Lesson 2
Teacher’s Notes:
Last week’s lesson was Creation. From Genesis 3 – 6 we hear about the serpent tempting Adam and Eve. We hear about them leaving the garden after eating the forbidden fruit. We learn about their sons, Cain and Abel. We mostly hear about how poorly those who followed Adam and Eve did with free will. We do have a genealogy from Adam to Noah, putting eight generations between these portions of the story. The ages that people lived to then seems amazing (the oldest living person listed in scripture is Methuselah at 969 years). Most were over 70 before having children. This raises the mystery if they used our modern way of telling time, or something different. However, an important part of that period was the problem of humanity (where did all the people come from? More mystery!) in living up to their responsibility to care for creation and each other.
By the time Noah comes into the story, God is frustrated. It is important to know that every culture known has some sort of creation story, and most also have a flood story. Does that mean some sort of global flood must have happened? Does it prove a climate shift and massive melt and freeze such as what we hear predicted by “Global Warming?” It is impossible to know, so here we only deal with our tradition’s flood story in scripture. Yes, God’s anger is troubling, but it won’t be the last time we hear about God being angry. Also, it is good to remember that in the time these stories were put down on paper (papyrus actually), there was no understanding of good and evil as separate or opposing forces. People thought that all things came from God and whatever came, good or bad, was surely deserved. They thought that if bad things happened to good people, it must be due to the sins of their parents or children (Thus the expression, “sins of the father…”). Noah seems to have done well, however; that is where today’s story begins.
Scriptures:
Genesis 6: 9 – 22
Genesis 7: 11-16
Genesis 8: 13-19
Genesis 9: 8-17
Supplies:
- Construction paper, tape and markers
- Microphones (not working) as drama props
Preparation:
Activity (Time) / Instructions
Weather Story (8 min.)
Invite each person to share their name and a story about weather, such as when they got caught in the rain, when a storm scared them, or when rain stopped to let them do something fun. Stories can be scary or fun.
Weather Watch (5 min.)
As a group, name as many places as you can think of to find up-to-date weather information.
Ask:
- Why do we care so much about weather?
- Why do people always talk about weather?
- What is “good weather”… for play? for farmers?
- What controls the weather? Where does it come from?
- What makes “bad weather”?
- Does our answer change when weather is really bad? (Tornado, hurricane, tsunami, flood, drought)
- How do you feel about the expressions, “Natural disaster”? or “Act of God”?
Weather Channel (15 min.)
Split the class up into three “broadcast teams.” One group will be doing forecasts. Another will be reporting on site. A third team will be giving commentary on the events.
Give each group the list of scriptures for the day. The forecast team is to put together an evening weather report like would be seen on local news.
A large white board or chalkboard and art supplies will be needed to draw a map and to make symbols to go on the map. Team members could also pretend to be symbols on the map (sunshine mask?).
The on-site team (could have a reporter, camera person, and others in the background as locals) give their report “in the field” as events happen.
The commentary folks will talk about what these events mean, give tips on dealing with the events, talk about the impact on other areas of life, and who is to blame. They can bring in other “experts” as guests.
Allow the three groups to give their reports to the other two. You might even record the reports to share with a larger church group. You will need extra time if actually recording.
Ask:
- What parts of the scripture got left out in your telling?
- What is the lesson or moral behind this story?
- What questions do you have about this story?
- What gives you hope in this story?
- What makes you uncomfortable?
- What does this story tell us about God?
- What could you leave out of this story without changing the meaning?
- What could you not leave out?
What If… (8 min.)
Invite the class to respond to this situation:
While on vacation, a powerful storm hits your hometown. You see news coverage where trees have fallen and homes have large holes in the roof. You finally reach a friend by cell phone and find that their house was destroyed. They know that you are active in your church but their family doesn’t really believe in God. You friend asks, “How could God do this to us?”
Working in pairs, have group members share their personal answers with their partner. Together, invite them to share a response (combined or one person’s) with the group.
Symbols (5 min.)
Think about parts of the flood story that are often used as symbols in the Church. The dove, with the olive branch in its mouth and the rainbow are all common symbols.
Ask:
- What do these symbols mean to you?
- Do these symbols reflect the meaning of the story?
- Which symbol do you relate to more? Why?
Good Thing / Bad Thing (5 min.)
Share the following choices and ask the class to say which they believe to be more true and why. Allow them to debate and discuss.
Ask:
- Is rain a good thing or a bad thing?
- Is sugar a good thing or a bad thing?
- Is free time a good thing or a bad thing?
- Is passion a good thing or a bad thing?
- Is freedom a good thing or a bad thing?
- Is religion a good thing or a bad thing?
Prayer (3 min.)
Ask the class to hold hands and form a circle. Invite each person so lift up a prayer of thanksgiving for something, or a prayer of concern for something. As each person finishes praying (or wishes to have the prayer pass on to the next person), have them squeeze the hand of the person next to them, until the opportunity to pray has gone around the circle.
