepts and
objectives. It is also the basis for the children’s Memory Verse activity later
in the session. Here, they are guided to read and reflect on the Word of
God through questions and other prompts.
Activating Prior Knowledge is tapping on the children’s previous

experiences so that they smoothly learn new concepts. Here, they are
guided to retell past experiences and share familiar situations that are
related to the new lesson.
Information & Interaction is the bulk of the day’s session. This is where
new knowledge is facilitated and enriched through different learning
experiences and teaching strategies.
Synthesis is the summarizing of what transpired during the session. The

children are encouraged to consolidate their learnings with the help of
prompts and other interactive activities.
Evaluation is measuring how well the day’s objectives have been met. Both
the teacher and the learners–where possible– engage in evaluative
activities.
CONTENTS
UNIT 1: OIKOUMENE—THE
CONTENTS
INHABITED EARTH
CONTENTS
CONTENTS
LESSON 1: THE WORLD WE LIVE IN
KEY CONCEPTS
1. God created the world we live in.
2. God wants us to take care of His creation.
3. God wants us to live harmoniously with His creation.
LEARNING OBJECTIVES
At the end of the session, the children should be able to:
 recognize the beauty of God’s creation;
 share three simple ways that show love and respect for God's
creation; and
 identify good practices in caring for God’s creation.
BIBLE REFERENCES:
Genesis 1
Genesis 5:32- 6
Memory Verse: Genesis 1:31a
MATERIALS NEEDED
1. Bible
2. attendance chart and name tags
3. song chart
4. Creation Story puzzle
5. coloring materials
6. scissors
7. Creation Story book (a big book where you can paste or put the
pictures portraying the creation story.)
PRESENTATION/PREPARATORY ACTIVITIES
Welcoming:
 While waiting for the children, play music and adorn the
classroom with welcoming decorations and a warm ambiance.
 Greet each child with a smile and a welcoming statement like,
"Good morning! Welcome to our classroom." You may also
talk with the children who came earlier while waiting for other
children.
 Distribute the children’s name tags.
Community Singing:
Engage the class in a lively singing session with the song
“Do You Know Who Made the World”

(Tune: Mary Had a Little Lamb)
Do you know who made the world,
made the world, made the world
Do you know who made the world,
God made the world!
Getting to Know Each Other:

Conduct an icebreaker activity where each child shares one interesting fact
about themselves.
“Where is Song”
(Tune: Are you Sleeping)
Where is (name of the child)_____)
Where is (name of the child)_____)
Here I am, Here I am

Morning bells are ringing, Morning bells are ringing
Ding, ding, dong, Ding, ding, dong
Opening Prayer
 Begin with a moment of silence for personal reflection.
 Lead a brief prayer, keeping it inclusive and respectful of all

beliefs. For example, "Let's take a moment to center ourselves
and reflect on the day ahead. Dear God, we ask for guidance,
wisdom, and understanding as we embark on this learning
journey together. Amen."
Setting of Classroom Rules

 Introduce the importance of classroom rules in creating a
conducive learning environment.
 Collaboratively establish classroom rules with input from
children, ensuring they understand the reasons behind each
rule.
 Display the agreed-upon rules in the classroom for reference
throughout the VCS.
Presenting of Learning Objectives

 Share the learning objectives for the day, aligning them with
broader educational goals.
 Explain how achieving these objectives will contribute to
children’s overall learning and development.
 Encourage children to actively engage in the learning process
and ask questions if they need clarification.
 Ensure to create a welcoming and inclusive environment where
children feel valued and respected, setting the tone for a
productive and enjoyable learning experience.
Say: Today we will talk about and do things that will help you
 see the beauty of God’s creation
 have three simple ways that show love and respect for God's creation;
and
 tell good ways to take care of God’s creation.
READING AND REFLECTING ON THE SCRIPTURE Genesis 1:31a

“God saw everything that he had made, and indeed, it was very good.”
Questions for Reflection

1. Who created the world that we live in?
2. What does the verse say about the creation?
Say: God created the world we live in, and truly, God’s creation is very good.
ACTIVATING PRIOR KNOWLEDGE

Instructions:
Gather the children near a window/door with a clear view outside.
Encourage them to look outside and observe what they see. After a
moment, gather the children back together. Ask each child to share one
thing they saw outside the window. Listen to their responses and
acknowledge each observation with enthusiasm.
Sample Questions
 What did you see outside the window?
 Did you see any animals or trees?
 What do you like best about what you see outside?
 Why do you like it?
 Who made all of these things?
Say: Today, we're going to hear an amazing story about how God created
everything in the world. Get ready to use your imagination and have some fun!
INFORMATION AND INTERACTION

Storytelling about God’s creation
Instruction: Use a big book filled with images to engage the children in a
captivating storytelling experience.
Creation Story for Children

by Sharla Guenther
In the beginning, there was no earth or sky or sea or animals. And then God
spoke in the darkness: "Let there be light!" And right away there was light,
scattering the darkness and showing the infinite space. "That's good!" said
God. "From now on, when it's dark it will be 'night' and when it's light, it will
be 'day'."
The evening came and the night passed and then the light returned. That
was the first day.
On the second day, God made the earth and over it He carefully hung a vast
blue sky. He stood back and admired His creation. "That's good too!" said
God and the second day was over.
The next morning God looked around and thought, "The earth needs to be a
bit more organized." So, He put all the water in one place and all the dry land
in another. When He had finished that, God made plants to cover the
land. Dandelions and daffodils appeared. All sorts of trees and grasses
began to grow. "It's looking great," said God and that was the end of the
third day.
On the fourth day, God looked around and thought, "The daylight still needs
a bit more work and the night is just too dark." So, He made the sun to light
the sky during the day and the moon and stars to add a bit of sparkle to the
night. He hung them in the sky and stepped back to look at his work. "This is
coming along very well," said God.
The next day, God turned his attention to the water he had collected in the
oceans. "I want these waters teeming with life!" As soon as He said it, it was
so. In no time, there were millions of small fish darting through the shallow
water and huge fish swimming in the ocean. God made birds, too. He sent
them soaring through the air. "Ahh, that IS good!" said God. The dusk fell
over the water and the sky grew dark and that was the end of the fifth day.
On the sixth day, God added creatures to the land. He made lions and tigers
and bears. He made rabbits and sheep and cows. He added everything from
ants to zebras to the land. But He still felt something was missing. So God
added Mankind to enjoy and take care of all that He had created. God looked
around and was happy with all He had made.
After six days, the whole universe was completed. On the seventh day, God
had a nice long rest and enjoyed looking at all He had made.
After reading the story, facilitate a discussion by asking thought-provoking

questions.
Examples
1. Which among the creations of God do you appreciate the most?
2. How can we show our love and respect for that creation? Share
three simple ways.
3. Why do we need to take care of and maintain God’s creation?
Say: God made a wonderful world with you and me in it. He wants us to be
his partners and help take care of everything He created. We can do this by
being kind to each other, loving the animals, and taking care of plants and
trees. Together, we can make our world even more beautiful!
SYNTHESIS
Creation Story Puzzle Fun
Materials Needed:
 Jigsaw puzzle depicting the creation story in simple, child-friendly
illustrations
 timer (optional)
Instructions:
1. Gather the children in a comfortable area with enough space to
work on the puzzle together.
2. Show the children the jigsaw puzzle and explain that it tells the
story of how God made the world.
3. Demonstrate how to arrange the puzzle pieces in order, starting
with the first day of creation (light) and progressing through each
day (sky and water, land and plants, sun, moon, and stars, birds
and fish, animals, humans).
 Give each child a puzzle piece and encourage them to find

where it fits in the sequence.
 Provide support and guidance as needed, helping the children
identify and match the pieces in the correct order.
 Once the puzzle is complete, gather the children to admire
their work and discuss the different parts of the creation
story.
Extension Activities
 Engage the children in a simple discussion about the creation story,
asking questions like "What do you see in this picture?" or "What
did God make on the first day?"
 Encourage the children to retell the creation story using their own
words, referencing the puzzle pieces to help them remember the
sequence of events.
By engaging children in this hands-on activity, they can learn about the
creation story in a simple and age-appropriate way, while also developing
their cognitive and fine motor skills.
Say: God created the world in order. We now know that God created people
in His image before he took a rest. Let us thank God for this creation.
EVALUATION
Worksheet Activity:
Creation Care Feelings
Instructions:
Look at the pictures carefully. If the picture shows someone caring for God’s
creation, give a thumbs up. If it doesn't, give it a thumbs down.
3.
1.
4.
2.
5.
CLOSING ROUTINE
Singing Time
- “Do You Know Who Made the World?”
Memory Verse: Genesis 1:31a

“God saw everything that he had made, and indeed, it was very good.”
Homework
Instruct the children to each bring a small empty can and a few handfuls of
soil for gardening.
Closing Prayer:
Lead the prayer.
Thank you, Almighty God, for all we have learned today. Thank you to our
church, teachers, staff, classmates, and friends. May VCS be an avenue to
learn to love and love to learn. Bless our parents, families, and loved ones. In
Jesus' name, we pray, Amen.
THE
MINDFUL
CORNER
Fly like an eagle

1
Combine movement with deep breathing in this exercise. As students walk

slowly around the classroom, they breathe in as their wings go up and
breathe out as their wings go down.1
1
weareteachers.com/mindfulness-activities-for-kids/
CONTENTS
CONTENTS
LESSON 2: THE WORLD THAT WE LOVE
KEY CONCEPTS
1. God wants us to celebrate our diversity.
2. God wants us to be kind and loving to the world we live in.
3. God wants us to work together with love and respect for each
other.
OBJECTIVES
1. recognize that God made everything unique and special;
2. demonstrate love and kindness to God’s creation; and
3. express love and respect while working together.
BIBLE REFERENCE
Gen 2:15 (NIV)
MATERIALS NEEDED
1. Bible
2. name tags and attendance chart
3. song chart and music paraphernalia (CD player, laptop, flash drive,
speakers)
4. materials for 4 pics 1 word
5. picture of a caring community (ex. taking care of neighbors’ pets,
helping the elders cross the street, watering the plants, giving a
smile to a person, doing community cleaning)
6. clean and dry small cans
7. soil
8. mung bean seeds
9. watering cans or spray bottles
10. labels or markers (for personalizing cans)
11. popsicle sticks
Gathering
Greet the children warmly as they arrive. Give them their name tags.
Community Singing
Let the children sing the VCS 2024 Theme Song.2
Opening Prayer
Start the day with a short prayer to be thankful. You may also ask a
volunteer to pray.
Dear God, for this wonderful day, we thank You. For keeping us safe every
night, we thank You. For feeding us, sheltering us and caring for us, we thank
You. For guiding us on our way to VCS, we thank You. As we start VCS please
continue keeping us safe as we enjoy it with our teachers, classmates, and
schoolmates. May we continue to learn about Your great love for us. Thank
You. In Jesus’ name. Amen.
Classroom Rules and Routines

Explain how things work in the classroom, like when to listen and how to
behave nicely.
 Greet each other with a smile.
 If you need something, all you need to do is ask and say “Please.”
You may have it to keep or borrow.
 Participate in the activities.
 Respect your friends, classmates, and teachers.
Informing Objectives
 understand that God made everything special;
 show love and kindness to God’s creation; and
 show love and respect while working together.
2
Please find the audio file in the USB stick provided.
Motivation
4 Pics and 1 Word
Kids play a fun game where they see four pictures and guess the one word
that connects them all. It helps them think and learn new words.
Below are four pictures that mean 1 word. Can you guess the word?
WORLD
LOVE
READING AND REFLECTING ON THE SCRIPTURE

Through Sign Language
God took the man and put Him
in the Garden of Eden to work it and take care of it.
Memory Verse Genesis 2:15

“The Lord God took the man and put him in the Garden of Eden to work it
and take care of it.”
Introduction: Explain to the children that they will be learning a Bible verse
in sign language to include everyone, including those who may have
difficulties speaking.
Read the Verse: Read Genesis 2:15 aloud to the children, showing them the
written text for reference. Demonstrate the sign for each word in the
verse. You can use a combination of simple signs and gestures to
represent the meanings of the words.
After the children have learned the memory verse, say: Now that we have
learned and memorized the Bible verse, let us answer some of the
questions.
Question/s for Reflection

1. Where did God put the man? (answer: Garden of Eden)
2. Why did God put the man in the Garden of Eden? (answer: to work
it and take care of it)
After the children have answered the questions, say: Just as God placed
the man in the Garden of Eden, we, as part of God’s creation, should also
work together and take care of God’s creation.”

The World that We Love
Instructions:
1. Prepare the Community Collage: Display a collage of pictures
showing a caring community. (The pictures above are just samples.
You may draw your own or make a community collage out of cut-
out pictures from magazines.)
2. Gathering: Gather the children around the picture, ensuring they
have a clear view.
3. Observation: Encourage the children to observe the picture. Ask

them questions like:
 What do you see on the display?
 Can you point to different parts of the display?
 What do you love about this part of the display?
 How does this make you feel?
 What do you notice about how people are helping each other?
 Do you see anyone who is loving and kind towards animals or the
environment? How are they showing love and kindness?
 Why do you think it's important to care for each other and the
world around us?
 How do you think the children in the picture are feeling?

Sowing Seed of Love Activity
Materials Needed:
 clean and dry small cans
 soil
 a variety of seeds
 watering cans or spray bottles
 labels or markers (for personalizing cans)
Instructions:
 Introduce the activity and remind the children to show love and
respect to each other while working together.
 Ask: What are some ways you could show your love and respect to
each other while you work together? Record the children’s
responses where they can see them.
 Prepare the recycled cans: Gather cleaned and dried small cans.
Ensure they are safe to use for planting.
 Personalize the cans: Children can decorate their cans with labels
or markers, making them unique and special.Add Soil: Fill each can
with soil, leaving some space at the top for planting the seeds.
 Introduce the seeds they will plant. Then ask the children to
choose one kind.
 Ask:
 In what ways are your seeds different from others?
 Why are we planting different kinds of seeds?
 When these seeds grow into grown plants, what do you imagine
them to look like?
 Plant the Seeds: Gently push a few mung bean seeds into the soil in
each can. Cover them lightly with soil.
 Watering: Show the children how to water their plants gently using
watering cans or spray bottles. Remind them not to overwater.
 Taking Care: Explain to the children that they will be responsible
for taking care of their plants throughout the VCS Days (Vacation
Care Service Days). Encourage them to observe their plants
regularly and ensure they have enough sunlight and water.
 Talk About Values: During the activity, talk to the children about
taking care of the world around them. Explain how plants grow
and the importance of caring for living things.
 Enjoy and Learn: Encourage the children to enjoy watching their
plants grow and learn from the experience.
SYNTHESIS
Promise on a Popsicle Stick
Distribute a popsicle stick to each child. Write the lesson title on one side
of the stick and “creation steward” on the other. Remind the children that
we can show our love for the world by planting trees and taking care of
God’s creation. Ask the children to put the popsicle in the pot as a promise
to love God’s creation.
Say: Now that we have finished, how does it feel planting something? I hope
you felt happy planting something. We will be taking care of our plants until
the end of our VCS. We will check our plants, water them, and tend to them.
EVALUATION
Direction:
Color the box YES if you are doing the activity and color the box NO if not.
Activity Yes No
Memory Verse Gen 2:15 (NIV)

“The Lord God took the man and put him in the Garden of Eden to work it
and take care of it.”
Prayer
The teacher may ask a volunteer to lead the prayer.
Dear God, thank You for all the wonderful things You created and now we are
enjoying. Please always let us remember that You have also created these not
just to enjoy but also to take care of. Help us to always remember that we
have to take care of each other. Amen.
THE
MINDFUL
CORNER
The heartbeat exercise is a wonderful grounding activity because it

allows your child to focus on the body's sensations. This exercise is a
wonderful activity to do if your child is feeling stressed or anxious.
For example, if your child is working on a project for school and

getting frustrated or feeling stuck, you can gently redirect them by
asking them to STOP what they are doing and take a break.
Ask your child to stand up and either jump up and down or do

jumping jacks for one minute. At the end of that minute, have them
place their hand on their hearts and pay attention to how their
heartbeat and breathing feels.
Tuning into the physical body is a wonderful way to redirect the

focus. With this new burst of energy, your child will feel a new
motivation to complete the previous task.3
3
biglifejournal.com/blogs/blog/5-fun-mindfulness-activities-children-
breathing-exercises
CONTENTS
CONTENTS
LESSON 3: THE WORLD WE VALUE
KEY CONCEPTS
1. God’s creations are interconnected.
2. God wants us to value the world we live in.
3. God wants us to live with hope, love, and peace.
OBJECTIVES
1. recognize that everything God created is connected;
2. share ways that promote care and respect for the world around
them; and
3. create artwork as a sign of their dedication to caring for the
creation.
BIBLE REFERENCE
Genesis 6:9 – 9:17
Isaiah 45:18b (Memory Verse)
MATERIALS NEEDED
1. Bible
2. attendance chart
3. song chart
4. memory verse chart
5. storybook
6. pictures for the indoor tour
7. picture of a cloud on white construction paper
8. glue
9. pre-cut strips of colored paper (colors of the rainbow)
PRESENTATION
Welcome/Gatherings
Greet the children as they arrive. As they settle in, encourage them to
strike up a conversation with their classmates. It's a great way to start the
day and make new friends.
Community Singing
“Let’s Be Kind to Every Creature”

Tune: Jesus Loves the Little Children
Lyrics: Dss. Sheena Camille Calma-Sanchez
Let’s be kind to every creature

From tiny ants to soaring birds
Let's cherish them, both big and small,
For in this world, God loves us all.
Thank you, God, for all that you have made.
Opening Prayer
Dear God, thank you for the beautiful world you have created for us to live in.
Teach us to value and appreciate the world around us, to treat it with love
and care, just as you have entrusted it to us. In Jesus' name, Amen.

 Introduce the importance of classroom rules in creating a
conducive learning environment.
 Remind the children of the rules they helped create on Day 1. The
teacher can create visual reminders in the classroom, such as
posters and pictures, to reinforce the rules throughout the week.

 understand that everything God created is connected;
 share ways that show care and respect for the world around you; and
 create an artwork to show how much you care for the creation.

Biblical References
Genesis 6:9 – 9:17 (Children’s Version)
Memory Verse Isaiah 45:18

“God made the earth. But God did not want it to be empty. God wanted life
to be on the earth.”
Strategy: Make a colorful poster of the memory verse. Use a large and easy-
to-read font. You may also include pictures related to the verse such as
animals and plants.
Begin by showing a picture that captures the world's transformation from

creation to its current condition. Encourage the children to observe the
image and share their thoughts carefully. Guide them to explore the
difference between the two sides of the image.
You may ask:

 What do you notice on the left side of the picture? on the right
side?
 What do you think are the reasons why the left side is greener than
the right?
 Do you think we can make the right side as green as the left?
Say: This picture shows the before and after of the world we inhabit. The left
side of the image shows how God beautifully created the world: with many
trees and clean seas and rivers. However, as time passed, people changed
their way of life. That's when the land, air, and water became polluted.

Sing:
“It’s Now Story Time”
(Tune: Happy Birthday to You)
It’s now storytime. It’s now storytime.

Lend your ears. Open your mind.
It’s now storytime.
Say: Today, you will learn a story about a man who lived in a time when the
world was not a nice place because people were not taking care of it. They
were doing things that made God sad. But this man was different. He was
good, and he loved God and all of creation. Because the people were stubborn,
God spoke to this man about His plan.
Storytelling about Noah and the Great Flood4
Noah and the Great Flood
Noah was a man who worshipped God. Everyone else hated and disobeyed
God. One day, God said something shocking. "I will destroy this wicked
world," God told Noah. "Only your family will be saved," God warned Noah
that a great flood would come and cover the earth. "Build a wooden ark, a
4
Download the storybook here: Noah and the Great Flood English
(bibleforchildren.org)
boat enough for your family and many animals," Noah was ordered. God
gave Noah exact instructions. Noah got busy! Probably people mocked as
Noah explained why he was making an ark. Noah kept building. He also kept
telling people about God. Nobody listened.
Noah had great faith. He believed God even though rain had never fallen
before. Soon the ark was ready to be loaded with supplies. Now came the
animals. God brought seven of some species and two of others. Birds great
and small, animals tiny and tall made their way to the ark. Perhaps, the
people shouted insults at Noah as he loaded the animals. They did not stop
sinning against God. They did not ask to enter the ark. Finally, all the animals
and birds were aboard. "Come into the ark," God invited Noah. "You and
your family." Noah, his wife, three sons, and their wives entered the ark.
Then God shut the door!
Then the rain came. A great downpour soaked the earth for forty days and
nights. Floodwater poured over towns and villages. When the rain stopped,
even the mountains were underwater. Everything that breathed air died. As
the waters rose, the ark floated on top. It may have been dark inside, maybe
bumpy, maybe even scary. But the ark sheltered Noah from the flood.
After five months of flooding, God sent a drying wind. Slowly, the ark came
to rest in the mountains of Ararat. Noah stayed inside another forty days as
the water lowered. Noah sent a raven and a dove out of the ark's open
window. Not finding a dry, clean place to rest, the dove returned to Noah.
A week later, Noah tried again. The dove came back with a new olive leaf in
its beak. The next week Noah knew the earth was dry because the dove did
not return. God told Noah it was time to leave the ark. Together, Noah and
his family unloaded the animals.
How grateful Noah must have felt! He built an altar and worshipped God
who had saved him and his family from the awful flood. God gave Noah a
wonderful promise. Never again would He send a flood to judge human sin.
God gave a great reminder of His promise. The rainbow was a sign of God's
promise.
Noah and his family found new beginnings after the flood. In time, his
descendants re-peopled the whole earth. All the nations of the world came
from Noah and his children.
Questions
1. What kinds of animals do you think Noah brought onto the ark?
Why?
2. How do you think Noah and his family felt when they saw the rain
start to fall?
3. Why did God decide to send a flood to cover the Earth?
4. Where did the ark come to a stop after the flood?
5. Why do you think God sent a rainbow after the flood?
Say: The story of Noah and the Great Flood reminds us that it is important to
listen to and obey God, even when others do not. Noah's faith and obedience
saved him and his family from the great flood. The story also teaches us the
value of taking care of the world we live in. The great flood resulted from
people's greed and lack of care for creation.
God put a beautiful rainbow in the sky. It was like a colorful smile on a cloud.
God promised never to send such a big flood again; the rainbow was a sign
of that promise. Everything that God created is connected. We cannot
survive on our own. We need each other just like we need the trees for
oxygen and the trees need us for carbon dioxide. We should always be kind
to animals and plants, like Noah. In our simple ways, we can help make the
world a happier place for everyone and future generations, too.
SYNTHESIS
Indoor Tour5
5
Source of images: www.canva.com
1. Display the pictures around the room. Walk around the room as if
the children are taking a tour of a museum.
2. Encourage the children to observe the pictures closely.
3. Guide them in a discussion about how they can help in simple ways
to change the situation in each picture.
4. After the tour, the children will share their thoughts and
reflections.
5. Conclude the activity by reiterating the importance of caring for
the world around us and treating every creation with respect.
EVALUATION
Activity: Rainbow Cloud
Materials:
 picture of a cloud on white construction paper
 glue
 pre-cut strips of colored paper (colors of the rainbow)
Instructions:
1. Begin by gathering the children together and showing them the
picture of the cloud on the white construction paper with seven
color sections.
2. Explain to the children that they will work together to create a
beautiful rainbow cloud. Provide each child with a strip of colored
paper. Explain that their names will be called, and when they hear
their name, they should come forward and tie their strip onto the
cloud picture in front of them, forming a circle.
3. After tying their strip, instruct the children to squeeze a little glue
at the end of their strip to attach it to the paper and form another
circle.
4. As each child adds their strip to the rainbow, guide them to the
corresponding color section. Once all the children have added their
strips and completed the rainbow cloud, gather them.
5. Engage the children in a discussion about what they have learned
about caring for creation through this activity. Encourage them to
share their thoughts and feelings about the beauty of the world
they live in and their commitment to protecting it.
You may ask:
 Can you share a time when you did something to help the
environment? How did it make you feel?
 How can we encourage others to take care of our planet?
 What are your hopes for the future of the world we live in?
CLOSING ROUTINE
Review the memory verse and sing Let’s Be Kind to Every Creature as a
closing song.
Memory Verse Isaiah 45:18b

“He made the earth. But he did not want it to be empty. He wanted life to be
on the earth.”
“Let’s Be Kind to Every Creature”

Tune: Jesus Loves the Little Children
Let’s be kind to every creature

From tiny ants to soaring birds
Let's cherish them, both big and small,
For in this world, God loves us all.
Thank you, God, for all that you have made.
Conclude the activity by praising the children for their creativity and
teamwork in creating the rainbow cloud. Remind them of the importance
of being good stewards of the environment and taking care of the world
around them. Display the completed rainbow cloud artwork in the
classroom to serve as a reminder of the children's commitment to caring
for creation.
Closing Prayer
Dear God, thank you for this wonderful day filled with learning and fun. As
we prepare to say goodbye and go home, we ask for your blessings to be
with us. Help us to remember the lessons we learned today about caring for
creation and being kind to one another. Amen.
THE
MINDFUL
CORNER
Practice finger tracing
Have students sit quietly and put one hand out in front of them, palm
facing in. Starting at the base of the thumb, show them how to trace the
6 outline of their hand up around their thumb and around each finger. As
they trace upward, ask them to breathe in. As they trace downward,
breathe out.6
6
CONTENTS
CONTENTS
UNIT 2: ME IN THE OIKOUMENE
CONTENTS
CONTENTS
LESSON 4: WE BELONG TO A FAMILY
KEY CONCEPTS
1. God gives us a loving and nurturing family.
2. God wants us to be a loving and nurturing family to each other.
3. We belong to God’s big family.
OBJECTIVES
1. explain what a family is;
2. Share ways to be a loving family to others; and
3. express a sense of belongingness to God’s big family
BIBLE REFERENCE:
Luke 10:25-37
MEMORY VERSE Luke 10:27

“ ‘Love the Lord your God with all your heart and with all your soul and with
all your strength and with all your mind; and, ‘Love your neighbor as
yourself.’”
MATERIALS NEEDED
1. Bible
2. attendance chart
3. song chart
4. memory verse chart
5. storybook
6. a big tree board
7. container
8. washable, non-toxic finger paint in various color
9. wipes
Welcome/Gathering
Greet the children as they arrive. As they settle in, encourage them to strike
up a conversation with their classmates. It's a great way to start the day and
make new friends.
Community Singing
“Big Family of God”7
(By Nick and Becky Drake)
Some of us are big and tall,

Some of us are very small,
Some of us like pink and some like blue.
Some of us like reading books,
Some of us like feeding ducks,
That’s because we’re different, me and you… but
God loves everyone He’s made.

God loves each of us, in a special way.
That’s you and you and you and you
and you and you and you and you.
God loves you! God loves you!
That’s you and you and you and you
and you and you and you and you.
We’re part of the big family of God!
Some of us have curly hair,

Some of us have specs to wear,
All of us have different families.
7
Please find the video file in the USB stick provided or on YouTube: Big
Family of God : Remix with Actions & Lyrics (by Nick & Becky Drake) - Kids
Worship
[shouted] Some of us are very loud,

[whispered] Some of us don’t make a sound,
That’s because we’re different, you and me… but
God loves everyone He’s made…

God loves everyone He’s made…
Opening Prayer
Dear God, thank you for the gift of this day. May our classroom be a place of
safety, kindness, and learning, where every child feels valued and loved. Help
us to always remember to be kind and caring to one another, just as you are
kind and caring to us. Amen.

Introduce the importance of classroom rules in creating a conducive
learning environment.
Remind the children of the rules they helped create on Day 1. The teacher
can create visual reminders in the classroom, such as posters and pictures,
to reinforce the rules throughout the week.

Say: Today, we will talk about and do things that will help you:
 explain what a family is;
 share ways to be a loving family to others; and
 express that you belong to God’s big family.
Reading of the Scriptures
Biblical References: Luke 10:25-37
Questions
1. Who helped the man who was hurt on the road?
2. How did the good Samaritan show his love to his neighbor?
3. Why is it important to be kind and helpful to others?
Memory Verse: Luke 10:27

“ ‘Love the Lord your God / with all your heart / and with all your soul / and
with all your strength/ and with all your mind;/ and, ‘Love your neighbor/ as
yourself.’”
Strategy: Breaking down the verse into phrases and actions makes it more
interactive and memorable for children. Here's a breakdown of the
strategy with the corresponding actions:
Love the Lord your God (Two hands lifted)
With all your heart (Hands down to your chest)
With all your soul (Hands going up to your head, then down to your feet)
With all your strength (Both hands form a “strong” gesture)
And with all your mind (Hands pointed to your brain)
And love your neighbor (Hands pointed to the front)
As yourself (Hands going back to the chest)

Begin by having a group discussion about families. You may ask the
following questions:
1. Who is in your family?
2. What do you do together?
3. How do you show love and care to one another?
Encourage the children to share their own experiences and stories about
their families.
INFORMATION AND EXAMPLE

Sing:
“It’s Now Story Time”
(Tune: Happy Birthday to You)
It’s now storytime. It’s now storytime.

Lend your ears. Open your mind.
It’s now storytime.
Say: Today, our lesson is about God’s big family. A while ago, you were sharing
about your families. From what you have heard, not all families are the same;
and it’s okay. What’s important is that your family is a loving and nurturing
one. Did you know that you and your family are part of a bigger family? Yes.
You and your family are part of God’s big family. Now, let’s watch a story about
families.
Storytelling about Families, Families, Families
Families, Families, Families8

By: Suzanne Lang and Max Lang
Some children have lots of siblings.

Some children have none.
Some children have two dads.
Some have one mom.
Some children live with their grandparents, and some live with an aunt.
Some children have many pets, and some just have a plant!
Some children live with their father.
Some children have two mothers.
Some children are adopted.

Some have stepsisters and brothers.
Some children bunk with their cousins.
Some have a mom and a pop.
Some children’s parents are married.

Some children’s parents are not.
8
Please find the video clip in the USB stick provided or on YouTube: Proud
of My Family: Families, Families, Families!
So, no matter if you have a ma, a pa, a hog, this llama

Ten frogs and a slug, a cousin named Doug,
A great grandma Betty and a great aunt Sue,

Uncles Hal, Al, and Sal, and Uncle Lou, too.
One stepsis, three stepbros, and a prize-winning rose
A robot butler to serve you tea
The world’s biggest grandpa or whatever it might be.
If you love each other,

Then you are a family.
Questions
1. What is a family?
2. What kind of family is presented in the book?
3. How can you be a loving member of your family? to God’s big family?
Say: A family is a special gift from God. It’s all about love and taking care of
each other. And guess what? We're all part of a big family, called God’s family!
That means we should treat everyone with love and kindness, just like we do
with our own family.
Remember the story we read about the Good Samaritan? He wasn’t related
to the person he helped, but he still took care of him. That's because he
treated him like family! It doesn’t matter if we’re not related; we can still be
a family to everyone, especially when they need our help.
When we love God, we also love everyone else in His big family. So let’s
show love to everyone, just like we do to God!
SYNTHESIS
God’s Big Family Tree9
Materials:
 a big tree board
 container
 washable, non-toxic finger paint in various color
 wipes
Instructions:
9
Image source: www.pinterest.com
1. Set up a large tree board on a wall. Draw a trunk and branches

beforehand. Place the containers of washable, non-toxic finger
paint in various colors nearby. Have wipes available for cleaning
hands.
2. Gather the children and explain that they will create a special tree
to represent God's big family. Emphasize that everyone will
contribute by leaving their mark on the tree.
3. Show the children how to dip their thumb into the paint and gently
press it onto a designated spot on the tree board. Remind them to
be careful not to smear the paint and to leave a clear thumbprint.
4. Invite the children, one at a time or in small groups, to come forward
and add their thumbprints to the tree. As they do so, ask them to
share something they love about their family or something kind they
did for someone else.
5. Once all the children have contributed their thumbprints, take a
moment to admire the artwork. Discuss how their marks come
together to create something meaningful, just like in God's big
family. Display the tree in the classroom as a reminder of the lesson.
EVALUATION
Ask the following questions to assess their understanding of the lesson.
1. What did you learn about families today?
2. Can you tell me who is in your family? How do you show love to your
family members?
3. Why is it important for families to be loving and nurturing?
4. What did you learn from the story of the Good Samaritan? How does
it relate to being part of God's big family?
5. What is one thing you will remember from today's lesson about
God's big family?
CLOSING ROUTINE
Singing Time:
- “Big Family of God”
- VCS 2024 Theme Song
Memory Verse
Have the children repeat the day’s Memory Verse–Luke 10:27.
Closing Prayer
The class will form a big circle, and the teacher will lead the prayer. Before
that, each child will be allowed to share something they are thankful for or
a prayer request related to their family or God's big family.
THE
MINDFUL
CORNER
Master belly-breathing
Have students lie down, with arms relaxed at their sides and eyes closed.
10 Have them imagine their abdomen is a balloon that inflates as they
inhale deeply. As they exhale, they should feel the balloon deflate.
Repeat.10
10
CONTENTS
CONTENTS
LESSON 5: WE BELONG TO A COMMUNITY
KEY CONCEPTS
1. God gives us a loving and caring community
2. God wants us to grow and flourish in a welcoming community.
3. God wants us to enjoy our rights.
LEARNING OBJECTIVES
1. Find out how people in the community show love and care for
children.
2. Identify ways to grow and flourish in a welcoming community.
3. Recognize their rights as children.
BIBLE REFERENCES Matthew 19:14

“Jesus said, ‘Let the little children come to me, and do not hinder them, for
the kingdom of heaven belongs to such as these.’”
MATERIALS NEEDED
1. Bible
2. song sheet
3. colored papers for the memory verse
4. script for community interview
5. Materials for Community
o Manila paper
o colored markers
o pencils
o barbecue sticks/popsicle sticks
o masking tape
o crayons
o drawings
Gathering
Welcome the children as they arrive. Talk or play with the children while
waiting for the other children to arrive.
Community Singing
Let the children sing and enjoy the Theme Song of VCS 2024.
“Build Community”
It’s you, it’s you, it’s you who build community,
It’s you who build community.
Lalala Roll over the ocean, roll over the sea,

Roll over the ocean in the deep, blue sea
Roll over the ocean, roll over the sea,
Roll over the ocean in the deep, blue sea.
*you may change you to…

… me
… us
… you, me, us
Prayer
You may ask anyone from the class who would like to volunteer in leading
the prayer and say their own prayer or you may ask the child to use the
suggested prayer. You may also lead the prayer and ask them to follow after
you.
Dear God, thank you for the wonderful day. We ask you again to continue
blessing us with your words and make us remember that we are among
friends. Thank you again for the lessons you are about to give us. Amen.
Say: At the end of the lesson, you should be able to:
 recite examples of a loving community;
 show your love and care for other children; and
 tell ways to help grow in a welcoming community.

1. Make 2 sets of the memory verse. You can use several coloring
markers to write each word or group of words in the verse to guide
you when removing the word or group of words one by one.
2. Place one set on the board or any flat surface where the children will
be able to see it and copy what is on the board.
3. Ask the children to repeat after you. Read one word or sentence
while pointing at the word and let the children follow.
4. Repeat twice more then remove words or sets of words one by one
until there are none left on the board or the children have
memorized the whole verse.

1. What were the disciples doing when the children were trying to
come near Jesus? (hindering the children to come near Jesus)
2. What did Jesus tell his disciples when the disciples were hindering
the children? (Let the children come to me, and do not hinder
them)
3. Why should the children be allowed to come to Jesus? (For the
kingdom of heaven belongs to them)
Say: What did you see or who did you see on your way here to the VCS?
Let the children think about the question then let them answer at their own
pace. You may give the children some “push” or ideas. For example, “Did
you see animals?”, “Did you see a relative?”, or “Did you see buildings?”)
After you get their answers, say: All of these and more can be seen in a
community. All of us live within a community.

Q & A with My People
 Lead the children carefully around the church premises or nearby
areas to look for at least two grownups they can interview.
 Encourage the children to ask the following questions:
1. How do you show your care for children in the community?
2. How do you show your love for children in the community?
 Remind the children to thank the interviewees. You may want to
bring little tokens of appreciation to the interviewees.
 After the interviews are done, guide the children back to the VCS
classroom and process the activity.
Processing Questions
1. According to the grownups we have just talked to, how do they
show care for children in the community?
2. How do they show love for the children in the community?
3. Apart from what the grownups said, how do you want to be cared
for in the community?
4. How do you want to be loved in the community?
5. What happens when children are cared for and loved by the
community?
Say: What you all just said has to do with your rights as children. Rights are
rules about what children and people should have simply because they are
humans. For example, you are here at the VCS because you have the right to
learn, among others. What other good things do you get out of joining the
VCS?
Give the children time to respond. Match the children’s responses with
rights11 that apply. For example, if they respond with, “At the VCS, I get to
play with my friends,” match it with the children’s right to play, and so on.
Other possible responses and their matching rights:

 I get to meet new friends. → The right to belong
 I get to eat delicious snacks. → The right to health, water, and food
 I get to sing and dance. → The right to culture & entertainment.
SYNTHESIS
 Gather the children in a circle.
 Say: Let’s go back to a question that was asked earlier. If you belong
to a caring and loving community, one that makes sure that you are
enjoying your rights as children, what could happen to you while you
grow up? Imagine what you could be and do.
 Give children this prompt for sharing: “In a caring and loving
community, I can ________!”
 Give your own example.
 Then pass or toss a soft ball to anyone in the circle to take his/her
turn in sharing.
 Make sure that all children have shared.
EVALUATION
Ask another teacher volunteer to record the children’s responses during the
Synthesis. Then rate how well each child has achieved Objective #2, being
able to identify ways to grow and flourish in a welcoming community. Use
the template (page 71).
11
See poster at the end of this lesson for reference to Children’s Rights.
Name Objective Response Rating

of
Child ⭐ ⭐⭐
Has limited Has sufficient
understanding understanding
1.
2.
3.
4.
5.
CLOSING ROUTINE
Community Singing
- “Build Community”
Memory Verse Matthew 19:14

“Jesus said, ‘Let the little children come to me, and do not hinder them, for
the kingdom of heaven belongs to such as these.’”
Prayer
Dear God, we thank you once again for this day: for another lesson; for giving
us a community that helps us grow and care for each other; for being loved
and cared for by members of the community; and for being with other
children. Please continue to keep us under your care and keep us safe. Guide
us as we go back home. Amen.
THE
MINDFUL
CORNER
Just listen
Have students sit quietly with eyes closed. Ask them to quiet their minds
and focus on listening to what’s going on around them. Set a timer for
one minute. They may hear birds outside, the hum of the radiator, or the
sound of their own breath. Encourage them to keep thoughts from
interrupting their listening. When time is up, have them open their eyes.
12 Ask how their minds and bodies feel compared to before the activity.12
12
CONTENTS
CONTENTS
LESSON 6: WE BELONG TO THE WHOLE INHABITED EARTH
KEY CONCEPTS
1. God assures us of a life in its fullness.
2. God gives us a place in the whole inhabited earth.
OBJECTIVES
At the end of the session, the children should be able to
1. identify places in the whole inhabited earth that God gives us;
2. describe a life in all its fullness; and
3. express belongingness in the whole inhabited earth.
BIBLE REFERENCE
Matthew 18:5
MATERIALS NEEDED
 Bible
 music piece
 materials for Memory Verse
 sheets for colored paper
 markers
 scissors
 materials for the Picture Show
 scenic views in the Philippines
Gathering
Welcome the children as they arrive. Talk or play with them while waiting
for the other children to arrive.
Community Singing
Let the children sing and enjoy the theme song of VCS 2024.
“Hello Song for Children”13

Hello everybody, how are you today?
It’s time to move your body and learn and play
Hello to my teacher, how are you today?
I am going to listen to what you say
Hello my friends, how are you today?

I am going to share my toys to you today
Shake your head yes, shake your head no
Shake your head yes, shake your head no
Lift your arms up, put your arms down

Lift your arms up, and shake it all around
Again… Up, put your arms down

Lift your arms up and shake it all around
Bend to the left, bend to the right
Bend to the left, bend to the right
Hello everybody, how are you today?

It’s time to move your body and learn and play
Hello to my teacher, how are you today?
I am going to listen to what you say
Hello my friends, how are you today?

I am going to share my toys to you today
13
Please find the video clip in the USB stick provided or on YouTube: Hello
Song for Children | Morning Stretch Song for Kids | English Greeting Song
I hope everybody will have a good day
Salamat, Salamat, Salamat

(from former VCS lessons)
Salamat, salamat, salamat

Sa D’yos at sa buong mundo (Repeat)
Salamat sa hangin, sa bundok, sa gubat

sa ulan, sa lupa, sa ilog at dagat. (Repeat)
Salamat, Salamat, Salamat14

(from former VCS lessons)
Salamat, salamat, salamat

Sa D’yos at sa buong mundo (Repeat)
Salamat sa hangin, sa bundok, sa gubat

sa ulan, sa lupa, sa ilog at dagat. (Repeat)
Prayer
For the day that has passed, dear God, we thank you. For keeping us safe,
always guiding us in where to go and what to do, thank you. For giving us
people to keep us safe, thank you. May you continue to always place people
to do this wonderful deed. Amen.
Say: Today, you should be able to:
 tell about places in the whole inhabited earth that God gave us;
 think about a life that is full; and
 express belongingness in the whole inhabited earth
14
Please find the audio file in the USB stick.

1. Make 2 sets of the memory verse. You can use several coloring markers
to write each word or group of words in the verse to guide you when
removing the word or group of words one by one.
2. Place one set on the board or any flat surface where the children will
be able to see it and copy what is on the board.
3. Ask the children to repeat after you. Read one word or sentence while
pointing at the word and let the children follow.
4. Repeat twice more then remove words or sets of words one by one
until there are none left on the board or the children have memorized
the whole verse.
Matthew 18:5
”5 And whoever welcomes one such child in my name welcomes me.”

1. Who is saying the verse? (Jesus)
2. Who is Jesus saying the verse to? (to his disciples)
Ask the children:

1. Have you been on a vacation to a different place?
2. May we know where?
3. How was that experience for you?
Encourage children to share their views/communication with the children.
Say: There are a lot of beautiful things in the world we live in. We hope that
when we grow up it will still be beautiful then. Maybe we have a role to make
the world beautiful.

A Life in All Its Fullness
Note to the Teacher: Before the session, print some building samples and
people for the children to use in building a mini-community. Bring out
other materials.
Say: God promises us a life that is full. A full life is what you have if you are
living happily, being loved and cared for, getting along well with others, and
caring for others and God’s creations. What other ways can you live a full life?
What does a full life look like in a community? From our stories yesterday and
today, can you make a copy of a world you want–where you can live a full
life?
Give the children time to make their miniature community/ies. They may do
this as one group or in several small groups, depending on their number.
After they are done, have them display their work and share about their
creation.
Processing Questions
1. How did you come up with your community?
2. Who are the people in your community?
3. How do they work with each other?
4. How does your community help you live a full life?
Say: Each of us has our own share of what we want in our community, in our
world or around us. This is how we can live a full life. But we also have to
make sure that we take part in creating the world where everyone can live a
full life. Look at these pictures I will place on the floor.
Display pictures of places on the floor or paste them on the board.
Ask the following questions:

1. What can you say about our world?
2. Do we belong to this world? Why?
3. How should this world make us live full lives? What does it give us?
Answers may include: The oceans, seas, and rivers give us

fishes, shells and others; The mountains and land give us
fruits, vegetables, wood to build houses, etc.
4. What can we give the world in return?
Say: All the wonderful things we see remind us that we should take care of
them so that we may continue to live full lives in our world.
Mt. Mayon Tubbataha Reef
Chocolate Hills, Bohol. Bantayan Island
Banaue, Rice Terraces Coron, Palawan

Mt. Pulag Kawasan Falls, Cebu
Boracay Sibuyan Island
Siargao Tumalog Falls, Cebu
Cambugahay Falls, Siquijor Mt. Apo

Snake Island, Palawan. Osmena Peak, Cebu
Bomod-ok Falls Mt Makiliing
Vayang, Rolling Hills Mt. Isarog
Mt. Bulusan Mt. Banahaw

Mt. Arayat Mt. Matarem
SYNTHESIS
Choose a picture from above, then ask the children,
1. How does this place help you live a full life?
2. What can we do to take care of this place?
3. How would you thank God for this wonderful place?
EVALUATION
From the pictures, color thumbs up if this is a place that God gives us and
thumbs down if not.
CLOSING ROUTINE
Singing Time
- “Salamat, Salamat, Salamat”
Memory Verse Matthew 18:5

5
And whoever welcomes one such child in my name welcomes me.
Prayer
Dear God, we thank you for the day. We thank you for our lesson and for all
the things that you have given us. Please make us instruments to be able to
care for the world that we live in. Please guide us always in what we do.
Amen.
THE
MINDFUL
CORNER
Gratitude exercise
Practicing mindfulness isn’t just about the present moment and the
senses. Mindfulness activities for kids can be grown up activities, too.
Reminding your kids to think of the things they’re grateful for will not
only teach mindfulness, but also invoke more positive emotions. Plus, it
might even surprise the adults with the responses they get! You’d be
surprised how bright and creative some of the answers are. It may even
give you as an adult new things to be thankful for, and some
perspective.
Make it a part of your daily routine with them. Either while having
breakfast, picking them up from school, or putting them to bed at night.
Simply ask “What are you thankful for today?” If they repeat a previous
answer, ask “what else?” You can even follow-up with them “Why are
you thankful for that?” or “How does being thankful for that make you
feel?”. If your child is struggling for an answer, share with them who or
what you’re thankful for first.23
15
15
declutterthemind.com/blog/mindfulness-activities-for-kids/
UNIT 3: YOU AND I AS RESPONSIBLE PARTS OF

CONTENTS
CONTENTS
THE OIKOUMENE
CONTENTS
CONTENTS
LESSON 7: WE ARE TAKING PART
KEY CONCEPTS
 Understanding that everyone has a role to play in the community
of faith.
 Recognizing the value of diversity and unity within the church.
 Encouraging participation and collaboration among Nursery
children in church activities.
OBJECTIVES
 Understand the concept of unity and diversity within the church.
 Identify ways they can contribute to the church community.
 Participate in activities promoting teamwork and collaboration.
BIBLE REFERENCE
1 Corinthians 12:1-12 (ICB): "One body, many parts"
1 Corinthians 12:6: "God works in different ways, but it is the same God who
does the work in all of us."
MATERIALS NEEDED
 Copies of the Bible passages
 Pictures or visuals depicting different body parts (optional)
 Craft materials for collaborative art project (e.g., paper, markers,
glue)
 Interactive games or activities promoting teamwork (e.g., building
blocks, group games)
 Begin by gathering the children and welcoming them to Vacation
Church School.
 Introducing the theme of the day: "We are Taking Part." Explain
that today we will learn about how each person has an important
role to play in the church, just like different parts of the body have
different functions.
 Engage the children in a brief discussion about teamwork and
cooperation. You can use simple examples like playing together or
helping each other.
 Show pictures or visuals of different body parts and ask the
children to identify them. Explain that just as our bodies have
different parts, the church is made up of different people with
unique talents and abilities.
Introduce the song “We’re One Body”16
We’re one body, yes we are

Head and feet and legs and arms!
All together we’ll go far
We’re one body, yes we are!
We’re one body, don’t say ‘no’

Left without you, we’ll go slow
When we’re with you: then we’ll grow
We’re one body, don’t say ‘no’.
We’re one body, many parts.

Jesus makes us who we are.
The Spirit’s working in our hearts:
We’re one body, Jesus knows.
16
Please find the video clip in the USB stick or on YouTube: We're One
Body - Children's Bible Song for Kids' Worship - 1 Corinthians 12
From our heads down to our toes.

We work together: sun, rain or snow.

Prayer
Our God, once again we thank you for keeping us always safe and always
guiding us to be a good person with the help of our elders. Please continue to
do so and always guide us to the path you want for us. Thank you for VCS and
the teachers and volunteers who are with us. Amen.
Say: At the end of the session, you should be able to:
 Understand the concept of unity and diversity within the church.
 Identify ways they can contribute to the church community.
 Participate in activities promoting teamwork and collaboration.

Read 1 Corinthians 12:4-12 (ICB) aloud to the children, or paraphrase it in
simpler language.
4
There are different kinds of gifts; but they are all from the same Spirit. 5
There are different ways to serve; but all these ways are from the same Lord.
6
And there are different ways that God works in people; but all these ways
are from the same God. God works in us all in everything we do. 7 Something
from the Spirit can be seen in each person, to help everyone. 8 The Spirit
gives one person the ability to speak with wisdom. And the same Spirit gives
another the ability to speak with knowledge. 9 The same Spirit gives faith to
one person. And that one Spirit gives another gifts of healing. 10 The Spirit
gives to another person the power to do miracles, to another the ability to
prophesy. And he gives to another the ability to know the difference

between good and evil spirits. The Spirit gives one person the ability to speak
in different kinds of languages and to another the ability to interpret those
languages. 11 One Spirit, the same Spirit, does all these things. The Spirit
decides what to give each person.
12
A person’s body is one thing, but it has many parts. Yes, there are many
parts to a body, but all those parts make only one body. Christ is like that
too.
Discuss the passage with the children, focusing on the idea that even
though we are all different, we are united as one body in Christ. Emphasize
the importance of each person's unique gifts and contributions to the
church community.

Ask the children if they can think of any ways to help others or participate
in church activities. Encourage them to share their experiences or ideas.

Explain that just like our bodies have different parts that work together,
each person in the church has a role to play in making the church
community strong and vibrant.
Activity: Stand up!

Say: Stand up if I ask,
1. Who loves to dance?
2. Who loves to sing?
3. Who loves to draw?
4. Who can recite a poem?
5. Who can read?
6. Who can prepare their own food with minimum or no
supervision from their parents or guardians?
7. Who loves watering the plants?
8. Who can play a musical instrument? (guitar, violin, piano,
lyre, etc)
9. Who can write their names already?

10. Who loves helping decorating the church altar for the
Sunday service / mass?
Say: Each of us has a unique talent or skills to offer at home, in church, in

school, and in community. Others can sing, others can dance, others are
already able to do simple tasks without or with minimal supervision from
guardians. No one can say, ‘I will not do this, or that, others can do it
anyway”. Each of us can take part and give our own unique abilities that
when everybody does their part, it gives a final beautiful output or
completion of a task.
 Engage the children in a group activity where they work
together to create a collaborative art project. Provide
materials and encourage them to use their creativity to
make something together.
 While they work, facilitate discussions about the
importance of teamwork and how each person's
contribution is valuable.
Alternate Activity
Direction:
 Place one piece of broomstick on one side of the table. On the
other side, place 20 pcs. of broomstick and on the middle, place a
whole bunch of stick brooms.
 Ask a volunteer to break the one piece of stick broom.
o When s/he is done, ask the child, “How was it? Was it easy
or hard to break?”
 After that, let the child try the 20 pcs. stick broom.
o Then ask again,“How was it? Was it easy or hard to break?”
o What is harder to break, the 1 piece or the 20 pcs. of stick
broom?
 Let the child try to break the bunch of stick brooms.
o How was it? Was it easy or hard to break?
 After the first volunteer, the teacher may try for more volunteers
and do the same process.
After the children had tried the activity, say, “A single stick will break easily
than when there are more. Just like this stick broom, one person can sway
easier than many people.”
SYNTHESIS
 Gather the children together again and review the key concepts of
the lesson: unity, diversity, and participation.
 Ask the children to reflect on what they've learned and how they
can apply it to their own lives and church community.
EVALUATION
To evaluate the children's understanding, ask them open-ended questions
such as:
 What did you learn today about being part of the church?
 How can you use your gifts to help others in the church?
 Observe their participation in the group activities and their
interactions with each other to gauge their engagement and
cooperation.
After the activity, let the children sing
“We’re One Body”17

We’re one body, don’t say ‘no’

Left without you, we’ll go slow
When we’re with you: then we’ll grow
We’re one body, don’t say ‘no’.
17
Please find the video file in the USB stick provided or on YouTube: We're
One Body - Children's Bible Song for Kids' Worship - 1 Corinthians 12

Jesus makes us who we are.
The Spirit’s working in our hearts:

From our heads down to our toes.
We work together: sun, rain or snow.

Prayer
Dear God, thank you for the wonderful activity and the lesson you gave us.
Please, may we always be united in taking part in what is happening around
us. Amen.
THE
MINDFUL
CORNER
Draw it out
Drawing is one of the most fun mindfulness activities for kids. Tell your
kids to close their eyes and think of something that makes them happy.
Once they have decided on something, give them a notebook and some
crayons and ask them to draw it.
While they are drawing, ask them to think about how it feels to hold the
crayon. Next, tell them to focus on the texture of the paper. Ask them
to describe the colors they are using in the picture. This will calm the
kids’ anxious thoughts by pointing their full focus towards the act of
drawing.
Encourage your child to describe what they’re drawing as they’re

drawing out loud. You’ll also notice that they might become distracted
and talk about other things as they draw. When this happens, gently ask
them to describe what they’re doing. “What are you doing now?”
“Which part are you drawing now?”18
18
18
CONTENTS
CONTENTS
LESSON 8: WE ARE GOOD STEWARDS
KEY CONCEPTS
 Understanding our roles and responsibilities as part of the
community.
 Recognizing our roles and responsibilities towards God's creation.
OBJECTIVES
 Comprehend the concept of stewardship and its importance in the
community.
 Identify ways they can be good stewards of God's creation.
 Engage in interactive activities to apply the concept of
stewardship.
BIBLE REFERENCE
John 6:1-13 (Feeding the Five Thousand)
1 Corinthians 12:1-12 (One Body, Many Parts)
MATERIALS NEEDED
1. Copies of the Bible passages
2. Pictures or visuals depicting community and environmental
stewardship (optional)
3. Craft materials for a collaborative art project related to
stewardship (e.g., recycled materials, paint)
4. Props or visuals for a skit or role-play activity (optional)
5. Interactive game materials (e.g., puzzles, role-playing props)
Gathering
 Welcome the children as they arrive for the session.
 Create a welcoming atmosphere by greeting each child
individually.
 Encourage the children to sit in a circle or group formation.
Community Singing:
“Ang Mga Ibon na Lumilipad" (The Birds Flying)”
Link:19
 Start the session with a community song that emphasizes the
beauty and interconnectedness of God's creation.
 Teach the children the lyrics and melody of the song, inviting them
to sing along.
 Use simple hand movements or actions to accompany the song,
making it interactive and engaging for the children.
Ang mga ibon

Na lumilipad
Ay mahal ng Diyos
Hindi kumukupas
Ang mga ibon na lumilipad
Ay mahal ng Diyos 'di kumukupas
'Wag ka nang malungkot
Oh praise the Lord
Ang mga isda

Na lumalangoy
Ay mahal ng Diyos (ay mahal ng Diyos)
Hindi kumukupas (hindi kumukupas)
Ang mga isda na lumalangoy
Oh praise the Lord
Ang mga bata (ang mga bata)
19
Please find the video file in the USB stick provided or on YouTube:
https://youtu.be/eSGmWg2MGrQ?feature=shared
Na naglalaro (na naglalaro)

Ay mahal ng Diyos
Hindi kumukupas
Ang mga bata na naglalaro
Oh praise the Lord
I raise my hands hallelujah amen and praise the Lord

I raise my hands hallelujah amen

READING AND REFLECTING ON THE SCRIPTURES

Read aloud John 6:1-13 (Feeding the Five Thousand) or have volunteers
read different parts of the passage.
1. What do you think the crowd felt like when they realized they
didn't have enough food?
2. Why do you think Jesus asked his disciples to find food for the
people?
3. How did Jesus and his disciples solve the problem of not having
enough food?
4. Can you think of a time when you were worried about not having
enough, but then someone helped you?
5. How do you think the people felt when they saw Jesus perform
this miracle and share the food with them?
Teacher may explain the following as a definition of stewardship for

Nursery - Kinder:
Stewardship means taking care of and sharing the things that we have
been given. Just like how Jesus and his disciples shared the bread and fish
with the crowd, stewardship is about using our resources wisely and
sharing them with others who may need them. It's like being a good friend
and looking after everything around us, including people, animals, and the
environment.

 Facilitate a discussion to activate the children's prior knowledge
about stewardship. Ask questions such as:
 What does it mean to be a steward?
 Can you think of any examples of stewardship in the Bible or in
your own life?

Provide information about stewardship and its significance in the
community and towards God's creation.
Stewardship is the responsible management and care of resources that

have been entrusted to us, whether they are material, natural, or spiritual.
It involves recognizing that everything we have – our time, talents,
possessions, and the environment – ultimately belongs to God, and we are
called to use them wisely for the greater good of all.
Stewardship is not just about managing material resources; it also

encompasses caring for God's creation. This includes respecting and
preserving the environment, being mindful of our consumption habits, and
working towards sustainability. As stewards of God's creation, we are
called to be caretakers, ensuring that the earth and its resources are
protected and nurtured for future generations.
Questions for discussion

1. What does stewardship mean to you? How would you explain it to
someone else?
2. How do you think Jesus and his disciples demonstrated
stewardship in the story of feeding the five thousand?
3. Can you think of examples from your own life where you have
practiced stewardship?
4. Why do you think stewardship is important in our community and
towards God's creation?
5. What are some ways we can be better stewards of the
environment in our everyday lives?
Engage the children in interactive activities, such as a role-playing game

where they act out scenarios related to stewardship, or a collaborative art
project where they create a mural depicting scenes of stewardship in
action.
Activity: Collaborative Art Project - "Stewardship Mural"

Grouping: Have the children work together as a whole group.
Materials Needed:
1. Large piece of butcher paper or cardboard
2. Markers, crayons, colored pencils, and/or paint
3. Images or pictures related to stewardship (optional)
4. Glue or tape (if using images)
Procedure:
 Explain to the children that they will be creating a mural together
that depicts scenes of stewardship in action.
 Lay out the large piece of butcher paper or cardboard in a
designated area where all the children can work together.
 Provide the children with markers, crayons, colored pencils, and/or
paint, and encourage them to brainstorm ideas for the mural.
 Guide the children in deciding what scenes of stewardship they
want to include in the mural. This could include activities such as
gardening, recycling, caring for animals, or sharing with others.
 As the children work on the mural, facilitate discussion about the

importance of stewardship and how each scene contributes to
caring for God's creation.
 If available, the children can also use images or pictures related to
stewardship to enhance the mural. These can be glued or taped
onto the paper.
 Once the mural is complete, display it in a prominent area where
the children and others can see it as a reminder of the importance
of stewardship.
SYNTHESIS
1. Gather the children together in a designated area where they can
comfortably sit and participate in the activity.
2. Begin by briefly recapping what the children have learned about
stewardship from the previous activities or discussions. You can
mention key points such as stewardship being the responsible
management and care of resources, as well as the importance of
sharing and caring for God's creation.
3. Explain to the children that they will now have an opportunity to
reflect on what they've learned and discuss how they can apply
these principles of stewardship in their own lives.
4. Pose open-ended questions to the children to stimulate discussion
and encourage them to share their thoughts. Some example
questions could include:
 "What does stewardship mean to you?"
 "How can you be a good steward in your family?"
 "What are some ways you can be a good steward at
school?"
 "How can you show stewardship in your community?"
5. Encourage all children to participate in the discussion by asking for
volunteers to share their ideas and perspectives. Be sure to create
a supportive and inclusive environment where every child feels
comfortable expressing their thoughts.
6. As the children share their ideas, actively listen and provide
positive reinforcement for their contributions. You can also offer
gentle guidance or additional insights to deepen their

understanding of stewardship principles.
7. Facilitate a synthesis of the discussion by summarizing key points
and highlighting common themes or ideas that emerged. Reinforce
the importance of stewardship in all aspects of life and encourage
the children to continue practicing good stewardship in their daily
activities.
8. Conclude the activity by expressing appreciation for the children's
participation and sharing, and reinforce the idea that each one of
them has the ability to make a positive difference as stewards of
God's creation.
EVALUATION
Evaluate the children's understanding by observing their participation and
engagement in the activities.
Ask open-ended questions to assess their comprehension, such as:
 What did you learn about stewardship today?

 How can you apply the concept of stewardship in your daily life?
 Gather the children together for a time of community singing to
conclude the session on stewardship.
 Choose a song that reinforces the theme of stewardship or
gratitude, such as "This Little Light of Mine" or "He's Got the
Whole World in His Hands."
 Encourage the children to sing along enthusiastically, emphasizing
the joy of being stewards of God's creation.
Closing Prayer
Our parent God, we thank you for this beautiful day. We thank you for your
good stewards who take care of the earth. Bless us Oh God, so we can be
good stewards too, at home, in schools, and in our communities. Amen.
THE
MINDFUL
CORNER
Make one copy of the Color Search sheet for each student and have
them search around to find one item for each color listed on the sheet.
The only catch? They must search independently and silently so that
everyone can work mindfully.31
20
20
weareteachers.com/wp-content/uploads/MindBody-85.pdf
CONTENTS
CONTENTS
LESSON 9: THE VOICE AND ADVOCATE OF CHANGE
KEY CONCEPTS
1. Change starts with me/us.
2. Our voice matters and it can create change.
3. We advocate for God’s creation through my words and actions.
OBJECTIVES
 Engage in ways to express God’s love and care for other children
and the rest of God’s creation.
 Recognize that they can also influence change.
BIBLE REFERENCES
2 Chronicles 34: 1-7
Jeremiah 1: 5-10
Isaiah 11: 6-9
MATERIALS NEEDED
1. Copies of the Bible passages (for teacher’s reference)
2. Pictures or visuals depicting Josiah, Jeremiah and beautiful
creation
3. Craft materials for a collaborative art project related to
stewardship (e.g., recycled materials, paint)
4. Toys for the children to share with each other
5. Potted plants for children to water and show care
Gathering
 Welcome the children as they arrive for the session.
 A supervised play to welcome them and allow them to interact with
other children.
 Sing songs that tell about God love/ Jesus love for them.
Community Singing
"Ang mga Ibon na Lumilipad" (The Birds Flying):21

 Start the session with a community song that emphasizes the
beauty and interconnectedness of God's creation.
 Teach the children the lyrics and melody of the song, inviting them
to sing along.
 Use simple hand movements or actions to accompany the song,
making it interactive and engaging for the children.
Ang mga ibon

Na lumilipad
Ay mahal ng Diyos
Hindi kumukupas
Oh praise the Lord
Ang mga isda

Na lumalangoy
Oh praise the Lord

Ay mahal ng Diyos
Hindi kumukupas
21Please find the video clip in the USB stick provided or on YouTube:
https://youtu.be/eSGmWg2MGrQ?feature=shared

Oh praise the Lord


Prayer
God, our Parent, we thank you for this day. We thank you for your beautiful
creation. Help us realize that we can do something to protect your creation.
Bless us Oh God, so that we continue to be strong and healthy as we continue
to serve you. In Jesus’ name, AMEN!
READING AND REFLECTING ON THE SCRIPTURES

Show pictures of Josiah whom God is delighted with and in return obeyed
and loved God. (See 2 Chronicles 34: 1-7)
2
He did what was right in the eyes of the Lord -
2 Chronicles 34: 2a
Questions for Reflections

1. Who are we talking about in this story? (King Josiah, the youngest
king)
2. What did King Josiah Do for the Lord? (He did what is right in the
eyes of the Lord)
3. What can we also do that is right in the eyes of the Lord?

1. What do you know about kings?
2. What do they do?
Say: Today we are going to talk about a boy who became king at a young
age.

The teacher talks about the picture of Josiah who was a little boy when
God made him King to help Him care for God’s people and all creation.
King Josiah, the Young King

Questions for Discussion

1. How would you like to be a king or a queen at your age?
2. Why would King Josiah want to fix the temple? (so that there will
be a place for the people to worship)
3. What did they find when they were fixing the temple? (a scroll
which is a part of the Bible)
4. What did King Josiah feel when he read the scroll? (He felt sorry for
all the bad things his people had done)
5. What did he do when he read the scroll? (he repented to God and
ask his people to repent)
6. What other things did King Josiah do after that? (He read God’s
word to the people and destroyed all idols and the things that
displeases God)
7. What kind of a king is King Josiah? (He is a good king; he took good
care of God’s creation. The plants, animals, people))
Say: Being young does not mean we do not have a voice? King Josiah follows
God’s command to be a king that is good and cares for his people. He built
the temple so that there will be a place of worship for the people.
 Let the children color the materials depicting Josiah and the
environment/ color them to make it a beautiful picture.
 Bring the children to where they can help water the plants and
show how they are to care for them and not destroy them.
 During the supervised playtime, facilitate the children to share toys
and to express appreciation with each other.
SYNTHESIS
Follow the Leader
Choose a leader from among the children.
The children must follow the leader in every way, going where they go
and doing what the leader is doing and what they say.
Play for a specified time and change to another “would be” leader until all
of the children had their time being the leader.
The teacher then observes what the children do being the leader. How do
they exercise their time being the leader?
1. How does it feel to be the leader for a time?
2. What did you do when it was your turn to become the leader?
3. How did you do your task? Why did you say and do those things?
Note: we may be able to see how the children lead. Were the children
listening to the child being the leader. Or were they not. Do they follow
what the leader is doing?
Say: We were all given the chance to lead in this activity. What did we do? Did
we show our love and care for others like what King Josiah did? Being a
leader is not easy. What we do and what we say can show how we care for
others and the other living things. Did we care for our friends? Josiah asked
for forgiveness on behalf of his people. He built the temple for the people to
have a place of worship and followed God and asked his people to follow God
too.
 Gather the children together and lead a synthesis activity where
they reflect on what they've learned about God’s love for them, for
other children, and God’s creation.
 Encourage the children to share their thoughts on how they can
help care for God’s creation (plants, animals, trees) and to show
care to other children.
EVALUATION
Note to the Teacher: Record each child’s response to a question or
activity. Then rate how well this response shows understanding of the
learning objective. An example is provided for you.
Name of Learning Response Rating

Child Objective
⭐ ⭐⭐
Has limited Has sufficient
Example: Objective “When I ⭐⭐

Josie #2: To was the
Cronicolo recognize leader, I
that they asked my
can friends to
influence care for
change each
other.”
2.
3.
4.
5.
Let us sing the song “Ang mga Ibon”
Ang mga ibon

Na lumilipad
Ay mahal ng Diyos
Hindi kumukupas
Oh praise the Lord
Ang mga isda

Na lumalangoy
Oh praise the Lord

Ay mahal ng Diyos
Hindi kumukupas
Oh praise the Lord

2 He did what was right in the eyes of the Lord - 2 Chronicles 34: 2a
Closing Prayer
Dear God, thank You for giving us Your words in the Bible. Help us to read
the Bible and study it and follow it so that we can serve You the best we
can, just like King Josiah. In Jesus’ name we pray, Amen.
THE
MINDFUL
CORNER
Feel the beat
Encourage your kids to let out some energy by doing jumping jacks or
running in place for 30 seconds. After they are done, have them sit down,
close their eyes, and place a hand over their hearts. Tell them to focus
their full attention on how their heartbeats feel. Ask them if they can feel
their heartbeats slowing down as they rest. Next, have them focus on
their breathing. Ask them to notice a deep breath versus the body
breathing on its own. End the exercise by encouraging them to share any
22other physical sensations they are feeling. This is a great exercise for
teaching mindfulness to elementary school students since it combines

something physical with something that encourages mindful
awareness.22
22
CONTENTS
CONTENTS
LESSON 10: OIKOUMENE: A CALL FOR CLEBRATION AND
THANKSGIVING
KEY CONCEPTS
1. We celebrate and give thanks for the inhabited world.
2. We commit to be God’s responsible children.
OBJECTIVES
At the end of the lesson, the children should be able to:
1. express gratitude for the world around them; and
2. reflect on their role as responsible children of God.
BIBLE REFERENCE
Psalm 95:1-5
Memory Verse: Psalm 95:2
MATERIALS NEEDED
1. Bible
2. attendance chart and name tags
3. song chart
4. large poster board
5. stickers or stamps
6. music player with worship songs
7. materials for the art activity:
 illustration board or manila paper
 white construction paper cut into hexagons
 drawing and coloring materials
 glue or masking tape
PRESENTATION/PREPARATORY ACTIVITIES:
Gathering:
Greet the children warmly and welcome them to the Vacation Church
School.
Community Singing
Sing upbeat, celebratory worship songs sung from day 1 that praise God's
creation. Encourage the children to sing and move to the music, expressing
their joy.
- Sing the VCS 2024 Theme Song

Begin by reading Psalm 95:1-5 to the children, emphasizing the themes of
celebration and thanksgiving for God's creation.
Psalm 95
1
Come, let us sing for joy to the Lord;
let us shout aloud to the Rock of our salvation.
2
Let us come before him with thanksgiving
and extol him with music and song.
3
For the Lord is the great God,
the great King above all gods.
4
In his hand are the depths of the earth,
and the mountain peaks belong to him.
5
The sea is his, for he made it,
and his hands formed the dry land.
Discuss with the children what it means to celebrate and give thanks for
the world around them.
Memory Verse: Psalm 95: 2 (NIV)

Let us come before him with thanksgiving and extol him with music and
song.

1. Who should we thank and sing to?
2. Why do we come to God with thanksgiving and music and song?

Ask: What is the one thing that you have learned about the most in this year’s
VCS?
Allow an open discussion about what has stuck the most among the
children. Instruct them to keep this in mind until the next activity.

Our Learning Hive
1. Provide each child with a piece of white hexagonal paper and
drawing and coloring materials.
2. Say: Think about how you might show what you have learned the
most in a picture. Draw it on paper. Add colors if you want.
3. When they’ve completed their work, gather the children in a circle.
4. Relate the children’s learning with God’s creations and their part in
it. Ask the following:
 What does your learning have to do with God’s creation?
 How can we take part responsibly in God’s creation?
5. After the discussion, ask the children to arrange all of their
hexagons side by side. When put together, their work should look
like a hive.
SYNTHESIS
1. Still in the circle, have each child complete the following and say it
aloud:
“I belong to God’s big family! I thank God for ______________.
As a child of God, I will __________”
2. Encourage the children to express the statement with a movement
of their choice.
EVALUATION
Evaluation sheet:
Reproduce a copy for each child. Record how well they have achieved
today’s objectives.
Name of Child: Session #10 Date:
Objective Response Rating

“”
⭐ ⭐⭐
shows limited shows sufficient
1 - To express
gratitude for
the world
around them
2 - To reflect
on their role as
responsible
children of God
CLOSING ROUTINE
Song and Dance
 Play the songs that the children have learned in the past sessions.
 Lead the children in a simple dance or movement activity to
express their joy and gratitude.
Memory Verse Psalm 95: 2 (NIV)

“Let us come before him with thanksgiving and extol him with music and
song.”
Closing Prayer
Gather the children in a circle and lead a prayer of thanksgiving for God's
creation.
Prayer: Lord, we thank You for Your goodness and loving kindness for us and
all Your creation. Give us the spirit of gratitude by guiding and helping us to
take care of all Your creation. Give us the courage to praise by being good to
all Your creation. This we ask through Jesus Christ, our Lord. AMEN!
Take-Home Activity
 Provide each child with a sticker or stamp to remind them of the
memory verse.
 Encourage them to share with their families what they learned
about celebrating and giving thanks for God's creation.
 Give each child his/her plant to bring home and continue to care
for.
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aaeteachers.org/index.php/blog/1559-12-awesome-formative-
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#KUERDAS BAND COVER, #REGGAE VERSION,#LYRICS,” March 17,
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prayers/childs-thanksgiving-prayer.htm.
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Experience the Power of the Creator,” April 16, 2023,
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CONTENTS
CONTENTS VCS 2024 THEME SONG
“Munting Alagad”
Words and Music by Ms. Jeruzel M. Seva
Verse 1
Mundo'y nilikha upang bawat isa’y
mabuhay nang sagana, mapayapa
Bahagi ng Kanyang pangako –
buhay na ganap at may lugod
Matutupad sa 'king pagkilos
Munting gulang ay 'di hadlang.
Chorus
Ako ang batang alagad ng Diyos
kakalinga sa Kanyang nilikha
Ako ang batang maglilingkod
sa aking kapwa
Verse 2
Sumama sa paglingap sa kalikasan
Tulong-tulong, mahalin ang bawat isa
Bahagi ng Kanyang pangako -
buhay na ganap at may lugod
Matutupad kung tutugon
Munting gulang ay 'di hadlang.
Chorus
Ako ang batang alagad ng Diyos
kakalinga sa sanlibutan
Ako ang batang maglilingkod
sa aking kapwa
Sa Kanyang nilikha.
(Chorus)

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NATIONAL COUNCIL OF CHURCHES IN THE PHILIPPINES

Program Unit on Ecumenical Education and Nurture

Vacation Church School

“You and I as Part of the Inhabited Earth”

Dss. Rissa P. Castillo

Jubilee Joy S. Calang

Front cover image by Artwork and Lay-out Artist.

Printed by Phili 4:13 Printing Shop

Title Page ............................................................................................. i

UNIT 1: Oikoumene—The Inhabited Earth ......................................... 24

UNIT 2: Me in the Oikoumene.............................................................. 57

UNIT 3: You and I as Responsible Parts of the Oikoumene ............... 86

Bibliography ......................................................................................... 116

You and I as Part of the Inhabited Earth

Maligaya at makabuluhang pag-aaral sa lahat ng mga bata!

Jimarie Snap Talingdan Mabanta

The National Council of Churches in the Philippines wishes to express its

Content and Language Editor:

Module Lay Out Artist:

VCS 2024 Theme Song (Words and Music): “Munting Alagad”

VCS Centennial Song (Words and Music): “Isang Daan”

Poster and Manual Cover Lay Out:

Teaching Packet Artist:

Music Notation and Recording:

You and I as Part of the Whole Inhabited Earth

As we once again conduct our annual Vacation Church School in our

We also celebrate the privilege to be alongside the children, those whom

Marking the 100th year of working together alongside the children is a

revelation of His Kingdom. This milestone is a mark of success, while we

Children today come to the classroom carrying with them knowledge of

It is also noteworthy that children still go through the same developmental

mindset, practicing gratitude and mindfulness, and fostering valuable

On Routines, Learning Experiences, and Class Flow

It is important for the teacher to establish a predictable class routine to

Time Block Description and Activities

Choice It is called Choice Time because children can go to different

It is important that the children are engaged in the activity

This can be an opportune time for the teacher to get to

you can facilitate unstructured conversation to get to know

During Choice Time, encourage the children to integrate

Activity This is the time when children can have a hands-on

Snack and Nourishment of the body is as important as nourishment of

Do not hurry the children during dismissal. Provide ample

Learning Suggested Notes/Remarks

Writing and Scratch You can go to offices to ask for scratch

Non Toxic Buy only the primary colors, just mix

Used ice For mixing paints

Stamps and For the stamp pad, you can use

Glue/paste You can use linen starch.

Manipulatives Puzzles You can make these using photos from

folders or corrugated boxes from

Stones or Good for counting

Music Shakers You can make these out of Yakult

Musical This can be made with eight (8) bottles

Drums Tin ice cream containers or large biscuit

Cymbals and The cymbals can be made from covers

Reading Area Books, There is also such a thing as teacher-

Dramatic play You can put in old clothes, character

On Music and Movement

To make the music and movement more meaningful, experiential, and