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Get Real: Finding Your True Self in Jesus
InsideOut: Christian Resources for Outdoor Ministries
Copyright and Online Permission Statement
Copyright © 2013 by Chalice Press. Produced for and outlines developed by the National Council of the Churches of Christ in the USA (NCC) Committee on Outdoor Ministries (COM).
Site License
Purchase of this resource gives license for its use, adaptation, and copying for programmatic use at one outdoor ministry site (hereinafter, “Camp”) for up to one year from purchase. For questions or permission for other uses, contact Chalice Press at 314-231-8500 or permissions@.
This site license allows your camp to post this edition of InsideOut resources for up to one year from purchase on a password-protected Web site for the exclusive use of volunteer directors and authorized staff. The password must expire within one year of purchase, and the administrator must change the password immediately upon discovery of unauthorized use. Please e-mail the Web site link for verification to info@.
The camp must include the following copyright permission statement on each Web page, posted file, or item of the InsideOut curriculum:
Copyright ©2013 Chalice Press. Used by permission. For use only at [insert camp name and location].
Thank you for your help in this matter and for your willingness to serve in the ministry of camping.
Project Manager
Crystal Zinkiewicz
Copy Editors
John Patrick Carey, Anne Konopka
Art Director/Design
Hui-Chu Wang
Elizabeth Wright
Cover Images
BIGSTOCK®
Interior Photographs and Images
Camp Mack, Camp Hopewell, Fotosearch
Writers
Joshua Ashton Hill is chaplain at The Episcopal School of Knoxville, Tennessee. A priest in the Episcopal Church, Josh is a graduate of Yale Divinity School and Berkeley Divinity School, the Episcopal Seminary at Yale. He is currently enrolled as participant in the Youth and Theology Certificate program at Princeton Theological Seminary. In 2007, Hill was a National Council of Churches Eco-Justice Fellow, having devoted a year of graduate study to environmental theology. He has worked variously in youth ministries for thirteen years, including five years at Camp Wesley Woods in Townsend, Tennessee. Josh wrote the Biblical and Theological Backgrounds.
Lara Blackwood Pickrel is an ordained minister in the Christian Church (Disciples of Christ) and serves Hillside Christian Church in Kansas City, Missouri, as their associate minister for youth and young adults. Writing and other creative practices are an essential part of her ministry, along with summer camps, social media, and anything else that helps her keep up with children, tweens, teens, and young adults. You can find some of Lara’s work at Chalice Press, ”The Thoughtful Christian Blog,” and her blog, “Serendipity Soiree” (). Or you can check out how she and her youth ministry colleagues are taking risks for the sake of the church by visiting . Lara wrote both the Daily Guides for Young Children and the Daily Guides for Older Children.
Katie Barrett Todd is a graduate of the University of South Carolina and Union Presbyterian Seminary. Katie has served churches in South Carolina, North Carolina, and Kentucky in youth and young adult ministry. Growing up she attended Camp Fellowship in Laurens, South Carolina, and has many years’ experience as a conferee and group leader at Montreat Conference Center in North Carolina. Katie holds a Master of Divinity and Master of Arts in Christian Education and is married to a Presbyterian minister, with a son and a daughter on the way. She enjoys swimming, traveling, writing, teaching, and family time. Katie wrote the Daily Guides for Younger Youth.
Whendi Cook Broderick has worked for many years with the Connecticut Conference United Church of Christ both as its Youth Consultant and as a program leader at Silver Lake Conference Center. A graduate of Hartford Seminary’s ecumenical Building Effective Youth Ministries program, she has a passion for co-creating transformational experiences with people of all ages. Whendi holds a Ph.D. in Emancipatory Learning and works widely in popular education, creative arts, outdoor adventure, and service learning. She is a graduate professor in the field of Oral Traditions, a musician, and an interdisciplinary teaching artist. Whendi wrote the Daily Guides for Older Youth.
Sandy Safford has served as a Christian educator for twenty years in the Presbyterian Church (USA). She is also a partner for FAITHSENSE Consultants and currently responsible for multigenerational ministries in a UCC church. Sandy’s degree is actually in environmental education, and after more than ten years in that field moved into Christian education. Combining both passions, she has volunteered as camp director for thirteen summers at Highlands Presbyterian Camp in Colorado. She spends at least a week each year at summer camp with fifth and sixth graders, and has led more than six summers of grandparent/grandchild camp, one of her favorite camps. Sandy wrote the Daily Guides for Intergenerational and Family Camps.
Tracey Brown serves as director for Potosi Pines camp, a United Methodist camp in Las Vegas, Nevada. Tracey served in youth ministry for sixteen years, during which she was in leadership for Riverside District Camps. She grew up in church camping and says that her formative faith milestones were a result of Christian camping. Tracey also worked for the YMCA and Girl Scouts in their camping programs. She wrote for the national church newsletter Insight. Tracey wrote the Extra Resources for this year’s curriculum.
Contents
Welcome to InsideOut
Introducing Your Get Real Resource
Daily Overview for Get Real
Your Camp, Your Curriculum
Training Your Staff: A Plan
Learning about Campers
Age-Level Characteristics (Handout)
Multiple Intelligences (Handout)
Teaching Bible Stories
Bible Study Methods (Handout)
Bible Storytelling Methods (Handout)
Get Real Biblical Introduction
Biblical and Theological Overview for Each Day
Daily Guides for Younger Children
Daily Guides for Older Children
Daily Guides for Younger Youth
Daily Guides for Older Youth
Daily Guides for Intergenerational or Family Camps
Extra Resources for a Great Week at Camp
Arts and Crafts
Games
Science Fun
Table Talk for Younger and Older Campers
Nature Activities
Multi-Day Projects
Daily Worship Plans
Camper Cards
NEW! Day Camp (Six Weeks of Daily Activities)
Tell Us What You Think…
Sneak Peek at Next Year
Welcome to InsideOut
Thank you for choosing InsideOut: Christian Resources for Outdoor Ministries as your program resource for outdoor ministry this year. What an exciting and awesome opportunity you have to share God’s love and goodness right in the middle of God’s wonderful creation. As camp directors and counselors, you know that curriculum is only the backdrop to the amazing things God does in the lives of campers and staff at camp. You know that outdoor experiences, love of God’s creation, safe community, and life-long relationship building with God through Jesus Christ are the anchors of Christian education at camp. Our hope is that this resource will be a partner, taking much of the burden of planning off of you and freeing your staff for holy conversation and Spirit-filled experiences. Feel free to mold, shape, and adapt this curriculum to meet your camp needs.
What Is InsideOut?
InsideOut is the result of the curriculum partnership between Chalice Press and the Committee on Outdoor Ministries of the National Council of the Churches of Christ in the USA. The partnership is committed to creating and offering excellent, effective, and economical tools for Christian camps. The goal of these curriculum resources is to bring together theological scholarship, experiential learning, biblically grounded teaching and learning experiences, culturally relevant language and illustrations, inclusivity, and environmental responsibility.
InsideOut: Christian Resources for Outdoor Ministries curriculum follows a four-year rotation of themes: God, Jesus, Holy Spirit, and the Church. Get Real: Finding Your True Self in Jesus is the 2014 edition and emphasizes Jesus in the Bible study and learning activities.
InsideOut writers are selected through an application process and are chosen for quality of writing and feet-on-the-ground experience in Christian camps. Read their biographical information above, and you will know you are in good hands. If you are interested in applying for writing for the 2016 edition, please indicate that on the evaluation form on the next to the last page of this resource.
Each volume of InsideOut provides:
• Biblical and Theological Overview for the theme and for each day
• Daily Guides for a full week each for Younger Children, Older Children, Younger Youth, Older Youth, and Intergenerational/Family Camps
• Extra Resources, which include additional Arts and Crafts, Games, Science Fun, Table Talk for Younger and Older Campers, Nature Activities, Multi-Day Projects, Daily Worship Plans, and Camper Cards
• Day Camp plans for a full six weeks—NEW
• Training Helps, in a variety of formats: video, PowerPoint, plus written guidelines and handouts
• Artwork for your use to publicize your camp and to create reminders for your campers
What Is the Committee on Outdoor Ministries?
The Committee on Outdoor Ministries of the National Council of Churches meets twice a year to pray, dream, and discern how to effectively and faithfully partner as an ecumenical body to support outdoor ministries across America.
How Can I Use the DVD-ROM?
By purchasing these materials, you bought a license to use them at a single campsite for the whole summer. Open and edit files from the Word files on the DVD-ROM, make copies of the files, or print the pages from the PDF file. Governing bodies owning more than one camp are expected to purchase a copy of the curriculum for each site.
How Do I Give Feedback?
Your comments are valuable and important to the future development of InsideOut. Please e-mail an evaluation of the curriculum (found at the end of the materials) to info@. Or, mail it to InsideOut, 483 E. Lockwood, Ste. 100, Saint Louis, MO 63119.
Blessings on your great adventure in camping this season!
Crys Zinkiewicz, Project Manager
Introducing Your Get Real Resource
Get Real: Finding Your True Self in Jesus is the official InsideOut resource for the 2014 camping season. Here are tips and suggestions for using it well in your outdoor ministry program.
Biblical and Theological Overview
Be sure to read the Biblical and Theological material more than once. First, read it all the way through by itself. This reading will help you have the big picture—not just what you are doing, but why! Here’s another opportunity to fall more deeply in love with God, who loves us and has given us Jesus as God with us, friend, teacher, healer, and Savior—the Real Thing! As your love grows, you will be more fully equipped to pass it on to your campers.
Secondly, begin your study of each day’s plan by reading again the scripture and the Biblical and Theological Overview for that day. Keep it fresh in your mind and heart as you plan and lead and listen to your campers. No printed material will ever be able to anticipate all of the questions, comments, or opportunities that come in a live discussion with campers. You become the one who helps them see the connections that can draw them closer to God.
InsideOut resources use the New Revised Standard Version as the primary source of scripture.The NRSV is copyrighted by the National Council of the Churches of Christ in the USA. The secondary translation used in this resource is the Common English Bible; those passages will include (CEB) with the reference.
Daily Guides
The Daily Guides are by age level:
• Younger Children (ages 7 to 9)
• Older Children (ages 10 to 12)
• Younger Youth (ages 12 to 14)
• Older Youth (ages 15 to 18)
• Intergenerational/Family Camps (adults and children of all ages)
Daily Guides for each age level are divided into three sections:
Explore, which generally gives you two Bible lesson activities. You may choose to do one or both of them.
Experience, which gives you several activities that build on the theme for the day. You will also find activities that help to create community.
Express, a guide for daily worship, devotions, and singing. The Extra Resources section on the DVD-ROM also includes worship plans, which will give you additional options.
Seven Days
Not every camp is seven days long, but Get Real provides a week of plans.
Day 1 Guides are half-day experiences that introduce the theme.
Days 2 through 6 Guides each give a full day’s worth of activities for Bible study, play, and worship.
Day 7 Guides are half-day closing activities that help you wrap up the theme and send campers home with love and affirmation.
If your camp is shorter, then you have choices to make.
One option is to treat Jesus’ question, “Who Do You Say I Am?” as a thread running through the subsequent days. Introduce the story and the question and simply tell the campers that they will be discovering their answers throughout the week. Then at some point each day, remind them of the question. Evening worship or cabin devotions, for example, provide a natural opportunity to do so.
Another option is to review the daily themes and leave out one or combine parts of two.
Customize Your Plan
Get Real provides you with more activities than you are likely to be able to use—even in a full week of residential camp! Here are a few tips as you plan each day:
Explore generally offers two approaches to the Bible study. Look at them both, but you don’t have to do both! As you read through the activities in Experience and Express, you will see that many of them also provide campers with an entry into a deeper understanding of the scripture.
Days 2, 3, 4, and 6 each have two scriptures. With younger children, for example, working with only one will likely be sufficient.
One factor to take into account as you consider your options for Explore is the designation of the Multiple Intelligences the particular activity uses. Often the first one in Explore uses mostly linguistic or verbal intelligence, whereas the second may push into some of the other ways of understanding, such as spatial or bodily/kinesthetic, for example. All are valid ways of learning, but some may suit your particular group of campers better than others. (For more about Multiple Intelligences, see the discussion in “Training Your Staff” and the “Multiple Intelligences” handout below.)
Experience will also give you choices. You do not need to do all of them. Again, consider your group, the Multiple Intelligences, your particular setting, your schedule, your goals, and your own skills and experience as you decide.
Also, don’t think that just because the order in the curriculum puts Explore first that you have to do the Bible study first. On the first day of camp, especially, you will be wise to do some of the community-building activities from Experience before you tackle Bible study. Other days, you may want a wake-up activity before you ask the group to engage with the scripture. The order in which you plan your day is up to you!
The listing at the beginning of the Daily Guide, Customize Today’s Plan, is in the order in which the Explore and Experience learning activities are printed. But you have the opportunity to designate your own order. Please do! Here are samples of how you might use this tool. You can simply checkmark those activities you want to do, and even cross out those you choose not to do. Or you can write in times for the various activities, or indicate an order with a number. The tool is yours; use it any way that is helpful to you.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
1 Morning Worship
3 Fake Christmas vs. Real Christmas
Promises, Promises
2 Backpack Name Game
4 What’s Our Covenant?
Christmas Charades
5 Leafy Jesus
6 Evening Worship
7 Cabin Devotions
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
7:45 Morning Worship
9:00 Fake Christmas vs. Real Christmas
Promises, Promises
8:30 Backpack Name Game
1:30 What’s Our Covenant?
Christmas Charades
4:00 Leafy Jesus
7:30 Evening Worship
9:00 Cabin Devotions
Be sure also to consult the Extra Resources section as you are planning your day. The Arts and Crafts, Games, Science Fun, Table Talk for Younger and Older Campers, Nature Activities, Multi-Day Projects, Daily Worship Plans, and Camper Cards there will help ensure that your campers have a wonderful experience all week long.
Express focuses on worship. Use the ideas “as is” or as a starting point for your own creativity. Be sure to look also at the daily worship plans in the Extra Resources pages. These too are rich, just waiting for you to mine them!
The Song Suggestions cover a wide range of possibilities—traditional songs (many familiar to camp settings), hymns and carols, and contemporary Christian music. Some may be new to you. In listing these, we’ve attempted to give you a clue as to their identity. Some titles are the same for different songs! In some cases, we noted the songwriter; in others, the artist. Whatever the designation, you should be able to find a source, especially through the Internet.
Because music is intellectual property and because as Christians we do not want to steal, even in such seemingly harmless ways, do pay attention to the issues of copyright. Your camp or denomination will be a helpful source for you to consult. Some will have licenses already, freeing you to pull from a wider range of wonderful musical creativity.
Enjoy the Get Real resource. Make it yours! If you have feedback, please let us know. Contact us at info@ or by mail: InsideOut, 483 E. Lockwood, Ste. 100, Saint Louis, MO 63119.
Daily Overview
Day 1 Guide
Title: Who Do You Say I Am?
Scripture: Matthew 16:13–17
Focus: Jesus is asking who I say he is and what he means to me. How will I respond?
Campers Will
• be welcomed into a safe and loving community
• encounter a challenging question
Day 2 Guide
TItle: Jesus Is God with Us
Scripture: Isaiah 9:6; Luke 1—2
Focus: Jesus is God with us—not far off, but always present.
Campers Will
• explore the Christmas story from a new perspective
• discover that God loves them enough to come to them through Jesus
Day 3 Guide
TItle: Jesus Is Friend
Scripture: John 15:9–17; John 11:1–45
Focus: Jesus calls us friends; he shows us a model of real friendship that helps us be friends to others.
Campers Will
• see that Jesus had friends and showed them great love
• hear that Jesus commands them to love one another
• recognize that Jesus shows them how to be real friends
Day 4 Guide
TItle: Jesus Is Teacher
Scripture: Matthew 7:15–20, 24–29
Focus: Jesus is the great teacher. He leads with authority, wisdom, and truth. His teachings are trustworthy.
Campers Will
• hear that Jesus challenges them to decide whom or what they will follow and consequently what kind of persons they will be
• recognize that following Jesus’ teachings is wise
Day 5 Guide
TItle: Jesus Is Healer
Scripture: John 5:1–9a
Focus: Jesus brings healing in many ways. Jesus can use us to bring healing to those around us.
Campers Will
• see that healing and wholeness are important to Jesus’ ministry
• understand that they can be healers too in many ways
Day 6 Guide
TItle: Jesus Is Savior
Scripture: Romans 5:1–11; Luke 24:36–49
Focus: Jesus offers us forgiveness. When we claim his gift, we have freedom from sin and we can live joyfully in his love and peace.
Campers Will
• recognize that Jesus truly is the Son of God, not just an important teacher or healer
• know that through Jesus sin is forgiven and grace extended
• be challenged to live more fully with and for God every day
Day 7 Guide
TItle: Jesus Is the Real Thing
Scripture: Luke 4:14–21
Focus: Jesus calls us to join him in ministry, to take home what we’ve learned at camp and make our world a better place.
Campers Will
• explore how to carry what they’ve learned home with them
• recognize that they have a ministry role too
Your Camp, Your Curriculum
From ideas for welcoming campers to sending them off one week later, Get Real: Finding Your True Self in Jesus is intended to be a guide for all you do this week. Of course, summer camp programs come in many shapes and sizes and use a variety of program and leadership models. You can design a camp curriculum that fits the needs of your camp, your program, and your staff.
The word curriculum is often understood as a specific print resource. In its original use, however, the word means “the course to be run.” Everything that happens at camp is curriculum; it’s part of the “course to be run” during the days at camp. Get Real, a curriculum resource, is meant to be a guide or partner for what you choose to do during your camp: Bible study, community building, games, hikes, worship, and so on.
You are the expert in what your camp needs. This resource provides the ingredients, but you get to mix them up and make the right “course to be run” for your camp, staff, and campers.
To help you adapt Get Real to your design for your camp, the DVD-ROM contains program materials for all age levels as well as extra resources for a great week at camp. The format of this resource makes customizing the resources to fit your camp as easy as possible. All of the materials are available to you on the DVD-ROM, which contains non-editable PDF files and editable Word files. Using the PDF files, you can review all the material. Using the Word files, you can copy and paste the materials you select into your own word processing program, arrange their order, and edit their content to create a plan that is right for your camp and staff. Your purchase of this resource allows you to print and/or photocopy whatever you need for use at your campsite.
Setting Goals for the Experience
The first step in getting ready for camp is to set goals for your summer program. As you consider the time you have at camp and the young people who will attend, you need to decide what you want to happen:
• What kind of experience do you want campers to have?
• What do you want them to take home?
• What do you understand about how God is at work in their midst? about who Jesus is?
• Is camp a place for faith formation, religious education, evangelism—or all?
• What are your camp’s most important values?
Whatever your camp goals, keep them in mind as you create your plan, train your staff, and relate with your campers. Stating these goals clearly at the beginning of your planning will influence the decisions that you make and the curriculum resources that you choose or create.
Begin goal-setting by writing down five or six broad goals. For example, you may want campers to learn some Bible stories, or to accept Jesus Christ as Lord, or to experience Christian community—or all three. You may want campers to practice stewardship of God’s creation, to take a wilderness trip, or to provide service for the camp or community. Write down these goals, leaving space below each one. Then, for each goal, write down specific objectives, stating what campers can do to reach that goal. Your list might look like this:
Goal: Campers will learn four stories of Jesus.
Objectives: During the time they are at camp, campers will
• Open their Bibles on a daily basis
• Read at least four stories from scripture
• Have a chance to reflect on each story
• Be invited to explore each story’s meaning for their own lives
Goal: Campers will practice stewardship of God’s creation.
Objectives: During the time they are at camp, campers will
• Explore God’s creation
• Learn about the ecological crisis
• Worship the God of creation
• Identify three things they can do to care for God’s creation after they go home
Once you have identified and written down these goals and objectives, you are ready to determine the ways in which this particular resource can assist you in reaching them. Feel free to choose among the activities or to adapt them for your camp program.
Organization and Leadership of Your Camp
Camps may be organized in a variety of ways and may use different leadership models. As you design your curriculum, you need to understand the way these two elements work at your camp. For example, as you arrange these resources for use at your camp, you need to know who will use the curriculum, what the schedule is, and who will plan worship. To organize campers, your camp probably uses a variation of one of these three basic models:
Small-Group Decentralized Camping
In this model each small group—usually co-ed—lives together 24/7 with two counselors, a male and a female. The group plans all their activities together. The emphasis is on the community that develops within this group as they work and play, worship and pray, disagree and forgive together.
Although the group plans its own schedule, it adapts parts of its schedule to the larger camp schedule. For instance, the times for meals and special activities are probably set for the entire camp. Groups decide if and when they want to sign up for things such as swimming and arts and crafts. As a leader, you need to know what activities are available and the times at which they are held.
Within this model some camps set a time aside for all groups to gather for Bible study and/or worship. During these times, a designated camp chaplain or pastor may serve as the leader. This person is then responsible for developing the Bible study and/or for planning and leading worship.
Centralized Camping
In centralized camping, campers may also live in small groups. The schedule for group activities, however, is set with only limited opportunities to adapt the schedule to the needs of individual groups. In small-group decentralized camping, each group stays together for all activities; in a centralized form, campers may participate in several different groups during the day. They may sleep with one group, do daily activities in a variety of groups, and eat with yet another group. In this model, designated resource persons lead large-group activities, such as Bible study, games, or worship.
Conference Camping
Conference camping is actually a type of centralized camping. The focus is on the large group, however, rather than on small groups. In a conference format, the schedule and activities are planned ahead of time by a camp program director or team of leaders. Campers come together for a plenary session and then move from activity to activity in small groups.
Leadership Models
Another factor to consider is the leadership model of your camp. Some camps have full-time camp or program directors, who are responsible for overseeing the program. Other camps have site managers who host volunteer camp directors or deans. A committee of the camp’s governing body is charged with overseeing the camp program and recruits these leaders. These volunteer camp directors come to camp for short periods—usually a week—and are responsible for the program and staff during the time they are there.
Several models are used for staffing camps. At some camps, the staff—usually college-aged students—is hired for the entire camp period. Other camp staffs are made up of volunteers who come for a week at a time. Some camps involve a mixture of weekly volunteers and paid staff.
The role of staff also varies according to the model being used. In the small-group model, each group of campers has two counselors who live with the group twenty-four hours a day. These leaders are generalists who lead Bible studies, comfort the homesick, help settle conflicts, play and pray with campers, lead games, and act as role models.
In camps where campers change groups during the day, leaders may be specialists. For example, one person may only teach swimming, while another person is responsible for creating all the arts and crafts opportunities. These leaders may or may not live in tents or cabins with campers.
Evaluation
The evaluation done after the camp program ends complements the goal-setting with which you began. Through evaluation you will discover how well you reached your goals. Using the results of your evaluation, you can begin to plan for the next year of camp.
Be sure to develop evaluative tools for campers, parents, and staff to use. Their responses will help you find out how these three important participant groups perceived your camp program. Ask campers and staff what they thought about camp while their memories are fresh, before they go home. After camp is over, mail evaluation forms to parents.
On all your evaluation forms, ask specific questions rather than just general ones. If you want to know how campers liked the food and what food they liked best, ask them to name their favorite camp food. Ask parents such things as why they chose to send their children to your camp. If you have some new element at your facility or in your program, include questions about that. Be sure to ask if there are things that members of these groups would like to see added or changed next year.
Training Your Staff: A Plan
The purpose of staff training is to enable counselors and other leaders to know how to reach the goals and objectives you have set for your camp program. It is not enough to pull together some curriculum resources and hand them to the leaders. Leaders need to be trained to use the materials with the campers in ways that will reach your camp’s goals.
Within the various models, different amounts of time are available for training. In camps using different volunteers each week, counselors may arrive one or two hours before campers, providing only a brief time to train them. On the other hand, camps that hire for the whole summer may have five or more days to train them. In still other camps, with a mix of paid and volunteer counselors, training may occur in different ways and for different amounts of time.
Regardless of how much time you have, include these three essential elements:
1. Your camp’s goals and objectives for the summer program
Counselors need to be familiar with your camp’s goals and objectives. They need to see the ways in which the specific things they do with campers contribute to those goals. One way to make staff familiar with these goals and objectives is to circulate these statements well ahead of the training time. You may then ask staff members to arrive at camp with a list of specific activities they can do with campers to reach each objective. During training, have leaders share their ideas about specific activities and discuss them in the context of your goals and objectives.
2. The biblical and theological foundation
Counselors need to be familiar with the scriptures and have background information about each. Even if the camp has a pastor or chaplain who leads the major Bible study time, the counselors need to be familiar with the stories in order to develop the daily theme with campers through a variety of activities and also to deal with questions, comments, and opportunities that arise for exploring the scripture and its meaning for them.
Send out the Biblical and Theological Overview section to staff before they arrive. This plan provides an opportunity for counselors to read and study individually and then to discuss as a group in the training. For volunteer staff who arrive just ahead of campers, plan a weekend training session before the beginning of camp for the purpose of exploring the biblical themes. For longer staff training periods, one day can be spent on each story/theme. Some camps invite local pastors and educators to participate in counselor training by introducing each theme. Having counselors engage in Bible study using the selected scriptures for the week invites them to reflect on their own faith.
With Get Real, an important part of the theological training needs to be conversations about the Trinity and also about sin and salvation. The emphasis of this year’s curriculum is Jesus, which means the language scale tilts toward more references to Jesus than to God or the Holy Spirit. That emphasis may mean some campers will raise questions or evidence some confusion. As a staff, have the conversation: “How would you explain the mystery of our triune God, especially to children who are concrete thinkers?”
Jesus as Savior is central to our theology as Christians. Yet, through the years and in our many faith traditions we have different ways of talking about sin and salvation. Conversations during training need to illumine how your tradition understands and explains these two central tenets of the faith, and then go further to help leaders know how to do so in age-appropriate ways.
3. Activities within the curriculum and how they relate to the goals and objectives of your camp
Counselors need to be familiar with the activities in the curriculum. Reviewing the activities related to each Daily Guide is a start. Go a step further by including time for counselors to lead the other staff in some. This familiarity increases their confidence in leading activities with campers. Counselors also need to understand how specific activities can contribute to reaching the goals and objectives. Since you have been intentional about what you have chosen for your camp’s curriculum, your staff needs to understand the rationale behind your choices. For example, if one goal relates to care of creation, counselors need to understand how Daily Guide activities such as a hike, a camp cleanup, or an exploration of the swamp contribute to this goal.
Plan Your Training
You can use the following ideas for study of each of the seven sessions. Do this plan as is or divide it into shorter sessions spread throughout the day.
A. Use one of these methods to introduce the biblical story and focus:
Direct staff to the Daily Overview for Get Real chart (above).
• Read or have someone else read the passage from the Bible.
• Read the focus statement. Ask someone who is a good storyteller to tell the story. (Ask that person in advance so he or she can prepare.)
• Read the focus statement. Lead the staff through the story using one of the three Bible study methods described in the handout below: Bible Study Methods.
• Read the focus statement. Ask a small group of staff to present a skit of the story. (Ask them in advance so they can prepare.)
B. Use one or more of these to introduce the background material and theological issues:
• Play the video provided with this curriculum. It introduces the theme and Bible background.
• Ask a small group of staff to prepare a presentation or lead a discussion using information from the Biblical and Theological Overview section.
• Invite a local pastor or educator to present the information.
• Deal with the issues of the Trinity and of sin and salvation, indicated above.
• Use maps, photos, and other illustrative material.
C. Use the Leader Reflections questions
At the end of each day’s Biblical and Theological Overview are reflections addressed to the leaders. Use them as a springboard to a discussion of the ways in which the biblical material and concepts intersect with their own lives and faith.
Sample Training Exercises
1. Create an Activity
Invite staff members to explore the concepts and stories by developing and leading an activity. Divide into four to five small groups (depending on your numbers). Explain that you will assign a type of activity (Bible study, creative activity, environmental activity, service activity, or game) to each group and that they are to develop an activity to achieve one of the goals in the focus statement for the session. Tell them that they can use any of the Daily Guides or Extra Resources from Get Real itself or develop one of the study suggestions on the handout, Bible Storytelling Methods. Once they have prepared the activity they will lead the rest of the staff in it.
Give the groups about twenty minutes to prepare and then allow up to an hour for all the groups to lead their activities. After each activity, facilitate a fifteen-minute evaluation session involving everyone. Ask those who led the activity for ideas about how they might improve their session. Other staff members can contribute constructive and positive comments about ways that it could be strengthened. As the camp leader, participate in the evaluation, offering suggestions and taking advantage of any teachable moments.
Supplies: Bibles, Get Real Daily Guides and Extra Resources, Bible Storytelling Methods handout, recreational equipment, arts and crafts materials, and environmental education materials
2. Play Who Are You?
Explain to the staff that they will work in small groups to choose a biblical character from one of the Bible stories and identify what they admire and how they want to be like that character. You can use this activity for any one Bible story or after completing the exploration of all the Bible stories.
Have staff self-select into small groups. Assign one or more of the Bible stories to them. Give the small groups about ten to fifteen minutes to choose a biblical character from the story (or stories) and to decide what they like or admire about the character. Each small group will create a short skit about the person, letting the others guess which one they have chosen.
Gather the whole group for the presentations. Have all the small groups present their skits at one time, or scatter them throughout the day. After each skit, invite the trainees to talk about what these characters have to teach them about being camp counselors. Ask: “What kind of camp counselor would each of these biblical characters have made? How do you want to be like them this summer?”
Keep a list on a large sheet of paper of all the qualities the group identifies in the biblical characters. Afterward, post the list where staff can see it during the remainder of the training.
After the activity is finished, gather back together. Use questions such as the following to encourage discussion about the study and how they could use the method with campers:
• What did you like about this activity?
• What did you find difficult about this activity?
• Would you use this activity with campers? Why or why not?
• With what age campers would this work best?
• What do you think campers would like about this activity?
Supplies: Bibles, Get Real listing of scripture from the Daily Overview, large sheets of paper, and markers
3. Learn the Stories
Explain to staff that they will work in small groups using one of the Bible stories to reflect on what it tells them about Jesus. Then they will use a form of artistic expression such as a cartoon, poem, song, mural, and so forth to describe the nature of Jesus to the rest of the group. Let them choose their groups. Assign each group one of the Bible stories, or choose a specific activity of this type from Get Real. Give them about fifteen to twenty minutes to talk about what the story tells them about Jesus and to prepare an artistic expression about what they found out.
Gather back together to share the artistic expressions. You can have all the small groups make their presentations at one time or scatter them throughout staff training.
Use questions such as the following to encourage discussion about the study and how they could use the method with campers:
• What did you like about this activity?
• What did you find difficult about this activity?
• Would you use this activity with campers? Why or why not?
• With what age campers would this work best?
• What do you think campers would like about this activity?
Supplies: Bibles, Get Real listing of scripture from Daily Overview, a variety of types of paper (such as newsprint, construction, notebook), and a variety of drawing materials (such as markers, pencils, pens, crayons)
Learning about Campers
In addition to being familiar and comfortable with the content of the curriculum, counselors need to understand the campers with whom they will be working. Campers of different ages have different behavior and learning characteristics. As staff members prepare to lead children and youth, they need to know what is appropriate for each age group. Copy the Age-Level Characteristics chart below for your staff manual and use it to introduce counselors to each age group.
The camp setting provides an environment that promotes experiential and relational learning. Your staff needs to be familiar with the value of experiential learning and ways to develop plans for active learning. Faith can come alive through active learning that invites each camper to participate as a whole person. Movement, involvement of all the senses, the arts, and a multiplicity of methods make camps a powerful force in the faith formation of young people.
InsideOut resources are committed to experiential learning. Activities are based on the Multiple Intelligences theory of Howard Gardner. Gardner defines intelligence as the ability to create problems to solve and then to solve them. Each person has a preferred manner in which to do that best. Gardner has named and described eight different ways in which people express their ability to create and solve problems. See the Multiple Intelligences chart below.
Point out to staff that the primary Multiple Intelligences for each activity are identified at the end of the activity, along with the list of supplies needed. Encourage your staff to include activities that engage several intelligences during a camp day. In this way, each camper will find an opportunity to use his or her preferred intelligence, leading to greater engagement.
In establishing a relational learning environment, staff members need to consider the roles of both learners and leaders. In such a learning environment, leaders are not “teachers” who have all the answers. Leaders or counselors are facilitators and guides, helping the whole group make discoveries. They are partners and travelers with the learners on the journey of discovery. The learners are full participants in the discovery process, bringing insights and sharing experiences. Active learning is always more effective than passive learning that involves just listening.
The following are indicators of such an active, experiential learning environment:
• Learning and discovery are taking place.
• Leaders are aware of the many ways in which people learn.
• Leaders understand that faith formation takes place through the whole camp experience.
• Campers and leaders engage in dialogue and practice collaboration.
• A spirit of cooperation undergirds the discoveries, and the experiences of each person are valued.
Understanding Age-Group Characteristics
Human beings develop physically, emotionally, spiritually, and cognitively throughout their life span. One way you can express love and care for young people and build their sense of worth as children of God is to expect behavior of them that is appropriate for their ages. The opposite side of this is to show your love by not expecting behavior that is appropriately expected only of older children.
Younger Children (ages 7–9) can be characterized in the following ways:
• They learn best by doing, and they have very short attention spans.
• They think in concrete terms about things they can see, hear, taste, smell, or touch. Most cannot think about abstract ideas such as truth, love, sin, and so on. They have a great need for adult role models of the same gender.
• They seek out heroes.
• Their faith is very literal. Because they are unable to think abstractly and because they seek out heroes, they enjoy the stories of the Bible and hearing about the people in the stories.
• They want to master many skills, but they still need to be cherished for themselves, not their performance.
• They are very active, but are often unable to manage their own need for rest. They need rest time and a clear bedtime.
• They are beginning to define themselves outside their families and look to their peer groups for acceptance.
• They have a very
silly sense of
humor.
Older Children (ages 10–12) can be characterized in the following ways:
• They are very active but need help slowing down for rest.
• They have a deep need for fairness and characterize everything as right or wrong.
• They thrive within same-gender friendships.
• They are reluctant to relate to, and especially to touch, the other gender.
• Girls mature much earlier than boys and may be menstruating and wearing bras by this time.
• They still have a need for same-gender role models.
• They are beginning to question everything, but do so more out of wonder than out of doubt.
• Their faith is very literal and reflects the faith of their parents.
• They are beginning to learn the fundamentals of abstract thinking.
Younger Youth (ages 12–14) can be characterized in the following ways:
• They are in the midst of a great deal of change: physically, emotionally, and socially.
• Boys experience growth spurts, voice changes, hormonal swings, and sexual changes.
• Girls tend to be more mature emotionally, socially, and physically than boys their same age, and therefore begin to date boys one or two years older. They swing back and forth between adult and childlike behavior.
• They need to be accepted and belong and will do almost anything to do so.
• They may have experimented with drugs, cigarettes, sex, and alcohol or be thinking about it, and may need a nonjudgmental person with whom to discuss their choices.
• They focus on the “now” and have very little ability to think about the future implications of their actions.
• They need very clear boundaries that allow them a sense of freedom and help them develop skills for responsibility.
• They are developing abstract thinking skills but may still prefer to think concretely.
• They are very idealistic.
Older Youth (ages 15–18) can be characterized in the following ways:
• They are seeking to form an identity separate from their families.
• They can use abstract thinking skills that enable them to think about concepts and perspectives other than their own and about the consequences of their actions.
• They are beginning to form a statement of faith that is separate from their parents’.
• They are questioning the authority of scripture, church leaders, and their parents.
• They are almost fully developed physically but are still very self-conscious about appearance.
• They are very concerned about weight. This concern, particularly in girls, may develop into eating disorders.
• They still need lots of rest and sleep, but do not usually plan it into their day without reminders.
• Many have probably experimented with drugs, smoking, sex, and alcohol. They need to be able to discuss their choices in a nonjudgmental atmosphere.
• They are under tremendous pressure to succeed so that they can get into college or get a job.
• They want to belong.
Multiple Intelligences
Multiple Intelligences refers to the ability to create problems to solve and to solve those problems. Each of us has a way to do that best. Here is a brief description of the eight different ways in which people express their ability to create and solve problems. Look for the Multiple Intelligences lists following activities throughout the guide for particular intelligences you might be looking for.
Logical/Mathematical:
This intelligence likes to deal with numbers and abstract patterns. Often, this intelligence is referred to as scientific reasoning. These learners like to read, write, and tell stories; play word games; use computers; debate; and write in journals.
Intrapersonal:
This intelligence is comfortable with self-reflection, thinking about thinking, and spirituality. It involves the knowledge of inner feelings and emotional responses. These learners prefer independent, self-paced study, journal keeping, and individualized projects.
Musical:
This intelligence is based on an enjoyment of rhythmic and tonal patterns. People with this intelligence enjoy singing, listening to music, and playing musical instruments. They respond to music and group singing.
Spatial:
The key elements of this intelligence are the sense of sight and the ability to form mental images and pictures in the mind. These learners enjoy drawing, building, designing and creating things, looking at pictures, and playing with machines.
Linguistic:
This intelligence uses words and language effectively. People with this intelligence enjoy all the possibilities of exploring ideas and concepts. They express realities through words—writing, reading, talking, and listening.
Interpersonal:
This intelligence responds well to working with others. The people who have this intelligence are able to work cooperatively and have a sense of empathy for the feelings and experiences of others. They enjoy cooperative games, board games, group brainstorming and problem solving, peer coaching, and interpersonal interaction.
Bodily/Kinesthetic:
This intelligence uses the body to express emotion, and to articulate ideas and concepts. These people learn well through movement, touching, using body language, sports and physical games, drama, dance, using clay, and building projects.
Naturalist:
This intelligence is attuned to the natural world and uses all senses to enjoy creation. These learners enjoy the study of nature, identifying cultural artifacts, collecting, sorting, and observing variation of objects in nature.
Those wishing to learn more about Gardner’s Multiple Intelligences theory are encouraged to consult Frames of Mind: The Theory of Multiple Intelligences, by Howard Gardner (New York: Basic Books, 1983).
Teaching Bible Stories
The goal of telling Bible stories at camp reflects a belief in the power of stories to pass on meaning and values. Campers learn about God and what God has done and is doing in the lives of humans. They are invited to consider what they in turn know about God and what God has done in their lives. Even if a young camper goes home knowing only the stories, we have provided a foundation on which that child can build a faith.
Unfortunately, counselors don’t always come to camp equipped to understand the importance of stories, and they often lack the skills for inviting campers to hear and respond to them in an age-appropriate way. Educators have long known that we humans are more apt to repeat an activity if we have experienced it ourselves. Consequently, one of the best ways to equip counselors for this important task is to engage them directly.
Involving staff through a variety of experiences has two advantages. First, experiencing the methods will give them the opportunity to reflect on the stories from the perspective of their own faith. Counselors will not only become more conversant with the stories but also ponder the meaning the stories have in their own lives. Second, leaders will become familiar with a variety of methods they can then use with campers.
This section provides a series of possibilities for studying the Bible and telling Bible stories that you can use during staff training. Each of the following activities includes the process, plus guidance to encourage staff to reflect on ways that they could use each method with campers and the age group for which they are most appropriate.
Each of the methods included here invites staff and campers to encounter the Bible stories in imaginative ways that can lead to growth in their faith. All of them encourage the participants to step into the story and ask, “How is this like my experience? What does it tell me about God? What do I want to do now?” The activities add value to both the experience and the insights of the learners. They provide the means for exploring scripture in such a way that both staff and campers can respond to God’s call to discipleship.
Two handouts you can use with your staff are included in the section: Bible Study Methods and Bible Storytelling Methods. You have permission to reproduce these two handouts for use within your camp for staff training. The handouts can either be distributed at the beginning of each session or placed within your staff manual as a permanent resource. Since several of the activities encourage participants to record their insights, you may also want to include some blank pages for them to use for their personal reflection.
Bible Study Methods
1. Small Group Bible Study
Explain to staff that during this activity they will reflect on one of the Bible stories and ponder what is meaningful to them in it. Have the participants form themselves into small groups of six to eight and designate a facilitator for each group. Pass out the Bible Study Methods handout and review together the ten steps for Small Group Bible Study. Assign the Bible passage they will be using and give the groups about twenty minutes to complete the study.
After the study is complete, gather again. Use questions such as the following to encourage discussion about the study and how they could use the method with campers:
• What did you like about studying a portion of scripture this way?
• What did you find difficult about studying it this way?
• Would you use this small group method with campers? Why or why not?
• With what age campers would this work best?
• What do you think campers would like about this way to study scripture?
Supplies: Copies of the Bible Study Methods handout, Bibles, pens, and notebook paper or journals
2. Shared Praxis
Introduce Shared Praxis as a way they can explore any of the themes or passages. The method has five steps, inviting a group to examine both their own experiences and the biblical passage, which creates a conversation between their own experience and the portion of scripture. Have them look at the Bible Study Methods handout, and talk about each step. Lead the group through this Shared Praxis activity or one that you have created:
How Did Jesus Treat Outsiders?
Step One: Who are the unpopular people or outsiders you know? Choose one of these activities to begin:
a. Ask staff when they have had an experience of being the popular one or the outsider. What was it like to be popular or an outsider?
b. Have staff create a skit about an outsider and how the “in” crowd treated that person. Invite staff to talk about what happened in the skit and their own experiences of being “in” or “out.”
c. Tell about an experience you have had of being left out or feeling left out. Invite staff to tell about their own experiences and feelings.
Step Two: What makes some people outsiders?
Invite staff to think about why some people are popular and why some others are outsiders. Ask, “What makes us insiders and outsiders? Why do some people belong and others don’t? Where do you see the issue of insiders and outsiders affecting community, national, and global situations? What are some of the consequences of having insiders and outsiders?”
Step Three: Stories of Jesus
One of the things Jesus did a lot was to hang out with unpopular people. In Jesus’ time, people were unpopular for a number of reasons. We don’t have all the same reasons in our day, so it is important for staff to understand that these people were the outsiders and Jesus chose to be with them. Furthermore, he ate with them, which was one step beyond just hanging out with them.
Luke 19:1–10—Zacchaeus was a tax collector. He worked for the Roman government, which had invaded Israel and now ruled the country. Tax collectors often collected more money than the Romans required and put the extra in their own pockets, so they were seen as both traitors and cheats.
John 4:5–27—Women were understood as possessions and not as people. It was completely unacceptable for a man to walk up to a woman he didn’t know out in public and just start talking to her. And on top of the regular reasons why Jesus shouldn’t talk to her, she was a Samaritan and someone who was living with a man who was not her husband. This very complex story has lots of double and deep meanings. Focus on the fact that Jesus talked to this woman and that he told her God’s good news about who he was. Be aware that this story is not a good choice for younger campers.
Matthew 9:10–13—This is another story about Jesus choosing to eat with tax collectors.
Step Four: How is Jesus’ story like our story?
Ask questions such as, “Do you think Jesus felt uncomfortable about hanging out with outsiders? Why do you think he chose to do this? How did he feel about these people? How did he treat these people? How do you feel when you are with unpopular people? How do you treat them?”
Step Five: What would you like to do differently next time you meet an outsider?
Ask questions such as, “Think about an unpopular person in your school, church, or neighborhood. Imagine that you see Jesus hanging out with this person and laughing and having fun. How would you feel? What would you want to do? Do you feel any different about these people when you imagine Jesus being with them?”
After the staff members have completed the Shared Praxis, use some of the following “wonder” questions to encourage conversation about their response to the Shared Praxis and how they can use this method with campers:
• I wonder what you liked about studying a portion of scripture this way.
• I wonder what you found difficult about studying a portion of scripture this way.
• I wonder whether or not you would use this method with campers. Why or why not?
Supplies: Copies of the Bible Study Methods handout, Bibles, pens, notebook paper or journals
3. Theologizing Model
Introduce the Theologizing Model as a way to explore any of the session themes and passages. This method has six steps that invite a group to examine both their own experiences and the biblical passage, creating a conversation between the two. Have them look at the six steps for the Theologizing Model on the Bible Study Methods handout, and talk about each step. Lead the group through the method:
Step One: Invite the group to identify a story in one of the Bible passages or an experience they have shared during staff training, such as a cookout, hike, or distinct training session.
Step Two: Once everyone has agreed on the story, have one or more people retell the story in the passage or experience in his or her own words.
Step Three: Encourage the group to identify feelings of the people in the biblical story or experience they have shared. If you are using an experience from staff training, keep in mind that there may be unresolved feelings that will need to be discussed. Invite people to name those feelings but not to get involved in a blame game.
Step Four: Ask staff to identify some of the main themes or issues (such as love, conflict, or peace) found in the story or experience. Encourage them to tell where they see these themes at work in the story.
Step Five: If you began with an experience shared by the staff, invite them to think of biblical stories in which these themes can also be found. Make a list of those stories. If you began with one of the Bible stories, encourage staff to relate these main themes to experiences they have shared during their training. Either way, invite them to identify the places in either the shared experience or the biblical story where they see God and what these help them know about God.
Step Six: Talk about what they learned from the discussion about the biblical story or shared experience. Then ask them what the implications of this learning is for what they believe or how they want to behave in the future at both camp and at home.
After they have completed the Theologizing Method, use some of the following “wonder” questions to encourage conversation about their response to the Theologizing Method and how they can use this method with campers:
• I wonder what you liked about studying a portion of scripture this way.
• I wonder what you found difficult about studying a portion of scripture this way.
• I wonder whether or not you would use this method with campers. Why or why not?
Supplies: Copies of the Bible Study Methods handout, Bibles, large sheets of paper, and markers
Bible Storytelling Methods
1. Create a Skit
Explain to staff that they will have a chance to work in small groups to create a skit using one of the Bible stories. Distribute copies of the Bible Storytelling Methods handout. Divide the participants into three groups. Assign each group a story and one of the methods for creating a skit. Give them about fifteen minutes to read the scripture and plan their skits. Reconvene and have them present their skits.
Afterward, talk about how to use skits with campers. Use some of the following questions to encourage conversation:
• What did you like about each kind of skit method?
• What age group would you use the skit method with?
• What do you think campers will like about doing the skits?
Supplies: Copies of the Bible Storytelling Methods handout, Bibles
2. Make Puppets
Prior to the activity, set up three tables in different parts of the room. Put the copies of the Bible Storytelling Methods handout on each of the tables and separate the supplies for each kind of the puppets—one kind per table. (See the handout for types of puppets and the supplies.)
Explain to staff that they are going to learn how to make three different kinds of puppets to tell the Bible stories. Divide into three groups and assign each group one of the stories. Explain that they are to rotate among the tables and make that kind of puppet to tell their assigned story. Give them about thirty minutes. When time is up, give the groups a few minutes to choose which type of puppet they will use to tell their assigned story, and then move into the storytelling.
After each group has presented its story, talk together about how to use puppets with campers. Use some of the following discussion questions to encourage conversation:
• What did you like about using puppets to tell the Bible story?
• What age group would you use the puppets with?
• What do you think campers will like about the puppets?
Supplies: Three tables, copies of the Bible Storytelling Methods handout, Bibles, supplies for making puppets (see handout)
3. Write an Easy Poem Form
Explain to the staff that they will learn and use two easy forms of poetry. Assign one of the Bible stories to the whole group. Explain that everyone will have about twenty minutes to read the scripture and to write their own poems using one or both forms of the poetry.
Call everyone back together and invite those who wish to read their poems. Be sure that they identify which poetry form they have used. After the poems have been shared, talk about how to use them with campers. Use some of the following “wonder” questions to encourage conversation:
• I wonder what you liked about each kind of poetry form.
• I wonder how you can use the poetry forms with different age groups of campers.
• I wonder what you think campers will like about using the poetry forms.
Supplies: Copies of the Bible Storytelling Methods handout, Bibles, paper, and pens
4. Use an Artistic Response
Prior to the activity set up three tables in three different parts of the room. Put copies of the Bible Storytelling Methods handout on each table and separate the supplies for each kind of artistic response—one kind per table.
Divide into three groups and assign each a Bible passage and one of the artistic expressions. Give the groups about twenty minutes to read the scripture and create their art in response. Bring the groups back together and look at the mural and the cartoon. Invite the third group to sing their song.
Afterward, talk about how to use these artistic methods with campers. Use some of the following questions to encourage conversation:
• What did you like about each kind of artistic method?
• With what age group would you use them?
• What do you think campers will like about creating the mural, drawing the cartoon, or writing the song?
Supplies: Three tables, copies of the Bible Storytelling Methods handout, Bibles, art supplies (see handout)
Bible Study Methods
Handout
Steps for Small Group Bible Study
Step 1: Have one person read the biblical passage aloud.
Step 2: Ask each person to identify one word or phrase that seems important to that person.
Step 3: Invite each person to share that word or phrase with the group.
Step 4: Have someone else read the biblical passage aloud again.
Step 5: Tell each person to write down what the biblical passage has to do with his or her life now.
Step 6: Invite each person to share what he or she wrote in #5 with the rest of the group.
Step 7: Have someone read the biblical passage aloud a third time.
Step 8: Ask each person to write down what God seems to be saying to him or her in the passage.
Step 9: Invite each person to share what he or she believes God is saying to him or her in the passage.
Step 10: Join hands and invite each person to pray aloud for the person on his or her right.
Shared Praxis
1. Identify the issue or challenge to be discussed. Invite people to name their own experiences concerning the issue or challenge.
2. Invite people to discuss the issue or challenge and how it affects their lives. Encourage them to reflect on why they do what they do and what the likely or intended consequences of their actions are.
3. Introduce the biblical story and background information about the setting of the story. Read the story and talk about what happened in the story. Encourage people to discuss the faith response the passage invites.
4. Encourage people to talk about how the story speaks to their own experiences with the issue or challenge. Invite them to discuss what can they learn about the issue or challenge from the biblical story. Encourage them to have a conversation between their own stories and the biblical story.
5. Provide the opportunity for the learners to think about how their future behavior might change because of hearing the story and thinking about it. Give them an opportunity to choose a faith response for the future.
Theologizing Methods
1. Remember an experience. It can be any experience that the group has shared or a story from scripture.
2. Recall and retell the experience. Group members use their own words to retell the story.
3. Identify feelings of the people in the story. If there are unresolved feelings in the group about this experience, talk about them.
4. Isolate the main issue (such as love, conflict, or peace) found in the story or experience.
5. If you began with a group experience, relate these main issues to biblical stories or theological concept(s). If you began with a biblical story, relate these main issues to the experiences of the group.
6. Clarify what the implications are for beliefs and/or behavior, both at camp and at home.
Bible Storytelling Methods
Handout
Skits
Tableau—Read the scripture, and talk about the different scenes in the story. Imagine you are going to draw the different events in the story. Instead of drawing them, stand still/freeze as if you are the figures in the drawing. Do this for each of the scenes in the story. Have someone read or tell the story as each scene is made Supplies: Bibles, (optional: costumes)
Narrated—Have one person read or tell the story. This can be fun if the person tells the story without the actors knowing what the story is. They act it out as the narrator describes what they are doing. Supplies: Bibles, (optional: costumes)
Camper Developed—Read the scripture. Talk together about a way to act out the story. Discuss who will say what. Supplies: Bibles (optional: costumes)
Puppets
Finger Puppets—Put one bandage over the top of a finger and wrap a second bandage around the finger over the two ends of the other bandage. Draw a face on the bandage. Sometimes you can loosen the bandages enough so the finger puppet slips on and off your finger, but normally you just use the puppet once. Supplies: One-inch-wide bandages (two for each person), fine markers, Bibles
Paper Plate Puppets—Draw a face on the surface of the paper plate you would normally eat on. You can draw the hair, or use glue and yarn to add hair. When the face is complete, attach a craft stick to the back with masking tape. Supplies: One paper plate (the cheap kind) for each person, markers, craft sticks, masking tape, Bibles (optional: glue, yarn, and scissors)
Clothespin Puppets—Hold the clothespin up as if you were going to push it down onto a clothesline. Use a fine marker to draw a face on the round top. Then using the fabric, fashion clothing for the puppet. Cut out a three-inch by one-inch rectangle. Cut a slit in the middle and put the fabric over the “head” of the puppet. Tie it with yarn. Supplies: Push clothespins (not the clip type), scraps of fabric, yarn, glue, scissors, fine markers, Bibles
Easy Poetry
Cinquain poetry is based on a certain number of words in each of its five lines. The words can be any length and do not have to rhyme.
Line 1: One word: a person, place, or thing
Line 2: Two words that tell about the word in Line 1.
Line 3: Three words that also tell about the word in Line 1.
Line 4: Four words that tell a feeling about
Line 1.
Line 5: One word that is like the word in Line 1.
Haiku is a form of poetry that comes from Japan. It depends on the number of syllables in each line. Here’s how you do it:
The first line has five syllables.
The second line has seven syllables.
The third line has five syllables.
Supplies: White copy paper or notebook paper, pencils, handout with poetry forms, Bibles
Respond Artistically
Mural—Read the Bible story and decide what the major scenes in the story are. Divide the butcher paper into panels or use a separate large sheet of paper for each scene. Draw the different scenes to the story. Hang the scenes in order on the wall. Supplies: Bibles, butcher paper or separate large sheets of paper that can be taped together, markers, masking tape or pushpins
Cartoon—Read the Bible story and decide how you will tell the story as a cartoon. Draw the pictures of the cartoon. Hang on the wall. Supplies: Bibles, white copy paper, pencils, black ink pens, masking tape or pushpins
Song—Read the Bible story and write it as a song. Choose a familiar tune to sing the words to. Supplies: Bibles, large sheets of paper and markers
Biblical and Theological overview
Introduction
Get real. The Bible study and devotional materials you are about to read and lead are real. They cover a range of topics and different books of the Bible, but they have one thing in common—getting real. There’s a lot of fake out there. In a culture of manicured online profiles, electronically altered images, and relentless deception in marketing and advertising, it’s difficult to know who our friends are and whom we can trust. And it’s far too easy to buckle under the pressure to become the images we see.
It’s a shame because it is only in the context of a real and trustworthy community that individuals come to know their true identity. We all are in danger of losing our true selves. This threat is real, especially for young people, who tend to look for feedback cues from those around them to test the social acceptability and popularity of their images. They secretly test things like their clothing, their speech, their body image, their affiliations, their taste in music, their style, and so on. The more pressure they put on themselves to attain a certain image or fit with a certain crowd, the less and less they are able to stay in touch with who they are deep down. They lose themselves. When other people who also don’t know themselves begin influencing how young persons understand their lives, they lose themselves. It becomes more important than ever to get real. We all must seek our own identity from a trustworthy source.
God is the most trustworthy friend any of us will ever know. How shall we seek God? Christians have long answered that question by pointing to the life and legacy of Jesus, who is God of very God, having taken on human flesh. The mystery of the incarnation and the birth of Jesus reminds us that God does not come to us in conventional and expected ways. Sometimes we must look in places that seem most unlikely. The King of kings was not born in a palace but in a stable fit for animals. And the honored guests at his birth were not royals but lowly shepherds.
In this day and age, finding the unexpected doubtlessly means we have to move beyond the noise and frenzy and into the last great frontiers—time and silence. To get real, we need to silence our phones, close our laptops, turn off the tv, and spend time waiting for a still, small voice—and, this week, to enter a place, a community, called camp.
We will find that God’s voice, once recognized, is speaking in the world now and in many different places. Sure, it speaks in scripture, theology, art, music, and nature, and it even speaks through the loving action of God’s people. Yes, God speaks through us a message we can trust. We are not created in the image of popular culture. We are created in the image of God, who loves us just as we are and asks us to love others in the same way.
There is no more real way to live and move and have our being.
Biblical and Theological Overview
Day 1
WHO DO YOU SAY I AM?
MATTHEW 16:13–17
The Story
This reading may be short, but it packs a punch! Jesus asks his disciples, “Who do people say the Son of Man is?” Some ambiguity surrounds Jesus’ use of the term “Son of Man.” Is he referring to someone else or himself?
The disciples’ original response is this: “Some say John the Baptist, but others Elijah, and still others Jeremiah or one of the prophets.” This answer seems to indicate that they interpret Jesus’ question as students might interpret a history teacher’s question. For instance, “Looking back on the history of the prophets, which one do you think is the apocalyptic figure who will return and vindicate Israel?” Such a question understandably leads to their answer about John the Baptist, Elijah, Jeremiah, and the prophets. Of particular note is the “some say” that begins their answers.
Jesus, however, narrows the question. He is not ultimately interested in a report on the diversity of opinions that exist “out there.” Now he’s asking the disciples as individuals what they believe. After Jesus reframes the question, “Who do you say I am?” it seems that only Peter hears it correctly. Not only does he respond on a personal level, but he also understands that Jesus uses “Son of Man” in reference to himself.
Peter’s reply sets him apart as a leader among the disciples, not only because he understood the question and had the right answer, but also because his answer came to him by faith. He was willing to go within himself in order to grapple with the personal question, “Who is Jesus?” And his heart told him, “You are the Messiah, the Son of the Living God.”
The Story’s Context
This story is a moment in the drama of Matthew’s gospel that signals a shift in the narrative. Up to this point we have been introduced to Jesus much the way common people would have known him: a teacher, preacher, and healer. Up to this point his public ministry has been primarily concerned with reinvigorating the faith of God’s people, and his teachings and conversation portray him as a special rabbi with a distinct angle on what he teaches.
But there is more to Jesus than being a rabbi. He is the King of the Jews, the Son of Man, and the Son of God. Here, for the first time in Matthew’s gospel we begin to see the disciples grappling with the challenge of Jesus’ true identity and what it will mean for him. This moment in the story signals the beginning of his teachings about his own crucifixion and the structure and authority in the church, which can be understood as Jesus’ “succession plan.”
Jesus knows he is in danger and that he will die. The disciples will have a difficult time with this. Much more difficult will be understanding that this death will be the wellspring of abundant life.
Background
Jesus is traveling alongside his closest companions through the area that is the present-day border of Syria and Lebanon. The geography is mountainous with sheer rock faces one hundred feet high, where the travelers likely stopped. They arrive at the region of Caesarea Philippi, a Roman city at the base of Mt. Hebron, which is the highest mountain anywhere in sight. The city is named after tetrarch Philip, a regional governor of Rome who dedicated a Roman temple there to the Emperor Tiberius.
All these details are of particular importance when we consider what is said next in verse 18: “And I tell you, you are Peter, and on this rock I will build my church.” Of course, Peter—Petros in Greek—means rock, and Jesus establishes a plan to build a church on the foundation of Peter and his exemplary faith. This declaration is significant because it represents a philosophical difference from the practice of establishing a temple on a high mountain. Jesus builds his temple in the hearts of those who have faith like Peter’s, for that “rock” is more solid even than Mt. Hebron.
Theological Issues
The scene in this reading is classically known as “Peter’s Confession.” It’s a confession not because Peter has done something wrong, which he now admits. Rather, confession is a theological term that means to tell the truth of the stirrings of one’s heart. It is “to go on record,” about what one holds most true. In this reading, Peter confesses his belief that Jesus is truly a one-of-a-kind representative of God who will make the world right.
This moment in the gospel story is astonishing because the disciples have up until now been mystified and confused as to the true identity of Jesus. They think he could be a prophet, but Peter knows in his heart that Jesus is more than just a messenger of God—he is the message. That recognition means devotion to God is something different from allegiance to a set of rules, ideals, or principles; devotion to God is like a relationship with a person. Specifically, that person is Jesus Christ.
How does Peter know this? Verse 17 says that Jesus’ true identity was revealed to Peter through divine inspiration—that is, faith. Faith is the heart’s knowledge of inner, invisible truth. It is a very different way of knowing than science, in which knowledge relies on observation of what is outward and visible.
When Peter uses faith to discern Jesus’ identity as Lord, he simultaneously receives his own identity—servant. By faith, Peter comes to know God and himself at the same time. This scripture passage says that discovering and knowing who Jesus really is will enable us to understand ourselves more deeply. And that union will make us more useful to God, to our neighbors, and to the world.
Leader Reflections
As we read about Peter, it is helpful to think of him as a caricature of our own struggling discipleship. Often in the gospels we see Peter as a close reflection of ourselves. Peter is frequently the one who is confused or mistaken. Time and again it is Peter who is in need of correction or forgiveness—and none of us is without the same need. But here is one of the few occasions when Peter sets a perfect example and teaches us the very anatomy of basic Christian faith: who we say Jesus is. How we answer Jesus’ question determines how we follow him.
When we read a story about something Peter did, a good interpretive question to ask is, “What would it mean if this story were not about Peter but about me, instead?” And it is this question that will drive your discussion and Bible study with campers.
As you read this lesson with campers, try to help them imagine that Jesus is asking this very same question—not who do your parents or neighbors or friends say I am, but who do you say that I am? The bottom line is that if we want our faith to be real—and not just a stale set of rules and beliefs to follow—then we have to wrestle with this question on a deep and personal level.
Try to help your campers imagine not just what their response might be—but what their response might mean for the way they live and relate with God and others. Campers will have all week to meditate on a response. For the first day, simply allow the question to be asked. After all, that’s what Jesus does.
Day 2
JESUS IS GOD WITH US
ISAIAH 9:6; LUKE 1—2
Isaiah 9:6
For a child has been born for us,
a son given to us;
authority rests upon his shoulders;
and he is named
Wonderful Counselor, Mighty God,
Everlasting Father, Prince of Peace.
Background and Context
Isaiah 9:6 is about casting a vision of hope in difficult times. In this case, in times of the Assyrian military threat on God’s people. In the face of danger Isaiah proclaimed that God’s people would only be safe by the hand of God, not by the sword. A great thing to remember is that the main theme of the book of Isaiah is right there in his name, which means “salvation is of the Lord.”
In the time period of this text’s origin (eighth century b.c.e.), God’s people placed their hope in the coming of a special political leader, a messiah. That may sound strange to Christian ears, since we profess Jesus as the Messiah. But messiah has not always referred to a spiritual savior, as it does in Christianity. It literally means “anointed one” and was then a title that referred to the anointing of a king at a coronation ceremony. A messiah was any king of Israel who had God’s blessing.
It is significant that, in this case, the hope is cast upon a child: “For unto us a child is born.” First of all, a child is unexpected, just as the unexpected defense to a grave military threat would be God, rather than armament and battle. Moreover, a child is blameless, a fresh canvas, and a child king could take power at a young age and rule for a long time. The verse also declares the child’s successes to be possible only as long as he is a cooperative vessel for the action of God. Isaiah was the mouthpiece for a movement that sought a return to trusting in God—not just a king. Isaiah told of a hopeful time when help would be close at hand.
Theological Issues
While the author of Isaiah surely could not have knowingly been writing about Jesus, with the dawn of Christianity a definite theological connection arose between the figure from Isaiah 9:6 and the messianic definitions. At the very root of the two distinct understandings of messiah is placing the hope of the world in the mercy of God.
Luke 1—2
The Story
The angel Gabriel plays a major role in the first chapter of Luke, as the author emphasizes the revelatory nature of both John’s and Jesus’ miraculous conceptions and births. Gabriel visits Zechariah to foretell the birth of John the Baptist, the one who would prepare the way for Jesus. Gabriel then visits Mary and asks her permission to partner with God in bringing Jesus into the world.
We then learn Mary and John’s mother, Elizabeth, are cousins; and when they visit together while both women are pregnant, John leaps in Elizabeth’s womb. What is implied is that John, in utero, already possesses a spiritual and familiar knowledge of the divinity of Jesus Christ, enough to recognize Jesus in close proximity and become excited.
Chapter 2 is dedicated to the documentation of Jesus’ credentials as a model Jew: Jesus is named and circumcised on the eighth day, as required by religious law. Jesus is presented to the temple priest accordingly, and as an infant is recognized by Simeon as God’s salvation not only for Israel, but also for Gentiles. Luke is concerned with showing that God includes Gentiles among the fold of God’s family, but this extension of hospitality is controversial from the Jewish perspective. So Jesus can only succeed in this message among Jews if he himself is shown to be a model Jew—above reproach.
That means he must become an expert in the law. To emphasize this point, Luke tells the story of an adolescent Jesus focused on religious instruction and conversation with the rabbis during the annual pilgrimage to Jerusalem for the Passover. He stays there with the teachers for three days until his parents, who surely feared the worst after searching for him for so long, found him in the temple. The detail of three days is a sure allusion to the resurrection.
Jesus develops his adult spirituality very early, and we are left with only one verse to describe nearly twenty years of his life: “And Jesus increased in wisdom and in years, and in divine and human favor” (Lk. 2:52).
Background and Context
Chapter 3 of Luke picks up when Jesus is thirty years old. So chapters 1—2 do a short fly-by of Jesus’ childhood and adolescence before an abrupt leap to his adult ministry. Luke attempts to fill the narrative about Jesus’ upbringing as much as possible by depicting Jesus as heroic from day one.
The author of Luke, who references Isaiah extensively throughout his gospel, begins where Isaiah left off—with the promise of God’s salvation. Jesus’ mother, Mary, and John’s father, Zechariah, are characterized as models of the faith of Israel, and each of them receives acknowledgment for bursting out into spontaneous scriptural songs, known as canticles. The content of these songs underscore an important theme as they extol the social justice themes of Isaiah and present Zechariah and Mary as torchbearers of the centuries-old messianic anticipation in Israel. They are important characters not because of their power or influence, but because of their faith.
Theological Issues
Jesus is born as the fulfillment of Israel’s longing and the fullness of her desire. Moreover, the incarnation of God seems to be the fulfillment of the desire of heaven, as the angels of heaven humble themselves to come celebrate with lowly shepherds. This theme of heaven reaching down to earth is a central concept in Christian theology, which is notable because it is novel in the history of religious ideas. Where human beings had been chasing after God, the notion of God taking on human flesh suggests that Christianity is not about humanity striving for God but about God striving for humanity. This twist is the very heart of the gospel.
As we progress through the week with the theme of knowing our truest identity in Christ, it is helpful to remain mindful of the basic fact of God’s pursuit of us in love. Who are we then? All of us are unique as individuals, but we share many things in common. At the very least, we are the ones who are pursued relentlessly by a loving God. God sees us as valuable even as we are.
Leader Reflections
Without a doubt the most important take-away from these two readings is that God in Jesus has made a brand new way for human beings to live together that sets us free for lives of real joy, peace, power, and freedom. The two scriptures we read today help us think about the uniqueness of the Christian story and what it means to get real with Christian living.
Christians profess belief not in some far off and distant God who rules with rules from the sky. Rather, Christians serve the personable God who comes near, the God who searches after us where we are and meets us with an invitation through Jesus Christ to a relationship of love, acceptance, and participation.
This action of God in Christ suggests that followers of Jesus are also to seek out the lost and hopeless with an invitation to belong and believe. It would be helpful to ask yourself and eventually your campers how it would affect your living if you were constantly aware of God’s presence with you at all times. How would you treat others? How would you treat the world? What would you do with this gift of life? How does Jesus make a real difference in life?
Day 3
JESUS IS FRIEND
JOHN 15:9–17; JOHN 11:1–45
John 15:9–17
The Story
In today’s story, Jesus is talking with his disciples as a business executive might talk to shareholders in a boardroom. Pardon the metaphor, but it holds. Jesus is discussing his succession plan, and the disciples will need to know the inner workings of the ministry if they are to carry it on when Jesus is gone. Jesus talks to them not as servants or even employees; he addresses them as friends, people who can be entrusted with carrying forward the kingdom.
Of particular significance in this story is the new commandment: “This is my commandment, that you love one another as I have loved you. No one has greater love than this, to lay down one’s life for one’s friends. You are my friends if you do what I command you.” Of course, the original audiences of the gospel would have heard “commandment” and thought of the Ten Commandments of Moses. Since Jesus is giving a new commandment, a summarized law, he declares himself more authoritative a voice than Moses.
While the command to love may sound warm and fuzzy, it is important to hear what Jesus is really saying. The Greek word Jesus uses here is agape, which is different from affiliative love (phileo) and desirous love (eros). Agape acts for the benefit of the other, no matter the return for the self, no matter for what team the other plays. Agape seeks the good of enemies, even if there is no return or joy in the act. Jesus doesn’t just suggest this agape love—he commands it. Jesus lets them—and us—listen in on the inner workings of the kingdom of God: It all hinges on agape. Agape is the energizing force at the heart of God. And when we welcome and receive that love, it begins to pour out of us as well.
Context and Background
Chapters 13—17 of the gospel of John are almost a book all to themselves. Where the beginning of the gospel focuses on the many signs and episodes in the life and work of Jesus, and where the end of the gospel tells his passion and resurrection, chapters 13—17 report a single evening in the life of Jesus and his twelve disciples. Jesus has gathered with them for the festival of the Passover, and they are eating together. Jesus washes his disciples’ feet, an action that demonstrates that devotion and love are perfected in service to others, establishing a tone of friendship with God through Christian discipleship.
Then Jesus begins teaching about this unique way of loving and its rootedness in the heart of God for the next three chapters, and the reader gets the keen sense that Jesus knows he’s nearing the end of his earthly life. This will be his final teaching, his final sermon, his final opportunity to pass his ministry to his disciples and to be sure they understand what to do and why.
In the context of passing the torch we come to John 15:9–17. Jesus has just provided the metaphor of himself as a vine and the disciples as branches that grow from that vine. The branches have a life of their own, but they remain dependent on the vine for nourishment and life. So too should we Christians understand our ministry: We are to thrive in life and servant-love to others, but we must remain connected in a close, personal relationship with Christ, so our lives and ministries might be nourished by God, the source. Jesus emphasizes the word commandment in his teaching—he is telling us something important.
Theological Issues
Jesus speaks about the loving and relational—one might say “friendly”—nature and tone of God’s connection with humanity. Compare that to sadly lingering depictions of God as angry judge. Because we have a constant connection with the life-giving God in Jesus, we can walk through life without ever stepping outside the presence of God for a moment. This connectedness is the cornerstone of Christian living, and it’s a fundamental necessity of “bearing fruit.”
Further, Jesus teaches us about God’s relentless pursuit of us unconditionally. Once we can understand and receive that sort of agape, then our lives are transformed so that we begin to participate in it. If we welcome it, God the Holy Spirit begins to generate agape in us too, and we become channels of light for the world. When we begin to function according to God’s designs for us, then we are getting real.
John 11:1–45
The Story
John 11:1–45 is the story of Jesus raising Lazarus from the dead. Lazarus is Jesus’ dear friend and the brother of Martha and Mary, two prominent women who are friends of Jesus, as well as disciples of his. When Jesus arrives at the house, he is met by much mourning and sadness. Both Mary and Martha tell him Lazarus would not have died had Jesus been there. They both demonstrate faith in Jesus and the belief that Jesus might perform a miracle. Seeing them in such distress, Jesus himself weeps—God feels what we feel. Jesus’ tears are a classic illustration of divine compassion. Jesus is moved to act, and he calls Lazarus back from the tomb: “Lazarus, come out!”
Context and Background
Chapter 11 of the gospel of John stands out among last reports on the public ministry of Jesus before he is anointed at Bethany and enters Jerusalem. Think of the symbolic significance that one of Jesus’ final acts of ministry is out of compassion to restore life. This act is a microcosm of the gospel.
Throughout the gospel of John the goal of spiritual virtue is captured in this theme of giving life—new life, eternal life, abundant life. The reader may remember John 3:16 (“Everyone who believes in him…may have eternal life”) or John 4:14 (“The water that I will give will become in them a spring of water gushing up to eternal life”) or John 10:10 (“I came that they may have life, and have it abundantly”) [author’s emphasis]. The author of the gospel of John wants to make clear that the entire purpose of God’s action in Jesus is to have compassion on the world and to bring it from death into life.
Theological Issues
Lazarus is raised from the dead in a story that is a certain foreshadowing of the resurrection of Jesus. Appropriately, Jesus’ resurrection is the theological focus. Unlike the raising of Lazarus, the resurrection has implications for all humanity and for eternity. Lazarus, the reader is to assume, was resuscitated, only to live a longer life and eventually die again. He was raised individually, but Jesus’ resurrection means eternal life for all who believe. The raising of Lazarus is but a foretaste of what will happen in the resurrection of the dead.
Of course, theology in John’s gospel is all about recognizing the divinity of Jesus. It is the identity of Jesus that gives meaning to his words. Without the divine identity, the gospel makes little sense. And it is with an eye to the special identity of Jesus that we are to notice the difference between Lazarus being raised and Jesus being resurrected.
Getting real demands recognition of Jesus’ divinity and his resurrection. When we know this, we can place our trust more confidently in the promises of God and abide fully in the love Jesus invites us to—so that our joy may be complete.
Leader Reflections
How have you experienced God’s love? What practices are part of your life that keep you abiding in Christ’s love? What is it like to attempt to follow Jesus’ commandment to love others unconditionally—with agape? Is it easy? You might prepare an example from your life to share with your campers on the challenges of loving others, as well as the joys of the times when you have. Young people appreciate honesty and candor. You may succeed more with campers by being open with a story of an attempt that seemed a failure than in simply telling of successes.
Finally, to reflect on the John 11 passage, a powerful spiritual exercise is to visualize Jesus talking to you instead of Lazarus. Insert your name here: “________, come out!” When you hear Jesus commanding you to new life and restoration, what comes to your mind, especially about what needs to change? This exercise may be a path to love—and well worth guiding campers through it.
Day 4
JESUS IS TEACHER
MATTHEW 7:15–20, 24–29
The Story
Jesus is teaching a large crowd of curious listeners a new type of religious doctrine that is grounded in relationship with God, not rules. In this section of teaching Jesus is talking specifically about the issue of authority. In other words, with all these contradictory teachings and messages floating around out there, which ones should a person believe and follow? Which ones are thus rightfully “authoritative”?
Jesus talks about learning to tell the difference between a teacher of truth and a “false prophet,” one who spreads lies. Followers of Jesus are called upon to seek the wisdom of the Holy Spirit and to hold fast to teachers of truth—ones who will be known as those whose lives bear good fruits.
Jesus is the most authoritative of these teachers because his life bears the best fruit. True followers of Jesus will build their lives on his teachings. And their lives will bear good fruit. To take this path is like a wise person who builds a house on a firm foundation of rock. To dismiss the teachings of Jesus is to foolishly build a house on sand.
The Story’s Context
The reading for today comes at the very end of the Sermon on the Mount, which extends from Matthew 5—7. Jesus has attracted and commanded the attention of a large crowd; and he has taken them on a retreat together, “on a mountain,” where he will be the teacher. While on the mountain, he lays down the longest single set of ethical teachings in all four gospels. Included among these teachings are the Beatitudes (“Blessed are the poor,” and so on), the Lord’s Prayer, and other teachings that remind listeners that God’s ways are considerably different from the conventional norms of human society.
The reading for today comes at the end of this sermon, and it is a closing statement or recap that beckons listeners to build their lives on the teaching itself. Any preacher hopes a sermon will yield some action among the congregation, and Jesus is no different: “Everyone who hears these words of mine and acts on them will be like a wise man who built his house on rock” (v. 24).
Background
Something to keep in mind about the Sermon on the Mount in Matthew is the original audience. In the original audience for the gospel of Matthew were Jews, many of whom had become or were becoming Christian, as well. For the first several decades of Christianity, the evidence shows Christians attending temple on Saturday and church on Sunday. So this gospel occupies the territory of that gradual transition toward some kind of Christianity that is also grounded in Jewish customs.
This audience would have been familiar with the path to power in society as had been paved by the religious leaders and lawyers at the time: a highly codified set of laws one must follow to attain political or religious status. But here was Jesus saying that authority comes from the Lord as the fruits of righteous living in relationship with God, not from obedience to laws. Jesus wants to help the crowd reconnect with God by helping them “bypass the system” and serve God only, not just the law. Jesus is the fulfillment of the law.
Theological Issues
One major theological issue raised by today’s reading is the theme of allegiance. Jesus asks, To whom (or what) do you pledge your allegiance? He says the answer to that question is clear in one’s fruits. And if one’s fruits are not good, that person’s life is not grounded in allegiance to God. It will come crashing down, like a house built on sand.
Allegiance to God is about consent to God’s wisdom, commitment to God’s action in our lives, and loyalty to that action even if it seems God is absent. God has given us in Jesus and his teachings a picture of what it means to walk in truth, but it is up to us to cooperate with that vision by welcoming the Holy Spirit to guide us.
Another issue raised by our reading is the identity and authority of Jesus. Matthew’s gospel portrays Jesus as the fulfillment of the law. This new element is significant to an audience that had built its own religious self-understanding on following the laws of Moses, their greatest authority up to that point. But knowing Jesus to be the Messiah thrusts him higher even than Moses, and it enables the gospel writer to portray Jesus as the new lawgiver, the new Moses. Jesus’ identity is fundamental to his authority. His teachings are authoritative.
Leader Reflections
As you read this passage, let the words speak to your own life. Do you have experiences of taking a wrong path that led to destruction? If appropriate, would you consider sharing that story with campers? Likewise, do you have experiences of putting your trust in Jesus and his teachings when you made a decision in life? An example could be a major milestone in life or something as simple as choosing to view the poor as blessed. What are specific ways you have tried to build your life on the solid rock of Jesus’ teachings, and what part of your experience might be helpful for campers as a model?
Day 5
JESUS IS HEALER
JOHN 5:1–9A
The Story
In today’s reading, Jesus walks by a public pool where sick, blind, lame, and paralyzed people are gathered. They wait there in hopes of receiving the miracle of healing, according to a local legend about the healing properties of the pool. (See “Background” below.) Jesus, walking past this pool, learns a particular man had been ill for thirty-eight years, and he begins a conversation with the man. There is no small talk. Jesus is incapable of speaking words that do not penetrate the soul. Jesus is the Word-made-flesh; his words themselves are pure truth and cut right to the proverbial core.
His question itself is, on the one hand, odd because the answer would seem obvious: Of course, the man wants to be made well. That’s why he is at the pool. But, on the other hand, if we assume Jesus was aware of the obvious, then we can also assume that Jesus’ question about wellness was intended on a deeper level. Jesus asks the man if he wants to be made well. The man explains that he does; but in order to be cured, he needs help going down into the pool.
Jesus offers the man both physical and spiritual healing, not by way of his expectation (the water in the pool) but rather by the power of God. Jesus tells the man to get up, take his mat, and walk. At once the man was healed and he left the pool, a detail that signifies his moving forward in the power of new life.
The Story’s Context
The first several chapters of John’s gospel are dedicated to the signs and miracles of Jesus, which point to his divinity. After the poetic and theologically soaring prologue, which introduces Jesus as the pre-existent Word of God through whom all things were made, the gospel writer seizes an opportunity to demonstrate creation’s subservience to Christ. This subservience is best seen in miracles, occasions when Jesus commands and nature obeys. A perfect example is his turning water into wine in chapter 2.
Another type of sign is his teaching and proclamation about who he is and what he will do from the cross. Jesus is the Word, and the Word is God’s agent in speaking the creation into being and life; so when Jesus teaches, God is creating something more in the world. Think of it as the eighth day of creation.
This interpretive key is critical. The writer hopes the souls of the gospel’s audience are illumined with the revelation to perceive who Jesus really is and consequently persuaded to serve and obey him, just as creation does.
Background
Some ancient manuscripts include extra information in verse 4, which tells us that those who gathered at the pool were there because of a popular legend. The legend went like this: Occasionally an angel of God would visit and stir up the waters of the pool, and the first person to step into the pool thereafter would be made well. This background is important for understanding the man’s response to Jesus’ question, “Do you want to be well?”
His efforts at the pool demonstrate that the man wanted to be well; but because of his condition, he was never able to reach the stirred-up water before anyone else. We should also remember that the motivation of the gospel writer is to depict Jesus as a spiritual leader. Just as, in chapter 4, the Samaritan woman at the well asks for regular water but receives “living water,” so too will this man who wants a physical cure also be given the fullness of life abundant.
Theological Issues
Perhaps the most formally theological statement one can make about this passage is that its proper interpretation hinges on the belief that Jesus is God and, therefore, wields the power of God. Without this cornerstone, the narrative of John’s gospel makes little to no sense. The gospel of John succeeds in conveying truth to the reader only insofar as that reader is willing to use Jesus’ divine identity as the central interpretive lens. Without acknowledging Jesus’ identity—even if only as in a character analysis of fiction—the literary devices of John will fall short. For John, Jesus’ full divinity is a given.
Beyond the question of Jesus’ divinity, focusing attention on the man’s faith is useful. Not only does he believe his healing is possible, but he endures thirty-eight years of waiting for it. He has not given up hope or belief that he might be made well, and he genuinely believes that the only impediment to his health is touching the stirred water first. So he is watchful.
The man had hope, but what he also needed was grace. Faith, life, healing, and salvation are all gifts. The man’s faith and willingness to be healed was a good start, but he needed to be open to the possibility of a gift. He had obviously been seeking wellness on his own for some time, with no success. It wasn’t until he became reliant on grace that he was healed.
The perceptive reader and student of John’s gospel will remember that in the previous chapter, Jesus met with the Samaritan woman at the well and said to her, “Those who drink of the water that I will give them will never be thirsty” (Jn. 4:14a). Here, in the very next chapter, Jesus is putting his money where his mouth is.
When Jesus says to the sick man at the pool, “Stand up, take your mat and walk,” we recall the idea of living water from the previous chapter. So Jesus’ command for the man to be well is in itself “living water” for this man. He no longer needs the water from the pool because Jesus has become living water, stirred up for him. When Jesus’ healing energy and powerful words of new life surged through the man’s soul, he was made well. He had been healed, and he was liberated and empowered to resume a more abundant life.
Leader Reflections
A good question to ask ourselves when we read this passage is this: When Jesus talks to us, do we trust what he’s saying is dependable? The gospel writer has made a bold theological statement about the value and trustworthiness of Jesus’ words themselves. They are indeed the most powerful agent in creation. They created the creation!
Yet, every one of us struggles to place the fullness of our trust in him. Our own lack of courage to depend on the Word of God may be something like the man’s—maybe we need the gift of grace. Before having a conversation about the power and grace in Jesus with your campers, it is good preparation for you as a leader to reflect on your own struggles to trust the words of Jesus as true and final.
It is also important to ask what you most want for your life and what’s holding you back. What would it mean for Jesus to say to you, “Get up and walk”? Or you might simply ask campers, What would life be like if there were a steadily speaking voice you could trust on the topics that matter most to you? Would you listen? Would you consult that voice regularly? Would you fall in love with it?
Day 6
JESUS IS SAVIOR
ROMANS 5:1–11; LUKE 24:36–49
Romans 5:1–11
The Reading
Above all else, the letter to the Romans is about the cross of Jesus Christ and what God accomplished through it. Namely, victory over sin and death, reconciliation with the creation, and new life for God’s people—those who are now “in Christ.” Romans 5 is a discussion of God’s grace and the benefit of Jesus’ resurrection for those who are in Christ through faith.
Paul writes that the outcome of God’s saving action in Jesus on the cross is that humanity has received the free gift of reconciliation with God (v. 11). And, being reconciled to God, humanity has a new opportunity to cooperate with God’s action in the world, through the cross of Jesus and in the power of the Holy Spirit (v. 6). We are not condemned to perpetual state of sin and uselessness to God; rather, God has made a way whereby we might be restored to a state of partnership with God in the hard work of shining the light of truth.
This knowledge, Paul says, is enough to give us a deep peace (v. 1) and a sense of confidence that we can indeed stand blamelessly before God in spite of our sins. Paul says something remarkable about the nature of our peace and confidence before God. Not only are we bold in boasting about our newfound hope in Christ, but also that peace and confidence are so strong that we can even boast in our suffering (v. 3).
Even while we are suffering, we can boldly boast that God is alive and in control because suffering sets off a chain of redemptive consequences that lead back to hope (vv. 3–5). Paul will repeat this theme throughout his letter, but it is nowhere more direct than in the often-memorized verse, “We know that God works all things together for good for the ones who love God” (Rom. 8:28a, CEB). It is this sentiment that is perhaps most notable as we explore the connection of the Romans reading with the one from Luke 24 below.
Background and Context
The letter to the Romans stands as the apostle Paul’s final and most complete statement of Christian theology. It was probably written circa 53–56 c.e., toward the end of Paul’s life and ministry. Whereas his earlier letters tended to focus on particular theological and practical issues that affected the daily operations of a specific faith community, Romans is more general and conceptual. It provides a bigger picture of who Jesus Christ is and precisely what his life, death, and resurrection mean for humanity.
The original audience is the church in Rome, and we see Paul attempting to weave a theology that is for both Jews and Gentiles. This interlacing was a lasting impact of his life and ministry.
Luke 24:36–49
The Story
The scene is Jerusalem, and the disciples are gathered together, presumably in hiding and in mourning at the same time. Jesus, their friend and leader, has been crucified. Rumors of his having been raised have been whispered, but we know that the women who first witnessed the empty tomb were dismissed when they returned to report the resurrection to the disciples. The gospel writer says, “These words seemed to them an idle tale, and they did not believe them” (Lk. 24:11).
Only Peter went to see for himself, and he found the tomb empty as they had said. We are told he immediately went home, presumably leaving the rest of “the eleven” to hide and mourn. This fear and uncertainty serve as the backdrop for the resurrected Jesus’ sudden and unexpected visit with them. The risen Jesus calms the disciples, convinces them he is alive and real, eats a snack, and leads a Bible study with them! Life bursts in and dispels death; light penetrates the darkness. And the mission goes on.
Background and Context
The story that appears in Luke’s gospel after Peter’s departure and immediately before our selected reading is known as the Walk to Emmaus. One disciple named Cleopas and another who remains unnamed are walking to Emmaus, which is about a three-hour trek from Jerusalem. On their way, a man joins them and asks why they are so sad. They say something like, “You must be the only person around here who hasn’t heard what happened to Jesus.”
The man begins teaching them about the scriptures. They listen intently. When they arrive at their destination, they invite the stranger inside for dinner, and when they break bread together his identity is revealed—the stranger is the risen Jesus. He becomes known to them in the breaking of the bread. As soon as they come to this realization, Jesus vanishes.
The two disciples head back to Jerusalem immediately to report the good news to the eleven. Just as they arrive and begin to tell their story, Jesus himself appears to validate it. And his first words are the very key to our study: “Peace be with you.”
Theological Issues
Linking Romans and Luke
The theme of Christian peace unites the two readings theologically. Where the distressed and mourning disciples are concerned, Jesus appears and beckons them to see the world differently. They should not remain in mourning, for he is alive.
Moreover, the outrageous suffering and tragedy that is the great injustice of the cross does not get the last word. Injustice does not stand, and God prevails. This assurance is the central promise of Christian hope. We see in the story of Jesus’ resurrection a basic pattern of how God takes brokenness, suffering, and injustice and finds a way to weave it into a lasting blessing. All this is tantamount to the most basic point of theology: God is in control.
Of course, to feel that God is in control is not always easy, especially when things happen in our lives that we cannot possibly reconcile with the will of a loving God. Scripture deals with this problem in many ways. The story of Job famously teaches that accepting pain is simply a matter of accepting life, and that God is God no matter what we do or do not understand about how God works. While this lesson may remain valid for those of faith, it is not exactly easy to hear or trust at times for many of us.
Romans and Luke offer an added perspective, and that is that God, while not the cause of our pain, is very present in helping us convert that pain into spiritual energy, strength, and new life. God universally offers renewal and spiritual healing when we are hurting. All people who hurt are invited to receive this healing. The product of such healing is a new person, a person who can find peace in hope itself. These new people are vessels of God’s continued healing action in the world.
Leader Reflections
Who we are is more than the sum of our deeds. This precept is true because God is always quietly moving and working in our lives to bring healing where there is hurt, meaning where there is meaninglessness, and completion where there is lacking. This faithfulness usually happens without our even noticing it.
As you prepare to lead a session on these topics with your campers, try to remember a time when you faced a challenge in life and found strength in God. Remember what it felt like and what you learned. If you are prepared to share something from your personal experience, the lesson can truly come to life.
Day 7
JESUS IS THE REAL THING
LUKE 4:14–21
The Story
Think of a time when you were performing something for which you had long prepared. It might have been a sporting trial, a musical or theatrical performance, a speech or presentation. Try to get in touch with the feeling of just before you go “on stage.” All eyes will be on you. You may be beset by nerves and butterflies, and you are doubtlessly thinking about what people will say when it is over. Now imagine that your performance is actually an earnest statement of your personal beliefs and that those beliefs are extremely contentious with your audience—people from your hometown. It is very likely that these people will reject you, though they’ve known you for your whole life. You might be praying for courage at time like that. Jesus most likely was. And the curtain goes up…
At the appointed time, Jesus stands up in the synagogue at Nazareth to read from the scroll of the prophet Isaiah. Unrolling the scroll, Jesus begins to read. He declares what is essentially his personal mission statement:
“The spirit of the Lord is upon me,
because he has anointed me
to bring good news to the poor.
He has sent me to proclaim release to the captives
and recovery of sight to the blind,
to let the oppressed go free,
to proclaim the year of the Lord’s favor.”
(Lk. 4:18–19)
The Story’s Context
What we have in Luke 4:14–21 is an introductory summary of Jesus’ ministry. Having been baptized by John and tested in the wilderness for forty days, Jesus embarks on the mission that will define his life, ministry, and legacy. Jesus has been prepared for the spiritual work of ministry, and he begins in his hometown synagogue in Nazareth. He starts this ministry by stating his plan to preach good news to the poor, release to captives, sight to the blind, freedom to the oppressed, and relief to those in debt.
After this scene, the congregation is pleased with Jesus. His words are harmless enough. The hometown boy is such a good boy, they probably think. But that’s not who Jesus is, and Jesus does not stop short of speaking his whole truth. In verses 22–30 Jesus extends the logic of ministry to the marginalized—it now includes Gentiles. Their inclusion is patently scandalous!
Jesus reminds the crowd of a story in the Hebrew Scriptures about God healing Naaman, a Gentile. The people become furious and want to kill him because he has challenged their notions of political identity and the nature of religious mission. God is the God of the Gentiles too, Jesus says, and the gospel writer of Luke will use spreading the gospel to the Gentiles as his central theme throughout the gospel of Luke and the book of Acts. Luke/Acts finally ends with Paul preaching the gospel in Rome, a symbolic culmination of Jesus’ mission.
Background
Interestingly, the selection from which Jesus reads does not appear exactly like this in any one passage of Isaiah. Isaiah 61:1 is very close but instead includes the ministry of binding up the brokenhearted (not in Luke), and, unlike Luke, it makes neither mention of recovering sight for the blind (Isa. 42:7) nor freedom for the oppressed (Isa. 58:6). Either Jesus was reading from a different manuscript from what survives today, or Jesus was selectively skipping around in Isaiah in order to have the scripture emphasize what he wanted.
This pattern raises the possibility, that, by offering selections of emphasis, Jesus has shed some light onto the way he interprets scripture and the way he understands the mission of the messianic ministry. To stretch, it may also shed some light onto the content of the scripture teaching to disciples on the road to Emmaus and to the eleven in chapter 24. This message of lifting the lowly would be thematically consistent with the songs of Mary, Zechariah, and Simeon (Lk. 1—2) and with the mission and ministry of Jesus throughout the gospel of Luke.
Theological Import
One of the theological truths that is most challenging to the world is the basic fact of God’s equal love for all people. Human beings are stratifiers, organizers, and judgers of value; and our cultures all reflect this tendency. Even churches are organized accordingly.
But Jesus reminds us that God is the true judge, and God judges everyone with equal favor. That equality can be especially troubling to our worldviews and our senses of deserving or non-deserving. Any attempt we make to structure our personal, family, or institutional ethics around the promise of God’s favor for all is an uphill battle.
Jesus desires reconciliation and reintegration for those populations who have been marginalized by mainstream society, because all are equal in God’s eyes. Jesus is in ministry for all, but he must focus on what that means for the poor, the captive, the blind, the oppressed, and the indebted—and, in Luke, the Gentiles. Knowing the context of ministry to the Gentiles as a guiding interpretive theme of the gospel of Luke/Acts helps narrow the focus and life application of our particular lesson for campers.
Leader Reflections
Children and youth are not too young to know the reality of social cliques, hierarchy, and strata of belonging. Experiencing the dark side of this reality can be very tough emotionally, and it can take a toll on anyone’s self-esteem—not to mention a child’s.
As you prepare to lead this section, reflect on your own experiences of being with the “in” crowd or the “out” crowd. Explore feelings associated with each, and ask yourself what you might change if you could go back. You may choose to ask campers to identify groups in their school and then say which ones they belong to. Are there groups that have formed at camp that tend to alienate certain people?
The question is, What can you do that is within your power to break the isolation of people you know who are marginalized? Campers benefit from thinking through what it feels like to be cast aside or written-off as unimportant. And, they should be reminded that culture does not have the final say when it comes to our value as individuals. Anything that marginalizes another or denounces the worth of another is a lie, but living according to Truth means walking daily with the fact of God’s equal love for all.
It is the last day of your week at camp. By now, your campers will be introduced and enriched by the truth of God’s blessing and favor in their lives. The theological fact of God’s relentless and unconditional love for all is the core of the Christian formation and living. When we allow the Designer of Life to reveal what we can discern of the designs that underlie our lives, that self-knowledge leads to self-love and service to the world. In short, knowledge of God’s love begets life everlasting.
Younger Children
DAY 1 GUIDE
Who Do You Say I Am?
Key Verse: He said, “And what about you? Who do you say that I am?”
Simon Peter said, “You are the Christ, the Son of the living God.”—Matthew 16:15–16 (CEB)
Scripture: Matthew 16:13–17
Focus: Campers will learn that the disciples and others thought many different things about Jesus. They will begin to see that Jesus was and is many different things, just as they are many different things.
Connection to Campers: On the first day of camp, it is important for campers to begin feeling comfortable with their surroundings and the people in their group. By talking about the many roles or faces of Jesus, campers have the opportunity also to discuss the variety of roles they fill. This exploration can help them begin to know their peers and adult leaders, even as they begin to know Jesus in a different way!
Leader Notes: To prepare for leading your campers, read through the “Biblical and Theological Overview” for Day 1. Remember that your top priorities are to help everyone in your group learn one another’s names and to help children feel safe and welcome at camp.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Many Sides
Going on a Journey
I Like To...
Who Do We Say We Are?
Evening Worship
Cabin Devotions
Explore
Many Sides
In advance, decorate a small cardboard box to show some of your own roles and favorites. Have your box ready to use as an example. When campers talk about their own boxes, give enough time for them to really share—and be sure to celebrate each child!
Hand out a cardboard box to each camper. Explain that, like a box, every person has many different “sides.” These sides might include being someone’s child or sibling or having favorite activities and favorite colors, and so forth. Show campers the box that you have prepared, and tell them a little bit about each side. Then invite campers to use the provided art supplies to create their own box that shows off some of their “sides.” Keep an eye out for children who seem stuck, and be ready to give concrete prompts for each side, if needed.
Allow campers to take turns telling about some of the sides of their boxes. Then tell them that this week you will all learn about some of Jesus’ “sides.” Read Matthew 16:13–17 aloud. Explain that even though the disciples were Jesus’ friends, they didn’t completely understand who he was—they could only see some of his sides.
Present a single large box to your group. Tell campers that each day as they learn about some of the sides of Jesus, you will add them to this Jesus Box. Invite campers to guess what these sides might be. Write these guesses on a large sheet of paper. Keep the campers’ boxes, the Jesus Box and the sheet of paper in a special place in your meeting area so you can come back to them each day.
Multiple Intelligences: Intrapersonal, Linguistic, Spatial
Supplies: Bible, one box (shoe box size) for each camper, one larger box, your personal box, crayons, markers, pens, colored paper, scissors, glue sticks, large sheet of paper
Experience
Going on a Journey
In this name game, campers will have the opportunity to learn one another’s names and imagine together as they prepare for the week. If weather permits, play outside so campers can begin to get a sense of their surroundings.
Invite campers to form a circle (sitting or standing). Tell them that this week they will be going on a journey together—a trip in which they will learn more about one another and more about Jesus. Place an empty backpack in the center of the circle (primarily as a visual to help children imagine). Explain that as they go around the circle, each person will tell his or her first name and one thing that starts with the first letter of that name, which he or she will bring on this journey. Be sure to go first so that campers have an example: “My name is Lara and I am bringing Laughter.”
If your group takes to this game, you can add a second level of difficulty. Ask campers to take turns saying each camper’s name as well as the thing he or she is bringing. Celebrate when your group is able to remember every name and item for the journey!
Multiple Intelligences: Interpersonal, Linguistic
Supplies: Backpack
I Like To...
This game will help children learn one another’s names and more about each person. Encourage campers to listen carefully so they can remember both names and activities when it is their turn. Play outside, if possible.
Invite the group to sit in a circle. Ask them to think of something that they like to do outside. Then select a camper to begin by telling his or her name and what he or she likes to do: “My name is Corey and I like to hike.” The camper to the right will then repeat the first person’s name and activity and then add his or her own: “Corey likes to hike. My name is Lexi and I like to swim.”
Continue around the circle until everyone has had a turn. Other campers can help by miming the activity if someone gets stuck. Because the last person has to remember every name and activity in the group, consider going last yourself.
Multiple Intelligences: Interpersonal, Linguistic
Supplies: None
Who Do We Say We Are?
As the campers create a group name and group cheer, chant, or song, they will build a sense of group identity and belonging, while also thinking abut the question, “Who do you say that I am?”
Inform campers that they have an exciting opportunity. Remind them that today they are talking about Jesus’ question to his disciples: “Who do you say that I am?” Then explain that this week as they get to know one another in the group, they will also be getting to know Jesus better.
Creating a group name and cheer is a fun way to be a group together. Ask campers to take a moment to think about group names that describe the personality of the group. After they have thought for a minute or two, invite them to take turns sharing their best ideas. Write these down on a large sheet of paper and then take a vote for the final group name. (Be sure to affirm that every idea is a good one with value.)
Once the group name has been selected and celebrated, lead your campers in the creation of a group chant, cheer, or song. This can be as simple or as complex as is fitting for your group. (For example, a group called the Mighty Ducks might call out their group name, form a V, and yell, “Flying V!”) Practice your cheer a few times so that campers can become comfortable with it, as you may use it again throughout the week.
Multiple Intelligences: Interpersonal
Supplies: Large sheet of paper, markers
EXPRESS – Worshiping God Together
SONG SUGGESTIONS
“LORD OF THE DANCE,” HYMN
“Jesus Loves Me,” Traditional
“Jesus’ Hands Were Kind Hands,”
Margaret Cropper
“I am a C-H-R-I-S-T-I-A-N,” Traditional
“Be Still and Know,” Traditional (Psalm 46:10)
MORNING WORSHIP
ON THE FIRST DAY OF CAMP THERE IS PROBABLY NOT A MORNING WORSHIP. HOWEVER, IF YOU WOULD LIKE TO INCORPORATE SOME SORT OF WORSHIPFUL EXPERIENCE EARLY IN YOUR TIME TOGETHER AS A GROUP, HEAD OUTSIDE. FIND A PLACE WHERE CAMPERS CAN SIT COMFORTABLY AND INVITE THEM TO SIT IN A CIRCLE.
Sing “Jesus Loves Me” to help them settle down into an attitude of worship. Ask them to be quiet for a moment, just long enough for them to listen to the sounds around them. Invite campers to share what they heard—and explain that careful listening is a type of prayer. Then take another moment to listen carefully to your surroundings. When you are done listening, have campers stand up, hold hands, and shout, “Amen!”
EVENING WORSHIP
ASK CAMPERS TO GATHER AND SIT IN A CIRCLE AROUND THE JESUS BOX. OPEN WORSHIP BY SINGING “BE STILL AND KNOW” TWO TIMES. HAND OUT A NOTE CARD AND PEN TO EACH CAMPER. ACKNOWLEDGE THAT, WHILE COMING TO CAMP IS EXCITING AND FUN, IT CAN BE HARD TO LEAVE PEOPLE AND THINGS BEHIND. INVITE THE CAMPERS TO WRITE OR DRAW SOMETHING OR SOMEONE ON THEIR CARD THAT THEY HAVE LEFT BEHIND THIS WEEK AND THEN PLACE THEIR CARDS INSIDE THE JESUS BOX FOR SAFE KEEPING. REMIND THEM THAT JESUS IS WITH THEIR FAMILIES AND FRIENDS EVEN WHEN THEY ARE AWAY. SING “JESUS LOVES ME,” AND THEN CLOSE IN A POPCORN PRAYER IN WHICH PARTICIPANTS SHARE ONE THING THEY HOPE TO DO OR LEARN THIS WEEK.
Supplies: Jesus Box, note cards, pens
CABIN DEVOTIONS
BECAUSE THIS IS THE FIRST NIGHT AT CAMP, TAKE TIME TO HELP CAMPERS UNDERSTAND WHAT WILL HAPPEN EACH EVENING. AT THIS AGE, THEY HAVE A DESIRE TO KNOW WHAT IS COMING AND HOW THE ROUTINE WILL WORK. EXPLAINING THIS AT THE BEGINNING WILL HELP CALM THE FEARS OF ANY PARTICULARLY ANXIOUS CAMPERS. CABIN DEVOTIONS IN PARTICULAR SHOULD BE CONSISTENT AND ROUTINE IN ORDER TO END EACH EVENTFUL DAY WITH A FEW MOMENTS OF CALM AND STABILITY.
When campers are ready for bed, have them sit on their bunks (or in whatever arrangement works best in your style of cabin). Begin by inviting each person to share a “high” of the day—a moment that was particularly good. After everyone has spoken, invite campers to share a “low” from the day. Listen carefully for those campers who may need some encouragement this first night. Then lead campers in this prayer:
God, thank you for this day and this place.
Thank you for these people and your grace.
Help me to see Jesus in each face,
And give me good sleep, safe in your embrace.
Amen.
Day 2 Guide
Jesus Is God with Us
Key Verse: The angel said to her, “The Holy Spirit will come upon you, and the power of the Most High will overshadow you; therefore the child to be born will be holy; he will be called Son of God.”—Luke 1:35
Scripture: Isaiah 9:6; Luke 1—2
Focus: Campers will learn that the Israelites were waiting for God to fulfill a promise: to send a Savior, a way for God to always be “right here” with them. Through the retelling of the Christmas story, campers will see that Jesus is that Savior—he is God “right here” with us.
Connection to Campers: The idea that Jesus is God With Us can be very powerful, especially for young campers on a day when they may be experiencing homesickness and other anxieties that can come after the first day and night away from home. Look for ways to help campers see and believe that Jesus is always with them, even right here at camp!
Leader Notes: To prepare for leading your campers, read through the “Biblical and Theological Overview” for Day 2. Be sure to spend some time reinforcing the names the group learned yesterday; by the end of today everyone should have those names down.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Get Your Story Straight
Summer Christmas Pageant
Name Game 2.0
We Promise!
Elbow Tag
Natural Nativity
Evening Worship
Cabin Devotions
Explore
Get Your Story Straight
The Christmas story, especially in Luke 2, is likely one of the passages that your campers know best. Because many, if not all, children in your group know this story, you can allow them to tell it by correcting you when you get it wrong. This approach will give campers a sense of ownership of the biblical narrative and help them immerse themselves in the story while having fun! Some campers may not be comfortable disagreeing with adults, so be sure to let your group know that you are doing something special and in this instance they are supposed to point out when you are wrong.
Gather campers together and let them know that it is time to hear some of the scripture for the day. Let them know that it is probably a story they have heard before—and that you need their help. You’ve found a copy of Luke 2:1–20 that has some mistakes in it. Can they help you fix them?
Read the retelling of Luke 2:1–20 found in Get Your Story Straight! (below). Go slowly so that campers have time to notice the changes. The changes are pretty silly, so the campers will likely notice them at once, but they may need some gentle prompting in order to remember what the story actually says. Be patient and show some grace; if they get the answer right without using the exact language shown in parentheses, give them the win!
Multiple Intelligences: Logical/Mathematical, Linguistic, Interpersonal
Supplies: Get Your Story Straight! (below)
Summer Christmas Pageant
In this biblical exploration, campers will act out a portion of the Christmas story (Luke 1:26–45). By acting it out, campers will experience the scripture in a fun new way as they hear about Jesus as God With Us. If you have more campers than parts, allow some of your “camera shy” ones to act as directors of the pageant. If you have fewer campers than parts, have children play more than one part.
Gather together outside or in your usual group meeting space. Ask campers to raise their hands if they have ever been a part of a Christmas pageant. Invite them to tell about those experiences. Then explain that even though it is summer, today they will be performing a Christmas pageant at camp! This pageant is different because there are no lines or songs to memorize and no costumes to wear. Instead, campers will act out (pantomime) the story as you read it aloud.
Read Luke 1:26–45 out loud for the first time. Invite campers to listen carefully so that they know what happens in the story and have some understanding of the characters.
Assign the following roles:
Elizabeth
God
Gabriel
Mary
Jesus
Holy Spirit
Joseph
Zechariah
Ask campers to listen carefully and pantomime their parts when you read the story a second time. Then read the scripture slowly so that they have a chance to act out their parts.
When the pageant is over, celebrate together and then discuss questions such as these:
• What do you think it means when we say Jesus is “God With Us”?
• When have you felt like Jesus was right there with you?
• How can we thank Jesus for being with us always?
Multiple Intelligences: Linguistic, Bodily/Kinesthetic
Supplies: Bible
Experience
Name Game 2.0
This revisiting of yesterday’s name games will help campers lock in the names of their peers.
Produce a large bag of individually wrapped candy (or other appropriate reward). Explain to your group that you have a reward for every camper who can recall the names of the fellow group members, along with the items (for the journey) and outdoor activities that they had listed in yesterday’s name games.
Some of your campers may be able to fly through this. Let those campers go first so that the others have a chance to listen and refresh their memory. Campers who have trouble may receive hints and help from their group mates. The purpose of this game is for every camper to succeed, not for some to accomplish the task while others fail—so do everything in your power to make that happen. At the end of the game, celebrate the accomplishment together.
Multiple Intelligences: Interpersonal
Supplies: Bag of candy or other small rewards
We Promise!
This covenant-making activity will allow children to create and understand the rules for your group and also help them understand the biblical concept of covenant.
Invite campers to sit in a circle. In the center, place a large sheet of paper that has “We Promise!” written at the top. Briefly talk with campers about the idea of covenant: that in the Bible and in their lives, people and God sometimes make special promises that help them to live together well. Explain that your group will be the best group they can be if they have a covenant to help them know how to treat one another. Ask for a volunteer to serve as scribe. As group members offer suggestions for the covenant, the volunteer can write them on the sheet of paper.
Your covenant might include statements such as: “Be kind to each other,” “Use only good touches,” “Listen when someone is talking,” “Don’t tell someone’s story outside of the group,” and, “Have lots of fun together!” When the group thinks the covenant is complete, invite each member to sign the paper. Post the covenant somewhere in your meeting space so it is visible. During the week, if challenges arise within the group, you can point back to the covenant as a reminder of your promises to one another.
Multiple Intelligences: Interpersonal
Supplies: Large sheet of paper, markers, tape
Elbow Tag
This version of tag is mostly just fun, but it is also a game in which players are “safe” when they aren’t alone.
Head outside to a large, flat, open area. Explain to campers that they will be playing a special game of tag. Invite them to pair up, with each pair joined together by linking arms at the elbows. (Each person should still have a free arm.) Select one pair and split them up, naming one person “runner” and the other “it.”
Instruct the linked pairs to spread out across the open area. The person who is “runner” must run up to a pair and link arms with one member of the pair before being tagged by the person who is “it.” When this linking happens, the other member of the pair must leave the grouping. That person becomes the “runner” and must link with a different pair before being tagged by “it.” If the person who is “it” succeeds in tagging the runner before he or she links with a pair, the runner becomes “it” and the former “it” becomes the runner.
This game is finished when you run out of time, when campers appear bored or exhausted, or when you decide to end the game. When you are finished, take some breathing time and remind campers that with Jesus they are never alone and, when trouble chases after them—when they are sad, hurt, scared, or disappointed—they can “link up” with Jesus through prayer.
Multiple Intelligences: Bodily/Kinesthetic
Supplies: None
Natural Nativity
This creative outdoor activity will allow campers to spend time exploring your camp’s natural setting, while thinking about the birth of God With Us.
Gather in your group’s usual meeting space. Ask campers if they have ever seen a nativity set. If they haven’t, explain what a nativity set looks like; if they have, ask children to describe the things that make up a good set (Mary, Joseph, Jesus, camels, wise men, shepherds, and so on). Explain that they are going to create a group nativity set made up of objects they find in nature. Have campers volunteer to create different pieces of the set, but keep track! You don’t want three Marys and no baby Jesus!
Take a short nature hike. As you walk together, encourage campers to find objects that “look like” their assigned nativity pieces or objects that can be easily combined to create those pieces (but don’t let them pick any flora that is still living). At the end of the hike, head back to your meeting space and give campers a few minutes to put together their pieces using the materials you have provided. Then do a nativity roll call, allowing each camper to present his or her assigned piece to the group. Assemble the full nativity set and then have the group look at the completed project together. Invite the campers to talk about what it was like to look for their nativity pieces in nature.
Multiple Intelligences: Naturalist, Spatial
Supplies: Natural found objects, twine or string, scissors, glue
EXPRESS – Worshiping God Together
Song Suggestions
“O COME, O COME, EMMANUEL,” CAROL
“Joy to the World,” Carol
“You Are My All in All,” Dennis Jernigan
“Kum Ba Yah,” Traditional
“Open the Eyes of My Heart,” Paul Baloche
MORNING WORSHIP
EXPLAIN THAT EVERY MORNING THE CAMPERS WILL GATHER IN THE SAME LOCATION TO START THE DAY WITH WORSHIP. PLEASE NOTE THAT THOUGH TODAY IS THE SECOND DAY OF CAMP, CAMPERS WILL BE GIVEN CAMPER PAGE ONE BECAUSE THERE IS NO MORNING WORSHIP ON THE FIRST DAY OF CAMP.
Begin by singing one or two songs, such as “You Are My All in All.” Then read Isaiah 9:6 aloud. Have campers respond by saying, “Thank you, God, for giving us Jesus.”
Hand out copies of today’s Camper Page. Invite campers to draw a picture of what it feels like to know that God is with them. (Alternative Camper Cards are available in the Extra Resources section of this resource.) Close with another song.
Supplies: Bible, Camper Page for Day 2, crayons
EVENING WORSHIP
BEGINNING TONIGHT, CAMPERS WILL HAVE THE OPPORTUNITY EACH NIGHT TO DECORATE A SIDE OF THE JESUS BOX, BASED UPON WHAT THEY HAVE LEARNED DURING THE DAY. BE SURE TO PREPARE FOR THIS WORSHIP IN A SPACE WHERE CAMPERS CAN GATHER AROUND THE JESUS BOX COMFORTABLY. FOR TONIGHT’S WORSHIP, TAKE ONE SIDE OF THE JESUS BOX AND WRITE IN THE CENTER: “THROUGH JESUS, GOD IS WITH...” BE SURE TO LEAVE PLENTY OF ROOM FOR CAMPERS TO WRITE THEIR NAMES THERE.
Gather in your worship space, and sing the first and last verses of “Kum Ba Yah” (“Kum ba yah” and “Come by here”). Read Isaiah 9:6 aloud, and then explain that Jesus is that child that Isaiah said would come. Then ask campers to tell you about the “side” of Jesus that you learned about today (Jesus is God With Us).
Instruct campers to take turns coming forward to the Jesus Box. When campers come forward, give them a marker to write their name on the box. After each camper has signed the box, have him or her say: “Through Jesus, God is with me!”
Gather in a circle, hold hands, and sing the first verse of a song, such as “Joy to the World.” Close worship in a prayer in which campers share things for which they are thankful, followed by a group “Amen!”
Supplies: Bible, Jesus Box, marker
CABIN DEVOTIONS
WHEN CAMPERS ARE READY FOR BED, INVITE THEM TO SIT ON THEIR BUNKS (OR IN WHATEVER ARRANGEMENT WORKS BEST IN YOUR STYLE OF CABIN). INVITE EACH PERSON TO TELL A “HIGH” OF HIS OR HER DAY—A MOMENT THAT WAS PARTICULARLY GOOD. WHEN EACH PERSON HAS SHARED, INVITE CAMPERS TO NAME A “LOW” FROM THE DAY. LISTEN CAREFULLY FOR CAMPERS WHO MAY BE EXPERIENCING HOMESICKNESS, AS THIS IS THE DAY WHEN IT IS MOST LIKELY TO DEVELOP. THEN LEAD CAMPERS IN THIS PRAYER:
God, thank you for this day and this place.
Thank you for these people and your grace.
Help me to see Jesus in each face,
And give me good sleep, safe in your embrace.
Amen.
Get Your Story Straight!
An erroneous retelling of Luke 2:1–20 (CEB)
Leader Note: Feel free to substitute different words for the errors; choose ones that your campers are likely to recognize. The actual language of the scripture is listed in parentheses.
In those days Justin Bieber (Caesar Augustus) declared that everyone throughout Texas (the empire) should be enrolled in community college (the tax lists/the census). 2This first enrollment occurred when Quirinius governed Syria. 3Everyone went to Wal-Mart (their own cities) to be enrolled. 4Since Joseph belonged to David’s house and family line, he went up from the city of Nazareth in Galilee to David’s city, called New York City (Bethlehem), in Judea. 5He went to be enrolled together with Katy Perry (Mary), who was promised to him in marriage and who was pregnant. 6While they were there, the time came for Mary to have her ears pierced (baby). 7She gave birth to her firstborn son, wrapped him snugly, and laid him in a shopping cart (manger), because there was no place for them in the truck stop (guestroom or inn).
8Nearby shepherds were living in the fields, guarding their Xbox 360s (sheep) at night. 9The Lord’s giraffe (angel) stood before them, the Lord’s glory shone around them, and they were terrified.
10The angel said, “Whazzup? (Don’t be afraid!) Look! I bring good news to you—wonderful, joyous news for all people. 11Your savior is born today in David’s city. He is Christ the Lord. 12This is a sign for you: you will find a football (newborn baby) wrapped snugly and lying in a plate of spaghetti (manger).” 13Suddenly a great assembly of the heavenly forces was with the angel praising God. They said, 14“Glory to God in heaven, and on earth ice cream cakes (peace) among those whom he favors.”
15When the angels returned to Applebee’s (heaven), the shepherds said to each other, “Let’s go right now to Hawaii (Bethlehem) and see what’s happened. Let’s confirm what the Lord has revealed to us.” 16They went quickly and found the Three Musketeers (Mary and Joseph, and the baby) lying in the manger. 17When they saw this, they reported what they had been told about this child. 18Everyone who heard it was amazed at what the shepherds told them. 19Mary committed these things to memory and considered them carefully. 20The shepherds returned home, glorifying and praising God for all they had heard and seen. Everything happened just as they had been told.
Camper Page for day 2
Jesus Is God with Us
Scripture: Isaiah 9:6; Luke 1—2
On our first full day of camp together, we will learn about how God is always with us through Jesus!
Draw a picture of what it feels like to know that God is with you:
Prayer:
Dear God, thank you for making sure that we are never alone! Thank you for giving us Jesus.
Amen.
Day 3 Guide
Jesus Is Friend
Key Verse: “You are my friends if you do what I command you.… You didn’t choose me, but I chose you and appointed you so that you could go and produce fruit and so that your fruit could last.”—John 15:14, 16a (CEB)
Scripture: John 15:9–17; John 11:1–45
Focus: Campers will learn that Jesus is our friend, and that Jesus is our role model who shows us how to be real friends to others. Campers will learn about the “fruits” of friendship with Jesus.
Connection to Campers: Friends are very important for younger children, and Jesus as friend is likely one of the ways campers are most familiar with him. Help campers build upon this base, so they can talk about the differences between a real friend and a fake friend—and help them to understand that Jesus shows us how to be a real friend.
Leader Notes: Prepare for today by reading the “Biblical and Theological Overview” for Day 3. Keep in mind that some of your youngest campers may still make friends based on availability (he or she is in my class, so we are friends) rather than other characteristics. Be prepared to help guide children through this conversation.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Friend Scramble
Come Out, Lazarus!
Friendship Bracelets
Balloon Toss Trust Game
Find It with a Friend
Anatomy of a Friendship
Evening Worship
Cabin Devotions
Explore
Friend Scramble
This activity will help campers to hear the John 15 scripture and figure out what true friendship (the friendship offered by Jesus) looks like.
Explain to campers that today they will learn more about the real friendship that Jesus is all about. Read John 15:9–17 aloud. Invite campers to listen for the things that a real friend might do or be like. Then scatter note cards on the floor. These note cards should each have a word or phrase on them that is about the real friendship described in today’s scripture or about fake friendship.
Real Friendship cards: love, obedient, serve, joy, sacrifice, “good fruit”
Fake Friendship cards: disobedient, selfish, greedy, jealous, untrustworthy
Ask campers to look at the cards and work together to make two piles: a “real friend” pile and a “fake friend” pile. Once they have made these piles, have campers present them. Help them reorganize the piles if necessary. Ask:
• What do you think Jesus means by “good fruit”?
• How does it feel to know that Jesus is your friend?
Multiple Intelligences: Logical/Mathematical
Supplies: Bible, note cards with real or fake friendship terms written on them
Come Out, Lazarus!
This responsive reading of the Lazarus story can help campers both to focus on what they are hearing and to enter the story in a deeper way. Be sure to put extra emphasis on Jesus’ love for his friend Lazarus (“Jesus wept”), and avoid the temptation to focus on Jesus raising Lazarus from the dead. If you give in to this temptation, you run the risk of sending the message that if a person is friends with Jesus, he will raise that person from the dead, and, conversely, that if loved ones who have died remain dead, they are were not friends with Jesus.
Read John 11:1–3, 17, 38–44 aloud. Invite campers to shout, “Come Out, Lazarus!” each time you read Lazarus’ name. After the reading is completed, explain to campers that Lazarus was one of Jesus’ closest friends, someone he loved very much. When Jesus found out that Lazarus had become ill and died, he was so overcome with grief that he went to be with Lazarus’ family—and he cried for his friend. Ask:
• Have you ever loved a friend so much that you felt sad when your friend was sad? What was that like for you?
• What did you do to be with your friend or to help him or her feel better? What has a good friend done for you when you were sad or sick?
• What does Jesus do that shows he is a real friend to Lazarus?
• How can you be friends with Jesus?
• Jesus calls us to be real friends for others. How can you be a better friend?
Multiple Intelligences: Linguistic
Supplies: Bible
Experience
Friendship Bracelets
This simple friendship bracelet activity uses twisting or basic braiding instead of other more complex techniques. If you have other preferred techniques, feel free to teach them if you think that all of your campers are capable of them. It is important that every camper make at least three bracelets, as two per camper will be needed during evening worship.
Gather in an area that has a table and chairs. Tell campers that you will all be making friendship bracelets, and that you will be using a quick and simple technique because everyone needs to make at least three bracelets (two for worship, one to give away). Give each camper three pieces of yarn, at least thirty inches long. (You can “eyeball” this—the measurement does not need to be exact.)
Ask campers to hold the yarn strands together at one end and then fold them all in half (so that they have six strands instead of three). Once folded, help campers put a knot at the fold and tape the knot securely to a table or chair. Show campers how to twist the yarn, two strands in each of the three sections. Campers who are already proficient at braiding with three strands can do so. When a braid or twist reaches the desired length for a tie-on bracelet, help campers tie a knot and cut off the remaining yarn. Repeat this process until every camper has at least three bracelets.
As campers braid their yarn, ask questions such as:
• To whom would you like to give the bracelet(s) that you have made to share?
• How would you feel if someone gave you a bracelet?
• When you look at a friendship bracelet on your wrist, what do you think about?
• In what other ways can you tell people they are your friends?
When campers have finished their bracelets, have each camper place two bracelets inside his or her box for safe keeping until evening worship. Invite campers to give out their remaining bracelets to friends at camp throughout the day and to tell these friends, “You are my friend, and I care about you!”
Multiple Intelligences: Intrapersonal, Spatial
Supplies: Yarn in a variety of colors, scissors, masking tape
Balloon Toss Trust Game
In this classic outdoor game, campers will do an activity that they have likely done before, but with a twist. As balloons are tossed and caught or dropped and burst, campers will practice words of trust and forgiveness that are crucial to healthy friendship. Be sure to have towels on hand.
Go to a large outdoor area. Divide into pairs. (Be one half of a pair if you have an odd number of campers.) Place a container with a few water balloons next to each pair and invite the pairs to stand two or three paces apart, facing each other. Explain that they will be part of a water balloon toss. The pair will toss a balloon back and forth between them, taking a step apart after each toss and catch.
Before each toss, the catcher will tell the partner, “I trust you!” After each catch, the camper who tossed the balloon should congratulate the catcher. Each time a balloon is dropped, missed, or poorly thrown, the camper who made a mistake should say, “I’m sorry”; and the other camper should offer words of forgiveness. This game is over when you run out of water balloons.
Multiple Intelligences: Bodily/Kinesthetic, Interpersonal
Supplies: Water balloons, towels, buckets
Find It with a Friend
In this nature scavenger hunt, campers will work in pairs to find all of the items on the list. The task is designed to encourage partnership and communication—two skills that help build strong friendships.
Head outside to a nature trail or other area of your camp that is undeveloped. Divide into pairs and give each pair a pen and a scavenger hunt handout (below). Explain that each pair is simply to find (not collect—except the litter) as many items on the handout as they can; but they are to work together as partners, listening to each other and having fun together! Explain the boundaries of the hunt (how far away they can go down the trail, if they should remain where you can see them, and so on), and then let campers begin searching.
At the end of the hunt, ask campers to talk about their experiences:
• Was the hunt fun?
• Was it easy or hard to work together?
• What could have made the hunt better?
• What was your favorite thing that you saw during the scavenger hunt?
Multiple Intelligences: Naturalist, Interpersonal
Supplies: Copies of the Find It with a Friend handout (below), pens
Anatomy of a Friendship
This activity will help campers think through some of the qualities that they look for in a friend.
Gather together in your usual meeting space. Roll out a long sheet of butcher paper and invite one camper to lie down on it so that another camper can trace the outline. (Supervise so that the tracing goes quickly and without hurtful laughter or comments.) Once you have your outline of a person, give out markers and have campers sit on the floor around the paper. Invite them to take turns telling something they look for in a friend and then writing or drawing that thing or quality on the paper. For example, “I want a friend who is kind.” The camper can write “kind” on the paper or put a smile on the face of the outline.
As children identify these qualities, help them talk about whether they are describing a “real friend” or a “fake friend.” If a camper gives a “fake friend” quality, help him or her to come up with a new answer. When you are finished, have everyone take a look at the outline and decide if anything is missing. If so, add it to the picture. When the picture is complete, post it in your meeting space so campers can see it throughout the week.
Multiple Intelligences: Spatial, Linguistic, Interpersonal
Supplies: Roll of butcher paper or several large sheets of paper taped together, markers, tape
EXPRESS – Worshiping God Together
Song Suggestions
“AH, LA, LA, LA,” VARIOUS VERSIONS: DAVID GRAHAM OR RHONDA CRIGGER (YOUTUBE)
“My Brother, My Friend,” Tony Congi
“What a Friend We Have in Jesus,” Hymn
“I Am a Friend of God” (chorus only),
Michael Gungor and Israel Houghton
“Every Move I Make,” David Ruis
“Lean on Me” (chorus especially), Bill Withers
MORNING WORSHIP
BEGIN BY SINGING ONE OR TWO SONGS, SUCH AS “MY BROTHER, MY FRIEND.” THEN READ JOHN 15:14–16 ALOUD, WITH A PAUSE BETWEEN EACH VERSE. HAVE CAMPERS RESPOND TO EACH VERSE BY SAYING, “SHOW ME HOW TO BE A FRIEND.”
Hand out copies of today’s Camper Page. Invite campers to draw a picture that shows some of the things a real friend does. Close with another song.
Supplies: Camper Page for Day 3, crayons, Bible
EVENING WORSHIP
FOR THIS WORSHIP SERVICE, CAMPERS SHOULD BRING TWO OF THE SIMPLE FRIENDSHIP BRACELETS THAT THEY MADE EARLIER IN THE DAY. YOU MAY WANT TO HAVE A FEW EXTRAS ALSO. IN PREPARATION FOR WORSHIP, YOU SHOULD WRITE, “JESUS IS FRIEND,” IN THE CENTER OF A SIDE ON THE JESUS BOX.
Gather in your worship space, and sing a chorus such as “I Am a Friend of God” or “Lean on Me.” Read John 15:14–16 aloud. Then ask campers to tell you about the “side” of Jesus that you learned about today (Jesus is friend).
Instruct campers to hold their two friendship bracelets and make a circle around the Jesus Box. Remind them that the Bible story means that Jesus calls us “friend” and wants us to be friends with others.
Tell them that to remember that Jesus is their friend, they will attach bracelets to one side of the Jesus Box. Have everyone come forward and tape one of his or her bracelets to the box, and return to the circle.
Then tell the campers that as a way to remember that Jesus calls them to be friends with others, they will give their other bracelet to the person standing to their right. The campers should turn and tie a bracelet on that person’s wrist.
After bracelets have been taped and tied, hold hands and sing the first verse of a song, such as “What a Friend We Have in Jesus” or “Jesus Loves Me.” Close worship in prayer by each camper sharing the name of a best friend.
Supplies: Bible, Jesus Box, tape, campers’ friendship bracelets
CABIN DEVOTIONS
WHEN CAMPERS ARE READY FOR BED, HAVE THEM SIT IN WHATEVER ARRANGEMENT YOU’VE ESTABLISHED. INVITE EACH CAMPER TO SHARE A “HIGH” OF HIS OR HER DAY, A MOMENT THAT WAS PARTICULARLY GOOD, AND THEN A “LOW” FROM THE DAY. LEAD CAMPERS IN THEIR CLOSING PRAYER:
God, thank you for this day and this place.
Thank you for these people and your grace.
Help me to see Jesus in each face,
And give me good sleep, safe in your embrace.
Amen.
FIND IT WITH A FRIEND!
(nature scavenger hunt)
See how many items you can find on the list. Work together as friends so that nothing is missed. Mark the items off as you locate them. Have a fun time.
Find:
— Pine Cone
— Rock
— Leaf
— Three Pieces of Litter
— Blade of Grass
— Flower
— Berry
— Feather
— Tree Bark
— Stick
— Animal Tracks
— Something Soft
— Something Hard
— Something Shiny
— Something Blue
— Something Yellow
— Something Red
— A Triangle
— A Circle
— Something Rough
— Something Smooth
Camper Page for day 3
Jesus Is Friend!
Scripture: John 15:9–17; John 11:1–45
Today, we will learn about how Jesus is our friend. He shows us what real friendship looks like, so that we can be real friends too!
Draw a picture that shows some of the things that real friends do:
Prayer: Dear God, thank you for giving me the best of friends: Jesus! Help me to be a good friend to others, and help me to choose real friends for my life. Amen.
Day 4 Guide
Jesus Is Teacher
Key Verse: “Everybody who hears these words of mine and puts them into practice is like a wise builder who built a house on bedrock.”—Matthew 7:24 (CEB)
Scripture: Matthew 7:15–20, 24–29
Focus: Jesus is a wise teacher and we can trust him. If we pay attention to what he says, we will build our lives on a firm foundation!
Connection to Campers: Most younger children have positive feelings about their teachers and trust them. Help children see how Jesus fills the role of teacher, and help them begin trusting him in the same way.
Leader Notes: Prepare for today by reading the “Biblical and Theological Overview” for Day 4. Try not to focus overmuch on the portion of the Matthew text that talks about being thrown in the fire. Most campers of this age are not able to comprehend metaphor and would likely struggle with this portion of the text.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
A Firm Foundation
Jesus-Shaped Fruit
House of Cards
Good-Fruit Basket Upset
Teacher Says
Listen to Nature Speak
Evening Worship
Cabin Devotions
Explore
A Firm Foundation
In this activity, campers will have the opportunity to hear the Matthew 7:24–29 text and to experience the difference that building on a firm foundation can make. Because object lessons can only go so far with campers of this age, be sure to help your group make the connection between the building activity and us “building” our lives on Jesus.
For this Bible exploration, meet in a space that has chairs or two tables that you can move. You will need the Jesus Box as well as all of the campers’ boxes.
Ask campers to sit down on the floor with their personal boxes. Pull two chairs or two tables together so they are just close enough for the Jesus Box to sit with an edge on each chair or table. Then put the Jesus Box to the side. Invite campers to bring their boxes up to the chairs or tables and work together to build across the open space between them. As campers are building, encourage them but do not help them. They may figure out a way to build across the space; but it will likely take some trial and error, and the structure will be shaky.
When campers have finished building or have given up, invite them to take back their boxes. Then place the Jesus Box on top of the chairs or tables, across the gap. Now invite campers to try building over the gap once more. When campers finish (this time the building should go quickly), have them sit down again, and ask:
• Which was more difficult: building across the gap, or building on top of the Jesus Box?
• What made it more difficult?
Read Matthew 7:24–29 aloud. Help campers make the connection between their building project and the scripture:
• How is Jesus’ teaching like solid ground or a firm foundation for our lives?
• What can you do to follow Jesus’ teachings?
Multiple Intelligences: Spatial, Bodily/Kinesthetic
Supplies: Bible, campers’ boxes, Jesus Box, two chairs or tables
Jesus-Shaped Fruit
This Bible exploration will help children understand what Jesus means when he talks about “good fruit.” Remember: Do not focus on the portion of the text that talks about being thrown in the fire; focus instead on, “You will know them by their fruit.”
Invite campers to gather around a table. Spread out some bowls with a variety of types of seeds. (You can use seeds from foods you eat or have around during the week at camp: apple seeds, lemon seeds, orange seeds, grape seeds, for example). Encourage campers to help you identify the seeds. As you do this, ask:
• What grows from an apple seed? (An apple tree) And what grows on an apple tree? (An apple)
• Can an orange grow from an apple tree? Can you plant an apple seed and end up harvesting grapes? Why not?
Read Matthew 7:15–20. Explain that the type of fruit you harvest depends on the type of seed or plant that you start with. You can only get a lemon from a lemon seed and tree. You can only get grapes from a grape seed. The same thing is true of the “good or bad fruit” Jesus talks about. Tell the campers, “The ‘fruit’ is our actions and words, which come from whatever is planted in our hearts and lives. If we make Jesus’ teachings the seed or center of who we are, our actions and words will come out looking like Jesus. We will bear ‘Jesus-shaped fruit.’” To make sure campers make the connection between fruit and actions and words, ask:
• What sorts of actions do you think are “Jesus-shaped”?
• What sorts of words do you think are “Jesus-shaped”?
• What can we do to make our actions and words more like Jesus’?
• Where can we go or what can we do to get help in this?
Multiple Intelligences: Linguistic, Naturalist
Supplies: Bible, table, several bowls, a variety of fruit seeds
Experience
House of Cards
This activity builds upon and reinforces the Bible exploration, A Firm Foundation (above), and gives campers the opportunity to become teachers.
Meet in your usual group meeting space. Give campers several decks of playing cards, and invite them to spend some time building houses out of cards. If campers are unfamiliar with how to make a house of cards, give them a short demonstration and then set them loose.
As campers work, encourage them to try building these houses on as many different surfaces as possible. They can even try building a house of cards on top of one of their fellow campers who is lying on the ground! Be encouraging and spread your attention around the room as different individuals and groups work on their houses.
As campers wind down, or as you run out of time for the activity, ask them to point out the surfaces that were the best for building stable houses. Then ask them if they can remember what Jesus’ teachings have to do with these solid and stable surfaces. Listen carefully and let your group members do their best to explain this lesson to you. Become the student and ask them clarifying questions so that you can understand—and so that you can help them understand!
Multiple Intelligences: Spatial, Linguistic, Interpersonal
Supplies: Decks of playing cards
Good-Fruit Basket Upset
This silly game is a good way to get out some built-up energy, while also slipping in some of the good fruits that Jesus would like campers to grow in their life.
Make a circle of chairs with enough seats for all but one of your group members. Tell campers that you are going to play Fruit Basket Upset, but with a special twist: You will be using the names of some of the good fruit that are identified in the Bible. Then assign each camper one of the fruit of the Spirit from Galatians 5:22–23 (love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, self-control). Make sure that there are at least two of each fruit (two loves, two joys, and so on); don’t worry about using all of the fruit of the Spirit. Ask campers to practice saying their fruit out loud a few times so they can remember it.
Have campers sit in the chairs. The group member left without a chair will start off in the middle of the circle. Whoever is in the middle wants to get a chair, so he or she should say the name of one of the fruit of the Spirit. The campers who have been assigned that fruit must get up and try to make it to a different open chair. Whoever is left without a seat is then in the middle and should say the name of another fruit.
Multiple Intelligences: Bodily/Kinesthetic
Supplies: Chairs
Teacher Says
This game (which is essentially Simon Says) is a fun way to practice listening carefully to a teacher and to experience gentle consequences for not listening or following instructions. Be sure to help campers make the connection between listening well and listening to the teachings of Jesus.
Tell campers that you are going to play a game called Teacher Says, which is like Simon Says. You will be the teacher; invite the rest of your group to stand in a line facing you.
Call out instructions such as:
“Teacher says touch your nose.” (Everyone else has to touch his or her nose.)
“Teacher says jump on one foot.” (Everyone should begin jumping on one foot while continuing to touch the nose.)
“Teacher says stop touching your nose.” (all campers should stop touching their nose, but continue jumping on one foot.)
And so on...
If the teacher calls out an instruction without saying, “Teacher says,” then everyone should ignore the instruction.
Explain the consequences as follows: “If you don’t follow a ‘Teacher says’ instruction, you are out. If you do follow an instruction that doesn’t begin with ‘Teacher says,’ you are also out.”
The person remaining, who wins, can then be the teacher in the next round.
Multiple Intelligences: Bodily/Kinesthetic
Supplies: None
Listen to Nature Speak
This experience with sound and nature will help children practice listening carefully and paying attention. Help campers make the connection between being attentive and noticing opportunities to follow Jesus.
Lay out beach towels in an outdoor area (field, meadow, or even an outdoor concrete surface). Have campers claim a space, lie down, and get comfortable. Then invite them to close their eyes.
Explain, “Sometimes when we close our eyes, our ears get better at listening. We can even hear tiny, quiet things that we might not have noticed when our eyes were open.” Tell campers they are going to spend the next thirty seconds in silence with closed eyes, and that their job is to listen very carefully for whatever sounds they might hear. If any of your campers seem a bit anxious about this, assure the group that you will keep your eyes open to watch over them while they are listening.
Count down to the silence: “Three—two—one—listen.” Watch the time and let campers know when the thirty seconds have passed. Invite them to open their eyes and give them a few minutes to tell what they heard in the silence. After they have shared, ask campers if they would like to try listening for one full minute. If they agree, go through the same process, and then announce when one minute has passed. This time, invite campers to tell if they heard anything different than they did during the thirty-second quiet time.
When you are finished with these periods of listening and reporting, remind campers that sometimes, in order to hear what Jesus is saying, persons have to listen and pay attention very carefully. Give an example, such as: “If you aren’t paying attention, you may not notice the person who needs food. And if you don’t notice her or him, how can you help?” Invite campers to think of other things Jesus has for them that they might miss if they don’t pay attention.
Multiple Intelligences: Naturalist, Linguistic
Supplies: Beach towels (or mats of some sort); a watch, cell phone, or other timing device
EXPRESS – Worshiping God Together
SONG SUGGESTIONS
“JESUS IS THE ROCK (AND HE ROLLS MY BLUES AWAY),” TONY CONGI
“The Wise Man Built His House Upon the Rock,” Traditional
“Standing on the Promises of God” (chorus only), Hymn
“My Hope Is Built” (chorus only), Hymn
“In the Secret,” Andy Park
“Be Glorified,” Chris Tomlin and Louie Giglio
“Be Still and Know,” Traditional (Psalm 46:10)
MORNING WORSHIP
BEGIN BY SINGING ONE OR TWO SONGS, SUCH AS “BE STILL AND KNOW.” THEN READ MATTHEW 7:24–29 ALOUD. HAVE CAMPERS RESPOND BY SAYING, “TEACH US HOW TO BUILD ON SOLID GROUND.”
Hand out copies of today’s Camper Page. Invite campers to draw a picture Jesus teaching them something. Close by singing “Jesus Is the Rock” or the chorus of “My Hope Is Built.”
Supplies: Bible, Camper Page for Day 4, crayons
EVENING WORSHIP
FOR THIS EVENING WORSHIP, PREPARE THE JESUS BOX BY WRITING “JESUS TEACHES ME...” ON AN EMPTY SIDE. IF WEATHER PERMITS, HAVE WORSHIP SOMEWHERE OUTSIDE.
Gather campers and journey outside to your worship space. As you walk together, sing something simple and repetitive, such as the chorus of “Standing on the Promises of God.” When you reach your worship location, invite campers to sit and get comfortable. Open with a short prayer, asking God to help the campers hear what Jesus has to teach them. Read Matthew 7:24–29 aloud.
Invite campers to share something they have learned from Jesus. Instruct them to take turns coming forward to the Jesus Box. As each person comes up, give him or her a marker to write the thing he or she has learned from Jesus on the “teacher” side of the box.
Tell campers that you are going to close worship with the prayer that Jesus taught his disciples: The Lord’s Prayer. Ask if they know this prayer. If even one group member does not know it, invite campers to repeat the prayer after you, line by line. End by shouting “Amen!” and listen to it echo through the camp.
Supplies: Bible, Jesus Box, marker
CABIN DEVOTIONS
CABIN DEVOTIONS ARE AN INCREDIBLY IMPORTANT ROUTINE. BEGIN AGAIN THIS EVENING BY INVITING EACH CAMPERS TO SHARE A “HIGH” OF HIS OR HER DAY, A MOMENT THAT WAS PARTICULARLY GOOD, AND THEN A “LOW” FROM THE DAY. LEAD CAMPERS IN THEIR CLOSING PRAYER:
God, thank you for this day and this place.
Thank you for these people and your grace.
Help me to see Jesus in each face,
And give me good sleep, safe in your embrace.
Amen.
Camper Page for day 4
Jesus Is Teacher!
Scripture: Matthew 7:15–20, 24–29
Jesus is a teacher I can trust. I want to learn from him and follow his instructions. His teachings are my solid ground!
Draw a picture of Jesus teaching you something:
Prayer: Dear God, sometimes I need help to make the best choices. Thank you for giving me the best of teachers: Jesus! Help me to listen to him and follow his instructions. Amen.
Day 5 Guide
Jesus Is Healer
Key Verse: Jesus said to him, “Get up! Pick up your mat and walk.” Immediately the man was well, and he picked up his mat and walked.—John 5:8–9a (CEB)
Scripture: John 5:1–9a
Focus: Jesus can heal things that are broken or hurt, and Jesus notices us and is with us when we are hurting and lonely.
Connection to Campers: Children may know that Jesus healed people who were sick, but they may not know that Jesus also wants to heal our sadness and loneliness.
Leader Notes: Prepare for today by reading the “Biblical and Theological Overview” for Day 5. Be sure to avoid making statements that do not play out in real life, such as: “Jesus will always keep you safe” or “Jesus heals everyone who prays or has faith.” Younger children are old enough to make connections such as: My grandmother died, so does that mean we didn’t pray enough? Instead, focus on Jesus being present with us in our hurts and loneliness.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Stir the Waters
Healing Mats
Obstacle Course
Band-Aid Tag
Healing Race
Get Well Cards
Evening Worship
Cabin Devotions
Explore
Stir the Waters
This Bible exploration will help campers imagine what it might have been like for the sick man to be healed by Jesus. It requires that you meet outside near water (a pool, lake, stream). If you don’t have any outside water features at your camp, get a tub, fill it with water, and place it in your meeting space. Prior to this lesson, remove the wrappers from enough adhesive bandages for your group, and write “Jesus Heals!” on the back of each one with a permanent marker. Remember to avoid making sweeping statements, such as, “Everyone who has faith will be healed by Jesus,” and instead focus on how Jesus notices not just the man’s illness, but also his loneliness.
Gather together next to the water. Invite campers to look at the water for a minute or two, watching the way it moves or is still. Then explain that you are going to read a story about a man with an illness who was healed by Jesus, and you would like them to imagine that they are each the man who gets healed.
Read John 5:1–9a. Ask campers what it felt like to imagine that they were the man. Turn back to the water and explain that, in Jesus’ time, people believed a special pool of water could cure people of sickness. (At this point you could help campers carefully dip their hands in the water so that they can feel it on their skin). Say: “This man had waited by the water in hopes that someone would help him in at the right moment. No one ever did. No one even noticed him! But Jesus saw his pain and his loneliness and decided to help him.”
(At this point, take the bandage strips with “Jesus Heals!” written on them and place one on a hand of each camper). Continue: “The man wasn’t healed in the water—he was healed when Jesus noticed him!” Ask:
• What are some things we believe will cure people today?
• What makes you feel better when you are sick?
• Why do you think Jesus noticed the sick man?
• How does it feel to know that Jesus notices you when you are hurting and feeling lonely?
Multiple Intelligences: Naturalist, Intrapersonal, Linguistic
Supplies: Bible, water source, adhesive bandage strips, permanent marker
Healing Mats
Campers will weave their own mats out of paper strips and discuss what it might be like to live on a mat, like the sick man in John 5:1–9a. In preparation, take variously colored, large sheets of construction paper and cut them into long strips at least one inch wide.
Explain to campers that in honor of the sick man in today’s scripture, they will be making their own healing mats. Place paper strips in a large pile on a table or floor and then demonstrate how to weave them into a mat. Invite campers to do the same. When a camper’s mat becomes big enough to sit on, help the camper bind it off by placing strips of clear tape across each edge, which will help to hold the mat together.
When all of your campers have finished, have them place their mats on the ground and sit on them. Invite campers once again to imagine themselves as the man, and read John 5:1–9a. Then ask:
• What would it be like to have to live on a mat?
• What would you do if you had been stuck on your mat for a very long time, and then Jesus helped you to get up and walk again?
• Do you feel “stuck” sometimes, like you don’t know what to do or where to go? What are those moments like?
• How does it feel to know that Jesus can heal our “stuck-ness” and help us to be free to move around and live our lives?
Multiple Intelligences: Spatial, Linguistic
Supplies: Bible, colored paper strips (cut from variously colored, large sheets of construction paper), scissors, tape
Experience
Obstacle Course
This simple exercise will help campers practice trusting and relying on their friends, which is a skill we want children to develop so they can learn to trust and rely on Jesus and their community of faith when they are hurting or in need. Prepare a simple obstacle course, preferably outside, that includes turns, small items to step over, small dips, and so forth. Be prepared to watch campers carefully so that no one is injured on the course.
Divide into pairs. Tell campers that in each pair they will take turns being the blindfolded follower and the open-eyed leader. Explain that the leaders’ job is to take care of their follower, carefully leading through the obstacle course, making it through safely. The followers’ job is to trust their leader and listen carefully to the instructions so that they can make it through the course. Remind campers that throughout the activity, you will be right there to make sure that everyone is safe.
Blindfold the follower in each pair. Invite the leaders to slowly and carefully guide their followers through the course. Then switch, blindfolding the campers who just served as leaders. Invite the new leaders to slowly and carefully guide their followers through the course. When everyone has made it through, collect the blindfolds and have campers sit down. Ask:
• When you were the follower, how did it feel to not know where you were going?
• Did trusting your friend make it easier? How did it feel to rely on someone else?
• How can you trust Jesus more? What sorts of things or activities would help you to trust that Jesus will guide you and be with you?
Multiple Intelligences: Bodily/Kinesthetic, Interpersonal
Supplies: Prepared obstacle course, blindfolds
Band-Aid Tag
This variation of tag has campers use their hands like Band-Aids, one of the symbols we use throughout the day to remember that Jesus is healer. If possible, play the game in a large outdoor area.
Tell campers that you are all going to play Band-Aid Tag. Give these instructions:
“Band-Aid Tag is like regular tag, except that it has a few changes to the rules. One person will be ‘it’ and will try to tag other members of the group. Your hands are the ‘Band-Aids.’ If you are tagged, you must put one of your hands on the spot where you were tagged, and keep your hand there for the rest of the game. If you are tagged a second time, you must put your other hand on the second spot. If you are tagged a third time, you have no bandages left, so you must move to the ‘hospital’ (a space to the side of the play area), do five jumping jacks, and shout, ‘Jesus is healer!’ so that you can ‘get well’ and rejoin the game with two new bandages.”
After five or six minutes of play, start over with a new person who is “it.”
Multiple Intelligences: Bodily/Kinesthetic
Supplies: None
Healing Race
This simple relay race is mostly just fun, but it also ties into the theme of healing and encourages teamwork. It is easiest if you use rolls of toilet paper, but if you would prefer not to waste toilet paper, then substitute reusable elastic bandages. As you supervise the race, make sure that campers do not wrap anything around the face of the “patient.”
Tell campers that you are going to have a race. Divide into two teams and provide each with a box containing rolls of toilet paper or elastic bandages. You need a volunteer from each group to be the “patient.” Have these two volunteers sit down in chairs on one side of your area. Instruct the rest to line up across from their patient on the other side of the room and explain that they will take turns taking a roll or bandage to their patient and wrapping the entire thing around him or her. When the first person in line has finished wrapping, he or she runs back and tags the next team member, who will then wrap another roll or bandage around the patient. The first team to complete wrapping their patient wins.
Multiple Intelligences: Bodily/Kinesthetic, Interpersonal
Supplies: Two chairs, rolls of inexpensive toilet paper or reusable elastic bandages (one per campers—minus two)
Get Well Cards
In this activity, campers will create get-well cards for people at camp and at home who are in need of Jesus’ healing.
Gather in a room with tables and chairs. Have everyone sit down; explain that they will be making get well cards for friends and family. As you place the supplies on the table, encourage campers to think of people at camp and at home who are sick, sad, or lonely. Invite campers to take sheets of paper, fold them in half, and then decorate and write in their cards. Encourage them to include this message inside their cards: “Jesus Is Healer!”
Be sure to have campers put the name of the intended recipient in each card. Cards that are for folks at camp can be delivered throughout the day. Cards that are for people at home should be placed inside campers’ boxes so they can be delivered after camp.
Multiple Intelligences: Intrapersonal, Spatial
Supplies: Enough tables and chairs to accommodate all the campers, construction paper, crayons, pens, markers, campers’ boxes
EXPRESS – Worshiping God Together
Song Suggestions
“BE STILL AND KNOW,” TRADITIONAL (PSALM 46:10)
“Jesus Loves Me,” Traditional
“Change My Heart, O God,” Eddie Espinosa
“Amazing Grace” (verse 1), Hymn
“Jesus’ Hands Were Kind Hands,”
Margaret Cropper
MORNING WORSHIP
BEGIN BY SINGING A SONG, SUCH AS “BE STILL AND KNOW.” THEN READ JOHN 5:1–9A ALOUD. HAVE CAMPERS RESPOND BY SAYING, “JESUS, BE WITH ME WHEN I HURT AND HELP ME TO HEAL.”
Hand out copies of today’s Camper Page. Invite campers to draw a picture of a time that Jesus helped when they were hurt or scared, or draw a picture of Jesus healing someone in the Bible. Close by singing the first verse of “Amazing Grace” or of “Jesus’ Hands Were Kind Hands.”
Supplies: Bible, Camper Page for Day 5, crayons
EVENING WORSHIP
FOR THIS EVENING WORSHIP, PREPARE THE JESUS BOX BY WRITING “JESUS IS HEALER!” ON AN EMPTY SIDE. YOU WILL ALSO NEED AN UNWRAPPED ADHESIVE BANDAGE STRIP AND FINE-TIPPED, PERMANENT MARKER FOR EACH CAMPER.
Gather and journey to your worship space. As you walk together, sing something simple and repetitive, such as the first verse of “Jesus Loves Me.” When you reach your worship location, read John 5:1–9a aloud, and remind campers that Jesus is their healer too. Invite them to think of something they need Jesus to help them with or someone they think needs Jesus’ healing. Give each an unwrapped bandage and a marker, and encourage the campers to write the need or the name on theirs.
Invite campers to take turns coming forward to the Jesus Box and placing their bandage on the side of the box marked “Jesus Is Healer!”
Ask campers to name some of their joys and concerns. Close in a prayer that acknowledges those joys and concerns and lifts them up to Jesus, the healer.
Supplies: Bible; Jesus Box; adhesive bandage strips; fine-tipped, permanent markers
CABIN DEVOTIONS
WHEN CAMPERS ARE READY FOR BED, INVITE THEM TO EACH SHARE “HIGHS” AND THEN “LOWS.” LEAD THEM IN THIS CLOSING PRAYER:
God, thank you for this day and this place.
Thank you for these people and your grace.
Help me to see Jesus in each face,
And give me good sleep, safe in your embrace.
Amen.
Camper Page for day 5
Jesus Is Healer
Scripture: John 5:1–9a
Jesus is with me when I hurt. He wants me to be healthy, happy and whole!
Draw a picture of a time that Jesus helped you when you were hurt or scared,
—OR— Draw a picture of Jesus healing someone in the Bible.
Prayer:
Dear God, sometimes I get hurt or scared. Help me to know that Jesus is with me and cares for me when things are hard! Amen.
Day 6 Guide
Jesus Is Savior
Key Verse: Therefore, since we have been made righteous through his faithfulness combined with our faith, we have peace with God through our Lord Jesus Christ.… This hope doesn’t put us to shame, because the love of God has been poured out in our hearts through the Holy Spirit, who has been given to us.—Romans 5:1, 5 (CEB)
Scripture: Romans 5:1–5; Luke 24:36–49
Focus: Help campers understand Jesus’ role as Savior has to do with how much God loves us.
Connection to Campers: At this age, most campers understand love in a simple and unconditional way. They love their parents. They love their teachers. They love their friends. Tap into this largely unspoiled understanding of love and help campers understand that when we say Jesus is Savior, we are talking about God’s love for us and for the entire world. Encourage campers to think about how they might want to respond to God’s extravagant love for us, which we experience through Jesus.
Leader Notes: Prepare for today by reading the “Biblical and Theological Overview” for Day 6. Remember that while most campers understand love in this way, there may be a few campers for whom trust has been broken and love has been wounded.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
My Hero!
Prove It
Do You Love Your Neighbor?
Resurrection Hunt
Heartbombing
In the Tomb, Out of the Tomb
Evening Worship
Cabin Devotions
Explore
My Hero!
At this age, campers have a strong attachment to superheroes. Use it to help them understand that Jesus is a different type of hero with a huge power: love.
Ask campers if they know about any superheroes. Give them some time to tell you about those heroes:
• What are their names? What are their powers?
• Which superhero is your favorite? Why?
• If you could have a super power, what would it be? Which super powers are the best?
Now explain that, in some ways, Jesus is like a superhero. Ask campers to help you list all of the powers they’ve heard that Jesus has. Write these down on a large sheet of paper. Then read Romans 5:1–5 aloud.
Say: “The greatest power Jesus had is one that God filled him with and expected him to share: love. When Jesus shares this God-love with us, we sometimes call it grace—and this gracious love is contagious! Jesus’ power fills us with power, so that we can share the same love with other people. So, in a sense, because Jesus loves us, we are given a piece of his super power. We can love other people and share God’s grace too!”
Ask:
• What do you think of Jesus’ “super power”? How is love powerful?
• How does it feel to know that you get to share Jesus’ super power? How can you use this power in the world?
Multiple Intelligences: Linguistic
Supplies: Bible, large sheet of paper, marker
Prove It!
In this Bible exploration, campers will hear and interact with the story of the resurrected Jesus appearing to his disciples. Though it is a commonly heard story, young campers are far less likely to be familiar with it. Help them through the story, leave room for questions, and be prepared for a fascination with two things: Jesus appearing like a ghost and Jesus’ hands and feet. Even though this scripture doesn’t explicitly point out that there are holes in his hands and feet, campers may want to know why he shows those body parts to the disciples as a form of proof.
Tell campers that you have a story from the Bible about what happened after Jesus died on the cross. Remind them that after Jesus died, God brought him back to life so that he could keep sharing that powerful love and grace with the world. This story is one of those about what happened after God brought Jesus back to life.
Invite campers to imagine they are the disciples in the story; read Luke 24:36–49. Ask:
• Why do you think the disciples had a hard time believing the person was really Jesus?
• What did it feel like to see Jesus again?
• Why did the disciples want Jesus to prove it was really him?
Point out that even though Jesus could have been angry or irritated with the disciples for not believing it was him, he still shows love to them by calmly proving who he is and that he is really alive, which is why he eats something in front of them. (Ghosts don’t eat food!) Jesus also continues to share love with them by telling them that he is still going to send them the helper that God promised: the Holy Spirit.
Multiple Intelligences: Linguistic
Supplies: Bible
Experience
Do You Love Your Neighbor?
This game ties into the theme of love and gives campers a chance to burn off some extra energy before you need to focus on something serious. Prepare for the game by pulling chairs into a circle (enough chairs for everyone but you).
Invite campers to sit in the chairs. Stand in the center of the circle—you are “it.” Explain that whoever is “it” will go up to one of the seated people and ask, “Do you love your neighbor?” The person who is asked the question will then choose to say “yes” or “no.” If “yes,” then the two neighbors on either side (the ones seated directly to the left and right) must switch seats before “it” can steal one of their chairs. Whoever is left without a chair is now “it.” If the person says “no,” he or she should then say, “But I love people who __(fill in the blank)____” (an activity, item of clothing, color currently being worn, and so on, pertaining to two or more players). Those campers must then jump up from their chairs and try to find a different empty chair while “it” also tries to sit in one.
Give campers an example: “If the person who is ‘it’ asks me, ‘Do you love your neighbor?’ and I reply, ‘No, but I love people who are wearing red,’ then everyone in the circle who is wearing red must get up and try to find a new seat while ‘it’ tries to steal one. If I reply, ‘Yes,’ then the two people seated on the right and left of me must try to switch seats while ‘it’ tries to get one.”
Multiple Intelligences: Bodily/Kinesthetic
Supplies: Chairs for the entire group (except yourself)
Resurrection Hunt!
This scavenger hunt encourages campers to look around in nature for signs of life, especially new life. Be sure to explain that, like Jesus’ resurrection, new life is a sign of God’s love for us.
Head to a nature trail or other outdoor area in your camp. Tell campers that you are going on a resurrection hunt and that their job is to look for signs of new life everywhere you go. As you walk, encourage them to shout with joy every time they see a sign of new life. Take the opportunity to talk about what they see. Explain, “Like Jesus’ resurrection, every bit of new life in the world is a sign of God’s love for us. That love keeps sprouting up, in expected and unexpected places, and we have to keep our eyes open so that we can see it!”
Multiple Intelligences: Naturalist
Supplies: None
Surprise Hearts
Surprise Hearts is a gently subversive practice that has quietly spread across the country. It is a practice in which people affix hearts (stickers, cutouts) to random places and items throughout a city in order to bring smiles to the faces of strangers. In this camp version, campers will leave hearts throughout the camp as an expression of the love of Jesus.
Be sure to help campers know the difference between this random act of joy and littering. All hearts left outside must be made with natural or biodegradable objects (hearts of sticks or vines, hearts drawn in the dirt, hearts drawn with sidewalk chalk, for example), while paper hearts are appropriate for dining tables, bathroom mirrors, and so on.
Spread a variety of supplies out on a large table or floor. Explain that one of the best ways to respond to Jesus’ love is to share it. Tell the campers they will practice by creating and leaving hearts all over the campsite. Have campers cut hearts out of construction paper, draw hearts on small slips of paper, and select pieces of sidewalk chalk. When campers are ready, lead them on a hike around camp and help them identify appropriate places to leave or create hearts for other campers, camp staff, and future campers to discover. At the end of the hike, ask how it felt to share the love of Jesus in this simple way.
Multiple Intelligences: Spatial, Naturalist
Supplies: Construction paper, paper, pens, scissors, sidewalk chalk
In the Tomb, Out of the Tomb
This high energy game is mostly for fun, but it also ties into the theme of Jesus’ resurrection: He was in the tomb, and now he is most assuredly out of the tomb!
Draw a long line on the floor or ground using masking tape. Invite campers to line up facing you on the right side of the line. Explain that for this game the right side of the line is called “in the tomb,” and the left side is “out of the tomb.” Tell them that you will yell “out of the tomb” or “in the tomb.” When they hear the command, they should jump to that side (unless they are already on that side; then they need to stay put). If they jump in the wrong direction or don’t jump to the other side when they should, they are out and should sit to the side of the play area. The last player left wins. Play as many rounds as campers are up for, or as will fit in your time slot.
Multiple Intelligences: Bodily/Kinesthetic
Supplies: Masking tape
EXPRESS – Worshiping God Together
Song Suggestions
“JESUS LOVES ME,” TRADITIONAL
“All You Need Is Love” (chorus only),
John Lennon and Paul McCartney
“Shout to the Lord,” Darlene Zschech
“I Love You, Lord,” Laurie Klein
“I Will Call Upon the Lord,” Michael O’Shields
“You Are My All in All,” Dennis Jernigan
“Be Still and Know,” Traditional (Psalm 46:10)
MORNING WORSHIP
BEGIN BY SINGING ONE OR TWO SONGS, SUCH AS “BE STILL AND KNOW.” THEN READ ROMANS 5:1–5 SLOWLY, PAUSING AFTER EACH VERSE. HAVE CAMPERS RESPOND TO EACH VERSE BY SAYING, “YES, JESUS LOVES ME.”
Hand out copies of today’s Camper Page. Invite campers to draw a picture that shows how much Jesus loves them. Close by singing “Jesus Loves Me.”
Supplies: Bible, Camper Page for Day 6, crayons
EVENING WORSHIP
FOR THIS EVENING WORSHIP, PREPARE THE JESUS BOX BY WRITING “JESUS IS SAVIOR = JESUS LOVES ME” ON AN EMPTY SIDE.
Journey to your worship space. As you walk, sing something joyful and repetitive, such as the chorus of “All You Need Is Love.” When you reach your worship location, open with a short prayer, thanking God for loving humans extravagantly enough to send Jesus the Savior. Read Romans 5:1–5 aloud, and invite campers each to share one way he or she has seen or felt the love of Jesus.
Instruct campers to take turns coming forward to the Jesus Box. As each comes up, give him or her a marker and invite him or her to write “Jesus loves ___(camper’s name)___” on the “Savior” side of the box.
Invite campers to stand in a circle and put their arms around the shoulders of the people to their left and right. Close in prayer by counting to three, shouting, “We love you, Jesus!” and then leaning in for a group hug.
Supplies: Bible, Jesus Box, markers
CABIN DEVOTIONS
WHEN CAMPERS ARE READY FOR BED, INVITE THEM TO SHARE “HIGHS” AND “LOWS.” ADD A FINAL STEP BY ASKING THEM EACH TO SHARE ONE WAY HE OR SHE HAS EXPERIENCED THE LOVE OF JESUS TODAY. AFTER THAT, PRAY TOGETHER:
God, thank you for this day and this place.
Thank you for these people and your grace.
Help me to see Jesus in each face,
And give me good sleep, safe in your embrace.
Amen.
Camper Page for day 6
Jesus Is Savior!
Scripture: Romans 5:1–11; Luke 24:36–49
“Jesus loves me, this I know, because the Bible tells me so.” When we say “Jesus is Savior,” we are talking about LOVE!
Draw a picture that shows how much Jesus loves you.
Prayer: Dear God, thank you for all the love we receive through Jesus. Help us to share that love with everyone we meet! Amen.
Day 7 Guide
Jesus Is the Real Thing
Key Verse:
“The Spirit of the Lord is upon me,
because he has anointed me
to bring good news to the poor.
He has sent me to proclaim release to the captives
and recovery of sight to the blind,
to let the oppressed go free,
to proclaim the year of the Lord’s favor.”—Luke 4:18–19
Scripture: Luke 4:14–21
Focus: Campers will learn about Jesus’ mission in the world (his “favorite things”) and think about how to do those favorite things of his when they go home.
Connection to Campers: Children this age have a fairly black-and-white sense of justice. Taking care of people and being kind are the right things to do, and being mean and hurting people are the wrong things to do. Help children understand that when we say Jesus is the “Real Thing,” we mean that he is always doing the right thing, and that he wants us to follow his example in the world.
Leader Notes: Prepare for today by reading the “Biblical and Theological Overview” for Day 7. On this last day of camp, be sure to take the opportunity to help your campers feel a sense of completion. Celebrate them, what they have learned together and what they have accomplished; and give them a send-off that will help them re-enter their lives with a desire to follow Jesus’ example. Be aware that some campers may be a little sad that they are leaving camp today; remind them that camp rolls around each year, so they have something to look forward to next summer!
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Jesus’ Favorites
My Piece of the Puzzle
Raindrops on Roses
Circle of Love
Closing Worship
Explore
Jesus’ Favorites
In this Bible exploration, campers will hear the words that were on the Isaiah scroll that Jesus read in the synagogue. They will learn that those words describe Jesus’ favorite things, and they will create their own scrolls. In preparation for this activity, cut brown grocery bags into pieces that are roughly the size of a sheet of notebook paper. Make sure you have a sheet for every group member, plus a few extra.
Gather in a space that has tables and chairs. Read Luke 4:14–21 aloud. Then explain to the group that when Jesus read this scripture in the synagogue, he was telling the people what he was about. Basically, he was saying that these things are his favorites: good news for the poor, freedom, healing, justice, and announcing that God is at work in the world. These are things that Jesus cares about—and these are things Jesus wants us to care about.
Explain to campers that they get to make their own scroll that lists the things Jesus cares about, so that they can remember them when they go home. Give every camper a piece of brown paper and spread out some markers and crayons around the table. Write Jesus’ favorite things on a large sheet of paper or whiteboard so everyone can see them.
Jesus’ Favorites:
good news
freedom
healing
justice
God is working in the world!
Invite campers to write these things on their papers in their very best handwriting. Encourage them to decorate the page in a way that reminds them of how important these things are. Be sure to check on each camper to make sure that anyone who is struggling receives help.
When campers are finished writing and decorating, have them roll up their paper like a scroll. Help them roll the scrolls tightly and then tie them with pieces of yarn. Ask campers to place their scrolls in their boxes so that they remember to take them home.
Multiple Intelligences: Spatial, Linguistic
Supplies: Enough tables and chairs to accommodate all your campers, Bible, brown paper grocery bags (preferably blank), large sheet of paper or whiteboard, scissors, markers, crayons, yarn, campers’ boxes
Experience
Raindrops on Roses
This activity uses music to help campers remember Jesus’ favorite things. Be sure to download the lyrics and the music, obtain a CD, or practice the song beforehand.
Tell campers they get to be creative geniuses and write a song about Jesus’ favorite things. Explain that because time is limited, instead of writing the music for the song you will use a song that has already been written and simply make up new words. The song is “My Favorite Things” from The Sound of Music. Play it a few times on a CD player or phone, or sing it for the group. Invite campers to sing or hum along as they get comfortable with the tune.
Then get to work on creating new words by focusing only on verse one (“Raindrops on roses”) and verse four (“When the dog bites”). Refer the campers to the scripture, if needed. When your group has finished writing their new lyrics, make a clean copy on large sheets of paper so everyone can see it. Practice singing it together, and celebrate your creativity!
Multiple Intelligences: Musical, Interpersonal
Supplies: Recording and lyrics to “My Favorite Things,” device for playing the music, large sheets of paper, markers, Bible
My Piece of the Puzzle
In this activity, campers will put together a puzzle that has been made out of the group’s covenant. Each camper will be able to take a piece of the covenant home with them to remind them of the group, their week together, and the importance of the promises we make to God and one another. In preparation for this activity, carefully cut your group’s covenant poster into the same number of pieces as there are members in your group, including yourself. These pieces should be odd shapes with sharp random angles or curving lines (resembling a jigsaw puzzle), rather than simple squares or rectangles.
Invite campers to spread out on the floor. Give each camper one piece of the puzzle (keeping one for yourself) and do not tell them what these pieces create. Encourage campers to work together in order to put the puzzle together, and participate with them without telling them where to put each piece.
When the puzzle is complete, explain that the covenant poster represents your group this week. Point out that if any one piece (or person) were missing, the group would not be complete. Explain that the same thing is true when they go home: Their families, their schools, their churches would not be the same without them. They each have something special to offer, including the things that they have learned at camp this week.
Invite campers to brainstorm ways that they can share what they have learned whenever they go home.
Have campers take their pieces of the covenant home. They can put their pieces inside their boxes.
Multiple Intelligences: Spatial, Interpersonal
Supplies: Covenant poster (from Day 2), scissors, camper boxes
Circle of Love
This activity will help bring your group to a close for the week, and send campers off with a sense that they are known and loved. Be sure to encourage your group members to be thoughtful instead of silly so that this activity can have as much power as possible.
Sit in a circle and give everyone a piece of paper and marker. Ask each person to write his or her name at the top of the piece of paper and then pass it to the person on the right. Invite each person to write one or more positive things about the person whose name is at the top of the paper.
When campers are finished writing, have everyone pass the papers to the right and write on the next person’s paper they receive. Continue until everyone has written positive things on every other group member’s paper. A completed piece of paper might look like this:
Madisyn Conner
good laugh
Always thinking
of others
generous
Loving
Makes pretty friendship bracelets
When the group is finished, collect all the papers and present them to the individuals. Give campers time to read their sheets and then have them place the papers inside their boxes so they can take them home.
Multiple Intelligences: Intrapersonal, Interpersonal
Supplies: Sheets of paper and markers for each of the campers, camper boxes
EXPRESS – Worshiping God Together
Song Suggestions
“LORD, YOU ARE MORE PRECIOUS THAN SILVER,”
LYNN DESHAZO
“Micah 6:8 (What Does the Lord Require of You?),” Jim Strathdee
“I’m Gonna Live So God Can Use Me”
(first verse only), African-American spiritual
“I’m Gonna Sing, Sing, Sing,” Traditional
“Children, Go Where I Send Thee!”
African-American spiritual
“Who’s the King of the Jungle?” Traditional
“Jesus Loves Me,” Traditional
“My Favorite Things,” Rogers and Hammerstein
MORNING WORSHIP
BEGIN BY SINGING “JESUS LOVES ME.” THEN READ LUKE 4:14–21 ALOUD. HAVE CAMPERS RESPOND BY SAYING, “JESUS, YOU ARE THE REAL THING!”
Hand out copies of today’s Camper Page. Invite campers to draw a picture that shows how they can help people who are hungry or hurting. Close by singing, “Micah 6:8 (What Does the Lord Require of You?).”
Supplies: Bible, Camper Page for Day 7, crayons
CLOSING WORSHIP
FOR THIS FINAL WORSHIP TOGETHER, YOU WILL NEED THE JESUS BOX AS WELL AS ALL OF THE GROUP’S CAMPER BOXES. ON THE JESUS BOX, WRITE “JESUS IS THE REAL THING!” ON THE REMAINING EMPTY SIDE. WHEN WORSHIP IS OVER, REMIND CAMPERS TO TAKE THEIR BOXES HOME WITH THEM, OR HELP THEM PUT THEIR BOXES WITH THEIR LUGGAGE SO THEY WON’T BE LEFT BEHIND.
Invite campers to sit in a circle around the Jesus Box. Keep the camper boxes in a stack next to you. Open worship by singing “Micah 6:8” (or by singing the song you wrote earlier in the day). Read Luke 4:14–21 aloud.
Invite campers to come up to the Jesus Box to write or draw their favorite thing about Jesus on the final side. Ask campers to sit back down in the circle and then explain that while they have learned about Jesus’ favorite things today, you left something out. One by one, present each camper with his or her camper box by saying, “__________(name)___, you are one of Jesus’ favorite things!”
Close worship in prayer, having campers each share the favorite thing he or she learned this week. End the prayer by thanking God for each member of your group, and ask God to be with the campers as they go home.
Supplies: Bible, Jesus Box, campers’ boxes, markers
Camper Page for day 7
Jesus Is the Real Thing
Scripture: Luke 4:14–21
Jesus cares deeply about justice, kindness, and caring for the poor. He wants me to care about these things too!
Draw a picture that shows ways that you can care about people who are hungry or hurting:
Prayer: Dear God, I want to care about the people and things that Jesus cares about. Help me to help others. Help me to be fair. Help me to make the world a better place! Amen.
older Children
DAY 1 GUIDE
Who Do You Say I Am?
Key Verse: He said, “And what about you? Who do you say that I am?”
Simon Peter said, “You are the Christ, the Son of the living God.”—Matthew 16:15–16 (CEB)
Scripture: Matthew 16:13–17
Focus: Who is Jesus, really? If Jesus asked me instead of Peter, what would I say?
Connection to Campers: Campers, having just arrived at camp, are all in places of uncertainty—even if they’ve been to camp before and already “know the ropes.” Use this time to help them connect to the uncertainty found in the text. Just as their fellow campers may not yet know who they really are, the people mentioned in the text aren’t sure who Jesus really is.
Leader Notes: To prepare for leading your campers, read through the “Biblical and Theological Overview” for Day 1. Remember that today is, first and foremost, about helping the children feel safe and welcome at camp. It is important to work through the text, and it is equally important to help campers work through what it means to be present at camp. What have they left behind? What do they hope to experience? With whom will they make friends while they are here? Keep these questions present in your mind as you encounter your group members for the first time—and as you pray for them during their first day.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Sticky-Note Mosaic
Name Game
Many Hats
Who Do We Say We Are?
Evening Worship
Cabin Devotions
Explore
Sticky-Note Mosaic
Leader Notes: For this activity the best setting is a room with tables and chairs, though it is also possible for campers to write and draw while seated on a hard-surfaced floor. It would be ideal to be in your group’s regular meeting space so that they can revisit their mosaic during morning worship each day.
Since this is the first day and you may not know your campers well, be careful when inviting them to read aloud. Since reading abilities may vary widely in your group and some children may carry shame about their reading level, ask for volunteers rather than call on someone to read. Also, be intentional about helping the campers find the passage; most will not have that skill yet.
Begin by reading Matthew 16:13–17 aloud. If you have volunteers within the group, invite them to take turns reading the same passage out loud from whichever Bible versions they have with them.
After your group has heard the story, invite campers to trace one person’s body on a large sheet of paper with a pencil. Supervise this portion of the activity so that it is completed quickly and without the sort of joking that can make a camper feel badly about his or her body. Above or next to the outline, print: “Who do YOU say I am?” Then tape the paper to a wall in your meeting space.
Hand out at least five sticky notes per person and a variety of markers and pens or pencils. Invite campers to imagine Jesus asking them (rather than Peter) who they say he is. Consider speaking the question aloud, using each of your campers’ names:
“__________, who do you say I am?”
Invite campers to write or draw names, titles, and attributes that describe the Jesus they know. If campers have a difficult time understanding, tell them to begin with some of their favorite songs about Jesus. For example, if they like “Jesus Loves Me,” then they can write “Love,” and if they like “Jesus Loves the Little Children,” they can draw Jesus with children.
When campers are finished, have them place their sticky notes inside the body outline. They can place the notes randomly, or select specific locations inside the body based upon the particular trait they have listed. (For example, a note that says “Love” could be placed where the heart is located on the body.) After your students have made the sticky-note mosaic, invite them to sit back and look at it from a distance. Ask:
• What do you notice about our mosaic of Jesus? What names/titles/traits did we list numerous times?
• What names/titles/traits of Jesus are new for you? Which ones have you not heard or thought about before?
• How can Jesus be all of these things at the same time? How are you multiple things all at once? (sister/brother, child, student, helper, and so on)
• How do you think our picture of Jesus will change as our week at camp goes by? Will we add any names or traits? Will we take any away?
• Do all of you have the same understanding of Jesus? (No, and that’s OK; but all of us will continue to grow in our knowledge of Jesus, especially during this week at camp.)
Leader Note: This is the first day of camp. Some answers given may be more superficial than you would like—and that is all right. Because campers are getting a feel for camp and this new community, cut them a little slack. At the same time, do challenge them to begin thinking a bit deeper about who Jesus really is in the world and in their own lives. Also, take this opportunity to reinforce the truth that people can understand Jesus differently and still claim him as Lord.
Multiple Intelligences: Spatial, Linguistic, Interpersonal
Supplies: Bibles, pencils or pens, markers, large sheet of paper, enough sticky notes for everyone in your group to have at least five, tape (optional)
Experience
Name Game
For this name game, have your group sit or stand in a circle. Explain to campers that their number-one job for the day is to learn one another’s names—and their second job is to get excited about everything that is going to happen during the week. In this game, campers have a chance to work on both of those jobs!
As you go around the circle, persons will give their name and then say something they are looking forward to during the week (or, if they haven’t been to camp before, something that they hope for). The challenge is that what they say has to start with the same letter as their first name. Go first so that campers have an example and a few moments to get comfortable with the rules of the game.
Here are some examples: “My name is Letty, and I hope to Laugh and Learn a lot this week”; “I’m Nathan, and I hope we’ll get to spend some time in Nature.” For rarer letters, such as X or Z, let youth know they can use a word that contains that letter or they can use the first letter of their last name: “My name is Zara, and I’m looking forward to playing craZy games!”
Multiple Intelligences: Interpersonal, Logical/Mathematical
Supplies: None
Many Hats
All of us wear multiple “hats” in our lives as we each fit into different roles. In this game, campers will begin to think about the roles they play and also learn about their peers.
Invite campers to stand in a line across the room. Tell them that you are going to name some roles or “hats” that people wear in their lives and actions that go with them. Each time they hear a “hat” that they themselves wear, they must add on the action that goes with that hat and continue doing that action throughout the game! Here are some examples:
If you are someone’s child, nod your head.
If you are a student, wave your right hand.
If you are a sister, blink your eyes.
If you are a brother, stick out your tongue.
If you are a good friend, hop up and down.
If you are a good helper, turn in a circle.
If you invent things, say, “Eureka!”
If you are a writer, pat your head.
If you are an athlete, wave your left hand.
Campers continue to add on these actions as the game progresses. When campers are overwhelmed with competing actions, it is time to stop the game. Sit in a circle; ask:
• How did it feel to do so many things at once?
• What did you learn about your fellow group members?
Point out that we will be discovering this week many different roles that belong to Jesus. They will help us understand who Jesus truly is in our lives.
Multiple Intelligences: Bodily/Kinesthetic
Supplies: None
Who Do We Say We Are?
Explain to your group that just as it is important to know who Jesus really is, it is also important to know who we are. At camp, part of this means being the best group we can be—and that starts with deciding upon a group name! Together, brainstorm group names and have a volunteer write down each of the ideas. If your group quickly comes up with one that everyone likes, then adopt it and move on to creating a group cheer or chant to use at appropriate times during the week.
Multiple Intelligences: Interpersonal, Bodily/Kinesthetic
Supplies: Markers and a large sheet of paper or dry-erase markers and a whiteboard for noting ideas and tallying votes, if needed
EXPRESS – Worshiping God Together
Song Suggestions
“JESUS LOVES THE LITTLE CHILDREN,” TRADITIONAL
“Jesus Loves Me,” Traditional
“Jesus Is the Rock and He Rolls My Blues Away,” Tony Congi
“I Love You, Lord,” Laurie Klein
“You Are Holy (Prince of Peace),”
Michael W. Smith
MORNING WORSHIP
LEADER NOTE: AHEAD OF TIME COPY AND CUT APART THE CAMPER CARDS (BELOW), WHICH YOU WILL USE WITH EACH DAY. AN ALTERNATIVE SET OF CAMPER CARDS IS PART OF THE EXTRA RESOURCES SECTION, GIVING YOU ANOTHER OPTION.
Explain to your campers that every morning you will gather in your group’s favorite meeting space for morning worship. Encourage them to bring their Bibles. Explain that each day they will receive a Camper Card that contains the focus and scripture for the day.
Give each person a Camper Card for Discovery One. Go over the card together as a group so that campers can begin to understand what the cards will contain, and so that they can see how these cards will be used throughout the week. Read the scripture for today out loud and give the group a moment to wonder together about the focus of the day. What will we learn? What will we do together?
Invite campers to ask any questions that they may have about the day and then close this first morning worship in prayer.
Supplies: Bibles, Camper Cards for Discovery One
EVENING WORSHIP
GATHER TOGETHER, STANDING IN A CIRCLE. (IF WEATHER PERMITS, DO THIS IN A QUIET PLACE OUTDOORS.) SING “JESUS LOVES ME.”
Read Matthew 16:15–16 out loud and with feeling:
[Jesus] said, “And what about you? Who do you say that I am?” Simon Peter said, “You are the Christ, the Son of the living God.” (CEB)
Invite campers to go around the circle, each sharing one word they would use to answer this question: “Who do you say Jesus is?”
Close by holding hands, looking up into the heavens, and (on the count of three) all shouting their one word about who Jesus is. Then shout “Amen” together.
Supplies: Bible
CABIN DEVOTIONS
CABIN DEVOTIONS ARE AN INCREDIBLY IMPORTANT ROUTINE THAT CAN BE BUILT INTO THE END OF EACH DAY AT CAMP. THEY GIVE CAMPERS THE OPPORTUNITY TO REFLECT ON WHAT THEY HAVE LEARNED AND EXPERIENCED DURING THE DAY; THEY ALSO HELP CAMPERS SETTLE DOWN INTO SLEEP SO THEY CAN BE RESTED FOR ANOTHER DAY!
Keep the first night fairly simple. Explain the purpose of cabin devotions to your campers and ask: Where or how did you see Jesus today?
An alternative way to reflect on the day is to invite campers to first share their “lows” and then their “highs” from the last twenty-four hours. Go first if campers seem uncomfortable. Close in prayer and then lights out!
Discovery One
Who Do You Say That I Am?
Key Verse: He said, “And what about you? Who do you say that I am?” Simon Peter said, “You are the Christ, the Son of the living God.”—Matthew 16:15–16 (CEB)
Scripture: Matthew 16:13–17
Focus: Who is Jesus, really? If Jesus asked me instead of Peter, what would I say?
Discovery Two
Jesus Is God with Us
Key Verse: “The child to be born will be holy; he will be called Son of God.”—Luke 1:35b
Scripture: Isaiah 9:6; Luke 1—2
Focus: God made a promise to be with us forever, and God keeps that promise through Jesus!
Discovery Three
Jesus Is Friend
Key Verse: “I don’t call you servants… Instead, I call you friends.”—John 15:15 (CEB)
Scripture: John 15:9–17; John 11:1–45
Focus: Jesus is my friend and shows me how to be a good friend to others.
Discovery Four
Jesus Is Teacher
Key Verses: “Watch out for false prophets. They come to you dressed like sheep, but inside they are vicious wolves. You will know them by their fruit.”—Matthew 7:15–16a (CEB)
“Everybody who hears these words of mine and puts them into practice is like a wise builder who built a house on bedrock.”—Matthew 7:24 (CEB)
Scripture: Matthew 7:15–20, 24–29
Focus: Jesus is the best teacher for my life. Putting his teachings into practice in my life will help me bear good fruit and have a solid foundation for living through hard times.
Discovery Five
Jesus Is Healer
Key Verse: Jesus said to him, “Get up! Pick up your mat and walk.” Immediately the man was well, and he picked up his mat and walked.—John 5:8–9a (CEB)
Scripture: John 5:1–9a
Focus: I can bring my hurts and pains to Jesus. Jesus can heal me and wants me to help others heal.
Discovery Six
Jesus Is Savior
Key Verses: “Thus it is written, that the Messiah is to suffer and to rise from the dead on the third day, and that repentance and forgiveness of sins is to be proclaimed in his name to all nations, beginning from Jerusalem.”—Luke 24:46–47
“But God shows [God’s] love for us, because while we were still sinners Christ died for us.”
—Romans 5:8 (CEB)
Scripture: Romans 5:1–11; Luke 24:36–49
Focus: Jesus came to set us free from sin and guilt. Because of this gift, I can live with joy and confidence!
Discovery Seven
Jesus Is the Real Thing
Key Verse: “The Spirit of the Lord is upon me, because he has anointed me to bring good news to the poor. He has sent me to proclaim release to the captives and recovery of sight to the blind, to let the oppressed go free, to proclaim the year of the Lord’s favor.”—Luke 4:18–19
Scripture: Luke 4:14–21
Focus: Jesus had a mission to help others. I can join him in that mission!
Day 2 Guide
Jesus Is God With Us
Key Verse: “The child to be born will be holy; he will be called Son of God.”—Luke 1:35b
Scripture: Isaiah 9:6; Luke 1—2
Focus: God made a promise to be with us forever, and God keeps that promise through Jesus!
Connection to Campers: Today is likely the first full day of camp for your group. On a day when new campers may feel homesick, we get to celebrate that we are never alone because God-in-Christ is always with us!
Leader Notes: Read the “Biblical and Theological Overview” for Day 2. If you don’t already know the names of all your campers, learn them today and help the other campers too with another name game. When people know their names, children feel they are known, are beloved, and that they belong. Be sure to create your group covenant today, as this covenant will guide your time together throughout the week. Also, use some of this time to begin building trust within your group. It is difficult to teach about the trust we can place in God in any convincing way if our small group environment does not encourage the practice of trust.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Fake Christmas vs. Real Christmas
Promises, Promises
Backpack Name Game
What’s Our Covenant?
Christmas Charades
Leafy Jesus
Evening Worship
Cabin Devotions
Explore
Fake Christmas vs. Real Christmas
The layers of consumerism we’ve wrapped around Christmas can warp our understanding of who Jesus is. This activity is designed to help campers tell the difference between God’s promise found in Jesus (God With Us) and all the other stuff that gets added onto Christmas.
Read Luke 1:26–38 using a couple different versions. If you have volunteers, let campers read the scripture out loud. Encourage them to read with excitement in their voices!
Divide campers into two groups and give each group paper and a marker. Ask one to brainstorm all the things they are told about Christmas that turn out to be “fake” (for example: Christmas is about receiving presents). Ask the other to brainstorm all the things about Christmas that they believe are “real” (for example: Christmas is about Jesus, God With Us).
When groups are finished brainstorming, have them present their lists by going back and forth: sharing one “fake” thing, followed by one “real” thing, and so on. If one group runs out of items before the other, let the second group present the things that are left on their list. After the lists are exhausted, ask:
• Were there more fake things or real things on your lists?
• Why do you think it worked out this way?
• Which parts of the Christmas story do you love the most? Are they the fake things, the real things, or a combination of both?
• How can we celebrate that God is always with us throughout the year, rather than just celebrating it at Christmas?
Multiple Intelligences: Interpersonal, Linguistic
Supplies: Bibles, paper, markers
Promises, Promises
Leader Note: For this activity, you will need to cut apart the covenants on the covenant handout ahead of time.
Campers will learn about the promises (covenants) that God has made in the Bible, and they will see that God keeps these promises.
Explain to campers that, throughout history, God has made promises with God’s people. In the Bible these promises are often called covenants. Ask if the group can give examples of any of the promises found in the Bible.
Place the six covenants from the handout on the ground and explain that they represent six of the promises God has made. Invite campers to put these covenants in chronological order (Garden, Noah, Abraham, Moses, David, Jesus) by arranging them in a line from oldest to newest. Allow some time for campers to examine the promises, think out loud, and work together to figure out the correct order. If you have time and campers are interested, let them look up the Bible verses listed on the covenants.
After the covenants are in order and campers have had a chance to examine them, read Isaiah 9:6 out loud. Explain that this verse is a promise made by God, and invite campers to discuss it; ask:
• Is this a promise that God has kept? If so, how has God kept it?
• Do you think that God is trustworthy? What makes you think so?
• How does this promise affect you?
• What does it mean when we say that Jesus is “God With Us”?
Multiple Intelligences: Logical/Mathematical, Linguistic, Interpersonal
Supplies: Bibles, Promises, Promises handout (below), scissors
Experience
Backpack Name Game
This game helps campers learn the names of their fellow group members by associating names with objects. This game can easily be played outside. If the weather is nice, take advantage of the opportunity and get outdoors!
Sit in a circle, facing a backpack that is at the center of the circle. Explain that each group member will state his or her name and then “place” an imaginary item into the backpack. The item must begin with the same letter as the first letter of the camper’s name.
Give campers an example by going first: “My name is Lara and I’m packing Laffy Taffy.”
Going around the circle, each person must list what the others have already packed (along with their names) before stating his or her name and backpack item. When everyone has taken a turn, challenge the campers to repeat all the names and items.
Multiple Intelligences: Interpersonal
Supplies: Empty backpack
What’s Our Covenant?
This activity will help campers understand the rules for your group.
Briefly talk with your group about covenant. In addition to being a promise God has made, it can also be a promise between people that helps them live and work together. Write down your group’s name at the top of the paper followed by “Our Covenant.” Have campers brainstorm things that need to happen (or not happen) in your small group so that their camp experience can be amazing.
Your covenant might include: “Don’t interrupt people,” “Have fun!” “Be respectful,” or, “Listen to each other.” When the covenant is complete, pass the markers around so that campers can sign it. Point back to the covenant any time you have a behavior issue or any time campers need to be reminded of your group expectations.
Multiple Intelligences: Interpersonal
Supplies: Poster board or large sheet of paper, markers
Christmas Charades
This silly and active game will help children remember the Christmas story and the promise that was fulfilled with the birth of Jesus, while also strengthening your group dynamic and letting out some energy.
Tell campers that you will be playing charades. There is no need to divide into teams. Instead, let the entire group work together to guess each prompt. Encourage—but don’t require—each camper also to take a turn acting out a person, place, or thing that is a part of the Christmas story (without speaking or humming). Use these prompts:
Baby Jesus Donkey
Manger Mary
Innkeeper Three Wise Men
Christmas Star Angel
Shepherds Joseph
Sheep
Multiple Intelligences: Bodily/Kinesthetic
Supplies: None
Leafy Jesus
This nature activity will get campers outside while also helping them to think about Jesus as God With Us.
Head outdoors. Invite campers to collect a variety of leaves that they find on the ground (not still growing), as many as they like, for a collage. After a few minutes, draw the group back together in a place that has tables or a hard-surfaced floor for a workspace.
Give every child a sheet of paper and a glue stick. Invite campers to use their leaves to create a piece of art that reminds them of Jesus as God With Us. The art can be very concrete (making a cross or a stick figure, for example) or it can be more abstract. Allow enough time for campers to settle into the project and complete their creations. As they work, take the opportunity to talk with campers and answer any questions they have about what it means for Jesus to be God With Us.
When campers are finished, take turns sharing these creations. Encourage campers to explain their own artwork and to ask questions about the other pieces as they are shown.
Multiple Intelligences: Naturalist, Spatial
Supplies: Leaves, glue sticks, paper (optional: pens or markers)
EXPRESS – Worshiping God Together
Song Suggestions
“I AM A PROMISE,” BILL AND GLORIA GAITHER
“Emmanuel,” Amy Grant
“Jesus Loves Me,” Traditional
“Kumbayah,” Spiritual
“Hark! The Herald Angels Sing,” Carol
MORNING WORSHIP
GATHER YOUR GROUP AROUND THEIR STICKY-NOTE JESUS MOSAIC FROM DAY 1. GIVE CAMPERS NEW STICKY NOTES AND MARKERS.
Invite campers to think about what they learned yesterday. Encourage them to add to the mosaic new words and traits that describe Jesus, using the perspective they gained from your first day together.
Read Isaiah 9:6. Then tell the campers that today you will learn about how Jesus is God With Us. Hand out the Discovery Two Camper Cards for them to keep in their Bibles and then close in prayer.
Supplies: Bible, Camper Cards for Discovery Two (see Day 1), sticky notes, markers, sticky-note mosaic Jesus
EVENING WORSHIP
GATHER TOGETHER IN A QUIET PLACE—PREFERABLY OUTSIDE WHERE YOU CAN WATCH THE SUNSET OR SEE THE STARS. SIT IN THE GRASS OR ON THE GROUND AND TAKE A FEW MOMENTS TO ALLOW THE GROUP TO GET COMFORTABLE.
Invite campers to think about a way they want God to be with them in their lives.
Sing “Kumbayah” (especially the verse that says “Come by here, my Lord”).
Proclaim enthusiastically that Jesus is God With Us—here and now! (If you have a kazoo or other hornlike instrument, “sound the horn” before making this proclamation.) Encourage campers to jump up and celebrate.
Close in prayer by yelling together: “You are here with us! Thank you, Jesus!”
Supplies: (optional: kazoo or other hornlike instrument)
CABIN DEVOTIONS
INVITE THE CAMPERS IN YOUR CABIN TO SIT IN A CIRCLE OR SIT QUIETLY ON THEIR BEDS.
Have them take turns sharing their high points and low points of the day, then ask:
• Where did you see or experience God With Us today?
• What was your favorite thing that you learned today?
Close in prayer and turn the lights out.
Promises, promises (see PDF file page 87)
Day 3 Guide
Jesus Is Friend
Key Verse: “I don’t call you servants… Instead, I call you friends.”—John 15:15 (CEB)
Scripture: John 15:9–17; John 11:1–45
Focus: Jesus is my friend and shows me how to be a good friend to others.
Connection to Campers: Older children care about what their friends think and are already susceptible to negative peer pressure. Learning about the true friendship offered by Jesus can help campers gain perspective, as well as teach them how to become better friends to others.
Leader Notes: Read the “Biblical and Theological Overview” for Day 3. Listen to campers carefully. Don’t assume you know everything about their experiences with friendship. They might tell about pressures you weren’t even aware of yet. Be ready to help campers sort through real-friend and fake-friend behaviors, using Jesus as an example.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Bearing Fruit
“Lazarus, Come Out!”
Friendship Bracelets
Real Friend or Fake Friend?
Fastest Lazarus
Beach Ball Conversations
Evening Worship
Cabin Devotions
Explore
Bearing Fruit
This snack time activity will help campers reflect on Jesus’ words in John 15:12–17, especially these from verse 16: “You didn’t choose me, but I chose you, and appointed you so that you could go and produce fruit and so that your fruit could last.”
Take your group to a table or blanket (preferably outside). Read John 15:12–17. Spread out a variety of fruit (fresh fruit, fruit snacks, fruit roll ups). Invite campers to take something to eat.
As everyone is eating, tell the campers that Jesus was talking to his friends. Throughout their time together Jesus showed his disciples what a true friend is: loving, forgiving, being patient and kind and just. Those qualities are the “fruit”—the result—of Jesus’ relationship with God, the Father. Those qualities are the “fruit” Jesus wants us to produce too. Ask:
• What was the commandment that Jesus gave his friends? (Love one another.)
• In our friendships, how do we show that we are loving? (Using words that are positive and encouraging; doing things that are helpful; being patient and kind; treating others with respect, for example.)
• What helps us to produce the kind of fruit Jesus was talking about? (Looking to Jesus as our example, developing a closer relationship with Jesus, being with other people who also love Jesus.)
Multiple Intelligences: Linguistic
Supplies: Bible, assorted fruit and fruit snacks, table or blanket
“Lazarus, Come Out!”
This guided meditation will help campers experience Jesus’ devotion to his friends.
Turn on some soothing, meditative music at a low volume. Invite campers to get comfortable, sitting or lying down with eyes closed. Ask them to use their imagination as you tell them a story. Read the “Lazarus, Come Out!” meditation to campers. When the meditation is finished, invite campers to open their eyes and sit in a circle. Ask:
• What did it feel like to be Lazarus?
• What made Jesus such a good friend?
• How is Jesus’ friendship with Lazarus different from the friendships you have now?
• How does it feel to know that Jesus wants to be your good friend?
Multiple Intelligences: Intrapersonal, Spatial
Supplies: CD player, meditative music, “Lazarus, Come Out!” guided meditation (below)
Experience
Friendship Bracelets
This craft activity gives campers the opportunity to make a symbol of friendship. It also provides time for them to simply be together and talk.
Spend time making friendship bracelets with your group. Campers can make simple bracelets by braiding string, or you can provide them with some patterns ().
When you begin this craft activity, be sure to tell campers that they need to make at least two bracelets, one of which they will turn in to you.
Leader Note: The bracelets that you receive will be used later in the day as a part of your evening worship.) As you all create bracelets together, take the opportunity to listen as campers interact with one another. If talk does not flow naturally or you sense an awkward silence, engage campers in conversation about their experience with friendship, asking questions such as:
• Has anyone ever given you a friendship bracelet? If so, how did that make you feel?
• What do special gifts like a friendship bracelet mean?
• What is the best thing a friend has ever done for you?
• What is the best thing you have ever done for a friend?
Multiple Intelligences: Spatial, Bodily/Kinesthetic
Supplies: Embroidery floss or yarn, scissors, duct tape (optional: friendship bracelet patterns)
Real Friend, Fake Friend
This activity is a way to help campers begin thinking about the differences between good/real friends and bad/fake friends.
Using masking tape, divide the floor of your group area in half with a line. Explain to campers that you will give them a variety of actions or descriptions of a friend. For each statement, they must decide whether it describes a real friend or a fake friend and then indicate their choice by moving to one side of the line or the other (left side = fake, right side = real).
After campers have made their choice, give them an opportunity to explain or defend their choice before moving on to the next statement. Campers may choose to stand on the line if they think a statement could describe both fake and real friends, but standing on the line means that they must explain their choice.
Sample Statements:
Your friend makes plans with you, but then changes them when someone else asks him to hang out.
You tell your friend about a very embarrassing moment, and she doesn’t tell anyone else.
Your friend prays for you when you are sick.
She only calls when she needs something.
He respects your parents.
Your friend is jealous of you when you get good grades.
She encourages you to study for class.
Multiple Intelligences: Bodily/Kinesthetic, Logical/Mathematical
Supplies: Masking tape
The Fastest Lazarus
Divide campers into two teams (three if your group is very large). Tell each team to pick a Lazarus in their group. Each group should stand in a circle around their Lazarus.
Give each team a roll of toilet paper. When you say, “Go,” they must wrap Lazarus up like a mummy with the toilet paper. The first team to use their entire roll wins the first round.
Once each team has completed their Lazarus mummy, shout, “Lazarus, Come Out!” Each Lazarus must free himself or herself from all of the toilet paper. The first completely free Lazarus wins the second round. Share a bowl of candy with the entire group, but let the winners of both rounds have first pick.
Multiple Intelligences: Bodily/Kinesthetic, Interpersonal
Supplies: Two or three rolls of toilet paper, assorted candy
Beach Ball Conversations
Leader Note: Ahead of time, inflate a beach ball and, using a permanent marker, write all over the surface of the ball a variety of questions and prompts, such as: favorite color, favorite food, best vacation ever, future profession, favorite subject in school, one thing you like about your friend, number of siblings.
To play the game, sit in a circle together. Explain to campers that in this game you will all take turns tossing the beach ball to various people in the circle. When the ball is thrown to you, catch it and answer the question that is closest to where your right thumb lands on the ball. After you have answered the question, toss the ball to someone else.
Make sure everyone gets a chance to answer a question. If the campers would like to play the game for a longer amount of time, continue tossing the ball around the circle. At this point, tell the campers, “If you catch the ball and your thumb lands on a question you’ve already answered, pick one of the other questions that is near your hand.”
Point out that getting to know one another better is a way of building a friendship. That is true also as we think about Jesus: It is important that we spend time getting to know Jesus more deeply too.
Multiple Intelligences: Bodily/Kinesthetic, Interpersonal
Supplies: Beach ball (prepared in advance as noted above)
EXPRESS – Worshiping God Together
Song Suggestions
“FRIENDSHIP,” COLE PORTER
“You’re My Brother (Sister), You’re My Friend,” Tony Congi (Watch this video for the motions to the chorus: )
“I Have a Friend Who Loves Me,”
Mrs. David J. Beattle
“What a Friend We Have in Jesus,” Hymn
“Friends Are Friends Forever,” Michael W. Smith
MORNING WORSHIP
GATHER YOUR GROUP AROUND THEIR STICKY-NOTE NOTE JESUS MOSAIC. GIVE CAMPERS NEW STICKY NOTES AND MARKERS.
Invite campers to think about what they learned yesterday. Encourage them to add to the mosaic new words and traits that describe Jesus, using the perspective they gained yesterday (Jesus is God With Us).
Read John 15:13–14. Then tell campers that today you will learn about how Jesus is our friend. Hand out the Discovery Three Camper Cards for them to keep in their Bibles and then close in prayer.
Supplies: Bibles, Camper Cards for Discovery Three, sticky notes, markers, sticky-note mosaic Jesus
EVENING WORSHIP
LEADER NOTE: FOR THIS EVENING WORSHIP, FIND A PLACE WHERE YOU CAN SIT IN A CIRCLE. BE SURE TO HAVE THE FRIENDSHIP BRACELETS THAT CAMPERS MADE EARLIER IN THE DAY. YOU NEED TO HAVE ONE BRACELET FOR EACH GROUP MEMBER.
Sing “You’re My Brother (Sister), You’re My Friend.” Read John 15:12, 15.
Invite campers to share one thing that they have learned about friendship from Jesus and the lessons and activities of the day. Explain that if we let him, Jesus will always be our friend. We can trust his friendship.
Tell campers that you have a reminder for each of them that Jesus will always be their friend. Then go around the circle and tie a friendship bracelet around the wrist of each camper. As you tie each bracelet, look the recipient in the eye and say, “Jesus is your friend!”
Close in a simple prayer, thanking God for Jesus and the gift of friendship.
Supplies: Bible, friendship bracelets (one for each camper)
CABIN DEVOTIONS
INVITE THE CAMPERS IN YOUR CABIN TO SIT IN A CIRCLE OR SIT QUIETLY ON THEIR BEDS.
Have them take turns sharing their high points and low points of the day.
Ask: How does it feel to know that Jesus is your friend?
Close in prayer and turn the lights out.
“Lazarus, Come Out!”
Guided Meditation Based on John 11:1–45
Read this meditation with feeling, pausing appropriately to give campers time to imagine themselves in the story:
Your name is Lazarus. You live with your sisters, Mary and Martha, in a village called Bethany. You love your life together, especially these past three years. Life was good before, but everything changed when Jesus started his teaching.
You and your sisters decided to follow Jesus early in his ministry. You couldn’t help yourself—he told the truth about God and his excitement was contagious! And on top of all that, he was so easy to like. It didn’t take long for you and Jesus to become close friends.
When it came to friendship, Jesus was the best. He listened when you talked about your life and all the things you hope for. He treated your sisters with respect and made friends with them too. He checked in on you, laughed with you, and loved to eat meals with you. And when Jesus said he was praying for you, he really meant it.
When you got sick, your sisters sent word to Jesus. They knew that when he found out about your illness, he would come right away and fix everything. Jesus got the message, but before he and his disciples could make it to your house, you passed away. Your sisters wrapped you in cloth, put you in a tomb, rolled the stone door shut, and continued to grieve.
When Jesus got to your house and found out that you had died, he sat down and cried. Your sisters were upset. They had so hoped that Jesus would have kept you from death. Then, Jesus got up and had the stone door rolled away from your tomb. Out of the darkness and stillness, you began to feel tingling in your fingers and toes. Through the cloth over your eyes, you began to see tiny sparkles of light. You could see and feel! You were alive again!
After praying loudly to God, Jesus called to you: “Lazarus, come out!” Getting up was tricky because of all the cloth wrappings, but you stood and walked out of the tomb into the light. Your friend, Jesus, was there, waiting for you. He had people free you from all the cloth wrappings—just as he had freed you from death.
You are alive because of Jesus, your friend!
Day 4 Guide
Jesus Is Teacher
Key Verses: “Watch out for false prophets. They come to you dressed like sheep, but inside they are vicious wolves. You will know them by their fruit.”—Matthew 7:15–16a (CEB)
“Everybody who hears these words of mine and puts them into practice is like a wise builder who built a house on bedrock.”—Matthew 7:24 (CEB)
Scripture: Matthew 7:15–20, 24–29
Focus: Jesus is the best teacher for my life. Putting his teachings into practice in my life will help me bear good fruit and have a solid foundation for living through hard times.
Connection to Campers: Teachers are important people in campers’ lives. Older elementary children admire good teachers but may also be aware of bad teachers. They are making choices about whom to believe and follow.
Leader Notes: Read the “Biblical and Theological Overview” for Day 4. Be on the lookout for campers who have had overwhelmingly negative experiences in school. It may be harder for these children to relate positively to Jesus as teacher, but they need this image of Jesus even more than other campers!
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Good Fruit/Bad Fruit
On Christ the Solid Rock
Fruit Basket Upset
Rock Solid Mission Statement
Standing on the Rock
Back to Back
Evening Worship
Cabin Devotions
Explore
Good Fruit/Bad Fruit
Leader Note: Because today’s scripture is in two passages, plan to do both of the activities in this section.
Show the group your two pieces of fruit. Ask if they know which one is good and which one is bad. Pass the fruit around. Encourage the campers to tell how they would go about deciding (look closely, press it to feel how firm it is, smell the fruit, cut it open to see inside, taste it).
Invite a volunteer to read aloud Matthew 7:15–20. Ask the campers what connections they see between what Jesus was saying and what they said about the fruit. (Sometimes telling the difference between what someone says is good and what is truly good is difficult. So we have to choose carefully to whom we listen. Jesus is saying that we can know to whom to listen and follow by the way they live—the “fruit” they produce.)
Point out that today we are looking at Jesus as our teacher, Jesus as one whom we choose to follow. Challenge the campers to recall stories from the Bible about what Jesus taught and how he lived. Rather than have campers feel put on the spot, invite them to buddy up with one or two others to come up with at least one thing they can report. Give the small teams a brief time and then come back together to hear their descriptions. Affirm their efforts; lift up for the campers the guides for their faithful living that come from Jesus’ teachings and his example.
Summarize and make the point that in Jesus we have a “true prophet,” a teacher we can trust and follow, because we have seen how he lived, what kind of fruit he produced. As followers of Jesus, we are called to bear good fruit in our lives too.
Multiple Intelligences: Spatial, Linguistic, Logical/Mathematical, Interpersonal
Supplies: Bible, two pieces of the same kind of fruit; if possible, have one be going bad but not obviously so
On Christ the Solid Rock
Have another volunteer read the next teaching of Jesus—Matthew 7:24–29.
Ask if any of the campers can sing and do the motions to “The Wise Man Built His House Upon the Rock.” Encourage them to teach the words and motions to the others and lead the group in singing.
Ask: What kinds of things might the “rains” represent in people’s lives? (difficulties, tragedies, hard times).
Introduce the campers to another song, “My Hope Is Built.” Before singing it, examine the first line:
“My hope is built on nothing less than Jesus’ blood and righteousness.”
Refer again to the conversation about the “rains”; ask how important hope is. Point out that our faith in God’s love gives us hope to be able to get through hard times in life. We know God loves us because of Jesus—what he did for us (his “blood,” being our Savior, which we’ll talk more about this week) and how he lived (his “righteousness,” another way of saying he produced good fruit).
Examine the second line of the song:
“I dare not trust the sweetest frame, but wholly lean on Jesus’ name.”
Remind campers of the first scripture read, especially the first verse, Matthew 7:15. Ask: How is the sweetness referred to in the song like the “false prophets” Jesus taught about? (Inside what looks like just a sheep is a vicious wolf; sometimes what looks “sweet” is really not OK.) Make the point that we can trust Jesus and what he taught about how to live.
Teach the chorus and sing it several times. Invite campers to make up interpretive movements for the chorus, as well.
On Christ the solid Rock I stand,
All other ground is sinking sand;
All other ground is sinking sand.
Multiple Intelligences: Musical, Linguistic
Supplies: Familiarity with the words and music to both songs (optional: instruments)
Experience
Fruit Basket Upset
This silly game is a palate cleanser and opportunity for campers to work off some energy before moving into another activity.
Put chairs in a circle and invite campers to find a seat. (You won’t have a seat, so stand in the center of the circle.) Have campers count off (either in sets of three or four, depending on the size of your group). Assign each number a type of fruit. For example, all the ones are grapes, twos are bananas, threes are apples, and fours are kiwis.
Explain to the group: “Whoever is in the center will call out a fruit. If your fruit is called, you must get up and try to find another chair, while the person in the center tries to steal a chair. If the person calls, ‘Fruit basket upset,’ then everyone must get up and find another chair. When you get up to find a chair, you can sit in any chair except the chair immediately to your left or right or the chair you just left. If you end up without a chair, you become the next person in the center.”
Multiple Intelligences: Bodily/Kinesthetic
Supplies: Chairs (one less than the total number in your group, including adults)
Rock Solid Mission Statement
Explain to campers that Jesus wants us to build our lives and faith by following his teachings and living faithfully, making choices in light of Jesus’ love. If we build our lives on this kind of solid rock, then we will be able to withstand the “rains” and bear good fruit as we live, work, and play.
Give every camper a brick or large rock. Invite them, using the paint pens and/or permanent markers provided, to create a personal “mission statement” on the brick or rock. Their mission statement should answer two questions:
• How will I build upon “rock” (that is, listen to and follow Jesus)?
• What kind of “good fruit” do I want to create with my life?
What is actually written on the rock or brick does not have to be a full sentence; a key word or phrase will suffice. Give campers some time to work on their mission statements, and be available to answer questions that may come up while they work. When the group is finished, sit in a circle and let campers take turns presenting their mission statements.
Multiple Intelligences: Intrapersonal, Spatial, Linguistic
Supplies: Bricks or large rocks, paint pens and/or permanent markers
Standing on the Rock
Leader Notes: This craft is best done outside, but if weather is bad, be sure to put down newspaper or plastic sheeting in your meeting area so that any mess can be cleaned up easily.
In the hour before your group will do this craft, follow the instructions on the concrete mix bag and prepare enough concrete to fill one plastic saucer per each camper. When you pour the concrete, set the saucers on a hard flat surface and gently tap around the edges to release any air bubbles. Let saucers sit for thirty to sixty minutes.
During the activity watch campers carefully—getting silly with wet concrete can be messy and even dangerous!
When campers arrive at your crafting space, have the saucers spread out on the ground or a newspaper-covered table so that there is space to work individually.
This craft activity will give campers the opportunity to think about how they can build their lives on Jesus while they create a one-of-a-kind stepping stone.
Place all the mosaic tiles, small stones, and sticks on one table where campers can choose their decorations.
Have each camper select a saucer to work on and put on a pair of rubber gloves. Tell the group that they will be creating stepping stones that will remind them when they go home that Jesus is their teacher. They can create designs with tiles and stones by pressing them into the concrete, and draw pictures or write words in the concrete using sticks.
When campers are finished, set the stepping stones in a safe place to finish setting up. They will be ready to remove from the molds on the last day of camp.
Multiple Intelligences: Spatial, Intrapersonal
Supplies: Clear plastic planter saucers, enough rubber gloves for every camper, mosaic tiles, small stones, sticks, newspaper or plastic sheeting, concrete mix (Check the concrete mix bag for mixing instructions and any other needed supplies.)
Back to Back
During this activity, campers will pair up, sitting back to back. Give one member of each pair a sheet of paper and a pencil. Give the other member of each pair a simple hand-drawn picture (for example, a simple snowman, a flower, a flag).
Explain that the group members who have the pencils and blank paper will recreate the drawing by listening to their partner describe it. Remind the “describers” that they cannot simply tell their partner what the picture is (instead of saying, “It’s a flag,” they might say, “Start by drawing a rectangle...”).
After the campers feel they have finished, have the pairs compare their drawings. Debrief the activity; ask:
• How close did your team get to recreating the picture?
• Were you/was your partner a good teacher? How so?
• Was this activity hard or easy? What made it that way?
• What would have made this easier?
Multiple Intelligences: Spatial, Linguistic, Interpersonal
Supplies: Pencils, paper, a few simple drawings
EXPRESS – Worshiping God Together
Song Suggestions
“HE HAS SHOWN YOU” (MICAH 6:8), RALPH MERRIFIELD
“Lead Me, Lord,” Hymn
“I Want to Know You,” Sonicflood or
William McDowell
“Lord of the Dance,” Hymn
“Here I Am, Lord,” Hymn
“Jesus Is the Rock,” Larry Norman
“My Hope Is Built,” Hymn
“The Wise Man Built His House Upon the Rock,” Traditional
MORNING WORSHIP
GATHER YOUR GROUP AROUND THEIR STICKY-NOTE NOTE JESUS MOSAIC. GIVE CAMPERS NEW STICKY NOTES AND MARKERS.
Invite campers to think about what they learned yesterday. Encourage them to add to the mosaic new words and traits that describe Jesus, using the perspective they gained from your third day together.
Read Matthew 7:15–20, then share with campers that today you will learn about how Jesus is our teacher. Hand out the Discovery Four Camper Cards for the children to keep in their Bibles and then close in prayer.
Supplies: Bibles, Camper Cards for Discovery Four, sticky notes, markers, sticky-note mosaic Jesus
EVENING WORSHIP
GATHER OUTSIDE (IF POSSIBLE). BEGIN WORSHIP BY SINGING “JESUS IS THE ROCK.” READ MATTHEW 7:24–29. INVITE CAMPERS TO LIFT UP THINGS THEY WANT TO DO TO FOLLOW JESUS’ TEACHINGS.
Explain that one of the things Jesus taught his followers to do was to pray. He gave them a special way of praying that we now call the Lord’s Prayer.
Some campers will know the Lord’s Prayer, but others may not. Encourage ones who know it well to speak up, so that they make it easier for the others to learn. Take a few minutes to familiarize campers with the words—and the ideas. Talk briefly about the prayer’s various parts, which will help even those who have memorized it. Or, give everyone printed copies of the prayer.
Tell campers you are going to close worship by praying the Lord’s Prayer together, starting at a whisper and slowly building to a shouted “Amen!” Close with the Lord’s Prayer in this way.
Supplies: Bible (optional: printed copies of the Lord’s Prayer)
CABIN DEVOTIONS
INVITE THE CAMPERS IN YOUR CABIN TO SIT IN A CIRCLE OR SIT QUIETLY ON THEIR BEDS.
Have them take turns sharing their high points and low points of the day.
Ask: What did you learn from our teacher, Jesus, today?
Close in prayer and turn the lights out.
Day 5 Guide
Jesus Is Healer
Key Verse: Jesus said to him, “Get up! Pick up your mat and walk.” Immediately the man was well, and he picked up his mat and walked.”—John 5:8–9a (CEB)
Scripture: John 5:1–9a
Focus: I can bring my hurts and sadness to Jesus. Jesus can heal me and wants me to help others heal.
Connection to Campers: Most every child knows what it is like to scrape a knee or to be sad. The image of Jesus as healer is one to which older children can relate, especially in concrete ways: Jesus performing miracles in which people’s physical wounds are literally healed. Also, some campers will be ready to begin thinking about ways that Jesus heals emotional or spiritual wounds.
Leader Notes: Review the “Biblical and Theological Overview” for Day 5. Be sure to pray for your campers today, and be on the lookout for signs that a child is carrying deeper hurts. Today’s focus has the potential to bring up very personal stories and wounds among campers, so be prepared to listen (and brush up on your camp’s abuse reporting policy, just in case).
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Body Prayers
Band-Aids for the World
Puzzle Hearts
Words Hurt, Words Heal
Throw Away Your Hurts!
Evening Worship
Cabin Devotions
Explore
Body Prayers
This active prayer exercise will give campers an opportunity to claim the healing that Jesus offers them.
Read John 5:1–9a. Tell campers that one of the things Jesus is best known for is healing people. Invite campers to share some of the stories that they have heard about healings performed by Jesus. (Leader Note: Be prepared to mention a few in case your campers are not familiar with these stories.)
Call attention to the fact that today Jesus is not here in the same way as when he walked on earth. However, Jesus is still with us; Jesus is God with us—and still healing people. One way healing occurs is through acts of God’s people. Some of them are doctors, nurses, therapists, and counselors, who know a lot about medicine and other kinds of healing; but people who follow Jesus can do many different kinds of things to help persons who are hurting in some way. Ask the group to think of some actions that help other people get stronger and feel better (being supportive and encouraging, helping in various ways, listening, praying, and so on).
Give each camper three copies of the outline of a person (on p. 100), as well as five to ten adhesive bandage strips and a few markers. Ask campers to label one of the people “Me.” Then encourage campers to think of two other people in their lives that they know need healing of some sort. Invite campers to think of the things in their lives or bodies and the lives or bodies of others that they would like to have healed. Have them write those things down on corresponding parts of the person outlines. Once campers are finished writing down these hurts, invite them to cover each hurt with its own adhesive bandage.
Allow volunteers some time to share some of the hurts they wrote down. Be sure to encourage campers to listen to one another with care and respect. When they have finished, remind them that Jesus has the power to help heal hurt and sadness in our lives, and assure them that the sharing they just did was an act of prayer!
Multiple Intelligences: Intrapersonal, Spatial
Supplies: Three copies of attached body outline per camper, markers, one hundred or more adhesive bandage strips (variety of colors and sizes)
Band-Aids for the World
Even children may feel overwhelmed by the pain and suffering that they see happening on a large scale all around the world. This activity will help the campers learn to pray on a worldwide scale in addition to a personal scale.
Read John 5:1–9a. Explain to campers that while Jesus healed individuals, God’s power makes it possible to bring healing around the world. God also works through God’s people, who live out their faith in caring for others and working for healing through justice in the world.
Have everyone form a circle, and place a world map in the middle of the circle. As a group, look at the map and have campers name places they’ve heard of that are marked with poverty, war, hunger, violence, oppression, or abuse. Use a red marker to put a dot on every place mentioned.
Give campers adhesive bandage strips and pens. Invite them write a prayer reminder for the world on their Band-Aid. They may write things like the name of a country and “fighting” or simply “hungry people.” These brief notes can lead to prayers, such as “God, please help the people in (a place in the news) who are fighting each other” or “Jesus, help the people in the world who are starving.”
Have campers take turns saying their prayers out loud and then sticking their bandages on the map. Then join hands in a circle around the map and say this prayer, lining it out for campers to repeat:
Dear God, the world is broken and hurting, but we know that Jesus is a great healer. Through him, please bring healing to everyone who suffers and experiences pain. In Jesus’ name, Amen.
Multiple Intelligences: Spatial
Supplies: Large world map, red marker, adhesive bandage strips, pens
Experience
Puzzle Hearts
Leader Note: Ahead of time, cut a large heart out of cardboard. Write the title “My Heart” in large letters on the heart.
Show the heart to campers and tell them it represents all of our hearts. Then ask them to start naming the ways that we hurt one another and break trust in our families and friendships. Every time a camper names something destructive, cut a piece off of the heart and set the piece on the table. Stop when you have run out of heart to cut.
Ask the campers to help you put the heart back together again. While you work, talk about how much work it can be to put a broken heart back together. When you have finished reassembling the heart, use bandages to hold all those pieces together. Write “Jesus” on each of the adhesive strips to symbolize that sometimes we need Jesus to help us put our hearts and our relationships back together.
Multiple Intelligences: Interpersonal, Spatial
Supplies: Cardboard heart, markers, scissors, more adhesive bandage strips
Words Hurt, Words Heal
Use this experience to help the campers see the ways that our words can tear people down or build them up.
Get in a circle with one camper standing in the middle. Encourage the others in the circle to quietly say mildly unkind things that get said to people, especially at school. (Leader Note: Stress that the campers need to be appropriate during this activity and remind the person in the center that this isn’t real—it is only a demonstration.)
Each time someone says a word, have everyone in the circle put pressure on the camper in the middle by taking a step closer to him or her.
To release the pressure, the camper must shout back positive and affirming statements, such as, “You are beautiful” or “You are smart.” When the person in the middle shouts an affirmation, everyone in the circle must take a step back. Let different campers take turns experiencing being in the center of the circle.
Discuss how it felt to receive quiet negative statements, and how it felt to shout positive and affirming things. Point out that while it may feel silly to shout the positive things, we often have to be more purposeful about choosing to say things that build people up because it is so easy to focus on mean, destructive words—even when they are quiet. Remind campers that Jesus can help us be the sort of people who build others up with our words and bring healing.
Multiple Intelligences: Linguistic, Bodily/Kinesthetic
Supplies: None
Throw Away Your Hurts!
Have everyone take several sheets of paper each. Tell campers that in this game, they are to start by writing on each paper one thing that has hurt them in the last few weeks—anything that has caused them pain or sadness. They should not put their names on the papers. This information is strictly between campers and God.
When campers have each written at least three to five things, have them wad their papers into balls. Form two teams and have them face each other on opposite sides of the room. Use masking tape or some other device to create a dividing line on the floor between the teams.
Explain to campers that sometimes we want to hold on to our hurts instead of giving them to Jesus, and that today we are going to practice throwing our hurts away. Tell campers, “When I say, ‘Go,’ throw all your concerns onto the other team’s side while trying to keep the other team’s concerns off your side. The goal of the game is to get as many concerns as possible onto the other team’s side in two minutes. Go!”
When the time is up, put a large trashcan in the middle of the room. Tell campers they now have thirty seconds to work together to get all the concerns in the recycling bin.
Remind the campers that they don’t have to hold on to all the things that make them feel hurt or sad; they can give them to Jesus. Throwing away the hurts we wrote was a way of representing that.
Point out also that many times Jesus brings healing to us through the care and help of other people. Helping one another in the game pick up all the trash, which was a symbol of our hurts, was a way of representing that. As followers of Jesus, we can look for ways to give care to others when they are hurting.
Multiple Intelligences: Bodily/Kinesthetic, Intrapersonal
Supplies: Paper, pencils, masking tape, recycling bin
EXPRESS – Worshiping God Together
Song Suggestions
“AMAZING GRACE,” HYMN
“Change My Heart, O God,” Eddie Espinosa
“Create in Me a Clean Heart,” Keith Green
“Sanctuary,” Randy Rothwell
“Light the Fire,” Bill Maxwell
“Standing in the Need of Prayer,” Hymn
“Let There Be Peace on Earth,” Hymn
Morning Worship
GATHER YOUR GROUP AROUND THEIR STICKY-NOTE NOTE JESUS MOSAIC. GIVE CAMPERS NEW STICKY NOTES AND MARKERS.
Invite campers to think about what they learned yesterday. Encourage them to add to the mosaic new words and traits that describe Jesus, using the perspective they gained from your fourth day together.
Read John 5:8–9. Then share with campers that today you will learn about how Jesus is healer.
Hand out the Discovery Five Camper Cards for the children to keep in their Bibles, and then close in prayer.
Supplies: Bibles, Camper Cards for Discovery Five, sticky notes, markers, sticky-note mosaic Jesus
EVENING WORSHIP
GIVE CAMPERS EACH A SHEET OF PAPER AND A PEN. INVITE THEM TO WRITE OR DRAW THE HURTS THAT THEY WANT JESUS TO HELP THEM LET GO OF, FORGIVE, OR HEAL. WHEN CAMPERS ARE FINISHED, HELP THEM FOLD THEIR PAPERS INTO ORIGAMI BOATS.
Lead campers to a location that has water (stream, lake, pool). Say something like: “If we share our hurts with Jesus, he can help us to let go, help us to forgive others or ourselves, and help us to heal from the things that have hurt us. Let’s practice sharing our hurts with him by setting them free in the water.” Encourage them to release their boats into the water.
Assure the campers that healing happens in many different ways, not always as we might expect or hope or as soon as we might want. But God loves us no matter what and nothing can separate us from the love of God in Christ Jesus!
Close in a popcorn prayer, with each camper lifting up one way he or she has been healed.
(Leader Note: Be sure to use biodegradable paper, or have a way to collect and dispose of the boats after evening worship.)
Supplies: Sheets of paper, pens, origami boat instructions (below), location with water
Cabin Devotions
INVITE THE CAMPERS IN YOUR CABIN TO SIT IN A CIRCLE OR SIT QUIETLY ON THEIR BEDS.
Have them take turns sharing their high points and low points of the day, then ask: How does it feel to know that Jesus can give us healing from our hurts?
Close in prayer. Especially if you have done Band-Aids for the World, include a petition for healing the hurts of the world. Have the campers pass the peace to one another (“The peace of God be with you.” And the response: “And also with you.”) Then, lights out.
origami instructions (See PDF file page 103)
Day 6 Guide
Jesus Is Savior
Key Verses: Thus it is written, that the Messiah is to suffer and to rise from the dead on the third day, and that repentance and forgiveness of sins is to be proclaimed in his name to all nations, beginning from Jerusalem.—Luke 24:46–47
But God shows [God’s] love for us, because while we were still sinners Christ died for us.—Romans 5:8 (CEB)
Scripture: Romans 5:1–11; Luke 24:36–49
Focus: Jesus came to set us free from sin and guilt. Because of this gift, I can live with joy and confidence!
Connection to Campers: Older children are entering the age when they can understand Jesus as Savior at a deeper level. At the same time, it is still easy for these campers to focus on their own guilt rather than the joy and confidence that Christ intended for us to experience. Some campers may need help setting their own sins aside so that they can accept forgiveness and grace.
Leader Notes: Review the “Biblical and Theological Overview” for Day 6. When we think about Jesus as Savior, we often think in terms of sin, forgiveness, grace, and mercy. But we don’t often think of confidence, which is something that many older children desperately need. Today, do what you can to help campers accept the joy and confidence that come with knowing Jesus in this way.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
I’ve Been Set Free
Break Out of Your Chains
My Chains Are Gone
Trash to Treasure
“Peace Like a River” Sing Off
Peace Walk
Evening Worship
Cabin Devotions
Explore
I’ve Been Set Free
Set the scene of today’s scripture for the campers. Engage them in helping you tell what has happened so far. (Jesus has been crucified; the disciples and Jesus’ other friends are afraid, heart-broken, confused, grieving—and in hiding together; they are also hearing rumors that Jesus has risen from the dead.)
You can engage campers verbally and/or ask them to do a freeze frame or tableau. With each key event, have small groups or volunteers use body language to express their image of the scene and the feelings of the people. Use this technique for either setting the scene or for going through today’s passage, or both.
Read the passage in sections (Lk. 24:36–37, 38–43, 44–49), stopping after each to ask “what” and “why” questions to help the campers follow the story and grasp the significance of it: Jesus is truly alive! His death—and resurrection—are part of a larger plan to offer us forgiveness and bring us back into right relationship with our loving God and one another. This truth is the good news, which we are to share! We are free from the burden of sin and free for a life of joy because Jesus is our Savior.
Multiple Intelligences: Linguistic, Bodily/Kinesthetic
Supplies: Bibles
Break Out of Your Chains
This Bible activity will help campers think about sin—the things in their lives that bind them like chains—and find encouragement to ask for Jesus’ help in breaking away from these things.
Leader Note: Ahead of time, cut several sheets of construction paper into strips that are at least an inch wide. You need enough strips for each camper to have fifteen to twenty.
Give campers strips of construction paper and pens. Ask them to think about the behaviors, attitudes, and thoughts that keep them from being truly free and happy (fighting with siblings, thinking I’m not good enough, being angry with parents, lying, stealing, putting other people down, and so on). Point out that we often refer to such things as “sin.” Have campers write these things on the paper strips (one behavior, attitude, or thought per paper strip).
Read Romans 5:6. Ask the group to identify some actions, attitudes, and thoughts that would be characteristic of “ungodly” people. Have some volunteers write those also on additional strips.
Read Romans 5:6–8, this time with emphasis on verse 8: “while we were still sinners [ungodly people], Christ died for us.” Point out the reason: God loves us! So even when we mess up—even really badly—we can be assured that God loves us, forgives us, and offers us grace to begin again. God gave us Jesus to be our Savior so we are not living in the chains of sin.
Using tape, help campers turn the paper strips into one long chain. Have campers stand close together and wrap the paper chain around all of them. Ask them to talk about how it feels to be bound up like this.
Remind campers that because Jesus is Savior, we can be set free from our chains, from our sin—we need only to ask. Line out the following prayer, and invite them to repeat it:
Jesus, thank you for being our Savior.
Set us free
from every behavior, attitude, or thought
that makes us prisoners to sin.
We want to be whole
and free to live in God’s love!
With your help we can. Amen.
Close the activity by encouraging campers to break out of the paper chain.
Multiple Intelligences: Spatial, Linguistic, Bodily/Kinesthetic
Supplies: Construction paper, scissors, markers, tape
Experience
My Chains Are Gone
Take campers to a quiet place. Tell campers that you are going to listen to a song that helps explain what it means to be forgiven of our sins and have Jesus as our Savior. Invite campers to get comfortable, either sitting up or lying down. Ask them to listen to the song carefully and to use their imaginations to picture what is happening in the song.
Play Chris Tomlin’s “Amazing Grace (My Chains Are Gone).” When the song is over, ask:
• What is the song about?
• How is being forgiven the same as being set free?
Multiple Intelligences: Musical, Intrapersonal
Supplies: Recording of Chris Tomlin’s “Amazing Grace (My Chains Are Gone),” player
Trash to Treasure
With this craft, campers will begin to experience how things that are broken can be redeemed and made beautiful in Christ.
Produce a box of random junk. Tell campers that just as God is able to take the junk in our lives and turn it into something different and beautiful, they will be turning trash into treasure. Encourage campers to take some time creating a cross from items in the junk box. Provide paper and glue sticks. When campers are finished creating their crosses, gather together in a circle, and invite them to show their cross creations.
Multiple Intelligences: Intrapersonal, Spatial
Supplies: Box of random junk (broken items, sticks, dried leaves, clean “trash,” and so forth), paper, glue sticks
“Peace Like a River” Sing Off
This silly song activity is a great way to transition between deeper explorations.
Invite campers to stand up and sing the song, “I’ve Got Peace Like a River” (all four verses, including hand motions). If you need to learn the song and motions, you can see them on YouTube ().
Tell campers you are going to sing the song slowly at first and then get faster and faster, verse after verse. Repeat the song if needed. As you get faster and faster, each camper who begins to sing the wrong words or do the wrong hand motions will sit down on the ground. The last camper standing is the winner of the sing off.
Multiple Intelligences: Musical, Bodily/Kinesthetic
Supplies: Words and motions to the song
Peace Walk
This outdoor activity will allow campers to experience a taste of the peace that comes with Christ’s forgiveness.
Head outside to a trail or other scenic area. Tell campers that one of the great benefits that comes with forgiveness and freedom in Christ is a sense of peace. Read Romans 5:1 (CEB) aloud:
Therefore, since we have been made righteous through [Jesus’] faithfulness combined with our faith, we have peace with God through our Lord Jesus Christ.
Point out that because we accept Jesus as our Savior we have a deep down peace. Today we are celebrating that truth as we experience peace in nature.
Walk with campers, encouraging them to slow down and really notice the nature around them. What do they see? What do they smell? What do they hear? What do they feel? Tell campers that they are to be mostly quiet as they walk, but they may talk about the things that they notice on the walk.
When you return from your walk, take a few minutes to discuss what campers experienced during their time in nature. Where did they experience peace the most? Summarize, referring once again to the peace we have with God through Jesus as Savior.
Multiple Intelligences: Naturalist
Supplies: None
EXPRESS – Worshiping God Together
Song Suggestions
“I’M GONNA SING, SING, SING,” TRADITIONAL
“Peace Like a River,” Traditional (motions are on YouTube: )
“Amazing Grace (My Chains Are Gone),”
Chris Tomlin
“Humble Thyself,” Bob Hudson
“He’s Got the Whole World in His Hands,” Traditional
“When the Saints Go Marching In,” Traditional
“Do, Lord,” Spiritual
“Who Am I?” Casting Crowns
Morning Worship
GATHER YOUR GROUP AROUND THEIR STICKY-NOTE JESUS MOSAIC. GIVE CAMPERS NEW STICKY NOTES AND MARKERS.
Invite campers to think about what they learned yesterday. Encourage them to add new words and traits that describe Jesus to the mosaic, using the perspective they gained from yesterday (Jesus is healer).
Read Luke 24:46–47. Then share with campers that today you will learn about how Jesus is Savior. Hand out the Discovery Six Camper Cards for campers to keep in their Bibles and then close in prayer.
Supplies: Bibles, Camper Cards for Discovery Six, sticky notes, markers, sticky-note mosaic Jesus
EVENING WORSHIP
LEADER NOTE: AHEAD OF TIME, PREPARE THE STONES BY WRITING THE PHRASES LISTED BELOW ON THEM IN MARKER.
Have campers gather in a place that has a cross. Form a circle around a box or bag of stones that are labeled “lying,” “disobedient to parents,” “cussing,” “cheating on a test,” “making fun of people,” “complaining,” “lashing out in anger,” and “not sharing with others.” (You can come up with phrases for additional stones if you have more than eight campers in your group.)
Invite campers each to select a stone. Sing “Humble Thyself.”
Tell campers: “You are each holding a stone that represents sin in your life. Soon, you’ll be invited to lay your stone at the foot of the cross—this is a way of giving your sin to Jesus. Jesus will take the weight of your sin off your shoulders and you will be free!” Let campers set their stones at the foot of the cross.
Sing the chorus of “Amazing Grace (My Chains Are Gone)” as a closing prayer.
Supplies: Cross, bag or box of stones with words written on them, marker
CABIN DEVOTIONS
INVITE THE CAMPERS IN YOUR CABIN TO SIT IN A CIRCLE OR SIT QUIETLY ON THEIR BEDS.
Have them take turns sharing their high points and low points of the day.
Ask campers to share three words that come to mind when they think of Jesus as Savior.
Close in prayer and turn the lights out.
Day 7 Guide
Jesus Is the Real Thing
Key Verse:
“The Spirit of the Lord is upon me,
because he has anointed me
to bring good news to the poor.
He has sent me to proclaim release to the captives
and recovery of sight to the blind,
to let the oppressed go free,
to proclaim the year of the Lord’s favor.”—Luke 4:18–19
Scripture: Luke 4:14–21
Focus: Jesus had a mission to help others. I can join him in that mission!
Connection to Campers: Older children are entering the age when they become more embarrassed about talking about their church and faith. They need the reminder that it is good to be excited about the good news of Jesus, and they need the encouragement to tell their friends about it!
Leader Notes: Read the “Biblical and Theological Overview” for Day 7. Because this is the last day of camp, you may have some campers who are emotional about leaving and going home. For some, strong feelings are a natural response to the friendships and mountaintop experiences of camp. For others, the emotions may come from a desire not to go home due to bad conditions or situations in their family. Be sensitive to these differences, and also help campers get excited about sharing what they’ve learned.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Story Scrolls
Who Are They?
Real Thing Anthem
Telling the Story/Living the Life
Send-off Prayers
Explore
Story Scrolls
This Bible experience will help campers learn about Jesus’ mission of justice for the world.
Ask campers if they remember what a mission statement is. If they do not, remind them that a mission statement is a few sentences that help people understand who you are and what you are about.
Read Luke 4:14–21. Explain to campers that in this passage we hear Jesus’ mission statement: to bring good news to the poor, the oppressed, the blind, and the captive. These words help us know who he is and what he is about.
Give each camper a piece of parchment paper (or other fancy paper) and a pen. Invite campers to write “Jesus’ Mission Statement” at the top of the page and then copy the scripture of the day in their best handwriting. Encourage campers also to write their name on the back of the page. After they have copied the scripture, invite them to decorate the edges of the page with markers and pens. Tell them that hundreds of years ago monks used to do the same thing when they hand-copied the Bible.
When campers are finished, roll up each sheet into a scroll and tie it with a ribbon. Encourage them to take their scrolls home so that they can show their families these important words that show Jesus is the Real Thing!
Multiple Intelligences: Intrapersonal, Spatial
Supplies: Bibles, parchment or other fancy paper, pens, markers, ribbon, scissors
Who Are They?
This activity will help campers think about the groups of people Jesus is dedicated to helping.
Read Luke 4:14–21. On a whiteboard or large sheet of paper, write the following four categories:
The Poor:
The Oppressed:
The Blind:
The Captives:
Ask campers to think about the world we live in now, including their schools and the things they see on the news. Invite them to begin listing people and groups of people who fit into the four categories found in Jesus’ mission statement. (For example, people who think it is best to hate others might fall into the “blind” category, and people who are currently in prison might fall under “captives.”)
After campers have worked to fill out the categories, ask:
• What do Jesus’ example, teachings, and resurrection have to say to people in each of these four groups?
• Do you fit into one of these groups? How does knowing Jesus help you? (Leader Note: Allow these questions to be thought questions. Campers do not need to answer out loud. You may want to point out that at some point in life many of us fall into one or more of these categories—and Jesus is always with us to help us. That’s good news!)
• As followers of Jesus, what can we do to reach out and include and help people who fit into these categories? (Leader Note: You may want to help campers see that even though some of these problems are well beyond their ability to help now, God is continuing to work on them through our churches and other individual or groups of Christians. All of us who follow Jesus are called to be in ministry in some way throughout our life.)
Close this Bible study by singing “This Little Light of Mine.”
Multiple Intelligences: Linguistic, Interpersonal, Musical
Supplies: Bible, whiteboard or large sheet of paper, markers
Experience
Real Thing Anthem
This activity is an opportunity for campers to really flex their creative muscles as they create a song about Jesus as the Real Thing.
Tell campers that if Jesus really is the Real Thing, then he deserves to have a new song written about him. Encourage campers to write a simple song in which they share some of the things they have learned about Jesus throughout the week. If campers have a difficult time remembering the themes of the last six days, remind them that they can look at the camper cards that they’ve stored in the pages of their Bibles.
Challenge your budding songwriters also to include a second verse or even just a line or two about followers of Jesus also being the Real Thing. We who love and follow him should show him with our words and actions.
After campers have had time to write and perfect their song, invite them to perform it for you. If it is possible (and campers are willing) find a time for them to perform it for others at camp or to record the song so that it can be added to a camp video. (Leader Note: If you have access to e-mail addresses for campers or their families, consider using the technology to send the song home.)
Multiple Intelligences: Musical
Supplies: Camper cards, Bibles, paper, pens (optional: video recorder)
Telling the Story/Living
the Life
Because this is the last day of camp, this activity will help campers begin to think about what they will do with what they have learned after they go home.
Ask campers to take turns telling what they hope they will do in the first twenty-four hours after they go home from camp. (Answers might include sleeping, calling friends, eating a favorite meal, and so on.) Then ask campers to say what they hope they will do in the first week following camp. Finally, ask them to indicate what they hope to do in the year that follows this week of camp.
After campers have answered these questions, ask them to think about how they might work in ways to talk to about or show their friends what they have learned about Jesus during this week of camp. Invite campers to share their ideas with the group. Remind them that how they live is the biggest part of how they tell the story. What they say and what they do are both important! Encourage them to follow through with helping their friends and family members discover Jesus as the Real Thing in their lives too.
Multiple Intelligences: Interpersonal
Supplies: None
Send-off Prayers
Invite one camper to sit in the center of the circle. Have each group member share a few affirming words about the person who is in the center. As group leader, when the campers are done affirming someone, pray for the person sitting in the middle. Include in your prayers petitions that refer again to the themes of the week; for example, pray that Mario might be more aware of Jesus being God with him or that Susan might continue to learn from Jesus as her teacher. Repeat this process until everyone has had a turn in the middle.
Close with a group prayer in which each camper shares one thing he or she is most thankful for about this week of camp.
Multiple Intelligences: Interpersonal
Supplies: None
EXPRESS – Worshiping God Together
Song Suggestions
“THIS LITTLE LIGHT OF MINE,” TRADITIONAL
“I’ve Got Peace Like a River,” Traditional
“I’ve Got the Joy (Down in My Heart),” Traditional
“Shine, Jesus, Shine,” Graham Kendrick
MORNING WORSHIP
GATHER YOUR GROUP AROUND THEIR STICKY-NOTE NOTE JESUS MOSAIC. GIVE CAMPERS NEW STICKY NOTES AND MARKERS. INVITE CAMPERS TO THINK ABOUT WHAT THEY LEARNED YESTERDAY AND ADD NEW WORDS AND TRAITS TO THE MOSAIC.
Read Luke 4:18–19. Share with campers that today you focus on Jesus as the Real Thing and how he calls us too to be his followers. Hand out the Discovery Seven Camper Cards for them to keep in their Bibles, and then close in prayer.
Supplies: Bibles, Camper Cards for Discovery Seven, sticky notes, markers, sticky-note mosaic Jesus
Younger YOUTH
DAY 1 GUIDE
Who Do You Say I Am?
Key Verse: He said, “And what about you? Who do you say that I am?”
Simon Peter said, “You are the Christ, the Son of the living God.”—Matthew 16:15–16 (CEB)
Scripture: Matthew 16:13–17
Focus: Today and throughout the week campers will reflect on who they think Jesus is, through creating a setting that allows freedom and safety to explore questions and, hopefully, to make a commitment about who Jesus really is in their lives.
Connection to Campers: Campers might themselves be misunderstood, labeled, and have very little control over what others say about them. They may never have personally considered Jesus’ question to declare who Jesus is and will be in their lives.
Leader Notes: Read through the “Biblical and Theological Overview” for Day 1. This first day is especially important for establishing camp as a welcoming and safe place to be.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Who Is Jesus?
Who Am I?
Peek-A-Boo Name Game
Come, Follow Me Camp Tour
Evening Worship
Cabin Devotions
Explore
Who Is Jesus?
Read to the campers the scripture for today, Matthew 16:13–17, and give them a minute to think about it. Ask for volunteers to say who John the Baptist, Elijah, and Jeremiah each were. Point out that each of these were known as men of God. But Peter has revealed Jesus’ real identity, taking it to a higher level: the Messiah, the Son of the living God.
Next, ask them to think about themselves in the story when you reread it to them. Tell them that you will have them all say their names aloud together during the next reading. For example, in verse 13, instead of saying, “He asked his disciples,” say, “He asked me…,” and pause to allow them to say their names aloud simultaneously after you say “me” in the story telling.
Wherever the third person is used, instead use the first person so that the campers can insert themselves into the story for the second reading. When the scripture refers to Simon Peter in verse 16, have the campers use their names here also. After reading the story twice in the two different ways, reflect with the campers:
• How was it different hearing your name in the scripture story instead of the disciples’ names?
• If Jesus came and asked you, “Who am I?” what do you think you would say?
• Can you name a time when you’ve had to think about who Jesus is to you? How does this question shape how you see Jesus in your life?
Multiple Intelligences: Linguistic
Supplies: Bible
Who Am I?
As we think about who Jesus is and who he is in our lives, let’s think also about who we are. We all come with nicknames, stories, and experiences. This activity is good both for “getting-to-know-you” and also for helping campers start to wrestle with who they see themselves to be and who they see themselves to be in Jesus.
Give campers nametags (or “tree cookies”—see below) and have them write their name on their tag and stick on their chest. Go around the circle and have all of the campers introduce themselves, telling where they’re from, age, and something they enjoy doing.
Then give them all a second nametag. Have them write a word or phrase that represents a story or nickname or label that they don’t necessarily care for that others have given to them. Assure them that they do not need to show it to anyone else unless they choose to. Have them hold on to the second nametag, without pulling off the backing.
Back in the circle, read Matthew 16:13–14. Ask if those answers (John the Baptist, Elijah, Jeremiah, and one of the other prophets) were who Jesus really is. Point out that just as many of us are misunderstood or put down by others, especially by people who don’t really know us, people also didn’t understand Jesus. Remind them that God knows each of us and loves us! They are more to God than a silly story or nickname or label that was placed on them by others.
Then continue the passage, reading verses 15–17. Ask: Why do you think Peter got the answer right? (Peter really knew Jesus because he had been with him, hearing him preach and seeing him help others. Peter was also seeking God and open to being shown by the Father.) Tell the youth that this week at camp is an opportunity for them to get to know Jesus more deeply; encourage them to be seekers and to stay open to the insight that comes from God through Jesus Christ.
Pass out a third nametag to each camper. Point out that as we get to know Jesus more, we will also be asking who we are in Jesus and claiming a deeper sense of our own identity.
On these nametags, have the campers write a word or phrase that represents who they feel they are in Jesus or who they feel God says that they are. (Be prepared to offer examples: loved, child of God, special, beloved, seeker, follower, questioner, hopeful, and so on.) After they have written the new nametag, have them remove the backing and place their third nametag proudly over their second one. Then, with the third tag covering the second one, have the campers peel off the backing from the second tag and stick the stuck-together nametags on their chest near their first nametag. Encourage them to wear their nametags proudly all day long.
Leader Note: If your camp has a tradition of using “tree cookies” (slices of tree branches, with a hole drilled near the edge to put string through for wearing around the neck for name badges), then consider this modification to the Who Am I? activity.
Instead of the paper nametags, give each camper a tree cookie, one small piece of paper, and a fine-tipped permanent marker. Follow the directions above for the activity, using one side of the tree cookie for the name, the piece of paper for writing what would have gone on the second nametag, and the back of the tree cookie for what would have gone on the third nametag. Instead of covering the piece of paper as was to be done with the second nametag, campers can fold their paper to save to burn in a campfire or during a worship moment—or toss it into a trash can passed around the group during this activity.
Multiple Intelligences: Interpersonal, Intrapersonal
Supplies: Bible, nametags (three per camper), markers
Experience
Peek-A-Boo Name Game
After the campers are wearing nametags, divide the group into two teams, asking for two volunteers to be sheet holders. Once the groups are in two teams, have the sheet holders stand in between the two teams and raise the sheet so that no one can see anyone from the other team. Behind the sheet have one person from each team come up to the sheet and wait until it’s dropped. When the two are ready, the sheet will be dropped and the first person to say the other’s name wins. The person who loses must move to the winning team’s side.
The teams will rotate the campers behind the sheet as they try to name the other team’s person before their team representative is named when the sheet drops. The game continues until either one side has all the people or until you as the leader feel it’s time to move on. This activity is a fun way for the teams to interact while learning one another’s names.
Multiple Intelligences: Bodily/Kinesthetic, Interpersonal
Supplies: Campers wearing nametags, a bed sheet
Come, Follow Me Camp Tour
Remind campers of the purpose and theme of this week at camp. Talk with them about how learning more about Jesus can be life-changing and how it often means that Jesus asks us to get up and follow in some way. Tell the campers that the disciples each have a “call” story from when Jesus came to them and asked them to follow him in his ministry.
Divide into smaller groups based upon the number of locations around camp where you will walk on the camp tour. (If you have fifteen in your group and will see five locations, each group will then have three campers.) Give each group the name of one of the stops on the camp tour. Challenge them to make up a funny, silly “call story” about the location that they will then share with the group when they arrive at their location. Be prepared with a sample. (Jesus called me when I was in the swimming pool one day and said for me to drop my waterwings and jump off the high-dive to show the world my spectacular diving skills). Give them a few minutes to create their stories and have fun doing so.
Next, take the group on a tour of the camp, sharing information and stories about the camp as you travel from one location to the next. When you arrive at each designated spot, have the assigned group tell or act out their “call story” about the location. Encourage the groups by asking questions about their created story, and clap with and for them after they’ve shared their story.
Multiple Intelligences: Bodily/Kinesthetic, Logical/Mathematical, Interpersonal
Supplies: Ahead of time, choose the locations and route of your tour
EXPRESS – Worshiping God Together
Song Suggestions
“I AM,” BEBO NORMAN
“Jesus, Friend of Sinners,” Casting Crowns
“Our God,” Chris Tomlin
EVENING WORSHIP
GATHER TOGETHER AS A GROUP AND READ MATTHEW 16:13–17 AGAIN. ASK VOLUNTEERS TO TELL ABOUT THEIR NAMETAG THAT THEY WORE THROUGHOUT THE DAY AND HOW THEIR NEW IDENTITY HELPED THEM TO LEARN MORE ABOUT WHO THEY ARE IN THE EYES OF GOD.
Read aloud the book, Are You My Mother? Remind the campers that often we get confused by what the world says about us and what the world tells us about Jesus. However, we always know who our God is and that we can claim ourselves as children of God—no matter what the world may tell us. Close in prayer.
Supplies: Bible, copy of Are You My Mother? by P. D. Eastman
CABIN DEVOTIONS
ASK YOUR CAMPERS TO SHARE LOWS AND HIGHS FROM THE DAY, EACH TELLING FIRST ONE LOW AND THEN ONE HIGH POINT OF THE DAY. ASK THEM TO TELL THE MOST MEANINGFUL PART OF THE SCRIPTURE THEY LEARNED TODAY, AND HOW THEY LOOK FORWARD TO LEARNING MORE ABOUT THE REAL JESUS THIS WEEK AT CAMP. CLOSE WITH A PRAYER OF YOUR OWN, OR LEAD THE LORD’S PRAYER, LINING IT OUT FOR CAMPERS TO FOLLOW SO THAT NO ONE FEELS LEFT OUT. THEN LIGHTS OUT!
Day 2 Guide
Jesus Is God with Us
Key Verse: The angel said to her, “Do not be afraid, Mary, for you have found favor with God. And now, you will conceive in your womb and bear a son, and you will name him Jesus. He will be great, and will be called the Son of the Most High, and the Lord God will give him the throne of his ancestor David. He will reign over the house of Jacob forever, and of his kingdom there will be no end.” —Luke 1:30–33
Scripture: Isaiah 9:6; Luke 1—2
Focus: Hearing the story of Jesus’ birth and childhood, we recognize that Jesus is the fulfillment of God’s promise to be with us forever.
Connection to Campers: God is with us in Jesus. The angel told Mary not to be afraid, for God was with her. When we feel challenged in life, we can know God is with us. God may call us to difficult tasks but will always be with us, even when we don’t recognize God’s presence.
Leader Notes: Read the “Biblical and Theological Overview” for Day 2. Also read Luke 1 and 2 to be able to give a detailed account of the scripture to the campers.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Seeing Through Listening
Seeing Through Telling
Draw Something
Walking Blind
Lost and Found
Sounds at the Nativity
Nativity Collage
Evening Worship
Cabin Devotions
Explore
Seeing Through Listening
Have the campers close their eyes and listen as you have one of the campers read Isaiah 9:6 and another read Luke 1:30–33. Ask how the images of the messiah in Isaiah are alike and how they seem to differ from the images of the Messiah in Luke.
Then tell the story of Luke 1—2, using your own words. Invite campers to contribute various parts, as well. Then ask:
• When you hear this scripture and think about the nativity story, what images come to mind?
• What do you think it means to have God with us?
• When was a time when you felt God with you?
Multiple Intelligences: Linguistic, Spatial
Supplies: Bible
Seeing Through Telling
Break into two smaller groups. Give each group one of the Luke chapters and task them with retelling the story in a modern way. The result could be acting it out in a modern context, using contemporary language, creating a rap or other type of song, doing a TV news interview, and so on. The sky is the limit, but give them some ideas, if needed, to get them started. Have each group present their version of Luke’s gospel to the rest. Then follow up with questions such as:
• How did the story change for you when you heard it in a different way?
• Does changing the way the story is told change the meaning of the story? Why or why not?
• What stood out to you in this new version of the story?
Multiple Intelligences: Bodily/Kinesthetic, Musical
Supplies: Bibles
Experience
Draw Something
Talk with the campers about what it means to have God with us. Explain the different ways that we have God in our lives Jesus as teacher, Holy Spirit, God in heaven, God in nature, the Spirit’s guiding or comforting, and so on). God being in our lives is the most remarkable thing that we get to experience, and our scripture reflects just how amazing it is through such a miraculous story.
Give everyone two sheets of paper and markers to share. Have campers draw on the first sheet the images that come to mind from the scripture they worked with earlier. On the second sheet they are to draw images that represent their understanding of God being with them in their everyday lives.
When the drawings are done, invite volunteers to tell the group what their images are and what they mean. Some may be similar and some may be very different—each is just as important as the next. Explain that just as their pictures show a wide range of ideas, God is with them in many different ways each and every day.
Multiple Intelligences: Intrapersonal, Spatial
Supplies: Paper (enough for two sheets per camper), markers
Walking Blind
Have the campers take scrap paper or newspaper and make a bunch of paper balls, approximately five per youth. Designate an area in the middle of your space that is at least ten feet by ten feet. Put half of the group on one side and half on the other side.Have campers throw their paper balls on the ground within that area. Create pairs of campers and blindfold one in each pair.
The objective is for the blindfolded person to walk through the space without kicking, stepping on, or touching a paper ball. Work with one or two pairs at a time. The first time through, the ones who can see are not allowed to say anything, and the blindfolded persons will only have the crowd to listen to, and the crowd will be trying to misdirect the ones who are blindfolded.
When any of the blindfolded persons steps on or kicks a paper ball, the other member of the pair leads them back to the starting point to begin again—only this time they will each have the help of their partner’s voice as a guide through the obstacles. The rest of the group will still be trying to mislead the ones who are blindfolded, but they should only be listening to their partners.
Once everyone who would like to go has had a chance, talk about what it was like trying to navigate the space without any real help and then what it was like to rely on a partner. Connect the scripture with the activity by explaining how having Jesus in our lives as God With Us helps us live more fully rather than muddling through on our own—“lost and blind,” following voices that would mislead us.
Multiple Intelligences: Bodily/Kinesthetic, Interpersonal
Supplies: Strips of cloth for blindfolds, scrap paper
Lost and Found
Play a few rounds of Lost and Found (Hide and Seek) with the campers. Set clear boundaries for the group: Where are they not to go? Have one person be the seeker; everyone else hides. As the seeker finds people, they also become seekers until the last person is found; the last person becomes the new seeker for the next round.
After playing several rounds, bring everyone back together for a discussion about what it means to be lost and what it means to be found. Start the discussion, allowing each camper who wants to share the opportunity to do so:
• Who has ever been lost? What happened?
• What does it feel like to be lost?
• Does being lost only mean being physically lost? How else can we be lost?
• In the game as someone who is lost you are trying very hard not to be found. Has there ever been a time when you didn’t want to be found? Has there ever been a time when you wanted to hide from everyone and everything?
• In the game we started off with one seeker, but as people were found they became seekers as well. God seeks us and came into the world as Jesus Christ to seek after us. How does God seek after us?
• Jesus isn’t the only seeker; we are called to be seekers too. How does God use us as seekers? What does it mean that Jesus came into the world to be a seeker and calls us to be seekers?
• How does it make you feel knowing that God sent Jesus to be with each of us—to be with you, and you, and you…?
Close the discussion in prayer. Pray for God to continue to seek after the campers even when they think they don’t want to be found. Pray that God can use them to seek after others who think they don’t want to be found or who don’t know who Jesus is, or about the love that God has for them. Remind everyone that Jesus is God With Us, entering the world to find us because of his great love for us!
Multiple Intelligences: Bodily/Kinesthetic, Linguistic
Supplies: None
Sounds at the Nativity
Leader Note: Use this activity just for fun and a change of pace, or modify it slightly and use it to set up your teams for doing the Nativity Collage activity. See below.
Have the campers get into pairs and assign each pair an animal that might have been at the nativity (cows, sheep, donkey, pigs, ducks, chickens, and so on). Have the pairs practice the sound of their animal together. Then divide the pairs, putting each partner on opposite ends of the space. Have people on one side of the room close their eyes, then have the ones on the other side change their position in the room.
Finally, on “Go,” have the people who changed their position make their animal noises loudly as guides for the partners with eyes shut to follow until the pairs are reunited again. Play as many times as there seems to be interest, switching who will close their eyes and even switching partners and animal sounds.
Multiple Intelligences: Bodily/Kinesthetic
Supplies: None
Nativity Collage
Now that the campers have spent time examining the birth story, have them spend a time making a collage that represents Christ with us today. Gather outside, and read both Isaiah 9:6 and Luke 1:30–33 aloud to the campers.
Break into three or four smaller teams, giving each a large sheet of paper and the other supplies needed. Tell the group to think about today’s scriptures. Have each team come up with an idea for creating a collage that symbolizes a nativity. Encourage them to use the pictures from the magazines, as well as words, and also items from the nature around them (but only what they find already on the ground; no picking live flora). They can create whatever nativity scene they’d like to in order to bring to life the idea of “God with us” through Jesus Christ’s birth. This scene could be very traditional or it could be a modern-day version; encourage them to let their imaginations guide them.
After giving them enough time to complete their collages, ask each group to present their collage to the group and explain how they came up with their idea for their nativity scene and what the different words, images, and items used represent.
Talk with the whole group about the birth narrative and how it’s very much alive for each of us today. God may have sent Jesus into the world as a baby thousands of years ago, but we still celebrate the birth today because of what it means for our lives. Jesus is God With Us born as the fulfillment of God’s promises in scripture. We can recognize God’s presence through Jesus in our lives today, as long as we open our eyes to look.
Multiple Intelligences: Interpersonal, Spatial, Naturalist
Supplies: Newsprint or large sheets of paper, magazines, scissors, glue or tape, items from nature
EXPRESS – Worshiping God Together
Song Suggestions
“GOD WITH US,” JEREMY CAMP
“God With Us,” Don Moen
“Emmanuel, Emmanuel,” Hymn (Bob McGee)
“O Little Town of Bethlehem,” Carol
“O Come, O Come, Emmanuel,” Carol
MORNING WORSHIP
SING “EMMANUEL, EMMANUEL” AT LEAST TWICE. READ ISAIAH 9:6 AND LUKE 1:30–33 ALOUD AND INSTRUCT THE CAMPERS TO GET UP AND WALK TO A PLACE WHERE THEY CAN BE ALONE. LET THEM SPEND FIVE TO TEN MINUTES REFLECTING ON THE SCRIPTURE, THEN GATHER THEM BACK TOGETHER AND ASK THEM WHAT THEY FOCUSED ON FROM THE SCRIPTURE LESSON.
Reread the scripture to them, inviting them to think about how God is with us in different ways. They may not sense God’s presence all the time; but, when they realize that God is with us always, that awareness can change their lives. Close in prayer, asking God to help them recognize God’s presence in the world and in their lives.
Supplies: Bibles
EVENING WORSHIP
GATHER AND SING SEVERAL SONGS. ASK FOR A VOLUNTEER TO READ LUKE 1:30–33 TO THE GROUP. EITHER WORK AS A GROUP OR GIVE CAMPERS SCRAP PAPER AND HAVE THEM ALL WRITE DOWN ONE OR TWO WORDS THAT CONTINUE TO STICK OUT TO THEM FROM THE SCRIPTURE OR THE SONGS AND THEN PLACE THEIR PIECES OF PAPER IN THE MIDDLE OF THE GROUP. HAVE THE CAMPERS LOOK AT WHAT EVERYONE WROTE. THEN TOGETHER PICK OUT A FEW WORDS TO ELABORATE ON AND DISCUSS. FINALLY, CLOSE IN PRAYER, TRYING TO USE AS MANY OF THE WORDS THAT WERE WRITTEN AS POSSIBLE.
Supplies: Bible, paper and pens (or chalkboard and chalk, or whiteboard and markers)
CABIN DEVOTIONS
ASK YOUR CAMPERS TO SHARE LOWS AND HIGHS FROM THE DAY, AS THEY DID LAST NIGHT. THEN INVITE THEM TO TELL THE MOST MEANINGFUL PART OF THE SCRIPTURE THEY LEARNED TODAY, AND HOW THEY FELT GOD WITH THEM THROUGHOUT THE DAY IN NATURE, IN FRIENDS, IN LEADERS, AND SO FORTH. CLOSE WITH A PRAYER OF YOUR OWN, OR LEAD THE LORD’S PRAYER, LINING IT OUT FOR CAMPERS TO FOLLOW SO THAT NO ONE FEELS LEFT OUT. THEN LIGHTS OUT!
Day 3 Guide
JESUS IS FRIEND
Key Verse: “As the Father has loved me, so I have loved you; abide in my love.”—John 15:9
Scripture: John 15:9–17; John 11:1–45
Focus: Campers will discover Jesus as the model for real friendship.
Connection to Campers: The word friend is thrown around in social media and in life, and it has lost the weight of what it really means to be a friend. Jesus gave a definition of a true friend and also demonstrated what real friendship is with his disciples and in a beautiful scene with Lazarus and his sisters. Just as Jesus brought Lazarus back to life, campers can learn from Jesus that they can be life-givers in their relationships when things seem hopeless.
Leader Notes: Review the “Biblical and Theological Overview” for Day 3. Our focus in the John 15:13 verse will not be to die for our friends, but instead to be life-giving in our friendships.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Hearing the Story
Acting the Story
Declaration of Friendship
Freeze Tag
Thirty-Second Life Story
Three on a Couch
Evening Worship
Cabin Devotions
Explore
Hearing the Story
Invite campers to sit and listen; set the scene of the first scripture, John 15:9–17, for them. (Jesus is coming close to Jerusalem and to the end of his ministry, since he will be crucified there. He is talking with his disciples, his friends.) Ask the campers to close their eyes and imagine the scene. What might Jesus be thinking? What might the disciples be thinking? With eyes still closed, the campers should listen closely to Jesus’ words. Read the passage with feeling. Then invite discussion:
• What did you hear?
• What kind of relationship do you think Jesus had with his disciples?
• What do you think he was telling them when he said, “No one has greater love than to give up one’s life for one’s friends”? (Jesus was about to give up his life.)
Switch to John 11:1–45. Either move to the next activity (Acting the Story) or continue this pattern of listening and discussing:
Ask for several volunteers to read aloud a paragraph at a time of John 11:1–45. Have the campers pay close attention to what they are hearing and pick out situations in the scripture that stand out to them. Ask:
• What stood out most to you in this scripture?
• Is it weird to think that Jesus, who is God, cries for those he loves? What does that tell you about God?
• Has there ever been a time when you wept for a friend? When?
Multiple Intelligences: Linguistic
Supplies: Bible
Acting the Story
Divide the campers into three small groups, each of which will act out a section of the story of Lazarus—without speaking. As the leader, you assign the sections (John 11:1–16, 17–37, 38–45) to each group.
One person from each of the small groups will read their section of the Lazarus story while the rest in the group will quietly act out what is being spoken. Combined, all three groups will tell the whole story of Lazarus and Jesus’ love for him.
After the reenactments, encourage the group to discuss how we might interpret this story today in the setting of our everyday lives:
• Who would be which character in the story of our lives?
• How would we react to this type of situation in our lives?
• What kinds of relationships do you see in this narrative?
• What does this story have to say to us about friends? about Jesus?
Multiple Intelligences: Bodily/Kinesthetic, Linguistic
Supplies: Bible
Experience
Declaration of Friendship
Read John 15:9–17 with the group and then hand out a piece of paper and a pen or pencil to each of the campers. Talk with the campers about what real friendship looks like and what goes into a friendship. Then have them each create a Declaration of Friendship which, just as the Declaration of Independence stated all the reasons for wanting independence from England, states all the things that make a friend and help create friendships.
Give them a few minutes to work individually on this task, and then have them come back together and create one common Declaration of Friendship that everyone can contribute to.
Depending upon the size of your group, you may want to add an intermediate step. You could have the campers form several small groups to begin putting together the concepts and writing out the wording on large sheets of paper. Once that round is finished, then the whole group will have more to work with as they choose, combine, or add to what the smaller groups have provided.
Hang the declaration in the meeting space for the remainder of camp. Discuss how Jesus claims us as friends, and how that news is life-changing.
Multiple Intelligences: Linguistic, Intrapersonal, Interpersonal
Supplies: Bible, paper, pens or pencils, large sheets of paper, markers, tape
Freeze Tag
Freeze Tag is a game in which one person is “it” and the others are trying to keep from being tagged by “it.” When persons are tagged, they must “freeze” where they are. If any of the frozen persons are tagged by another of the players who is not “it,” they are unfrozen. The game continues until either everyone has been frozen or the person who is “it” becomes too tired to chase the other players. In either case the game is restarted with a new “it.”
After playing a few rounds, gather everyone together and debrief the game. Refer to the Lazarus story from John 11:1–45 ; have the group recall the highlights of it. Then challenge them to make connections. Ask: How was the game like the Lazarus story? (Jesus came to save his friend Lazarus from the dead; and, similarly in the game, those who were frozen had friends come to their aid to bring them “back to life,” so to speak.)
Multiple Intelligences: Bodily/Kinesthetic
Supplies: Bible
Thirty-Second Life Story
Jesus shared his life with his friends. He is our ultimate model for friendship. Ask the campers each to pair off with someone they don’t really know well yet this week. Each person will have thirty seconds to tell his or her life story to the other. Once both have had a turn, have partners take turns introducing one another to the group by telling as much as they can remember about their new friends.
This activity is an opportunity for campers to get to know one another better and for friendships to be deepened. Discuss John 11:1–45 and how Jesus found Lazarus important enough to save from death, just as he sees us that importantly. Since Jesus spent time getting to know and love his friends, we are to get to know and love our friends as well. Encourage campers to take this thirty-second introduction as just a starter and to get to know one another better while at camp.
Multiple Intelligences: Interpersonal
Supplies: Bible, timing device
Three on a Couch
Have campers write down their name and a word or phrase on a scrap slip of paper that can help them recall a funny story that happened to them. Take up all the papers and randomly call on three people to sit on the “couch” (normally just three chairs side by side).
Pass out papers to the couch-sitters, surreptitiously making sure that one person—only one—gets a paper that is his or hers. Each camper on the couch has to tell a story that goes with the word or phrase from the paper, but only one of the stories is true and the rest of the group has to guess whose story is the real one.
The story of Lazarus would be a completely unbelievable story to people who heard it if they hadn’t witnessed it, as would the story of Jesus’ resurrection. Discuss how we can trust Jesus and trust his miracles and stories. When Jesus claims us as friends we get to spend personal time laughing with Jesus, crying with Jesus, and sharing stories with others of how Jesus has been present in our lives—even if the stories are too amazing to seem true.
Multiple Intelligences: Linguistic, Interpersonal
Supplies: Pencils, paper, three chairs
EXPRESS – Worshiping God Together
Song Suggestions
“FRIENDS,” MICHAEL W. SMITH
“What a Friend We Have in Jesus,” Hymn
Morning Worship
READ JOHN 15:9–17 ALOUD. THIS PASSAGE INDICATES THAT LOVE AND FRIENDSHIP ARE LINKED. REMIND THE GROUP THAT IN THIS PASSAGE THE EMPHASIS IS NOT ON ROMANTIC LOVE.
Give the campers a chance to meditate on the scripture, and then have a discussion about what friendship really is. Invite them to talk about friendships in terms of how friends show love to each other. Ask:
• What kinds of things do friends do—or not do—because love is the basis of their friendship?
• What are some other bases for “friendships” besides love? (what you can do for me, how I look in the eyes of others because of you).
• How well do those work?
• How might we become better friends to others?
Close with prayer.
Supplies: Bible
Evening Worship
ASK FOR A VOLUNTEER TO READ THE SCRIPTURE TO THE GROUP. INVITE CAMPERS TO RECALL THEIR THOUGHTS ABOUT WHAT A FRIEND IS FROM THE MORNING. ASK IF THEIR THOUGHTS ON FRIENDSHIP HAVE CHANGED AT ALL BASED ON WHAT THEY HAVE LEARNED AND EXPERIENCED TODAY. HOW?
Continue with, “What are ways that we can be friends? Jesus laid down his life for us. God doesn’t call us to lay down our lives because that has already been done through the work of Jesus, but God does call us to be life-givers. How can we show friendship in life-giving ways?” Sing one or both of the suggested songs.
Supplies: Bible
Cabin Devotions
ASK YOUR CAMPERS TO SHARE LOWS AND HIGHS FROM THE DAY, AS THEY DID LAST NIGHT. ASK THEM TO TELL THE MOST MEANINGFUL PART OF THE SCRIPTURE THEY LEARNED TODAY, AND HOW THEY FELT JESUS BEING A FRIEND TO THEM, HOW THEY WERE FRIENDS TO SOMEONE ELSE, OR HOW SOMEONE ELSE SHOWED THEM FRIENDSHIP. CLOSE WITH A PRAYER OF YOUR OWN, OR LEAD THE LORD’S PRAYER, LINING IT OUT FOR CAMPERS TO FOLLOW, IF YOU SENSE THAT AID IS STILL NEEDED. THEN LIGHTS OUT!
Day 4 Guide
Jesus Is Teacher
Key Verse: When Jesus had finished saying these things, the crowds were astounded at his teaching, for he taught them as one having authority, and not as their scribes.—Matthew 7:28–29
Scripture: Matthew 7:15–20, 24–29
Focus: We will look at Jesus’ teaching ministry, seeing him as a teacher with real authority in our lives.
Connection to Campers: Everyone has experienced good and bad teachers, both in life and in the classroom. Some teachers we have to listen to, while others we allow to have authority in our lives when they shouldn’t. Whom do we listen to and why? To whom do we give authority in our lives? Where do we turn for wisdom and truth? Who are the teachers in our lives, and what do they teach us? When we are confused about whom we should listen to, we can still be sure that Jesus is a teacher whose authority is trustworthy.
Leader Notes: Today’s scripture comes from the end of Jesus’ Sermon on the Mount. Be sure to read through the “Biblical and Theological Overview” for the day.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Sermon on the Mount
Nature Hike
Sand Castles
Preach a Sermon
Growing Fruit
Treasure Hunt
Evening Worship
Cabin Devotions
Explore
Sermon on the Mount
Find either the highest point in the camp that is within walking distance for your campers to gather to hear the word, or head to the outdoor chapel or vespers center for today’s scripture reading. Once there, have everyone sit, or, if in the chapel, have them gather around the cross or sit in the pews (whatever is available in your chapel).
Set the scene for the campers: More and more people are hearing about Jesus. Some have already had their lives changed; others are just curious. The people gather on the mountain because Jesus is teaching, and he teaches “with authority.” Invite the youth to choose the identity of one person in the crowd. Have they already personally encountered Jesus? Have they known someone whose life was changed by Jesus? Are they just curious—“What’s all the fuss?” Are they coming because they don’t believe all the “hype” about Jesus? Encourage the campers to listen through their particular identity. Then read aloud in your best “teaching voice” these portions of the Sermon on the Mount: Matthew 7:15–20, 24–27.
Invite volunteers to tell what kind of person they chose to be and what they heard in Jesus’ teaching. (Leader Note: Some of your campers may express skepticism that is more than just being in character; it may be an indicator of their own spiritual struggles. Be accepting and affirming, giving them a safe place to express their doubts or rebellion. Trust that God is still at work.) Continue to discuss:
• Why do we think Jesus chose to teach this sermon from a hillside, away from everyday life?
• At camp, you are away from your everyday life. How might this setting have an impact on your hearing of the scripture?
• Why did people then—and people now—talk about Jesus as “having authority”? What authority do you think Jesus has that is different from other teachers in Jesus’ day? What would be the opposite of “teaching with authority”?
Multiple Intelligences: Spatial, Linguistic
Supplies: Bible, hillside or outdoor chapel location
Nature Hike
Take a hike with the group while discussing the different trees, plants, rocks, and sandy places that you see. Find a location that has visible dirt, but that is surrounded by trees. Once you’ve arrived, ask for two volunteers to read the scripture. Have one read Matthew 7:15–20 and the other follow with Matthew 7:24–29. (Or, depending upon your hiking route, read and talk about one passage in one setting and move to a different one that is appropriate for the second reading.)
While in this place, talk about trees bearing fruit (including blossoms and seeds) and examine the leaves of the trees for any “bad fruit” that may be visible. Encourage the campers to look around for rocks among the dirt and trees. Use the surroundings and their findings to guide your discussion of the passages for today, focusing on the fruits that we bear and the fruits that God has planted in us for us to nurture and grow.
Multiple Intelligences: Naturalist
Supplies: Bible, outdoor location with trees, rocks, and sand
Experience
Sand Castles
Read with the campers Matthew 7:24–29. Give them instructions to break into two groups and have a sand castle building contest. After a few minutes of gathering sand and building, come around with a cup of water and drizzle it on each sand castle.
Give them a few minutes to work to repair the damage, then return with a small bucket of water and dump it on the castles. Have the groups step back and see which castle fared better during the water dump.
Discuss the fact that life can deliver a flood of problems that can test one’s faith. Talk together about the repercussions of building our faith on sandy foundations (television, friends, relying solely on ourselves, and so forth) versus the strong, sturdy foundation Jesus offers us (God with us—through our troubles and disasters, the community of faith to help us).
Multiple Intelligences: Spatial, Interpersonal, Bodily/Kinesthetic, Naturalist
Supplies: Bible, tarp or large plastic sheet to put sand on (for easy clean up), pre-dampened sand for building, water source, cup, bucket
Preach a Sermon
Take the campers back to the hill or chapel location used in Sermon on the Mount (above) for this activity. Ask them to recall the two stories (trees and fruit, rock and sand foundations) that Jesus told as part of his Sermon on the Mount. Then read Matthew 7:28–29, which focuses on the crowd’s response: Jesus was someone who taught with authority. Challenge the campers to put into their own words what that description, “teaching with authority,” means. You may need to help them circle back to verses 16–17 and 24 for answers. (Persons, including Jesus, who teach with authority use words and deeds that are consistent and good; they are wise in choosing what they build their lives upon.)
Ask the campers to think of sources or people they know or know of who are “false prophets” or seductive “wolves” disguised as innocent “sheep,” or who are building their lives on actions or principles that will not hold up under pressure. Challenge them to tell stories about wolves in their lives, or maybe when they have put their faith on a sandy foundation.
Then ask them to identify teachings of Jesus and the church, as well as specific Christian communities and persons who embody them, that provide wisdom and authority for people’s lives. Again, invite stories.
Point out that together, as a group, they have begun to produce their own “sermon on the mount.” Encourage the campers to think further about what they would preach if they were asked to testify to who Jesus is and what kind of authority Jesus has in their lives. Challenge them to think about how they would respond if they were put on trial, as Jesus was, for their faith.
Multiple Intelligences: Linguistic
Supplies: Bible, hillside or outdoor chapel location
Growing Fruit
Give campers each a small paper cup and a seed to a plant (preferably one that will yield fruit; lima beans grow fast and produce relatively quickly). Instruct them to go out and find appropriate soil and water to use to grow their new plant and then to return to the group once they have planted and watered their seed.
When all are gathered back, invite them to tell where they found good soil and water to feed their seeds. Ask them what helped them make their decision in choosing the soil and water. Have each share what he or she plans to do to help nurture the seed to grow into a healthy plant that will produce good fruit to see and enjoy.
Remind the campers that the care they provide to their plants is reminiscent of the care we give ourselves in developing our faith and producing good fruit in our lives. Engage them in a conversation about some of the practices of faith (for example: participating in worship and Sunday school and youth group, praying, serving others, being with others in Christian community) that are available to them to nurture their faith and to help them “bear good fruit.”
Reread to the group Matthew 7:15–20 and pray over the planted seeds and your own spiritual fruits.
Multiple Intelligences: Naturalist
Supplies: Bible, paper cup, seeds
Treasure Hunt
Hide a prize in the woods not far from your meeting space and create two different treasure maps leading the campers on a hunt to find the prize. One map will contain the correct location of the treasure while the other leads campers to a false location. Split the campers into two groups and send them off with their maps.
When they gather back together, one group will have the treasure while the other will return without a treasure. Allow the groups to discuss their treasure hunts, listening to both the joys and the complaints. Read Matthew 7:15 and then discuss the dangers of following false prophets or giving authority to false teachers. Share a snack as a “prize” for everyone.
Multiple Intelligences: Bodily/Kinesthetic, Spatial
Supplies: Bible, hidden “treasure,” two different treasure maps, snack
EXPRESS – Worshiping God Together
Song Suggestions
“DON’T BUILD YOUR HOUSE ON THE SANDY LAND,” KAREN LAFFERTY
“This Little Light of Mine,” Traditional
“The Wise Man Built His House,” Traditional
“My Hope Is Built,” Hymn
MORNING WORSHIP
SEND CAMPERS OUT TO FIND ONE PERSONAL-SIZED ROCK EACH—ONES THEY CAN CARRY EASILY—AND RETURN WITH THEM TO THE GROUP. GIVE THE CAMPERS A TIME LIMIT. AFTER THEY RETURN, INVITE VOLUNTEERS TO READ MATTHEW 7:15–20 AND 24–29 ALOUD. ENCOURAGE THE CAMPERS TO SEE THEIR ROCKS AS SYMBOLS OF THE FOUNDATION THAT CHRIST HAS BUILT FOR THEM TO USE. CHALLENGE THEM TO KEEP THEIR ROCKS WITH THEM OR IN SAFE PLACES AMONG THEIR THINGS FOR TODAY. THEY WILL BRING THEIR ROCKS BACK FOR EVENING WORSHIP.
Have the campers place their rocks around or on top of the Bible (still open to the scripture lesson). Pray over the rocks—that they be strong symbols of Jesus’ authority in the campers’ lives. Have the campers retrieve their rocks and hold them. Tell them that when they leave camp, they are to take the rocks home with them and find special locations to keep them so that the campers may return to their rocks when they feel they need a reminder of a stronger, more powerful authority figure than the world seems to offer.
Supplies: Bible, rocks the campers collect
EVENING WORSHIP
HAVE CAMPERS BRING WITH THEM THEIR PLANTED SEEDS AND PERSONAL ROCKS. DISCUSS WHAT THEY SAW IN THE DAY THAT COULD BE USED TO NURTURE THEIR FAITH IN JESUS’ AUTHORITY, SIMILARLY TO HOW THEY MADE DECISIONS ABOUT WHAT THEY WOULD USE TO NURTURE THEIR NEW PLANTS’ GROWTH. HAVE THEM SHARE WHAT WAS A BIT ROCKY FOR THEM THAT DAY—SOMETHING THEY SAW THAT MAYBE CAUSED THEM TO DOUBT JESUS’ AUTHORITY AND TEACHING.
Remind them that every day we will encounter opportunities to nurture and grow our faith, as well as instances that will test our faith foundations. Our ultimate authority, however, lies in Jesus Christ, who received his authority from God. Encourage them to allow the plants and rocks to help them remember both the growth time and the foundations in every day. Close by reading Matthew 7:28–29 and singing one or more of the suggested songs.
Supplies: Bible, planted seeds in cups, rocks from morning worship (if the smaller ones)
CABIN DEVOTIONS
ASK YOUR CAMPERS TO SHARE LOWS AND HIGHS FROM THE DAY, AS THEY HAVE THE OTHER NIGHTS. ASK THEM TO TALK ABOUT THE MOST MEANINGFUL PART OF THE SCRIPTURE THEY LEARNED TODAY AND HOW THEY FELT JESUS’ AUTHORITY ALIVE AND ACTIVE IN THEIR LIFE TODAY. ASK VOLUNTEERS TO TELL WHERE THEY SAW OTHERS BEARING “GOOD FRUIT” DURING THE DAY.
Close with a prayer of your own. Or, if you have been using the Lord’s Prayer, pause before leading it to talk about its context: In Matthew 6:9–13 Jesus taught it as part of his Sermon on the Mount; in Luke 11:1–4, one of the disciples had asked Jesus to teach them how to pray. This prayer was Jesus’ teaching. Invite the campers to close their eyes and imagine Jesus teaching them in this prayer. Lead the prayer, lining it out for campers to follow if you sense that aid is still needed. Then lights out!
Supplies: Bible
Day 5 Guide
Jesus Is Healer
Key Verse: Jesus said to him, “Get up! Pick up your mat and walk.” Immediately the man was well, and he picked up his mat and walked.—John 5:8–9a (CEB)
Scripture: John 5:1–9a
Focus: We are invited to bring our hurts to Jesus, and we are empowered to participate in the healing ministry of Jesus with others.
Connection to Campers: Campers may not realize that Jesus heals wounded hearts, shattered relationships, hurt feelings, addictions, temptations, trials, loneliness, and every other possible symptom of brokenness. Sometimes we only think of physical healing, but Jesus promises healing of the spirit. He also sends us into the world to be healers—to give healing through our words of encouragement and support and our actions of caring and service.
Leader Notes: Review the “Biblical and Theological Overview” for Day 5. Be sure to pray for your campers today, being especially mindful of those who are hurting in some way.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Lakeside Listening
Drama!
Bark Boats
Watercolor Mats
Healing Portraits on Tile
Healer Helper Sardines
Evening Worship
Cabin Devotions
Explore
Lakeside Listening
Ask everyone to bring a beach towel or some other form of “mat” to take down to the lakeside (or “pondside” or “poolside,” if your camp has no lake). After walking down to the “shore,” have the campers lie down on their mats to listen to the story. Read aloud John 5:1–9a while the campers rest beside the water on their mats. Then ask:
• With whom did you most identify?
• What do you think life must have been like for the man who was ill?
• Tell about a time when you’ve been unable to do something, or when you have been given freedom to do something after being restricted from doing it for a long period of time.
Multiple Intelligences: Spatial
Supplies: Bible, a body of water, beach towels or large sheets of paper to represent mats
Drama!
Read the scripture aloud to the group. Then divide into two smaller groups who will each create a drama using an assigned setting. One group will act out the story in the setting of a TV medical show, while the other group will act it out in the setting of a day at school. (You may need to help them determine key characters in the story to match the settings: doctors, patients, nurses, visitors; principals, teachers, students, custodians, and so on.)
After the reenactments, encourage the group to discuss how they might interpret this story today in the setting of their everyday lives:
• Who in your lives would be which character in the story?
• How could you treat persons who are needing to be healed of something?
• How would you respond to Jesus telling you to get up and walk?
Multiple Intelligences: Spatial, Interpersonal, Bodily/Kinesthetic
Supplies: Bible
Experience
Bark Boats
Talk with the campers about carrying hurts, brokenness, pain, even a sense of feeling lost from a lack of identity. Focus then on the reality that Jesus invites us to come to him for healing and that, when we receive the spiritual healing Jesus offers, we are set free from the burden of carrying such a load. (Leader Note: For some campers, discussing these things will be harder than for others. Remind them they need only tell what they feel comfortable sharing and that this community is a safe place to talk.)
While the campers reflect on the scripture and the discussion, have them each go out and collect two pieces of bark—one larger than the other—from the ground around a nearby pine tree, or provide the bark pieces if your camp doesn’t have suitable trees. (Leader Note: The general rule in camping is not to damage living things. So instruct campers to take only bark that has fallen off. Some pieces on pines or birches, for example, may be ready to come off, but an adult should be the one to judge the readiness of the bark.)
After they have all collected the pieces, have them come back and create bark boats—sturdy enough to float on moving water—that will carry away their pains and hurts that they choose to release. The boats should consist of one bottom piece and one “sail” piece coming up vertically from the base; however, the campers are free to make their boats in any way they want. Keep in mind that the idea is to create a sailboat-looking boat, but the campers may only want to use one piece of bark, which is OK too. As they create their boats, encourage them to write, draw, or etch into the bark something that represents a hurt or pain they want to give up to Jesus.
After the creation of the boats, collect them all together in the center of a group circle and pray over the boats as symbols of letting go and letting Jesus heal. Finally, as a group, walk to a lake or stream and set the boats in the water to sail away, taking with them the campers’ brokenness.
Gather back together to discuss what it was like to construct the boats and subsequently set them free, symbolically giving them up to Jesus.
Multiple Intelligences: Naturalist, Spatial, Intrapersonal
Supplies: Bark (either provided or collected); lake or flowing water; pencils, fine-tipped markers, or etching tools; twine; glue; extra sticks
Watercolor Mats
Part of understanding Jesus as healer is realizing that Jesus calls us to help others receive Jesus’ healing. Refer to verse 7, where the man complains that he has no one to help him into the healing pool. Remind the group that sometimes God calls us to assist in another person’s healing—and in doing that, we may receive healing ourselves, as well.
Give campers each a piece of fabric, a paintbrush, and watercolor paints. Have each decorate the fabric with an illustration that represents a time he or she may have been a hindrance to someone receiving healing from Jesus. Maybe campers didn’t invite a sad friend to church; maybe they ignored persons who needed friends, or maybe they told people they didn’t deserve to be forgiven. If appropriate, give an example of a time you’ve blocked someone from receiving healing. Ask the campers to share as they feel comfortable while they are painting their fabric mats.
After painting, have the campers place their mats into a large bowl of water, wringing out the excess water as they pull them from the water. Seeing the paintings washed away in the water is a reminder that they have been forgiven for not helping someone in need of healing. It is also a prompt to remember that we sometimes must carry the person into the pool for healing, much like the ill man in the scripture lesson needed for so many years.
Multiple Intelligences: Spatial, Intrapersonal
Supplies: Six-inch strips of plain white fabric, paintbrushes, watercolor paints, large bowl or bucket of water
Healing Portraits on Tile
Sometimes the only way that teenagers can recognize the end of a hurt or the receipt of healing is through a literal release of the brokenness. Give each camper a tile and some permanent markers for each to draw pictures or write words expressing his or her feelings of pain, illness, brokenness, and hurt. As the campers draw, encourage them to share stories of how they have been hurt and in need of Jesus’ healing, like the man in the story was.
After they have completed their tiles, pray over them as a group, asking God to help the physical releasing of the pain to become a spiritual healing of the pain, as well. Have campers take turns placing their tiles into a heavy canvas bag and smashing them with a hammer through the canvas. (Leader Note: Safety first! Be attentive to the situation to make sure no shards go flying.) After each smashing, you can pour the contents carefully into a bucket, or simply leave them in the bag.
When all have smashed their tile portraits, pray with the group about receiving healing from Jesus over this particular instance.
Multiple Intelligences: Spatial, Intrapersonal
Supplies: One small ceramic tile per camper, permanent markers, large canvas bag, hammer (optional: bucket to collect tile pieces)
Healer Helper Sardines
In order to help express the importance of helping those who need our help and joining with them, have the group play a game of Sardines, which is just like Hide and Seek, but in reverse. Explain the game, indicating clear boundaries of what space is off limits.
One person is “it” and hides while the rest scatter, close their eyes, and count to one hundred. The various seekers then look for “it” and, upon finding him or her, hide with the hider. Seekers continue to pile in, like sardines, until the last person in the group arrives. The last person becomes the newest hider in the next round.
When the group has played several times, bring them together to debrief, discussing the importance of standing with and helping others during their times of need. We are God’s instruments to help bring healing to those who need to know Jesus’ healing power.
Multiple Intelligences: Bodily/Kinesthetic
Supplies: None
EXPRESS – Worshiping God Together
Song Suggestions
“WORD OF GOD, SPEAK,” MERCYME
“When Jesus the Healer Passed Through Galilee,” Hymn
“You Are, I Am,” MercyMe
“Jesus’ Hands Were Kind Hands,” Hymn
Morning Worship
READ JOHN 5:1–9A ALOUD AND INSTRUCT THE CAMPERS TO GET UP AND WALK AROUND A BIT, REFLECTING ON THE SCRIPTURE WHILE CONTINUOUSLY WALKING. LET THEM SPEND FIVE TO TEN MINUTES WALKING AROUND, THEN GATHER THEM BACK TOGETHER AND ASK THEM WHAT THEY FOCUSED ON FROM THE SCRIPTURE LESSON WHILE WALKING.
Reread the scripture to them, inviting them to begin thinking about how God speaks to them and gives them instructions. Explain, “When we hear the voice of God, it’s life changing and powerful.” Close in prayer asking God to help them hear God’s voice as they learn more about how to be healers and receive healing.
Supplies: Bible
EVENING WORSHIP
GATHER IN A CIRCLE AND SING A SONG. ASK FOR A VOLUNTEER TO READ THE SCRIPTURE TO THE GROUP. DURING THE READING, PLACE THE BUCKET OR BAG OF SMASHED TILES IN THE MIDDLE OF THE GROUP. GIVE EACH CAMPER TWO POPSICLE STICKS AND GLUE. PRAY OVER THE PIECES OF TILE IN THE BUCKET AND PRAY FOR CONTINUED HEALING. INSTRUCT CAMPERS TO BE EXTRA CAREFUL IN HANDLING THE PIECES, WHICH CAN BE SHARP. GIVE THEM TIME TO CREATE CROSSES FROM THEIR POPSICLE STICKS AND BROKEN TILE PIECES.
After the crosses are created, have everyone in the circle hold theirs up. Sing one of the songs and close in prayer, thanking God for speaking to those who are “broken,” and healing them of their hurts.
Supplies: Bible, bucket or bag of smashed tiles, two popsicle sticks per camper, glue, First Aid kit and adhesive bandage strips
Cabin Devotions
ASK YOUR CAMPERS TO SHARE LOWS AND HIGHS FROM THE DAY, AS THEY HAVE EVERY OTHER NIGHT. ASK THEM TO TALK ABOUT THE MOST MEANINGFUL PART OF THE SCRIPTURE THEY LEARNED TODAY AND HOW JESUS EITHER OFFERED HEALING TO THEM OR HELPED THEM REALIZE HOW THEY CAN HELP OTHERS RECEIVE HEALING.
Close with a prayer of your own. Or, if you have been using the Lord’s Prayer, continue that practice. Then lights out!
Day 6 Guide
Jesus Is Savior
Key Verses: Therefore, since we have been made righteous through [Jesus’] faithfulness combined with our faith, we have peace with God through our Lord Jesus Christ. We have access by faith into this grace in which we stand through him, and we boast in the hope of God’s glory.—Romans 5:1–2 (CEB)
While they were still talking about this, Jesus himself stood among them and said to them, “Peace be with you.”—Luke 24:36
Scripture: Romans 5:1–11; Luke 24:36–49
Focus: We come to understand the joy and freedom from sin we receive through Jesus Christ and celebrate that we have been reconciled to God.
Connection to Campers: Often we get bogged down with guilt when we think about sin and our salvation. Jesus came to free us, not make us feel guilty. In Jesus we are free of shame and guilt, and we celebrate because God has given us grace. We have joy because Jesus has saved us from our sins, as well as the burden of guilt and shame. We live in peace!
Leader Notes: Familiarize yourself with the “Biblical and Theological Overview” for today, and be aware that often talking about sin, even through a lens of salvation, leads to youth feeling put down and ashamed, and being rather hard on themselves.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Emmaus Walk
Pass the Dictionary
Love Wins!
Peace Be With You
Best Boaster
Cross in My Pocket
Evening Worship
Cabin Devotions
Explore
Emmaus Walk
Take a walk through camp with the campers and read the scripture in pieces at stops along your way. Share with the campers the background about the Emmaus Road story from Luke 24:13–35 (see the Biblical and Theological Overview for Day 6) as an introduction to the Luke 24:36–49 passage for today.
Then read Luke 24:36–37. Discuss with the campers times they have experienced some of the emotions and situations shared by the disciples in the story. Ask them to reflect on how those times and feelings might have been different if Jesus had been physically present with them. Read verses 38–43. Discuss what it means today to say that Jesus is with us.
As you continue to walk, read verses 44–45. Talk about how Jesus is the fulfillment of what had been written in the Scriptures. Remind campers of the conversations on Day 4 about Jesus teaching with authority.
Continue on, reading verses 46–49. Have campers discuss what they are witnessing about Jesus and his love through their experiences at camp and how they can themselves be the witnesses that Jesus speaks about in the scripture reading. End the walk with a reminder that while Jesus told the disciples to remain until they received power from on high, as Jesus’ followers, the campers have been given the power to go out and share the story of God’s love with others now, since Jesus has called them his witnesses.
Multiple Intelligences: Linguistic, Bodily/Kinesthetic
Supplies: Bible
Pass the Dictionary
Romans 5:1–11 is a more difficult passage to understand; so read the passage, and then read it again, but offer a dictionary to the group. Tell the campers that whenever persons come across a word they don’t understand, the reading will stop long enough for someone to look up the definition and read it aloud to the rest of the group. Read through the passage in this manner, defining words that are unknown and allowing discussion on what the various words mean.
When the story has been read a second time and definitions have been given as needed, talk with the group about what a “justified life” might look like. Remind them that “being justified” means that people are made right with God and that their sins are forgiven. Speak to justification as being a life in which God has the last say in who someone is and what that person deserves in life—not that person, nor anyone else. Remind the campers that a life justified and made righteous means a life of service: Christ served humans and loved them first through his life and death, so now humans are to be the arms of the cross reaching out and serving other people in the same Christian love they have received.
Multiple Intelligences: Linguistic, Spatial
Supplies: Bible, dictionary
Experience
Love Wins!
Leader Note: Ahead of time, prepare the nametags, instructions, and maps needed; also place the additional instructions or maps on the route for campers to do the next leg of the trek.
Give each camper a nametag that has a different attribute of God already written on it. You will need to create these ahead of time, and one must include the attribute “God = Love.” Next, tell the campers you are sending them on a “GPS trek” to find a hidden location for the Bible study. Give each camper (except the camper with the “God = Love” nametag) a map (a very low-tech version of a Global Positioning System) with the same instructions for getting to the next stop for additional directions. Plan for one or more stops and have new directions available at each for getting to the next spot.
Meanwhile, the person who has the “Love” nametag receives an easier, very direct set of instructions to arrive at the final location.
Send all the campers out at the same time, and remind them that it’s a race to see who can find the location first. The “Love” nametag camper should follow the different directions and go directly to the location and wait for the others to arrive. Add the instruction that when everyone else arrives, he or she is to shout out, “Love wins!”
Read Romans 5:6–11, repeating verse 8, and discuss what it means that God’s love wins out over everything else. It doesn’t mean a race to the finish line, but it means that God’s love is so much more important because it’s what offers humans salvation and new life, even though they are still sinners.
Multiple Intelligences: Bodily/Kinesthetic, Logical/Mathematical
Supplies: Bible, premade nametags, instruction sheets/maps for the trek (two different sets of instructions)
Peace Be with You
Invite the group to play a game that is like Duck, Duck, Goose but with some changes. One camper is “it” and walks around the circle tapping the shoulders of the other campers while saying “peace” with each tap. The camper continues until he or she finds a person to tag to be “it” next, at which point “it” will say, “be with you!” and tap that camper on the shoulder.
The new “it” will then get up and race the original around the circle in an attempt to get to the open place first. Rather than tackling each other for the space, the two players will then “high-five” each other and shout to the rest of the group, “Peace be with you!” and the group will respond, saying, “And also with you!” Play several rounds of this newly familiar game with the group.
When done with the game, read together Luke 24:36–49. Talk about finding your identity in Christ through accepting the peace and joy of salvation that is so freely given by God. Talk also about Jesus’ charge to his friends to love one another (John 15:12 from Day 3), which is a way of making visible to all the way of peace, gained through the love of Christ Jesus.
Multiple Intelligences: Bodily/Kinesthetic, Interpersonal
Supplies: Bible
The Best Boaster
People love to brag and boast, but in what are they boasting? Romans 5:1–5 speaks of boasting in Christ because of the grace that has been given. Break into smaller groups of three or four and have them each create a cheer based around Romans 5:1–5. Have each group teach their cheer to the other groups, and then have the groups compete in a “cheer off” with you as the judge—only everyone will win the competition.
Encourage them to boast and cheer as loudly as they can. When the competition is over, talk about bragging and boasting in daily life:
• What have we been given by God that deserves boasting?
• How does everything else compare to the gift of freedom and life we have received?
• Does anything else really deserve to be bragged about?
Challenge the campers to shout their cheers at one another for the rest of the day when they see each other around camp. Who knows, the challenge may continue for the rest of the camp week.
Multiple Intelligences: Interpersonal, Linguistic
Supplies: Bible
Cross in My Pocket
Campers will create two crosses, which they will paint. The crosses will need time to dry. Pass out four small twigs (that you have previously collected) to each camper and some twine. Instruct the campers to make two crosses of the twigs, using the twine to bind both sets of two pieces together into crosses. Read through Romans 5:6–11 while the campers are given paints to use to decorate the crosses however they see fit.
Talk about the gifts of salvation and justification (being made right with God through Jesus Christ), and what they mean for the campers’ lives. Have the campers take time to pray over their crosses and think of someone or multiple people to whom they might like to offer the symbol of hope, salvation, and peace. Encourage each of them to keep one, if they want, but share the other cross with someone, and in sharing it tell the story of how Jesus offers freedom. Because of the gift humans have been given, they are encouraged to share that very same gift with others in everything they do. Sharing a cross the camper has made is one small way of offering hope to another person.
Multiple Intelligences: Intrapersonal, Spatial, Naturalist
Supplies: Twigs (four per camper, collected earlier), twine (or heavy thread or floral wire), acrylic paints, paintbrushes, cups of water, rags or paper towels for clean up
EXPRESS – Worshiping God Together
Song Suggestions
“LEAD ME TO THE CROSS,” BROOKE LIGERTWOOD
“Jesus Christ Is Risen Today,” Hymn
“Lift High the Cross,” Hymn
“I’m Forgiven” (aka “Amazing Love” and
“You Are My King”), Chris Tomlin
MORNING WORSHIP
GIVE EACH CAMPER A PIECE OF PAPER WITH “JOHN 3:16” WRITTEN AT THE TOP. TELL THEM TO TAKE THEIR BIBLES AND A PENCIL TO A QUIET PLACE AND SPEND SOME TIME MEDITATING, THINKING, AND PRAYING OVER THE SCRIPTURE. ENCOURAGE THEM TO WRITE A PRAYER, DRAW A PICTURE, OR REFLECT IN SOME WAY ON WHAT IT MEANS TO THEM AT THIS POINT IN THEIR CAMP WEEK THAT JESUS LOVED THE WORLD SO MUCH THAT HE WAS WILLING TO DIE FOR ITS SALVATION. GIVE THEM TEN MINUTES OF PERSONAL REFLECTIVE TIME, AFTER WHICH CALL THEM BACK TOGETHER AND PRAY FOR THE DAY.
Supplies: Bibles, paper, pencils
EVENING WORSHIP
AS A GROUP, SING THE FIRST VERSE OF “LIFT HIGH THE CROSS” TO OPEN WORSHIP. REMIND THE CAMPERS THAT TODAY YOU TALKED ABOUT JESUS AS YOUR SAVIOR AND THE FREEDOM THAT YOU ALL HAVE THAT COMES FROM GOD’S GRACE IN JESUS CHRIST. ASK THE GROUP TO TALK ABOUT WAYS THAT THEY CAN PARTICIPATE IN JESUS’ MINISTRY BY SHARING HIS LOVE AND THE STORY OF SALVATION WITH OTHER PEOPLE. REPEAT LUKE 24:48 TO THEM AND CLOSE WITH A PRAYER THANKING GOD FOR THE GIFT OF SALVATION, FOR LOVE, AND FOR STRENGTH TO BE JESUS’ WITNESSES TO THE WORLD.
Supplies: Bible
CABIN DEVOTIONS
ASK YOUR CAMPERS TO SHARE LOWS AND HIGHS FROM THE DAY, AS THEY HAVE EVERY OTHER NIGHT. ENCOURAGE THEM TO INCLUDE THEIR HIGHS AND LOWS FROM THE WEEK, SINCE THIS IS THEIR LAST NIGHT TOGETHER. INVITE THEM TO SHARE THE MOST MEANINGFUL PART OF THE SCRIPTURE THEY LEARNED TODAY, AND HOW THEY FELT GOD EMPOWERING THEM TO BE WITNESSES WHEN THEY LEAVE CAMP TOMORROW AND RETURN HOME.
Day 7 Guide
Jesus Is the Real Thing
Key Verse:
“The Spirit of the Lord is upon me,
because he has anointed me
to bring good news to the poor.
He has sent me to proclaim release to the captives
and recovery of sight to the blind,
to let the oppressed go free,
to proclaim the year of the Lord’s favor.”—Luke 4:18–19
Scripture: Luke 4:14–21
Focus: We should be leaving camp this week having experienced the real, life-giving love of Jesus and be ready to reflect that love in our churches, in our communities, and in our world.
Connection to Campers: Through learning more about Jesus, campers have seen that they are invited to participate in Jesus’ ministry by being world changers. They are challenged to share the joy and healing of Christ and to be witnesses to who Jesus really is. They will see here that Jesus went back home and spoke of his mission, and they are encouraged and challenged to do the very same thing.
Leader Notes: Read through the “Biblical and Theological Overview” for Day 7.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Your Job
Mission Statements
Buried Treasure
Explore
Your Job
Have campers take turns reading a single verse of today’s scripture aloud to the rest of the group. After the reading, talk about how this event was basically the beginning of Jesus’ ministry, and today marks a beginning of the campers’ new ministry when they return home.
Ask them to consider the possibilities if they were to open the newspaper or a letter and it said, “We want you to…proclaim good news to the poor, release to the captives, recovery of sight to the blind, and to let the oppressed go free.” What kinds of things might they do to carry out that job?
Have the campers get into teams of three or four and work on a job description that they will briefly act out without using words for the rest of the group. They can do charades or a tableau or a role play, for example. Encourage them to think about what they have learned this week and what their new ministry at home might look like.
After a few minutes of preparation, have the teams come back and perform their ministry job descriptions for the other campers. Take time to discuss each. Then lead a short prayer for all the campers as they return home with a new sense of ministry possibilities.
Remind them that this scripture was basically Jesus’ job description, but that it had been written years before Jesus was even born. Each of their job descriptions has been written too, and now that they know more about Jesus, they are equipped and ready to live into those job descriptions beyond their time here at camp.
Multiple Intelligences: Linguistic, Bodily/Kinesthetic
Supplies: Bibles or copies of Luke 4:14–21 for each camper
Experience
Mission Statements
Read through Luke 4:17b–20 with the campers and talk about how this was Jesus’ mission statement for his ministry. Remind the campers that this is the point when Jesus starts his ministry after having been baptized and having spent time being tempted and tested in the wilderness for forty days. Jesus is defining his legacy and the purpose of his ministry on earth. Read verses 18–19 again to the group.
Give each camper a piece of paper and a pencil and encourage the campers to now write their own mission statements. Remind them of what they have learned about Jesus this week and what they have been called to do in their own ministry back at home. Give them time to write their mission statements; then invite volunteers to share.
Pray over the campers as they leave this place, set out to do their own ministry for God, and continue to learn about who Jesus really is in their lives.
Multiple Intelligences: Intrapersonal
Supplies: Bible, paper, pencils
Buried Treasure
Give campers each an index card and pencil. Ask them to reflect over the week and write themselves each a short postcard that they would like to find at some point in the future. Encourage them to use these postcards as a chance to remember this week at camp, but also to remember what ministry God has called them to at home, at church, in school, and in the community.
After they have written their notes to themselves, instruct them to open their Bibles to random pages and stick the notes inside the Bibles and close them quickly.
After all campers have “buried” their notes for later, pray, thanking God for the week, the new friends, the new call to ministry, and the challenges ahead as you move on to witness in new ways at home. Close with singing the refrain of “Here I Am, Lord” together.
Multiple Intelligences: Intrapersonal, Musical
Supplies: Index cards, pencils or pens, campers’ own Bibles (if possible)
EXPRESS – Worshiping God Together
Song Suggestions
“DOXOLOGY,” TRADITIONAL
“Gloria Patri,” Traditional
“Morning Has Broken,” Hymn
“Here Am I, Lord,” Hymn
“Jesu, Jesu,” Hymn
MORNING WORSHIP
SING A SONG OR TWO, THEN INTRODUCE THE SCRIPTURE. TELL THE CAMPERS THAT JESUS HAD JUST SPENT FORTY DAYS IN THE WILDERNESS BECOMING CLEARER ABOUT HIS FAITH AND HIS MINISTRY. POINT OUT THAT THE CAMPERS HAVE NOT HAD FORTY DAYS IN THE WILDERNESS, BUT THEY HAVE HAD THESE DAYS AT CAMP THAT HAVE HELPED THEM BECOME CLEARER ABOUT THEIR FAITH IN PREPARATION FOR THEIR MINISTRY. ASK THEM TO LISTEN CAREFULLY TO THE SCRIPTURE TO HEAR WHAT JESUS SAW AS HIS PURPOSE AND MINISTRY ON EARTH. READ LUKE 4:14–21.
Give the campers the supplies and instructions to make a scroll of their own. First, they are to write words or phrases that stuck out to them during the week from the times of worship, the activities, the talks, the discussions, the songs, and the scriptures. They are also to write notes about ministries they feel called to or want to explore when they go home. Play music in the background while the campers are writing.
Then invite them to do a passing of the peace. However, instead of simply speaking a greeting of peace to each other, they are to take their scrolls and trade them with other campers, who will write words of encouragement, sign their messages, and give the scrolls back. Allow the campers some time so that they can collect these blessings from one another.
Reconvene, give out ribbons, and demonstrate how to roll the scroll and tie it. Campers should put their names someplace visible too. Tell them they are to take home their scrolls as a reminder of their experiences this week, of who Jesus is to them, of the ministry possibilities before them, and of their friends in Christ. Encourage them to unroll the scroll in their hometowns, as Jesus did, and read it again. When they do, invite them to pray for their friends from camp and their ministries, as well.
In closing, pray aloud using a popcorn prayer. (The leader starts and finishes the prayer, allowing time for campers to insert their prayers and praises during the silence of the prayer.)
Multiple Intelligences: Spatial, Intrapersonal
Supplies: Sheets of paper, pens, ribbon to tie the “scroll” for each person (you may also want to supply something to give campers a hard surface for their writing, especially something they can use when trading scrolls), (optional: recording of favorite music from the week, player)
older YOUTH
DAY 1 GUIDE
Who Do You Say I Am?
Key Verse: When Jesus came into the district of Caesarea Philippi, he asked his disciples, “Who do people say that the Son of Man is?”— Matthew 16:13
Scripture: Matthew 16:13–17
Focus: Campers might be misunderstood, labeled, and have little control over who people say that they are. They may have never taken personally Jesus’ question to declare who Jesus is and who he will be in their lives. They may not yet have considered who they are and who they strive to be in Jesus’ eyes and his love.
Connection to Campers: Campers will reflect on who Jesus is in their lives and who they are in him. They will broaden their understanding of Jesus as multifaceted and personal. They will consider their own many-sided and dynamic identity in Christ, and have the opportunity to grow in relationship with themselves, one another, and Jesus.
Leader Notes: Read through the “Biblical and Theological Overview” for Day 1. Three of the activities—People Hunt, Touring Sacred Ground, and Community Covenant—are especially good for helping campers get to know one another, the camp, and the expectations of the community at camp. This first day is especially important for establishing camp as a welcoming and safe place.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Introducing the Question
Now Hear This!
Let the Spirit Move You!
Create Identity Charts
People Hunt
Touring Sacred Ground
Community Covenant
Evening Worship
Cabin Devotions
Explore
Introducing the Question
This activity aims to open a pathway for personal reflection and to help each camper get in touch with his or her own sense of spirituality in order to build upon it throughout the week. Gather the group in a circle and invite a camper to read aloud Matthew 16:13–17. Restate the question, “Who do you say Jesus is?”
Jesus is many things to many people. Engage in an introductory community dialogue about who campers think and say Jesus is. How did they know Jesus when they were young children? How have the campers’ relationships with Jesus evolved? Has Jesus been apparent in their lives? How would they like to know Jesus? What Bible stories have they heard about different aspects of personality and divinity of Jesus Christ? Have they heard the personal stories of others, which have shaped their relationships with Christ?
Emphasize that there are no right or wrong perceptions. By reminding the group to refrain from judgment or laughter and fully invest themselves in the activity, encourage a safe space where campers can explore in authentic ways. Allow ample time for responses and resist the urge to rush or fill the silence even if it feels awkward at first. Holding space in this way is vital in encouraging meaningful engagement and establishing reflective practice. Have faith that the Spirit will move among the group. If talking remains a struggle, rephrase the question, “Who have you heard Jesus is?”
An option—if leaders feel confident the group is ready to participate on a deeper level: Distribute paper and pens. Ask campers each to identify a word(s) that he or she feels describes a primary attribute of Jesus and write it on one side of the paper. Then ask them each to consider a word(s) that describes the way(s) he or she would like to know Jesus more personally, and write it on the other side. Let the campers know that their responses will not be shared directly so they can freely express their thoughts.
When everyone has finished, explain that the group will pass a basket around and campers will place their reflections in it as an offertory while the group sings a meditative song, such as “Day by Day.” There is no need to debrief—simply hold the space and possibilty for exploration. If you like, lay the “offerings” around an altar space for silent observation. Close with a prayer of affirmation that each person is seen, heard, known, and loved by Jesus.
Multiple Intelligences: Intrapersonal, Linguistic, Musical
Supplies: Bible (optional: construction paper [about eight strips to the page], pens, basket)
Now Hear This!
Gather in an area where campers can work in close proximity, with enough space to talk and move about. (Outdoors is great, if possible.) Explain that during the week they will explore ways to find their true selves in Jesus.
Read Matthew 16:13–17 together. Assign different readers to be the narrator, Jesus, a couple of disciples (talking over each other), and Peter. (Leader Note: Doing the reading in this way provides a good warm up for creating their “broadcast.”)
Invite campers to talk about characteristics they see in Jesus (teacher, healer, friend, miracle-maker, visionary, revolutionary, and so on). How do they know of these qualities? (through scripture, stories of others, songs, experience).
Divide campers into small groups of three to five. Each group will create a stylized “broadcast,” telling the world who Jesus is—through the news, a western, a music video, an opera, a public service announcement, tweets, or other social media postings, for example. Invite campers to present the broadcasts to the whole group; then ask the audience to reflect on what they saw and heard.
Invite campers also to share how they’ve seen similar people or situations in their lives. Close with a prayer of gratitude for each of Jesus’ attributes.
Multiple Intelligences: Linguistic, Interpersonal, Bodily/Kinesthetic
Supplies: Bible, paper and pens for groups to use in planning
Experience
Let the Spirit Move You!
This icebreaker facilitates “getting-to-know-you” in an active way. Include the leaders! Arrange chairs in a circle, facing inward, with one for each player minus one. The person without a chair will be the first to be “It” and stand in the center of the circle. All others sit. Ask campers to find out the names of those on either side of them.
The person in the center calls, “The Spirit moves everyone who…”—completing the sentence with a statement that is true for him- or herself. (“The Spirit moves everyone who can speak another language!”) All who share this characteristic leave their seats to quickly find new ones at least two chairs away. The central person must also find a seat.
When people reach a new spot, again have them find out the names of those to either side and quickly elaborate on the characteristic that moved them (“I speak Spanish!”). The person who has not found a seat begins a new round. Encourage a variety of questions to elicit facts, history, preferences, and other aspects of identity.
Multiple Intelligences: Interpersonal, Bodily/Kinesthetic
Supplies: Chairs for each player—minus one
Create Identity Charts
This activity invites us to explore who we know Jesus to be, and who we are in Christ Jesus. Distribute construction paper and markers, then invite participants to draw or trace two hands on their paper. Near one hand they are to write the name “Jesus” and inside the hand, words that describe who Jesus is to them. Encourage participants to consider many facets (friend, healer, teacher, preacher, rebel, target, mystery, and so forth).
Near the other hand, each person writes his or her own name; inside, have the campers write words that describe who they are in Christ. Again, encourage campers to consider an array of attributes (for example: son/daughter, peacemaker, seeker, questioner, unsure, beloved child of God, part of God’s church, servant-leader).
When the task is completed, invite participants to share their reflections with partners or small groups, then in a communal dialogue. These identity images can be used in presentation on an altar, or hung around your meeting space on clotheslines to create a visual representation of Christ within the community.
Leader Note: Campers may have complex feelings about “who they are” in different situations and groups. Guide them to focus on who they are in Christ, even if their relationship with Jesus is newly emerging. Maintain a spirit of open exploration and validation of each person’s responses. Consider a continuing invitation to add to the hands at various times during the week.
Multiple Intelligences: Intrapersonal, Spatial, Linguistic, Interpersonal
Supplies: Bible, construction paper, markers (optional: clothesline, clothespins)
People Hunt
Leader Note: Ahead of time, prepare and make copies of a survey listing twenty or so (depending upon the size of your group) diverse characteristics (abilities, experiences, and/or preferences) with blank spaces. For example, Find someone who:
can speak two languages
has been to synagogue
likes pepperoni pizza
Hand out copies of the survey to the campers and instruct them to:
1. Find different people who match individual characteristics
2. Ask each to tell you something about the characteristic (a story or skill)
3. Sign the blank line next to the characteristic
When finished, reconvene as a group and invite campers to share what they learned about their peers.
Multiple Intelligences: Interpersonal
Supplies: Surveys and pens
Touring Sacred Ground
Lead campers on a tour of camp. In addition to imparting practical information such as important locations, share camp-culture stories and songs in meaningful spaces around camp. Invite new campers to walk with returning ones while they get to know each other. As the group stops at a new spot, have campers find new partners. If desired, propose specific questions to explore together. At the close of the tour, ask campers if there were moments in which they felt the Divine Presence among them.
Multiple Intelligences: Interpersonal
Supplies: None
Community Covenant
Invite the group to collaborate in creating a covenant—a sacred agreement among the community members and God. Ask participants to articulate the ways in which they would like to live and act with one another during the week, and write these commitments on a large piece of poster board.
In addition to rules for physical, emotional, and spiritual safety, identify specific ways in which people would like to be with one another. Encourage campers to use positive language (“We will treat each other with kindness”) rather than negative (“We won’t be mean”). After the covenant has been written, invite people to sign it one at a time while the group sings a meditative song together.
Multiple Intelligences: Logical/Mathematical, Interpersonal
Supplies: Posterboard and markers
EXPRESS – Worshiping God Together
Song Suggestions
“JESUS IN THE MORNING,” AFRICAN AMERICAN FOLK SONG
“Jesus Is the Rock,” Tony Congi
“Lord, I Want to Be a Christian,” American Folk Hymn
“Who Do You Say That I Am?” David C. Parks, High as Heaven
“Rejoice in the Lord Always,” Evelyn Tanner
“Day by Day,” Stephen Schwartz and
John-Michael Tebelak, from Godspell
EVENING WORSHIP
GATHER IN A CIRCLE AND BEGIN WITH A FAMILIAR SONG THAT EVERYONE CAN PICK UP EASILY. READ MATTHEW 16:13–17.
Invite campers into a participatory circle prayer. Propose a model for praying:
1. Identify Jesus with a specific quality or name (Healer, Teacher, Son of God…)
2. Express a gratitude
3. Ask for a blessing for the week
Explain that a leader will begin, then send the prayer around the circle to the right. Campers may pray aloud, or choose to pray silently and simply pass the prayer on to the next person. After each person has a chance to pray, she or he will gently squeeze the hand of the person to the right, until the prayer has gone around the circle completely. Then a leader will close the prayer.
Example:
Leader Invocation: “Loving Jesus, I’m thankful you’ve brought each person to this circle, and I ask you to help us grow in spirit this week…” (pass the squeeze…)
Each camper prays aloud or silently, then passes the squeeze.
Leader Closing: “Jesus, God With Us, you hear our prayers spoken and unspoken. Help us see you more clearly, love you more dearly, and follow you more nearly.”
Close with quiet song, such as “Day by Day.”
Supplies: Bible
CABIN DEVOTIONS
AS YOU CLOSE THE DAY, ENGAGE CAMPERS IN TALKING ABOUT THE THINGS THEY ARE LOOKING FORWARD TO DOING TOGETHER AT CAMP.
Even older youth enjoy a bedtime story. You may choose to read a book to validate each camper’s unique identity and to affirm that they are loved. Nancy Tillman’s book, On the Night You Were Born, is based on Psalm 139, “For you are fearfully and wonderfully made.” Douglas Wood’s book, No One But You, lifts up each person’s distinctive experience of the world and tunes campers in to be mindful during the week.
Invite campers to share one thing about themselves that is unique and wonderful. Close with a prayer giving thanks for those gathered and for all of creation.
Supplies: (Optional: book)
Day 2 Guide
JESUS IS GOD WITH US
Key Verse: For a child has been born for us, a son given to us...; and he is named Wonderful Counselor, Mighty God, Everlasting Father, Prince of Peace.—Isaiah 9:6
Scripture: Isaiah 9:6; Luke 1—2
Focus: God is with us in Jesus. When we feel challenged in life, God is with us. God may call us to difficult tasks but will always be with us. God is never far off or distant.
Connection to Campers: Campers will hear stories of Jesus’ birth and explore his early life and youth, as well their own lives in comparison. They will learn that Jesus is the fulfillment of God’s promise to be with them always and reflect on how God moves in their lives in ever-present ways.
Leader Notes: Read the “Biblical and Theological Overview” for Day 2.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Jesus, Many Things to Many People
Tell the Story
God’s Love Is Like… (Instant Replay)
In Search of God’s Love
Just Imagine
Reinvent a Holiday!
Gifts for a King
Evening Worship
Cabin Devotions
Explore
Jesus, Many Things to Many People
Sing a song of invocation, such as “Jesus, Name Above All Names.” Ask a camper to read Isaiah 9:6. Challenge campers to think of as many names and phrases as they can for Jesus. Invite them to create their own! Then, in small groups, have campers create a birthday card, psalm, poem, or song welcoming Jesus into the world. Another option is to create a poster of just the names of Jesus, done artistically. Display their work and invite them to tell about it.
Multiple Intelligences: Intrapersonal, Musical, Spatial, Linguistic, Interpersonal
Supplies: Construction paper, pens, markers
Tell the Story
In Luke 1—2, we hear about the events surrounding Jesus’ early life, but we may not be familiar with his growing up. Stories are passed on through generations—some are written; some are spoken; some are lost. What’s essential is that we have roadmaps to guide our way. When we don’t have the whole story, we need to do our best to fill in the gaps.
In this activity, campers will enact different stages of Jesus’ life as they envision it. Divide campers into five groups, and assign a time in his growing up: birth to three years; four to seven; eight to twelve; thirteen to sixteen; seventeen to twenty-one. Ask campers to think about what Jesus and his life were like during these years, then to find a way to tell the story (skit, freeze-frames, mural, TV or radio broadcast, Twitter feeds, Facebook entries, song) to the whole group based on what they’ve heard and/or what they imagine.
Leader Note: The activity below, Just Imagine, is similar but looks more specifically at Jesus’ world. You may want to combine elements of Tell the Story and Just Imagine in a way that suits your group.
Multiple Intelligences: Logical/Mathematical, Spatial, Linguistic, Interpersonal, Bodily/Kinesthetic
Supplies: None
Experience
Just Imagine
Ask the group to identify qualities they admire and appreciate in Jesus. Then ask them to consider all they know about the time, place, and social/political circumstances Jesus grew up in (living in an occupied country, women and children not valued, disease thought to be a result of sin, widespread poverty). Invite campers to imagine what kinds of situations Jesus may have encountered at their age that shaped his ministry as an adult. When and how might he have experienced or witnessed prejudice, injustice, loving kindness, miracles?
Invite campers to form small groups to create skits that relate a story of an event that may have contributed to the formation of Jesus’ identity and worldview.
Challenge them also to name significant experiences in their own lives and world that are shaping who they are becoming and how they understand and view the world.
Multiple Intelligences: Logical, Spatial, Linguistic, Interpersonal, Bodily/Kinesthetic
Supplies: None
God’s Love Is Like… (Instant Replay)
Leader Note: Counselor(s) should model one or two examples for clarity and comfort. Campers may feel silly at first, but they usually enjoy the game. It’s helpful when counselors join in!
God sent Jesus to be “God with us.” God’s love for us is so profound that we can only imagine it. Invite campers to stand in a circle. Explain that the goal is to express the vastness of God’s love. Each person will take a turn to step into the circle and proclaim what God’s love is like, accompanied by a sound and a motion. Then all others “instant replay” the statement, sound, and motion. Invite campers to have fun with their proclamations. For example:
“God’s love is like shelter in a hurricane!” (Spin around; make a “whoosh” sound.)
“God’s love is like my favorite song!” (Sway to imaginary music; sing or hum.)
“God’s love is like a present on Christmas!” (Mime opening a gift; gasp in surprise.)
Multiple Intelligences: Spatial, Linguistic, Bodily/Kinesthetic
Supplies: None
In Search of God’s Love
Invite youth to take a nature walk around camp in groups of three with people they don’t know well yet. This will give them a chance to make new friends while accomplishing a joint mission—to find three examples of God’s love in nature. Their discoveries may be tangible (a mother animal caring for her young, a symbiotic plant relationship, the communal interaction of insects) or abstract (water springing from its source, sunlight bathing the forest wildlife, wind caressing the trees). Simply by actively seeking with new eyes, campers may discover a powerful sense of the Spirit moving.
Optional: Ask campers to find a way to “record” glimpses of God’s love—with cameras, art supplies, story, song, poetry, body prayer. Then have them share with the group!
Multiple Intelligences: Interpersonal, Naturalist
Supplies: (Optional: cameras, paper, pens, art supplies)
Reinvent a Holiday!
Leader Note: For this activity campers may need time and support during the day to gather (books, music, food, worship materials) or to create (writing, costumes, props). Plan in advance for them to have time and access to resources. Assign a counselor to each group for support.
Gather the group together and ask campers to tell what they appreciate and dislike about how Christmas is celebrated as a holiday today. Divide into small groups. Invite campers to reinvent it as a new sacred celebration of Christ’s birth—a holy day. What customs, songs, foods, rituals, prayers, or stories would they include? What activities might be excluded?
Reconvene and share ideas. Find ways to incorporate a portion from each group in a celebration of Christmas today and/or during evening worship.
Multiple Intelligences: Spatial, Interpersonal
Supplies: Ahead of time, take a mental inventory of the possible supplies that might contribute to the activity; the actual choices will be determined by camper imagination!
Gifts for a King
Leader Note: This activity works best early in the day so the oil has ample time to be infused with plant essence. You may also want to use the oil in evening worship.
Ask the campers to recall the description of Jesus’ birth that they read in the Luke chapters: What was missing? (the story of the wise men). Point out that, when people tell the Christmas story, they often conflate the information from two gospels, Luke and Matthew. Read Matthew 2:11:
They entered the house and saw the child with Mary his mother. Falling to their knees, they honored him. Then they opened their treasure chests and presented him with gifts of gold, frankincense, and myrrh. (CEB)
The wise men brought gifts that included prescious oils. Explain that in ancient times, people made fragrant oil from the natural resources around them—frankincense, myrrh, pine, fir, juniper, cedarwood, myrtle, cinnamon, rosemary, saffron, and others. Oils were used in lighting lamps, cooking food, healing wounds, and in anointing or blessing people. Invite campers to create a simple, sacred gift with natural resources around them.
Multiple Intelligences: Naturalist
Supplies: Handout (below), oil, glass canning jars, plant(s), dispensing container(s), cheese cloth or strainer (optional: crock pot)
EXPRESS – Worshiping God Together
Song Suggestions
“SURELY GOD,” STEVEN IVERSON
“Jesus, Name Above All Names,” Naida Hearn
“The Little Drummer Boy,”
Katherine Kennicott Davis
“O Come, O Come, Emmanuel,”
John Mason Neale and Henry Sloane Coffin
“All Who Are Thirsty” (“Come, Lord Jesus, Come”), Brenton Brown
“They’ll Know We Are Christians,”
Peter R. Scholtes
“Born Out of His Love,” Tony Congi
“I Will Call Upon the Lord,” Michael O’Shields
“Have You Seen Jesus, My Lord,” John Fischer
“Jesus, Remember Me,” Taizé
“Dona Nobis Pachem,” Traditional
MORNING WORSHIP
READ ISAIAH 9:6. READ LUKE 1—2, OR CONSIDER USING A TEEN STORY VERSION (SUCH AS THE STORY: TEEN EDITION—THE BIBLE AS ONE CONTINUING STORY OF GOD AND HIS PEOPLE, BY ZONDERVAN PUBLISHING, OR THE MESSAGE: THE BIBLE IN CONTEMPORARY LANGUAGE, BY EUGENE H. PETERSON).
The wisemen who visited Jesus brought gifts. Invite campers to imagine that they’ve just heard about the birth of Jesus. They’ve been invited to see the Christ child, but they must leave now. What gift(s) will they bring to offer the Messiah? Encourage them to think about their personal gifts and abilities: How can they serve Jesus today?
Invite campers to take a moment alone outside, in their own spaces, to reflect on their gifts and dedicate themselves to God today.
Reconvene and close with a song, such as “The Little Drummer Boy.”
Supplies: Bible (optional: story Bible)
EVENING WORSHIP
LEADER NOTE: IF YOUR GROUP HAS PARTICIPATED IN THE REINVENT A HOLIDAY! ACTIVITY, YOU MAY WISH TO INCLUDE CAMPER OFFERINGS AS PART OF WORSHIP.
Gather in a circle and begin with a centering song, such as “O Come, O Come, Emmanuel.”
Invite a camper to read Isaiah 9:6. Say: “Jesus is called ‘Wonderful Counselor, Mighty God, Everlasting Father, Prince of Peace, God With Us, the Messiah… the Anointed One…’ As the body of Christ, we are the eyes, the ears, the voice, the hands of Jesus. Throughout the Bible we hear of people being anointed, blessed in the service of God. This evening’s worship offers opportunity to anoint one another’s hands to affirm each person’s sacredness.”
Introduce the concept of anointing and offer instructional guidance. Turn to the person on the right, rub a small amount of oil on that person’s palms, and then pass the oil, continuing around the circle. Sing a meditative song until everyone has been anointed.
Invite a volunteer to lead a circle prayer. The leader will begin, then send the prayer around the circle to the right. Campers may pray aloud, or pray silently and pass the prayer on to the next person. The leader will close.
Close with a benedictory song, such as “Dona Nobis Pachem.”
Supplies: Bible, olive oil or anointing oil
CABIN DEVOTIONS
HI-LO: INVITE CAMPERS EACH TO TAKE A TURN SHARING HIS OR HER HIGHEST AND LOWEST MOMENTS OF THE DAY. CELEBRATE THE HIGHS AND INVITE CAMPERS TO PROPOSE STRATEGIES FOR SHIFTING LOWS IF IT APPEARS THERE IS OPPORTUNITY FOR CHANGE (GREATER INCLUSION, INCREASED KINDNESS, MORE REST, AND SO FORTH).
Consider a bedtime story, such as Old Turtle, by Douglas Wood and Cheng-Khee Chee—a beautifully illustrated book about what God is like.
Supplies: (Optional: book)
Making Anointing Oils
Handout
To anoint is to make sacred, to consecrate. For thousands of years many religions and races around the world have employed perfumed oil in a ritual act, marking a person as special in some way. Aromatic oils and plants are referenced several hundred times in the Bible.
The main ingredient in the following anointing oil infusions is olive oil, which traditionally has both secular and sacred purposes. Olive oil has been used in daily life for lighting lamps, cooking food, healing wounds, and more. It has been used as a ceremonial tool in consecration and religious rites.
For best results, oil should be infused for several days, but for our purposes, one day will suffice.
Frankincense and/or Myrrh Oil
Make anointing oil with gifts of the magi! Frankincense and myrrh are very fragrant, so use only a small amount. Pour one cup of oil into a glass canning jar. Add a quarter ounce (seven to eight grams) of frankincense and/or myrrh resin. See “Final Steps” below.
Pine, Fir, Juniper, Cedarwood, or Myrtle Oil
Make anointing oil with God’s gifts from around camp! Fill a glass canning jar with pine, fir, or juniper needles; with myrtle leaves; and/or with split twigs/branches a cedar tree. Cover completely with olive oil. See “Final Steps” below.
Cinnamon, Rosemary, or Saffron Oil
Make anointing oil with God’s gifts from the kitchen!
Cinnamon: Fill a glass canning jar with cinnamon sticks and cover with oil. Or, if using powdered cinnamon, use one cup of olive oil and one tablespoon cinnamon. See “Final Steps” below.
Rosemary: Fill a glass canning jar with one cup olive oil. Add one tablespoon of fresh rosemary.
Saffron: Crumple saffron threads and dissolve saffron in a few drops of water. Whisk in olive oil. Pour into a glass canning jar. See “Final Steps” below.
Final Steps for All Oil Infusions:
1. Let the jar sit in the sun on a windowsill, or in another warm place (such as a crock pot) for as long as possible throughout the day. Shake it periodically.
2. Filter oil through cheese cloth or a strainer to remove the plant material. Pour the oil into a glass vial or other container with a small opening. It is now ready for use in anointing!
To explore further, consult Healing Oils of the Bible, by David Stewart.
Day 3 Guide
JESUS IS FRIEND
Key Verse: This is my commandment, that you love one another as I have loved you.
—John 15:12
Scripture: John 15:9–17; John 11:1–45
Focus: The word friend as used in social media has lost the weight of what it really means to be a friend. Jesus gave a definition of a true friend and demonstrated what real friendship is.
Connection to Campers: Campers will discover Jesus as a model as they explore the traits of real friendship. Genuine, mutual, and reciprocal relationships deepen with time, look for life-giving things for one another, confess offense, seek healing, and survive trials. Campers can learn from Jesus that they can be life-givers in their friendships when things seem hopeless.
Leader Notes: Read through the “Biblical and Theological Overview” for Day 3.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Embodying Friendship
Life-Giving and Receiving
Support
Love Song for the Lord
Jesus in Social Media
God Boxes
Evening Worship
Cabin Devotions
Explore
Embodying Friendship
Invite a camper to read John 15:9–17. Ask campers how they would discern that Jesus was a loving and supportive friend. What qualities or actions might be evidence of this? Encourage them to draw from the range of stories they know about Jesus as they identify those characteristics.
Divide into small groups. Invite each group to create a tableau or “statue” of Jesus as a friend. After each group presents their scene, encourage the others to reflect on what they see. After all the groups have presented, talk together about the qualities depicted and identified in the scripture. (Leader Note: You may wish to develop a list, which you can also use in the second Bible study, Life-Giving and Receiving.)
Encourage the conversation to delve into the campers’ own experiences of friendship, including “friends” they have through social media.
Summarize and emphasize Jesus Christ as our model for true friendship. Explain that throughout the day, campers shall look to see how others offer Christlike friendship. During evening worship they will reveal how they saw Christ in their peers.
Multiple Intelligences: Bodily/Kinesthetic, Spatial, Interpersonal
Supplies: Bible
Life-Giving and Receiving
Read John 11:1–45 in reader’s theater style: Several volunteers read the various characters and the narrative text with great expression appropriate to the scene. Invite campers to look for passages that describe the kind of friend Jesus is. (For example: 11:5 depicts him as loving; 11:8 tells of his bravery.)
After the scripture has been read, ask campers to identify the qualities they heard, and have someone write these on a piece of poster board where everyone can see. You may have words such as loving, caring, compassionate, brave, risk-taking, wise, generous, and so forth.
When the group has made a complete list, invite them to consider two choices:
1. If they would benefit from receiving one of the spiritual gifts listed;
2. If they would offer such a gift to someone they know who needs it.
(For example: “I need bravery because I am facing a scary situation,” or “I would give compassion to my friend who is often hard on herself.”)
This query opens up a space for campers to ask for what they need and to identify ways in which they could be life-givers for others.
Multiple Intelligences: Linguistic, Interpersonal, Intrapersonal
Supplies: Bible, poster board, marker
Experience
Support
Gather and sit in a circle with two players in the center. One player silently creates an active scene where support is needed from the other (for example: digging a ditch, lighting a fire, offering comfort). The second player offers life-giving support to the first (picking out stones from the ditch, collecting kindling for the fire, embracing the one in need, texting or writing a note of encouragement).
The remaining campers observe for a minute or two, and then a volunteer steps in to replace the first player. The new player taps the outgoing person on the shoulder and the helper in the last scene now creates a new scene requiring a different kind of support (cooking a meal, caring for a young or elderly person, and so forth). Take turns until everyone has a chance or the group reaches a natural stopping point.
Debrief: What did the audience observe? How did they know someone needed life-giving support? How did they offer it? What did it feel like to give support? What did it feel like to receive? Did any campers get support in a way they didn’t want? How can we ask for the kind of support we need?
Multiple Intelligences: Spatial, Bodily/Kinesthetic, Interpersonal
Supplies: None
Love Song for the Lord
Challenge campers to rewrite the lyrics to a popular song of their choice to express a love song for Jesus. Provide paper and pens to pairs or small groups. Campers will incorporate three things:
1. a significant aspect(s) of Jesus’ friendship,
2. something they offer to Jesus in friendship, and
3. something they need from Jesus in their lives.
For instruments, they may use found objects or their bodies (humming, clapping, stomping, whistling). Remind campers this is an offering, not a talent competition. Their goal is simply to create a piece that moves them. When groups have finished, invite volunteers to perform the songs as a gift to one another and to Jesus.
Multiple Intelligences: Musical, Interpersonal
Supplies: Paper, pens, found objects (for example, sticks on a box to drum or pebbles in a can to shake)
Jesus in Social Media
Jesus travelled far and wide, proclaiming God’s love and helping people. In essence, his stories and interactions with people served as an ancient vehicle for social outreach. Invite campers to imagine what it would be like if Jesus were alive today and had a Facebook page. Who are his “friends”? What does he “like”? What is on his “wall”? Does he “tag” or “link” to others? Would he create something akin to “throwing snowballs” (like “offering blessings”)? Provide materials for campers to create an image of Jesus’ Facebook page. They can work individually or in small groups.
Multiple Intelligences: Spatial, Interpersonal
Supplies: Construction paper, markers, magazines, scissors, glue
God Boxes
Explain that a God Box is a sacred place where campers can put their prayers, concerns, thanks, questions, and more. Each person will be provided with a small cardboard box to decorate.
Invite campers to take a nature walk around camp with people they are still getting to know. They will gather things that inspire them from God’s creation: leaves, pebbles, pinecones, feathers, twigs—anything they can find on the ground that doesn’t require hurting a living thing. Give a timeframe in which to take a walk, and then have them return to decorate their God Boxes.
Offer paint, glue, markers, glitter, or other resources. Let them know that they can use their God Boxes any time they like. They just sit quietly with a small piece of paper and pen, write down what they’d like to tell or ask their friend Jesus, and tuck it inside the box, releasing it into the loving hands of Jesus, who is one with God.
Multiple Intelligences: Naturalist, Intrapersonal
Supplies: Small cardboard box for each camper, items found in nature, glue, paint, brushes, glitter, markers
EXPRESS – Worshiping God Together
Song Suggestions
“IT’S AMAZING,” TONY CONGI
“Threefold Allelujah,” Unknown
“What a Friend We Have in Jesus,” Hymn
“You’ve Got a Friend,” Carole King
“Creator, I Adore You,” Terrye Coelho
“I Love You, Lord,” Laurie Klein
“I Am the Resurrection,” Ray Repp
“More Precious Than Silver,” Lynn Deshazo
“This Is the Day That the Lord Has Made,” Traditional
Morning Worship
INVITE CAMPERS TO ENGAGE IN A SILENT “MORNING WATCH.” EACH PERSON WILL HAVE A BIBLE AND TURN TO JOHN 15:9–17. THEY WILL FIND PLACES OUTSIDE, IN THEIR OWN SPACES, WHERE THEY CAN SIT SILENTLY AND READ THE SCRIPTURE WHILE EXPERIENCING TEN TO FIFTEEN MINUTES ALONE IN NATURE. THEY WILL REFLECT ON WHAT THE PASSAGE MEANS TO THEM AS THEY OBSERVE GOD’S CREATION. OPTIONS: BRIEFLY SHARE WHEN THE GROUP RECONVENES, OR SING A GATHERING SONG TO CENTER THE GROUP.
Supplies: Bibles
Evening Worship
GATHER IN A CIRCLE AND BEGIN WITH A FAMILIAR SONG THAT EVERYONE CAN PICK UP EASILY. READ JOHN 15:9–17.
Recall that when the group explored Life-Giving and Receiving, campers were charged to look for ways they see Christlike friendship in their peers. Invite them to tell ways they saw or experienced it throughout the day. Encourage them to continue the practice of looking throughout the week.
Invite campers to rub their hands together vigorously for a minute. Then ask them to bring their hands slightly apart, to see if they can feel the energy between their palms. They can move their hands slowly together and apart if they like. Affirm that this is their personal energy, a gift from God.
Now invite them to rub their hands together vigorously again. Instruct them, “This time, part your hands with the right hand facing up, and the left facing down. Move your hands toward the persons sitting on either side, but don’t touch—simply feel the energy between your hands and your friends’.” Affirm that this sensation is the energy between the members of the group—the community growing together in God’s love this week. Ask them to bring their hands together a final time as the group moves into prayer.
A leader will open a prayer of thanksgiving for God’s love. Invite campers to go around the circle and each offer one word describing the divine friendship he or she is thankful for. The leader will close.
Close with a meditative song, such as “Creator, I Adore You.”
Supplies: Bible
Cabin Devotions
BEING AT CAMP ENABLES CAMPERS TO BE AWAY FROM THEIR SOCIAL ROLES AND PEOPLE’S ASSUMPTIONS OF WHO THEY ARE. IT GIVES THEM AN OPPORTUNITY TO REFLECT ON HOW THEY WANT TO BE MORE FULLY IN THEIR LIVES. IN YOUR CABIN, REVIEW THE ASPECTS OF FRIENDSHIP THAT CAMPERS TALKED ABOUT DURING THE DAY. INVITE EACH PERSON TO SHARE ONE WAY IN WHICH HE OR SHE FEELS EMPOWERED TO BE A BETTER FRIEND. CLOSE WITH A PRAYER AFFIRMING THE FRIENDSHIPS BEING BUILT AT CAMP.
If you like, make the Hi-Lo activity a nightly tradition. If you read Old Turtle on Day 2, consider reading Old Turtle and the Broken Truth, by Douglas Wood and John Muth, tonight. It tells of God’s love, not just for “us” but also for “them.”
Supplies: (Optional: book)
Day 4 Guide
Jesus Is Teacher
Key Verse: When Jesus had finished saying these things, the crowds were astounded at his teaching, for he taught them as one having authority, and not as their scribes.—Matthew 7:28–29
Scripture: Matthew 7:15–20, 24–29
Focus: Some teachers are good and some are not so good. Some teachers are sincere, helpful, and worthy of respect; others may be dictatorial, incompetent, or underhanded. We are required to listen to some teachers, yet others we give authority to when we shouldn’t. Whom do we listen to? Who has authority in our lives? Where do we look for wisdom and truth? Friends? Media? Culture? Even when we’re confused about whom to listen to, we can still be sure that Jesus is a trustworthy teacher.
Connection to Campers: Campers will learn to look to Jesus as an authentic teacher, with authority and influence in their lives. They will discern what contributes to positive leadership and discover that they have the power to choose who will be the leaders in their own lives.
Leader Notes: Read through the “Biblical and Theological Overview” for Day 4. Today offers several opportunities in which campers can examine their learning and relational habits, as well as identify characteristics of those whose authority they respect and those they might question. The activities are open-ended with no predesignated outcome. The focus is on facilitating the activities and the debriefings so that campers can come to understandings of their own. Remember, Jesus used parables to help people find personal meaning!
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Teacher Traits
Wise Builders
Passing the Buck-et
The Great Game of Power
Romans and Christians
Contemporary Parables
Evening Worship
Cabin Devotions
Explore
Teacher Traits
Ask a volunteer to read Matthew 7:15–20. Invite campers to brainstorm as a group to identify characteristics of positive teachers and negative ones. Have someone write responses on a piece of poster board while the group offers suggestions.
Then ask the group to identify different kinds of teaching role models (school teacher, clergy, politician, parent, friend, celebrity, teachings of the church, media). Engage campers in open-ended dialogue about which “teachers” they look to learn from in various scenarios, ranging from silly to serious (choosing fashion, participating in pop culture, understanding current events, solving problems, managing crises, learning a skill such as math or painting). Ask why those sources seem to have authority in those decisions when others don’t?
Encourage the group to refrain from judgment. Rather, acknowledge that learning and decision-making are complex. Each person who influences us has power in our lives, and we have choices as to from whom we learn.
Multiple Intelligences: Linguistic, Interpersonal
Supplies: Poster board, marker
Wise Builders
Invite a camper to read Matthew 7:24–29. Explain that the campers will work in teams of three or four to build a tower out of nothing but newspaper. Their goal is to build the highest, tallest structure with the paper provided (be sure each team has equal amounts). Allow fifteen to twenty minutes for construction.
Debrief:
• Ask each team to talk about their strategy: What worked and what failed? Did anyone refer to the scripture for guidance? Did they pray or sing together?
• What did they learn about building?
• What did they learn about teaching and learning?
Multiple Intelligences: Logical, Mathematical, Spatial, Linguistic, Interpersonal, Bodily/Kinesthetic
Supplies: Bible, newspapers
Experience
Passing the Buck-et
This activity helps campers examine what influences their learning behaviors and to whom they give authority. Campers stand in a circle facing the center. Explain that there are a series of increasingly difficult challenges, and the group will debrief after each round.
Challenge 1: Pass a bucket silently around the circle without dropping it. If the bucket drops, the round starts all over.
Sample debrief questions and responses:
• What skills did you use? (Eye contact, nonverbal communication, negotiation…)
• What did you observe? (Lots of people did it the same way, but some innovated…)
• What did you learn? (Often we follow what seems to work without questioning it…)
Challenge 2: Pass the bucket silently, without using hands. Debrief as before.
Challenge 3: Pass the bucket silently, without hands or arms. Debrief.
Challenge 4: Pass the bucket silently, without hands, arms, or feet. Debrief.
Challenge 5: Pass the bucket silently, without hands, arms, feet, or legs. Debrief.
(Leader Note: Some may find this activity awkward or uncomfortable. Reassure campers that it is OK to feel that way. Encourage safe community by reminding the group to refrain from ridicule or derision. During the debriefings, allow ample time for participants to consider their own insights. Resist the urge to provide answers; simply encourage camper feedback through a series of questions. Holding space in this way is vital in encouraging meaningful engagement and establishing reflective practice.)
Guide campers to explore further:
• If some campers went along with the activity even though they felt uncomfortable, why? (Peer pressure, counselor authority, for the sake of the group, not to appear afraid…)
• Who went with the flow and who innovated? Why? How did others respond?
• If the bucket dropped, how did individuals and the group feel? How did they respond? How might the group at camp be different from other peer groups?
• What is it like to learn by being asked what you think—with no “right answer”—compared to learning in other ways? How is this teaching like Jesus’ parables?
• How did participants teach—and learn from—one another?
• What does it mean to have authority in your own learning?
• What is it like to belong to an active learning community?
Multiple Intelligences: Logical/Mathematical, Bodily/Kinesthetic, Interpersonal
Supplies: Bucket
The Great Game of Power
Leader Notes: Consider writing out the six Power categories (below) so everyone can see them and refer to them readily. To learn more about these concepts, read Augusto Boal’s Games for Actors and Non-Actors. Consider also introducing the campers to Boal’s work with the Theatre of the Oppressed, which uses the arts to empower people.
This activity enables open-ended exploration of different types of power and the impact they may have in various aspects of our lives. Set a stage area by randomly placing six chairs, one table and a water bottle.
Challenge campers to work in small groups to arrange these eight objects as “actors” (any kind of person or object they choose) to establish how one particular chair might occupy a place of “greatest power” (a teacher in a classroom, a preacher in a pulpit, a pop star on a stage, a judge in a court room, a hoarder of resources, and so on).
After each small group creates an image, invite the audience to reflect on what they think they see and what the image portrays in terms of power. Encourage campers to consider if the power is:
Power Over… (authority, control, oppression, and so on)
Power With… (friends, community, God, solidarity for justice, and so on)
Power Within… (self, connection to stories, imagination, and so on)
Power Of… (one’s self, a job or role, and so on)
Power To… (choose, take action, transform, and so on)
Power Among… (peer groups, faith communities, and so on)
Debrief furthur:
• How do people take or give power or authority?
• When do we have the opportunity to decide if/how we will honor authority?
• Can we change what we don’t like?
• What kinds of power did Jesus use? How? (resisting injustice, teaching and showing another way to live, creating communities of love, choosing to give his life)
• How is he one who taught with authority for us?
At the close of the game, the group debriefs the activity as a whole to identify what they discovered throughout the process. Potential insights may include:
There are many forms of power and many relationships of power.
People see and value different types of power differently.
The same type of power may be positive/helpful or negative/harmful.
Power can be dynamic and change over time or in intensity.
Power can be situational, depending on how we feel in a given moment.
Power can be conditional, with certain requirements (role, title, place, culture).
Power can be contextual and depend on who we are with or the circumstances.
Power can be relative—we may feel more or less powerful in relation to a particular person, group, or scenario.
Multiple Intelligences: Logical/Mathematical, Spatial, Linguistic, Interpersonal
Supplies: Six chairs, one table, one water bottle
Romans and Christians
This variation of a popular role-playing game offers campers an opportunity to look at how they decide whom to trust, what they will risk for their faith, what they may feel coerced to do, and how to work together for the greater good. Allow an hour or more to play outdoors in a large area of camp. Set clear boundaries of the perimeter and whether or not campers may go indoors. See Romans and Christians (below) for game details.
Multiple Intelligences: Spatial, Interpersonal, Bodily/Kinesthetic
Supplies: Bible, game cards (see Romans and Christians)
Contemporary Parables
Invite campers to work alone or in pairs to create a new teaching parable. To frame the task, ask the group what they know about parables (a story illustrating a lesson or value; it has a setting, characters, action, and outcome; it may have literal and metaphorical meaning; it may include a moral dilemma; it may be open-ended without stating an explicit meaning).
They will identify who their audience is, what they wish to convey, and what various interpretations might be. When they have finished, invite campers to share, and ask the group to reflect on what they have heard. Consider including a few of their parables in evening worship.
Multiple Intelligences: Intrapersonal, Linguistic, Interpersonal
Supplies: Pens, paper
EXPRESS – Worshiping God Together
Song Suggestions
“JESUS, TEACHER AND FRIEND,” WALTER FARQUHARSON
“Let All Who Are Thirsty Come,” Taizé
“Teach Your Children,” Graham Nash
“Sandy Land,” Karen Lafferty
“Amazing Grace,” Hymn
“Teach Me How to Pray,” Chris Hughes
“Spirit of the Living God,” Hymn
“They’ll Know We Are Christians,” Hymn
MORNING WORSHIP
AHEAD OF TIME, PREPARE ENOUGH FRESH FRUIT FOR EVERYONE TO HAVE A SMALL PIECE TO EAT.
Gather in a circle and begin with a familiar song that everyone can pick up easily, such as “Spirit of the Living God.” Read Matthew 7:15–20. Encourage campers to reflect silently for a moment on the “good fruit” in their lives—the people who bless and enrich their experiences.
Invite the group into a community prayer to give thanks for individuals and the positive qualities they embody. (“I give thanks to God for Anne’s generosity…”)
Close with a song, such as “They’ll Know We Are Christians,” which suggests how “good fruit” might be identified. Enjoy the snack!
Supplies: Bible, fresh fruit
EVENING WORSHIP
GATHER IN A CIRCLE AND BEGIN WITH A FAMILIAR SONG THAT EVERYONE CAN PICK UP EASILY, SUCH AS “AMAZING GRACE.”
Read Matthew 7:24–29. Invite campers to recall parables for the group.
Initiate a community prayer reflecting on the positive qualities that the faith community is building throughout the week. (“God, we are grateful that we are growing in understanding of Christ and your love for us…”) Pass the prayer around the circle.
Close with a meditative song, such as the Taizé chant, “Let All Who Are Thirsty Come.”
Supplies: Bible (optional: parables, song lyrics)
CABIN DEVOTIONS
IF YOU ARE MAKING HI-LO A NIGHTLY TRADITION, BEGIN WITH THAT RITUAL. THEN ASK EACH CAMPER TO IDENTIFY A POSITIVE TEACHING QUALITY THEY SEE IN EACH OF THE OTHER PERSONS IN THE CABIN.
I Believe in Me, by Connie Bowen, is an inspiring book of twenty-seven affirmations, from “I am wonderfully creative…,” to, “God within me is my power.” Invite campers to give an affirmation of their own.
Close with a prayer of gratitude for such a multitude of gifts.
Supplies: (Optional: book)
Romans & Christians
Please read thoroughly before playing!
Introduction
Ask your campers to step back in time. Explain that they are entering a period of great struggle for power and authority. The Romans, who are threatened by the faith of the Christians, are rounding them up for capture. Although the Christians are being persecuted for their beliefs, they remain true to their God and continue to worship in private, determined not to abandon their commitment to Christ. Life is very dangerous for Christians, as the Romans have vowed to overpower them.
The Romans are on a mission to capture all followers of Christ. They are locking Christians in prison. One Head Guard oversees the security of the prisoners. The Romans’ aim is to prevent Christians from holding a worship service and praying to God.
The Christians have a secret word they use to identify themselves to one another. When two or more gather, they hold a worship service with the following requirements:
a) The Minister be present to lead the Lord’s Prayer,
b) There must be a Bible from which to read three verses of scripture, and
c) The people must sing a song without being caught!
If the Christians hold a worship service with Minister, Bible, Lord’s Prayer, three verses of scripture, and a song, then they’ve outdone the Romans and won the game. If the Romans can prevent this from happening, either by capturing the Minister, imprisoning enough Christians, or stealing the Bible, they prevail and the Christians are conquered!
Set Up
1. Ahead of time, copy the instructions for the worship service (below) and put them inside the Bible. Hide the Bible.
Blessings on you, Christian People of God…
Your worship service shall include the following:
The Minister will lead the People in the Lord’s Prayer.
You will read three verses of scripture aloud.
You will sing a song together.
If you can do this without being caught by Romans,
you will assure that your faith lives on.
Thank you for your courage and commitment.
God be with you!
2. Ahead of time, determine the number of participants. Copy and cut apart the assignments, which you will pass out, letting each player know his or her role. Before duplicating, fill in the blanks (location of the prison or secret word). Make enough to assign half of your group to be “Romans” and the others “Christians.”
In addition, there are three special roles: one Roman paper will identify a player as the Head Guard in charge of the prison; one Christian paper will indicate where the Bible is hidden; and one will identify a player as the Minister. Those who draw these slips will assume the given role. Incorporate these assignment slips into the mix also so that no one knows who has these roles.
3. Set clear boundaries for the playing area, including whether or not campers may go indoors. Explain that Romans “capture” Christians by bringing them to prison. Players may use gentle force, but must not cause bodily harm. The Head Guard assures that no one escapes. Christians may use passive resistance (sitting or lying down). If a Christian is held in jail, another may set the prisoner free by “tagging,” taking care not to be captured doing so.
4. Pass out the slips, set a time limit, and begin!
Leader Notes: Players may get creative (for example: playing spy, using resistance). Have a leader available to provide neutral and consistent answers to those with questions.
Debrief
• How did Romans feel about being forced to persecute Christians?
• How did Christians feel with their lives being “in danger” for their beliefs? Were they willing to fight?
• Did anyone risk their freedom to liberate a captured Christian or the Minister?
• What strategies did campers use to figure out who their people were?
• Did anyone pretend to be someone they weren’t? What is it like to interact with others when some characteristics are not readily visible? How did they know whom to trust?
• What kind of authority did they encounter?
• When did they feel powerful and why?
• Did anyone feel betrayed by another? What happened? What was that like?
• How might this experience relate to the present? What can we do in our own situations?
• Revisiting the scripture, how might campers relate what they learned in the game?
A Note From the Writer: Like myriad others, this activity has been passed on for many years by facilitators and informal educators who have modified it to suit various goals and objectives. I learned about it in the early 1990s and to my knowledge it exists in the realm of “popular education.” However, it occurred to me to see if there was a source that we might refer to. I found it referenced on a Web site called “Creative Youth Ideas” at . There is also a recently published book, Romans and Christians A.D. 64: An Intergenerational Catechetical Experience of Martyrdom and Persecution in the Early Church, by Andrea Lorenzo Molinari (Wipf & Stock Publishers, 2009).
Roman and Christian Assignments
Leader Note: Make multiple copies of this sheet, cut apart the assignments, and give them to your campers. Aim for an equal number of “Romans” and “Christians.”
You are a Roman.
The prison is ____________________.
You must capture all of the Christians and imprison them because they are a threat to your power!
You are a Roman.
The prison is ____________________.
You must capture all of the Christians and imprison them because they are a threat to your power!
You are a Roman.
The prison is ____________________.
You must capture all of the Christians and imprison them because they are a threat to your power!
You are a Christian.
Your secret code word is __________________.
Your people are being overpowered.
Find other Christians and pray with them.
You are a Christian.
Your secret code word is __________________.
Your people are being overpowered.
Find other Christians and pray with them.
You are a Christian.
Your secret code word is __________________.
Your people are being overpowered.
Find other Christians and pray with them.
Special Assignments
Leader Note: Copy this sheet, cut apart the assignments, and mix these special assignments in with the others to hand them out so that no one knows who these people are.
You are a Roman.
The prison is ____________________.
You must capture all of Christians and imprison them because they are a threat to your power!
You are a powerful leader among Romans. You are Head Guard in charge of the prison!
You are a Christian.
Your secret code word is _______________.
Find other Christians and pray with them!
You are a powerful leader among Christians. You are the Minister and they need you for a worship service in order to survive!
You are a Christian.
Your secret code word is ______________.
You are the only one who knows where the Bible is hidden. It is __________________.
Day 5 Guide
Jesus Is Healer
Key Verse: Jesus said to him, “Get up! Pick up your mat and walk.” Immediately the man was well, and he picked up his mat and walked.—John 5:8–9a (CEB)
Scripture: John 5:1–9a
Focus: Jesus heals broken hearts, broken relationships, hurt feelings, addictions, temptations, trials, loneliness, and all brokenness. Jesus sends us into the world to be healers with our words, encouragement, and actions.
Connection to Campers: Campers will explore different types of healing—physical, emotional, and spiritual—and be invited to bring their pain and suffering to Jesus. They will be empowered to participate in Jesus’ healing ministry by extending acts of comfort and healing to others.
Leader Notes: Read through the “Biblical and Theological Overview” for Day 5. Be attuned to campers who are dealing with or have dealt with illness, addiction, or death. They may have prayed for healing or known that others were praying, yet physical healing did not happen. Help the campers embrace healing in broader terms and understand the greater role of prayer and faith in dealing with suffering.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Healing at the Pool
Standing in the Need of Prayer
Pick Up Your Mat and Walk
Healing Transformation
Guided Poetry
The Art of Healing
Evening Worship
Cabin Devotions
Explore
Healing at the Pool
Place a large pan of water in the center of the meeting space. Gather in a circle and read John 5:1–9a.
Explain that in Jesus’ time there was a popular belief about the pool: Occasionally an angel of God would stir up its waters, and the first person to step into the pool would be made well. Point out that the man in the scripture held fast to his faith for a long time, waiting by the pool to be healed.
This morning the group will explore the work of the angel of God in the scripture. Ask campers to identify and demonstrate as many ways as possible to stir the water without actually touching it (for example: blowing air, stomping the ground, singing). After they have enacted all the possibilities they can think of, ask what they had to do in order to effectively stir the waters (become quiet, listen to one another, work together, use their creative ingenuity, and so forth). Remind the group that God’s healing was made possible through the angel’s stirring of the water. What can campers do in their lives to become angels of healing for others?
Invite campers to keep the water stirring continuously while one person at a time touches it in a symbolic gesture of healing.
Multiple Intelligences: Spatial, Interpersonal
Supplies: Bible, pan of water
Standing in the Need of Prayer
Leader Notes: In establishing groups for Wind in the Willows, consider participants’ height and weight distribution for optimum support of the center person. Also, having the leader or a counselor be first helps establish the trust of the group.
Read John 5:19b. Gather the group with an invigorating song, such as “Standing in the Need of Prayer” or “Lean on Me.” Acknowledge that we all need prayer and healing, and that we all have the potential to help in the healing of others.
This trust-building game is also known as Wind in the Willows. In this activity, campers will trust and be trusted to keep one another safe. They will work in groups of eight, in which they will make a circle with one person in the center. Explain safe spotting techniques:
Campers in the circle stand shoulder to shoulder. Each person places one foot about hips-width in front of the other; arms are outstretched with fingers soft and open. The group will absorb the center person’s weight by bending their knees.
The center person stands straight and tall with feet together, arms crossed, and all muscles taut.
The group establishes that they are ready: The center person says, “Standing in the need of prayer”; supporters respond, “We’ve got you!”
The center person closes eyes and falls backward, while the people behind are ready to catch and pass the person around the circle. After being passed for a few minutes, the center person stops, opens eyes, and says, “Thank you!”
Debrief:
• What was it like to trust yourself and the group—in the center? in the circle?
• What did you have to do to keep one another safe?
• What was it like to ask for a prayer and then let go?
• How was the man who waited so long able to trust Jesus and follow his instructions? What does this story say to us?
Multiple Intelligences: Interpersonal, Bodily/Kinesthetic
Supplies: Bible
Experience
Pick Up Your Mat and Walk
This active relay race encourages teamwork and levity in problem-solving. Divide into two or more teams, depending on the amount of supplies available. Establish a playing area where campers can safely undertake a relay race. Place a number of objects that are reasonably hefty or awkward to carry (for example: log, stone, bucket of water, box of books, tray with dinner plate). On each object, place a note with the kind of walk required to move it (for example: crab walk, four-legged, hop, skip, blind-folded).
Ask each team to line up; they cannot rearrange themselves. Explain that they will go one at a time to pick up an item and bring it back to their team. When campers initially retrieve their object, they must yell, “I pick up my ___ and walk!”). If a player drops an object, he or she begins again.
If players find they cannot move an object, they may call out “Help me, Jesus!” and the next player in line may assist. Encourage cooperation over competition.
Debrief:
• What was it like to pick up your object and walk?
• If you encountered difficulty, what did you do?
• If you asked for help, how did it feel to ask and receive?
Multiple Intelligences: Bodily/Kinesthetic
Supplies: Relay objects, wide and flat area, notes
Healing Transformation
This activity works best with intentional debriefing and active reflection. Form a circle where the center is “on stage.” Explain that campers will work in groups of five to seven to silently explore transitions from suffering to healing.
The first group will take center stage, where one person at a time will pose in a way that exhibits suffering. One at a time, members will join the “image of suffering,” entering in relation to another “actor” or taking an independent stance. They will hold their tableau while the rest of the group reflects on what they see.
Then the facilitator will explain that they will have five counts to move from a posture of suffering to an image of healing. The group may count together slowly (1…, 2…, 3…, 4…, 5…) giving ample time for actors to create change. Again, the audience will reflect on what they see.
To debrief, ask the actors what they experienced inside themselves, what they experienced in relation to others, what they had to do to move into healing, and how it felt to be healed. Incorporate other questions intuitively. Each group will take a turn through the process.
Then debrief as a whole group; ask: How can we be healing agents in the world?
Multiple Intelligences: Intrapersonal, Spatial, Bodily/Kinesthetic, Interpersonal
Supplies: None
Guided Poetry
Give campers paper and pen and ask them to number lines 1–12. Explain that they will create a poem in response to a series of prompt questions and instructions. Encourage campers to be open and write what comes to mind, even if it doesn’t make sense in the moment, and allow themselves to be surprised at their own creations!
1. In what ways do you feel hurt?
2. What does this feel like?
3. Write, “I pick up my mat and walk.”
4. Who are the people around you?
5. What are those people doing?
6. Write, “I pick up my mat and walk.”
7. Imagine Jesus approaches you… What does he say?
8. How does this make you feel?
9. Write, “I pick up my mat and walk.”
10. What will you do as you are healed?
11. How will you heal others?
12. Write the recurring phrase, but with a twist: (For example: “I pick up my mat and walk tall and strong in God’s love.”)
Invite campers to reflect on the process and share their poems if they choose to. Ask:
• What feelings did this exercise evoke?
• Was anything surprising revealed to you?
• What did you learn from your poem?
Multiple Intelligences: Intrapersonal, Linguistic
Supplies: Paper, pens, prompts
The Art of Healing
Explain that the campers will undertake a healing art project, which they may keep personal or talk about later. They will take a twenty to thirty minute walk around camp to look for natural or found objects that represent some way in which they feel wounded or broken (a severed tree branch, cracked rock, piece of trash, burnt wood).
When the group has returned with their objects, play meditative music and explain that they will create sacred, silent space to heal their hurts in some way with the materials provided (yarn, glue, tape, Band-Aids, paint, glitter, water, paper, pens, and so on). Give them some time to create.
Distribute paper and pens, and engage campers in reflective journaling on their experience:
• What was it like to acknowlege a hurt, and then heal it?
• What did it take to heal?
• Is the healing complete or ongoing?
Invite campers to share if they feel comfortable. Close by inviting people to bring their creations to a central or altar space and offer a prayer.
Multiple Intelligences: Intrapersonal, Naturalist
Supplies: Yarn, glue, tape, adhesive bandage strips, paint, glitter, water, paper, pens
EXPRESS – Worshiping God Together
Song Suggestions
“STANDING IN THE NEED OF PRAYER,” HYMN
“Gathered Here,” Phillip A. Porter
“Open My Eyes,” Hymn
“Healing Hand of God,” Jeremy Camp
“Seek Ye First,” Karen Lafferty
“Lean on Me,” Bill Withers
“Turn the World Around,” Harry Belafonte
“Go Now in Peace,” Natalie Sleeth
Morning Worship
GATHER IN A CIRCLE AND SING AN INVOCATION SONG, SUCH AS “GATHERED HERE.” INVITE A CAMPER TO READ JOHN 5:1–9A. EXPLAIN THAT EACH MORNING OFFERS AN OPPORTUNITY TO ENTER INTO NEW COVENANT WITH GOD AND ONE ANOTHER. INVITE CAMPERS TO ENGAGE IN ACTIVELY ASKING AND RECEIVING HEALING BY USING THE FOLLOWING LANGUAGE THROUGHOUT THE DAY: “WHAT I NEED FROM YOU IS…”
This statement achieves several objectives: It helps people identify and express what they need; it fosters awareness and concern for the needs of others; it empowers campers to respond to each others’ needs; it provides opportunity for needs to be fulfilled, and it creates deeper community. Invite campers to go around the circle and practice by offering a request in this way: “What I need from you is….” Close the exersize with a prayer that these needs will be fulfilled today.
Close with a song of affirmation, such as “Seek Ye First.”
Supplies: Bible
EVENING WORSHIP
GATHER IN A CIRCLE WITH CAMPERS’ HEALING ART CREATIONS IN THE CENTER OR ON AN ALTAR. SING A FAMILIAR SONG THAT EVERYONE CAN PICK UP EASILY, OR PLAY A MEDITATIVE RECORDING OF A SONG, SUCH AS “HEALING HAND OF GOD.”
Read John 5:1–9a.
Invite campers to offer a prayer of ongoing healing for those in need—at camp, in their lives, and throughout the world. One camper will lead by opening the prayer to God, then passing the prayer around the room, and finally completing it.
Close with a meditative song, such as “Go Now in Peace.”
Supplies: Bible, healing creations (optional: recording of song, player)
Cabin Devotions
DO HI-LO OR ANOTHER CHECK-IN WITH CAMPERS: HOW ARE PEOPLE FEELING? WHAT COLOR, ANIMAL, OR PLANT DO THEY FEEL LIKE, AND WHY?
Consider reading The Tree That Survived the Winter, by Mary Fahey—a beautiful story about weathering desperate times and realizing that God is always with us.
Invite one or more volunteers to offer a prayer of ongoing healing for those in need—at camp and throughout the world.
Supplies: (Optional: book)
Day 6 Guide
Jesus Is Savior
Key Verses: Therefore, since we have been made righteous through [Jesus’] faithfulness combined with our faith, we have peace with God through our Lord Jesus Christ. We have access by faith into this grace in which we stand through him, and we boast in the hope of God’s glory.
—Romans 5:1–2 (CEB)
While they were talking about this, Jesus himself stood among them and said to them, “Peace be with you.”—Luke 24:36
Scripture: Romans 5:1–11; Luke 24:36–49
Focus: Sometimes people feel guilt when we think about being saved from sin. But Jesus didn’t come to make us feel guilty; he came to set us free from guilt. In Christ we are free from shame, and we celebrate because we have been shown grace. We have the gift of joy because Jesus has made it possible to live lives of love.
Connection to Campers: Campers will come to understand the joy of freedom from sin and celebrate that they have been reconciled to God through Jesus Christ. Claiming Jesus changes us and gives us a center of joy.
Leader Notes: Read through the “Biblical and Theological Overview” for Day 6.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Make a Joyful Noise
Emmaus Walk
Gravity and Levity
Psalms of Joy
Monuments
Shining the Light
Evening Worship
Cabin Devotions
Explore
Make a Joyful Noise
Leader Note: “Sin” may be one of the harder words to deal with since it gets bandied about carelessly in society and has also been defined by various religious traditions differently over the years. For this conversation, focus on sin as turning away from God, a choice human beings make through indifference or willfulness, reflected in actions that harm oneself, others, or creation. Jesus Christ through his sacrifice and resurrection is our invitation to live a restored—reconciled—relationship with God, who loves us.
Campers will work in small groups, with a Bible for each group. Invite them to read Romans 5:1–11 and pick out words that stand out for them (justified, reconciled, righteous, sin, endurance, grace, hope…). Challenge them to think of songs—Christian or secular—that use these words prominently (for example, “Just if I had never sinned…” by Mark Rogers; “What faith can do….” by Kutless; “I’ve got peace like a river…” ).
Allow twenty to thirty minutes and then gather everyone together. Invite a camper to write on poster board a rundown of the words chosen. Talk about any words that might not be familiar so that the campers have a common understanding.
Have groups go around and sing bits of songs they’ve identified for each word!
Multiple Intelligences: Linguistic, Musical
Supplies: Bibles (various translations), paper, pens, poster board, marker
Emmaus Walk
Leader Note: As this is a lengthy activity, consider blending it with morning worship.
Point out that the scripture tells of Jesus appearing to the disciples after he has risen. Invite a camper to read Luke 24:36–49, and encourage reflections from the group. Introduce the biblical story just before this passage, Luke 24:13–35, The Walk to Emmaus, and ask a second camper to read it. Restate that Cleopas and his companion, the unnamed disciple, walked from Jerusalem to Emmaus on the day of Christ’s resurrection, pondering what they had heard.
Invite campers each to find a partner with whom he or she has not yet spent significant time. They will take a twenty to thirty minute walk together to explore their own thoughts and feelings about the peace and joy they find in Jesus, and where they may see him in their lives.
Optional: After the group reconvenes, recall that when Jesus broke bread with the disciples in Emmaus, they recognized him. Explain that Christians often gather for a communal meal in remembrance of Jesus, and that the group will participate in an Agape Meal. Agape is a Greek word meaning “the love of God for humankind and their love for God.”
The group will share bread and grape juice by intinction, dipping the bread in the juice. A leader will open by inviting campers to reflect on their experience of God’s love. The group will first pass a loaf of bread, followed by a cup of grape juice. Participants will dip the bread in the juice and then eat. Close with a prayer of thanks for the opportunity to see Jesus in your lives and in one another.
Multiple Intelligences: Linguistic, Interpersonal, Bodily/Kinesthetic
Supplies: Bible (optional: loaf of bread and cup of juice)
Experience
Gravity and Levity
Leader Note: Young people may have complex feelings around sin and forgiveness, which can hinder open dialogue. This activity offers communication between campers and God without the need for specific disclosure to the group.
Invite campers to work together to build a fire in a fire pit or fireplace. When ready, gather around it. Introduce the notion that God’s love and forgiveness is transforming—it changes everything. As human beings, we sometimes carry heavy burdens that weigh down our hearts and spirits. We are welcome to release them to God’s care.
Distribute paper and pens, and invite campers to find spaces alone but nearby, where they can write prayers to God, asking for forgiveness and/or acknowledging release of guilt and shame concerning burdens they carry.
When the group reconvenes, explain that campers will each have a turn to place his or her prayer into the fire and offer one word that describes the feeling of laying down burdens. Open with a prayer of invocation, assuring that God forgives and loves unconditionally.
After all prayers have been placed in the fire, pause for a silent moment of thanks. Then recall that the morning’s scripture assures us that through Christ we freely receive grace and joy. These gifts help us to breathe deeply and rest in faith.
Next, explain that the group will pass around a container of soap bubble solution. Each person is invited to take a deep breath and blow bubbles through the wand, symbolically representing release and giving thanks. Campers may also each offer one word that describes the levity of letting go. Conclude with a prayer of gratitude.
Option: Ask people to identify what they needed to do to create the fire (communicate, gather kindling, find a spark, and so on). Can they find metaphors for each of these requirements (for example: communicating with God through prayer, using available resources such as stories and songs, finding the light of Christ)? How might they have worked together to build a community in which forgiveness and love are possible? How can they nurture this potential in other places when they leave camp?
Multiple Intelligences: Intrapersonal, Linguistic, Naturalist
Supplies: Fire-making supplies, paper, pens, bubble solution and bubble-blowing wand
Psalms of Joy
Invite campers to work alone or in pairs to create new psalms. Work outdoors if you choose. If indoors, play meditative music. Explain that a psalm is a poetic expression of faith. This assignment is an opportunity to give thanks and praise to God for someone who has been a significant teacher in their lives—Jesus or another.
To begin, invite campers each to think of an essential teacher, and simply put pen to paper in a stream-of-consciousness exploration of the qualities and events that have been important to him or her. Then, reflecting on what he or she has written, create a psalm. The campers may put their psalms to music or include body prayers—hand gestures or lyrical dance that express the sentiment of their psalms.
Invite volunteers to share when they are finished. Ask the group to reflect on what they have heard. Consider including a few of these new psalms in evening worship.
Option: If it appears campers may struggle a bit, consider offering key words to use (divine, love, praise, gift, thanks), or a structure to follow such as any of these:
I will praise you, O God, you are _____________
Blessed am I for your ________________________
I give thanks for_____________________________
Your love is like_____________________________
Multiple Intelligences: Intrapersonal, Musical, Bodily/Kinesthetic
Supplies: Pens, paper (optional: recorded meditative music, player)
Monuments
Introduce Isaiah 64:8:
“Yet, O Lord, you are our Father;
we are the clay, you are our potter;
we are all the work of your hand.”
Invite campers to expand on this by considering how they will go out into the world to be co-creators with God. Distribute paper and pens, and ask campers to reflect briefly on the experiences from the week they most want to share with their communities.
Next, explain that each person will receive a piece of clay. The charge is to create a miniature monument—something that memorializes and gives testimony to their experience. As they form ideas, ask campers to consider:
• Where would you place a large-scale version of your monument?
• What material(s) would it be made of?
• Whom do you hope would see it?
• Would it have a sign with a dedication, message, or scripture on it?
• What do you hope your creation would accomplish?
Invite people to reflect on these questions as they make their monuments and write their answers on their papers. As they finish, they may place their monuments in a common area where all can see. Invite campers to talk about their creations. Consider including them in evening worship.
Multiple Intelligences: Intrapersonal, Spatial
Supplies: Paper, pens, air-dry clay, plastic sheet, bowls of water, plastic utensils, toothpicks
Shining the Light
Gather in a large open area outdoors. Have the campers stand in a circle with their shoulders close together. Distribute a candle to each camper. Light your candle, then light a camper’s candle with your candle’s flame, and—in the same way—have the campers “pass the light” from candle to candle around the circle. Sing a familiar song about being the light of God (such as “We Shall Be the Light” or “This Little Light of Mine”). Invite campers to talk about how Christ’s light has been magnified throughout the week.
After ideas have been shared, have everyone turn around, take ten steps away from the center of the circle, and then face inward again. Pause to observe how the light continues to shine brightly. Then ask campers to imagine ways in which the light will grow in the coming days as they return home. Invite volunteers to give some ideas.
Turn around again, and take ten more steps outward; face center once more. Pause a second time to observe how their individual lights contribute to an expanding circle of illumination. Continue until the circle is as large as possible.
Finally, encourage campers to share one word each that expresses how he or she feels about being the light of God. Repeat the song sung at the beginning of the activity.
Options for candles: Invite campers to reconvene in a place where a bucket of sand awaits. Place lit candles in the sand and offer a silent prayer. Or, invite people to take their candle home, and light it (safely!) as a remembrance of all they’ve shared at camp.
Multiple Intelligences: Musical, Spatial, Linguistic, Interpersonal
Supplies: Candles, matches (optional: bucket, sand)
EXPRESS – Worshiping God Together
Song Suggestions
“JOY IN THE MORNING,” NATALIE SLEETH
“Down in My Heart,” George Willis Cooke
“Make a Joyful Noise,” David Crowder
“Justified,” Mark Rogers
“What Faith Can Do,” Kutless
“Peace Like a River,” Traditional
“Joy on Earth,” Taizé
“We Shall Be the Light,” Mark Friedman,
Janet Vogt
“This Little Light of Mine,” Traditional
Morning Worship
SING A ROUSING GATHERING SONG, SUCH AS “DOWN IN MY HEART.”
Read Romans 5:1–11 and Luke 24:36–49. Move into the Emmaus Walk and close with an Agape Meal. (See Explore section for details.)
EVENING WORSHIP
GATHER IN A CIRCLE AND BEGIN WITH FAMILIAR SONG EVERYONE CAN LEARN EASILY. IF YOU HAVE MADE MONUMENTS, CONSIDER PLACING THEM IN THE CENTER OR ON AN ALTAR SPACE.
Read Romans 5:1–11. Invite campers to share their psalms if they like. If you have included monuments, consider adding a blessing for campers’ visions of peace, love, and justice in the world.
Enfold campers in a communal prayer. Consider offering a model, such as (a) who they offer a prayer to, (b) what they are grateful for, and (c) how they feel blessed:
For example:
“Gracious God, I give thanks for your son Jesus. I feel blessed by your love.”
“Loving Jesus, thank you for your gift of salvation. My load is much lighter.”
Close with a prayer of thanks for prayers spoken and unspoken.
Supplies: Bible (optional: psalms and monuments)
CABIN DEVOTIONS
IF YOU ARE MAKING HI-LO A NIGHTLY TRADITION, BEGIN WITH THIS.
If stories are a part of your tradition, consider reading The Little Soul and the Sun, by Neale Donald Walsch, a parable about knowing and being the light of God.
Invite campers to share their thoughts about how they will be the light of God when they return home. Close with a prayer that God give strength to their commitments.
Supplies: (Optional: book)
Day 7 Guide
Jesus Is the Real Thing
Key Verse:
“The Spirit of the Lord is upon me,
because he has anointed me
to bring good news to the poor.
He has sent me to proclaim release to the captives
and recovery of sight to the blind,
to let the oppressed go free,
to proclaim the year of the Lord’s favor.”—Luke 4:18–19
Scripture: Luke 4:14–21
Focus: Campers are invited to participate in Jesus’ ministry. Just as Jesus went back to his hometown to talk about his mission, they can carry back what they have learned and find ways to participate in Jesus’ world-changing ministry of love.
Connection to Campers: Campers will identify what they have learned about themselves, and how they have grown through their faith experience at camp. They will consider how they can go out into the world to represent the real, life-giving love of Jesus in their church, community, and world. They will empower themselves to explore ways to live in faith, tell their stories, and recognize their ministry.
Leader Notes: Read through the “Biblical and Theological Overview” for Day 7. Throughout this day look for opportunities both to affirm changes and growth your campers have experienced, but also continue to invite them to deepen their knowledge and love of Jesus Christ, especially through being part of a faith community and participating in acts of worship and service once they return home.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Spirit of the Lord
Proclamation Practice
Graffiti Board
Note to Sacred Self
Explore
Spirit of the Lord
Gather in a circle and sing a spirit-focused song, such as “Spirit of the Sovereign Lord.” If you have not yet read the scripture for the day, which is part of Morning Worship, do so now. This exploration offers campers an opportunity to leave one another with a personal blessing. Distribute pens and small slips of paper. Invite each camper to think of unique gifts evident in the person seated to his or her left and write those gifts on the paper.
When campers have finished, open with a prayer of thanks for the group’s collective gifts for ministry. One at a time, each camper will turn to the person on the left, and affirm, “The Spirit of the Lord is upon you. May God add a blessing on your gifts of __________ as you go out into the world to further Christ’s mission.” Offer a prayer requesting God’s blessing to strengthen the gifts that have been lifted up. Close with a song, such as “Go Now in Peace.”
An option: Consider using anointing oil to bless one another’s hands or foreheads.
Supplies: Bible, pens, slips of paper (optional: anointing oil [see Day 2])
Proclamation Practice
Read Luke 4:14–21. Have small groups work together to create lists of people and situations—both close and around the world—that fit the categories given in the scripture: The poor, prisoners, the blind, and the oppressed. Reconvene, share the lists, and together add to them.
Discuss what it means to “proclaim the good news.” What news will campers proclaim? To whom? How and where? What do they hope to do because of Jesus’ work in them?
As a group, choose one idea and elaborate on it. Dig into what might be done. What might be needed to carry out the idea? How can they support one another in moving ahead with their bringing good news to those who need it?
Invite volunteers to roleplay a scenario or two related to the idea.
If you have time and interest, choose another idea. Elaborate on it and practice it as well.
Multiple Intelligences: Interpersonal, Bodily/Kinesthetic
Supplies: Paper, pens
Experience
Graffiti Board
Spread large sheets of paper (or a roll of newsprint) on the floor or tape them securely to a large wall. Invite campers to reflect on their experience at camp this week. Recall that each person, as a follower of Jesus, is in ministry. All are charged to bring their experiences back home. What will that look like? What impact might it have? Invite campers to write their responses on the paper.
Challenge them to write in a visual dialogue words and images in response to the ideas of the others on the paper. Play empowering music, such as “You Won’t Relent” or “Power of Your Love” to inspire.
Multiple Intelligences: Logical, Mathematical, Intrapersonal, Linguistic
Supplies: Large sheets of paper, tape, markers, recorded music, player
Note to Sacred Self
Allow ten to fifteen minutes for campers to talk with partners or in small groups about how they’ve felt throughout the week, deepening their experience of their most “sacred selves.” Then explain that they will each write a personal letter to his or her sacred self, seal it in an envelope, and address it to him- or herself.
Let the campers know these letters will remain private and that a leader will mail the letters to them in a few weeks or months. Encourage campers to remember their experiences—what they’ve learned and how they’ve felt—and the ways they intend to go forward from their week at camp.
When the campers have finished, reconvene the group and invite them to relay some of their insights. Collect the letters and be sure to follow through with mailing them at a later time.
Multiple Intelligences: Intrapersonal, Linguistic
Supplies: Paper, pens, envelopes, stamp
EXPRESS – Worshiping God Together
Song Suggestions
“MORNING HAS BROKEN,” HYMN
“Spirit of the Living God,” Hymn
“Spirit of Gentleness,” James Manley
“Spirit of the Sovereign Lord,” Andy Park
“You Won’t Relent,” Jesus Culture
“Power of Your Love,” Hillsong
“This Little Light of Mine,” Traditional
“We Shall Be the Light,” Mark Friedman,
Janet Vogt
“Have You Seen Jesus My Lord?” John Fischer
“Here I Am, Lord,” Dan Schutte
“Go Now in Peace,” Natalie Sleeth (Round)
MORNING WORSHIP
GATHER IN A CIRCLE AND SING A CENTERING SONG, SUCH AS “HAVE YOU SEEN JESUS MY LORD?” READ LUKE 4:14–21. REITERATE JESUS’ MISSION TO “PROCLAIM GOOD NEWS TO THE POOR… PROCLAIM FREEDOM FOR THE PRISONERS AND RECOVERY OF SIGHT FOR THE BLIND… SET THE OPPRESSED FREE…” TAKE A MOMENT OF SILENCE FOR CAMPERS TO REFLECT ON HOW THEY WILL CONTINUE JESUS’ MISSION WHEN THEY RETURN HOME.
Invite the group into a communal litany, wherein each camper will take a turn to proclaim, “The Spirit of the Lord is upon me. Jesus calls me to __________.” Invite participants to complete the sentence with a way they feel compelled to bring Jesus’ work back home with them. The rest of the group will join in an affirmation, using a response such as, “Our mission is strengthened through Christ Jesus.” Close with a blessing to strengthen each person’s call, followed by a song, such as “Here I Am, Lord.”
Supplies: Bible
intergenerational
DAY 1 GUIDE
Who Do You Say I Am?
Key Verse: “You are the Christ, the Son of the living God.”—Matthew 16:16 (CEB)
Scripture: Matthew 16:13–17
Focus: Peter understood that Jesus was much more than a prophet and a teacher; he recognized Jesus as the Christ, the Son of God. If we want our faith to be real, we each have to discover who Jesus is to us.
Connection to Campers: Campers will discover who they claim Jesus to be. They also will explore the question, “What does that mean for my own faith?” Campers will understand that for faith to be real, it has to be more than following rules and believing what we are told and taught.
Leader Notes: Read through the “Biblical and Theological Overview” for Day 1. Today includes activities to introduce the theme for the week and chances for the campers to get to know one another and build community.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
What Do You Hear?
What Do You Say?
Real or Fake?
Getting to Know One Another
Community
Evening Worship (Story Symbol)
Cabin Devotions
Explore
What Do You Hear?
Invite each family group to read the scripture passage, Matthew 16:13–17, together. Then read the passage from Matthew out loud to the whole group and ask them if they heard anything they didn’t hear in their first reading. Together, be clear about who John the Baptist, Elijah, and Jeremiah were. Ask:
• Why do you you think different people had different ideas about who Jesus was?
• In our relationships, what helps us get to know the real person? (spending time together, listening)
Reread Matthew 16:17. Point out that this week they’ll be spending time getting to know Jesus better, so that they—along with Peter—will recognize Jesus as the real thing, the Christ, Son of the living God. And God will be helping them.
Multiple Intelligences: Linguistic, Intrapersonal
Materials: Bibles
What Do You Say?
Tell the families that this time as you read the scripture from Matthew 16 they are to respond together with the line that fits, either:
“NO, He’s NOT Jesus!” or “ YES, Jesus is the ____________.”
Remind them that you want to hear them loud and clear and you want to hear everyone.
So, when reading, pause when you read each name so that the group may respond:
John the Baptist = “NO, He’s NOT Jesus!”
Elijah = “NO, He’s NOT Jesus!”
Jeremiah = “NO, He’s NOT Jesus!”
Other prophet = “NO, He’s NOT Jesus!”
Messiah (or Christ) = “YES, Jesus is the Messiah (or Christ)!”
Son of the Living God = “YES, Jesus is the Son of the Living God!”
Ask: Who do you say Jesus is? (Hopefully, they will shout “the Messiah”—or “Christ,” depending upon the translation you read—“and Son of the Living God.”)
Preschool adaptation:
Preschoolers will enjoy repeating the lines ”NO, He’s NOT Jesus” and “YES, Jesus is the ______” where indicated but may need help knowing when to say them. Before doing this activity with preschoolers, create two hand signals, one to indicate when to say the NO line and another to indicate when to say the YES line. Practice using the signals with the children by saying a name, giving the children the appropriate signal, and having the children respond. As you do the activity, read the text slowly to give the children time to respond to your signals.
Multiple Intelligences: Linguistic
Supplies: Bible
Experience
Real or Fake?
Leader Note: Ahead of time create six stations each numbered plainly 1–6. At the stations place the following real or fake items each on a piece of paper that says A or B as indicated:
1. A=pine-scented candle; B=branch from an evergreen tree
2. A=plate with sugar; B=plate with artificial sweetener
3. A=pitcher of red-colored water; B=pitcher of red punch (plus small cups for tasting each)
4. A=artificial plant; B=live plant
5. A=plate with a cinnamon stick; B=cinnamon redhots (enough so they can be eaten)
6. A=stuffed animal or figurine; B=picture of that real animal (Persons may put A and B in the fake column, which is fine. The difficulty in deciding may be helpful in the discussion.)
Tell the group that the theme this week is “Get Real: Finding Your True Self in Jesus,” and each day they are going to explore a real thing about Jesus as they also find out something new about who Jesus is to them. So, every day they are going to “get real” and dig deeper into what they believe about Jesus and also discover what the fake things—the not real things—are that get in the way.
Invite the families to write Real and Fake across the top of their papers to make two columns, then number their papers 1–6. Explain that they will move around the six stations in any order with their pieces of paper, and at each station they will decide which item at the numbered station is real and which is fake by writing A or B in the Real or Fake column. They may use any of their senses to help them find the real thing. Remind them to write their answers next to the correct station number, since they may not be moving in numerical order.
Once everyone is done, visit each station together as a group and decide together what is real and fake. Deepen the discussion with questions such as these:
• At any of the stations did you have trouble deciding the difference between real and fake? How did you tell?
• What makes something fake?
• What makes something real?
Do not insist on everyone agreeing. But do encourage campers to talk about how they came to their conclusions. Affirm the fact that they are thinking things through, especially when telling the difference is not always easy.
Remind the group that this week they will all become detectives of a sort as they search for the “real” things in the stories and “get real” with Jesus!
Preschool adaptation:
Preschool children have short attention spans and may grow tired or become overwhelmed having to identify multiple “real-fake” relationships in small and then large groups. To simplify this activity for young children, focus on the plant and animal. These present the clearest differences between the real and fake versions. As a single group, talk about what makes a plant real/living and what makes one fake/artificial (some children may not know there is a difference). Which one can grow? Which one needs water and sun? Which one would make seeds or flowers? Which one might a wild animal or person eat? For the animal, ask which one needs to eat and sleep. Which one will grow up? Which one can move on its own?
Leader Note: Be aware of allergies for this activity, especially the pine branch and cinnamon. Let campers know they can skip a station if they have allergies.
Multiple Intelligences: Intrapersonal, Bodily/Kinesthetic, Naturalist
Supplies: Paper, pens or pencils, plus the items for the six stations
Getting to Know One Another
Invite families to sit down in a circle. Place all the objects, one item for each person, in a pile, in the center of the circle. Tell them they will each choose from the pile one item. While holding it, the camper will then give his or her name and show everyone the object (for example: Sandy and pine cone). If you cannot get items, have each person say something from nature that starts with the same letter as his or her first name. Have parents and older children help the younger ones.
Ask for a volunteer to go first. Continue around the circle. Have the group say all the previous names plus the objects each time before the new person’s turn.
Leader Note: Inviting the group to repeat all the names takes pressure off of any one person to remember, and it is a whole lot more fun remembering together.
Multiple Intelligences: Interpersonal, Bodily/Kinesthetic
Supplies: Ahead of time, you will need to gather objects from around camp and your cabin, a different object for each person in your group. Examples: stick, rock, pine cone, spoon, marker, clothespin, pen, cup.
Community
Leader Notes: This activity takes at least 30 minutes.
Ahead of time, fill each bag with ten of one type of item. (You may want to search the craft shack for suggested items: crayons, popsicle sticks, small pine cones, sticks, pipe cleaners, large paper clips, clothespins, marbles, foam shapes, toothpicks, wooden beads about half-inch size, not tiny.) For the most part, each bag’s contents will be different from the other bags’. But depending on the size of your group, you may have a couple bags with the same things in them. Fold over the top of the bags so items aren’t easily seen.
One way to play this game is to give each camper a bag of stuff; however, if your group is larger than twenty, you may want to play as family groups. In that case, you would give each family group a bag and then combine with other family groups at each step.
1. Distribute a bag to each camper or family group. Tell them not to open it yet.
2. Invite them to open their bags to see what they have and then find two other campers or family groups with different items in their bags to form a group of three. (Modify if need be, so that there are no groups smaller than three; make a couple of groups with four to include any extra persons.)
3. Each person (or family) in their group of three is to create something with their own bag of items that represents community to them. Spread the groups around the space, and give them about three minutes to build their representation on the floor or ground. They must use all of their items in the creation. After time is up, have each person (or family) in the group show the other two the result and tell why it represents community.
4. Now invite two groups of three campers (or families) to combine, creating a group of at least six. It is OK if some bags have the same items. Invite the new combined groups to work together with all of their items to create something that represents community. They may move to one group’s location and combine or start all over—group choice. Again they must use all of the items. Give them about five minutes, and then invite each of the new groups of six to show the other groups what they have created and tell how it represents community.
5. Combine groups again to create one or two large groups, depending on the number of people. This time invite the newly combined group(s) to share their items with one another and again create together with all of their items something that represents community. Give them about five minutes. They may move to one group’s creation and build on it or start over completely—group choice. After the five minutes, have the group(s) show what they have created together and talk about how it represents community.
6. If you aren’t already down to one group creation, combine one last time to create one group and repeat. Talk together about how the new creation represents community, then discuss these questions:
• Are there any creations from the first group creations in this combined community?
• How did the representations of community change?
• What was the easiest part of building this community together?
• What was the hardest part of building this community together?
• Do you think you were able to build a better community when you worked individually, in small groups, or the bigger group?
Wrap up by pointing out that being part of a community is important in discovering one’s own faith. People need to hear and learn from one another. Jesus had his small group, the disciples, to be with.
Multiple Intelligences: Interpersonal, Spatial, Bodily/Kinesthetic
Supplies: Paper bags (lunch size), one per camper (or one per family group if the group is larger than twenty) filled with items (See list above.)
(Adapted from Experiential Youth Ministry Handbook-+ [Volume 2], by John Losey, Youth Specialties, Zondervan, “Building Community,” page 110, used by permission.)
EXPRESS – Worshiping God Together
Song Suggestions
“I BELIEVE IN JESUS,” HILLSONG KIDS
“Spirit, Spirit of Gentleness,” James K. Manley
“The Butterfly Song,” Brian Howard
Evening Worship
HAVE A TABLE IN THE CENTER OF YOUR WORSHIP SPACE; ON IT DISPLAY TODAY’S SYMBOL: A QUESTION MARK (“?”).
Sing some songs; then introduce the story symbol for today. Explain that each day you will add a symbol to the table to remind them of that day’s story. Today the symbol is a “?”. Ask: Why do you think a “?” is our story symbol? (there’s the question Jesus asked of the disciples: “Who do you say I am?”; plus, the question of who Jesus is to us today; also, our own need to question as a way of learning and growing).
Matthew 16:13–17 tells us that Jesus was thought to be Elijah, John the Baptist, or another prophet. But then Peter called him Messiah (or Christ) and Son of God. What are other names for Jesus that we use to answer “Who do you say I am?”
Give each family group a sheet of paper and invite them to write “Jesus” in the center. Then have the groups come up with other names that describe Jesus, and write them down on their papers. (Even younger children can think of Jesus as “Friend” or “Teacher” or “Son” with a little prompting.)
Supplies: Paper, markers, a “?” cut out of foam board that is at least twelve inches in length. (Keep the dot connected by drawing the question mark with marker on the board.)
Cabin Devotions
EACH CABIN GROUP NEEDS A SHEET OF PAPER BIG ENOUGH FOR AN ADULT CAMPER TO LIE DOWN ON AND SOMEONE TO DRAW AN OUTLINE OF THAT PERSON’S BODY ON THE PAPER.
Once the outline is on the paper, invite the campers to think about today’s story and the theme of “Get Real: Finding Your True Self in Jesus.”
Tell them this figure is their “Get Real Jesus,” and each day they will add what they have discovered that is real about Jesus. So around the outside of the outline, all over the paper, have them write some of the names of Jesus they remember from today.
Gather your campers in a circle and invite them each to share one thing they look forward to this week and one thing they are not so sure about. You may wish to have them give their names once again before they answer.
Close in prayer, asking God for a good night’s rest, celebrating all the things that campers are looking forward to, and asking God to take away all those worries about the “not so sure about” things.
Supplies: Large paper (five to six feet long), markers
Day 2 Guide
Jesus Is God with Us
Key Verse: “He will be called Son of God.”—Luke 1:35c
Scripture: Isaiah 9:6; Luke 1—2
Focus: God is with us in Jesus. Nothing is impossible with God.
Connection to Campers: Campers have an opportunity to hear the story of Jesus’ birth and discover that Jesus is the fulfillment of God’s promise to be with us forever. They will understand that God can do all things, that nothing is impossible for God. The angel told Mary, “Do not be afraid” (Lk. 1:30). God is with us all the time, every second of every day, in hard times and good times. God gave us the birth of God’s Son, Jesus, so we might be able to know and love God better.
Leader Notes: Review the “Biblical and Theological Overview” for Day 2.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Tell the Story
Story Symbol
Picture the Story
A Birthday Party
Spontaneous Drama
Evening Worship
Cabin Devotions
Explore
Tell the Story
Invite a male adult in your camp to read Isaiah 9:6 out loud, explaining to the families that Isaiah was a prophet, a messenger of God, and he was telling the people that a child would be born to save them. This baby would bring hope and promise and peace for them as a nation. Isaiah was telling them of something in the future.
Next, read out loud Luke 1:8–20 and then ask:
• What do you think Zechariah thought when the angel visited him?
• How do you think Elizabeth felt when she heard the news that she would have a baby?
Tell the group that the promise of a son to Zechariah and Elizabeth seemed impossible, but God can do all things.
Now read out loud Luke 1:26–38 and then ask:
• How do you think Mary felt when she heard that she would have a baby?
• Do you think Mary believed God could do the impossible through her?
For the birth of Jesus story, Luke 2, instead of reading the story, invite the families to help tell the story as they remember it, getting at least the main parts of the story:
• Joseph has to travel to Bethlehem to be counted.
• Mary and Joseph are engaged; she travels with him; soon she will have a baby.
• Bethlehem has no room anywhere, so they sleep in a stable where Jesus is born.
• Angels tell shepherds about the birth of Jesus; the shepherds find him in the stable.
Don’t worry about all the parts of the story; we will remember those when we retell the story.
Leader Note: Very likely someone will mention the wisemen visiting Jesus in the stable. Share with the families that Luke doesn’t tell of the wisemen’s visit—only Matthew does—and that the visit actually was later, months or even a year after Jesus was born. So, for our story today, the wisemen haven’t arrived to visit yet.
Preschool adaptation:
While the Christmas story is familiar for many older children and adults, this may be the first time a preschooler has heard it or remembers hearing it. If you have a large group of preschoolers, it may be better to read the story from the Bible than to have them tell the story based on their memories of it.
Multiple Intelligences: Linguistic
Supplies: Bibles
Story Symbol = Gift Box
Show the families yesterday’s symbol of the “?” and ask them why a “?” was the symbol for yesterday’s story.
Show them today’s symbol, the gift box, and ask: Why do you think a gift box or a present is today’s symbol? (Jesus was a gift from God to us, showing God’s great love for us.)
Multiple Intelligences: Spatial
Supplies: Bible; a small, wrapped gift box with a bow
Picture the Story
Leader Notes: Ahead of time gather pictures (from Sunday school teaching pictures, Christmas cards, or copies from a Christmas storybook) that tell the story of Jesus’ birth—Mary and Joseph traveling, stable in Bethlehem, baby Jesus in the manger, shepherds with the angels, shepherds visiting baby Jesus, Mary and Joseph with Jesus. (Depending on the size of your group, you may need a second or third set of pictures.)
Also, depending on the size of your group, you may want to split up into groups of twelve, so everyone can see and participate. Or, if your pictures are at least eight-by-eleven inches in size, you can clothespin the pictures on a clothes line as you tell the story together in the larger group.
Lay down or hang the pictures one by one, and invite the families to help tell what is happening in each picture or part of the story. Add the next picture and then tell that part of the story together. Continue until you get to the shepherds. Finish the activity with the reminder that “Mary treasured all these words and pondered them in her heart” (Lk. 2:19), and that the shepherds returned to their sheep and told everyone what they had seen.
Sing together “Go, Tell It on the Mountain.”
Preschool adaptation:
If possible, have groups of three to five preschoolers with one adult for this activity. Preschoolers learn better in smaller groups and can have trouble sharing the attention of a caring adult with other people. Dividing the group this way allows the young children more opportunity to share their ideas and to receive adult attention more fully. If it is not possible to divide your group this way, be very intentional about including the youngest children in group discussions. Invite them to share. Listen fully to their ideas, even if they seem strange or unrelated.
Multiple Intelligences: Linguistic, Spatial, Musical
Supplies: Bible, words to “Go, Tell It on the Mountain,” pictures or sets of pictures that tell the story of Jesus’ birth (optional: clothesline and clothespins if hanging larger pictures)
Experience
A Birthday Party
Tell your families that they are going to celebrate Jesus’ birth with a birthday party. Ask: If we were celebrating your birthday, what would it look like? Hear from several different people.
To celebrate the “birth” day of Jesus, you are going to have a party too. Invite the campers to make party hats. Tell them to take a piece of construction paper and form a cone shape, tape or staple it, write or color “Happy Birthday Jesus.” Staple two pieces of party ribbon to serve as ties, and trim the bottom as needed to fit. Have them play Pin the Tail on the Donkey, light the candle on the cake (or candles on cupcakes) and sing “Happy Birthday,” blow up balloons, and wear party hats. Play other games as time allows, such as musical chairs with a CD playing “Jesus Loves Me” or other children’s Bible songs, or play Baby Jesus Relay.
Baby Jesus Relay: Set up relay courses for two teams, parallel to one another but with at least three feet between the lines; place a baby doll on the floor at the front of each line and a box as a manger at the end of each relay course across the room. Put a blanket halfway in between on a line marked with a piece of tape.
Line 1 Doll l Blanket Manger Box
Line 2 Doll I Blanket Manger Box
For the relay divide your group into two teams and then divide each team in half and have half line up behind the manger boxes while half stay in line by the baby doll. The “front of the line” is the person in each line at baby Jesus. When you say “Go!” the first person in each line picks up baby Jesus and fast-walks (remind them no running) to the blanket, wraps up the baby Jesus, then moves on to the box (manger), and puts Jesus in the manger.
Once the baby is in the manger, the first person in the line at the manger picks up Jesus and takes him to the center mark and unwraps the baby, leaves the blanket on the line, and then walks to the next person in line and places the baby in front of that player. Continue until each person in both lines has had a turn. At the end of the game, celebrate that both teams found baby Jesus in the manger.
During the party, ask: Is something missing from our birthday party? (No presents). Remind the families that you do have a present or a gift, and pull out the symbol for the day. Say: “Our birthday present is the gift of baby Jesus. God loved us so very much that God gave God’s own Son as a tiny baby so that through this baby we could realize how much God really loves us. Jesus is God With Us!”
Multiple Intelligences: Interpersonal, Bodily/Kinesthetic, Musical, Spatial
Supplies: Construction paper, markers, tape or stapler, ribbon for ties for party hats; balloons (if the party is inside); birthday cake or cupcakes (can be muffins with no frosting), birthday candle(s)—one white candle or small white birthday candles for cupcakes; donkey picture, material for tails, blindfolds, tape for Pin the Tail on the Donkey game; “Jesus Loves Me” CD, CD player, chairs (one fewer than the number of people playing) for Musical Chairs; two baby dolls, two white blankets (kitchen towels work well), two boxes for mangers, blue masking tape for Baby Jesus Relay; gift box story symbol
Spontaneous Drama
Outside and with any makeshift costumes you come up with, begin with everyone journeying together to Bethlehem. Find a location to travel toward, making stops along the way to imagine together what it might have been like to be Mary and Joseph traveling to Joseph’s hometown to be counted. Since they were walking for several days in the desert, where would they have stayed the night? Stop and rest on your journey, perhaps even share a snack and water. Talk about how Mary probably rode a donkey but that being pregnant meant she couldn’t travel long days.
Find a place to call “Bethlehem” and knock on pretend doors of pretend houses, asking for a place to sleep for the night. Receive the news at several places that “there is no room.” At the last “house” be told that only the stable is available, but it is warm and dry. Arrive at a rocky area, if possible, and point out that the stables for most homes in Bible times were connected to the home, sometimes as porches and sometimes as caves in the rock.
Settle in for the night, inviting some campers to be the animals. Ask what it might have been like to sleep and wait for Jesus’ birth in this place.
Invite some campers to be shepherds and angels who also arrive to see the baby Jesus. Ask:
• How would it have felt to receive the news of Jesus’ birth?
• How special was it to be chosen to meet God’s Son, Jesus, as a brand new baby?
• Would you have known that Jesus was the real thing, that he really was God in the form of a tiny baby?
Your journey back to camp may be the journey that Mary and Joseph made later when they needed to flee to Egypt because King Herod didn’t want another king to take his power.
Preschool adaptation:
Acting out the story is a great way for preschoolers to connect it to their own lives. It allows them to experience the story for themselves. As the group walks from place to place, be mindful of young children who may be prone to wandering away from the others. This can be especially dangerous in a setting that is unfamiliar or new because they will not know which places are considered safe and which are not. If possible, create smaller groups consisting of one adult and two or three children and have the small groups walk together as a large group. Being in small groups makes it easier to watch individual children while moving around as a large group. The adults can also monitor the fatigue of the children in their care and let the leader know if it might be helpful to shorten the walk.
Multiple Intelligences: Bodily/Kinesthetic, Interpersonal, Linguistic
Supplies: Costumes or pieces of fabric to drape over shoulders and heads as people of Bible times (optional)
EXPRESS – Worshiping God Together
Song Suggestions
“THE VIRGIN MARY HAD A BABY BOY” (VERSES 1,2,3, ONLY) WEST INDIAN CAROL, ARRANGER JOHN BARNARD (A LOT OF FUN WITH DRUMS, SHAKERS, AND TAMBOURINES)
“Go Tell It on the Mountain,” Carol
“Away in a Manger,” Carol
“This Little Light of Mine,” Traditional
“Shine, Jesus, Shine,” Graham Kendrick
“Angels We Have Heard on High,” Carol
“Hark the Herald Angels Sing,” Carol
“Silent Night, Holy Night,” Carol
“Mary, Did You Know?” Mark Lowry
Morning Worship
BEGIN WITH THE STORY OF JESUS’ BIRTH FROM A FAVORITE STORYBOOK, SUCH AS:
The Christmas Star, Marcus Pfister
A Night the Stars Danced for Joy, Bob Hartman
Room for a Little One, Martin Waddell
You may choose to introduce the symbol of the day at this time, as well. (Gift symbol information is in the Explore section above.) Display the symbol, along with yesterday’s, in a prominent place.
Supplies: Book of your choice, “?” symbol from yesterday (optional: gift box symbol for today)
Evening Worship
SING SOME SONGS, ESPECIALLY TO GET THE FEEL OF WHAT PEOPLE EXPERIENCE AT CHRISTMAS AS THEY CELEBRATE JESUS’ BIRTH. INVITE THE FAMILIES TO SHARE WHAT PART OF THE STORY THEY HEARD OR EXPERIENCED IN A DIFFERENT WAY TODAY. ASK: WHAT PART OF THE CHRISTMAS STORY STOOD OUT TO YOU?
Read aloud a children’s storybook, such as:
Alabaster’s Song, Max Lucado
Mary, Did You Know? Mark Lowry
Display the symbols from Day 1 and today prominently in your worship space. Invite the families to tell what the gift box reminds them of now.
For a litany, invite volunteers to repeat what the gift reminds them of, and following each memory have all voices say, “The gift of Jesus is God with us!”
Pass the gift box around the circle and invite volunteers to share something real about Jesus. Close with prayer, including how special the gift of Jesus is to us since he was really God in the form of a tiny little baby.
Supplies: Book of your choice, symbol from yesterday, gift box symbol for today
Cabin Devotions
GATHER AROUND THE FIGURE ON PAPER THAT THE CAMPERS MADE ON DAY 1. ASK: WHAT REAL THINGS DID WE FIND ABOUT JESUS TODAY? (A BABY JUST LIKE ALL OF US, GOD’S SON, SPECIAL BABY THAT WAS BOTH HUMAN AND GOD). HAVE VOLUNTEERS WRITE THOSE ON THE BODY OF THE FIGURE NEAR THE HEART AS YOU REMEMBER THAT GOD LOVED HUMANS SO MUCH AS TO GIVE THEM THE GIFT OF GOD’S SELF IN JESUS.
Using battery-operated candles or glow sticks, create a circle with all the campers holding their “candle” in a darkened room.
Ask: What are some of the ways we use candles? (birthdays, power out, special meal). Point out that earlier today they sang “Happy Birthday” to Jesus with one white candle, which is called a Christ candle since it is a reminder that Jesus is known as the Light of the World. Say: “Every time we see a lit candle we can remember that Jesus is a gift to us from God and that God wants us to share Jesus’ light by loving others. When we pass along God’s love, we are showing the world that Jesus is God with us.” Close in prayer.
Supplies: Paper outline figure, pens, battery-operated candles or glow sticks
Day 3 Guide
Jesus Is Friend
Key Verse: “I don’t call you servants… Instead, I call you friends.”—John 15:15 (CEB)
Scripture: John 15:9–17; John 11:1–45
Focus: To be called “friend” is powerful! No matter what—Jesus is our friend, our BFF (Best Friend Forever); we just need to claim that friendship.
Connection to Campers: Campers will experience what Jesus considered a true friend to be, and what he demonstrated was real friendship with his disciples and his friends. We’ll also discover what Jesus models as a real friend so that we can learn to be a real friend too. We need to be real—to be true friends ourselves—in order to have friends who are real and true.
Leader Notes: Review the “Biblical and Theological Overview” for Day 3. Our focus in the John 15:13 verse will not be to die for our friends but instead to be life-giving in our friendships.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Tell the Bible Story
Story Symbol
Let the Puppets Speak
Sound Walk
Friend Auction
Being a Real Friend
Evening Worship
Cabin Devotions
Explore
Tell the Bible Story
Invite campers to find the first scripture reading in their Bibles, John 15:9–17. Ask volunteers to read portions out loud (verses 9–11, 12–15, 16–17). For a few minutes pull out the ways that Jesus showed friendship in this eyewitness account of his interaction with his disciples. Emphasize for the campers how Jesus shows love through servanthood. Explain also the use of “abide” (or “remain”), meaning to stay with. God’s presence will abide with us—God will stay with us at all times.
Next read together John 11:1–45; have several readers for this chapter. In the reading emphasize the ways that Jesus extends acts of friendship. Just start the conversation on how these scriptures show many ways of being a real friend. You may want to give small groups time to each make a list of the ways and then have the whole group come together to talk about what they see in Jesus as a friend.
Preschool adaptation:
Preschoolers may struggle with being able to sit through this activity. To help them focus, give them a stretch break between the John 15 passage and the John 11 passage. Have them get up and move around. You might even sing a simple song together before continuing.
Multiple Intelligences: Linguistic
Supplies: Bibles, sheets of paper, pens
Story Symbol = Hand
Show the families the symbols of the past two days: the “?” and the gift box. Ask why those were symbols of the stories. Show them today’s symbol, the hand, and ask: Why do you think a hand is today’s symbol? (Friends are helpful, loving, caring, there for us, to hold our hand during hard times and good times.)
Multiple Intelligences: Spatial
Supplies: Bible; an open hand (normal size) cut out of paper, foam board, or craft foam
Let the Puppets Speak
Invite campers to make hand puppets for today’s story. Each person needs a glove and will create five puppet faces on the five fingers. Their puppets will be disciples, Jesus, Mary, Martha, or Pharisees, so they do not need to represent specific persons, just general persons from Bible times.
Instructions for making puppets—
Option One: Use the plastic gloves and markers to make faces; use white glue for adding fabric for costumes for the finger puppets.
Option Two: Use five small (one inch) wooden disks per person to make faces using markers and tiny googly eyes (if available), to be glued to the tip of each finger. (If using cloth gloves, supply fabric glue or hot glue gun [for adult use only]).
Next, using their hand puppets they are to retell the stories from both scriptures as best they remember. Have each camper use the hand puppet to act out the story by moving the fingers for the different persons.
Ask: How were each of your puppets in this story good friends? List the characteristics of being a good friend on a piece of poster paper.
Leader Note: Save the list to use in the Friend Auction activity later.
Preschool adaptation:
Small craft items, such as googly eyes, can be choking hazards. Avoid using them with young preschoolers who may be tempted to put them in their mouths. Even if adults closely supervise children putting them on their crafts, the googly eyes still pose a choking risk if they later come off.
Multiple Intelligences: Spatial, Bodily/Kinesthetic
Supplies: Bible, poster paper, markers, one glove (knitted, work, dishwashing, or disposable plastic) per person, glue, (optional: fabric scraps, googly eyes, wooden disks)
Experience
Sound Walk
Invite the campers to form pairs of one adult or teen and one child if possible. (Trios are fine if needed.) At least one adult or teen is needed in each group. Give the children blindfolds or have them close their eyes for this experience. They will be led by the older campers in their pairs. Choose an open area of camp along a road, meadow, or trail. Invite the pairs to wander around the area and listen for all the sounds there. Both the blindfolded child and older guide are to be listening. Remind the group that everyone will need to be quiet as they walk along so they hear as many things as possible.
It may help campers to count different sounds on their fingers. After about five minutes ask them to stop and separately write down the sounds that they heard; then have the partners share to see what sounds each heard that the other did not. Then have campers each report to the whole group two sounds heard in their wanderings.
Now choose a wooded area and invite the campers to repeat the adventure, this time in a more dense area. Again both adult (or teen) and child listen for sounds, stopping after five minutes to write what they heard down on the other side of their paper. Again invite the partners to share the sounds with each another, and then two sounds with the whole group. Ask:
• What were differences in what the blindfolded child and the adult guide heard?
• Who heard the most sounds in the open area?
• Who heard the most sounds in the wooded area?
• What were similarities between the sounds in both areas?
• What were differences between the sounds in both areas?
• What might the sounds tell you about each area?
Say: “Isn’t it amazing how many things we hear when we listen? Jesus listened to people and discovered what their needs were. Being good friends means listening well to one another.”
Multiple Intelligences: Naturalist
Supplies: Blindfolds for children, sheets of paper and pencils or pens
Friend Auction
Display the list of friend characteristics from the earlier “Let the Puppets Speak” activity. Add any additional characteristics that the campers feel are important to being a friend.
Play this game as individual campers or as family groups if your group is large. Give each camper or family group an equal amount of play money (at least $100); tell them they are going to have an auction where everyone gets to bid on and buy the friend characteristics that they want. Each characteristic may only be sold once, and the buyer must have the money to purchase it (no loans or debts).
Give all the campers a few minutes to look over the list and decide what they might wish to buy. Choose a characteristic on the list and open bidding. Continue with each one, writing the name of the person (or family group) who bought it next to it and the amount collected. Play until everyone is either out of money or the characteristics have all been purchased. Have fun with the auction by pretending to be an auctioneer (“Going once, twice, sold for $____!”). Following the auction, ask:
• Are you happy with the characteristics you bought?
• Did you buy the characteristic that was most important to you? Why or why not?
• If you could have bought any characteristic on this list, what would it have been? How much would you have paid for it?
Point out to the group that in the real world they don’t have to buy characteristics of a real friend—they just have to show those characteristics as a friend themselves in order to make friends with others who have those same characteristics that are important to them. Jesus is their example! Jesus is their friend!
Preschool adaptation:
Preschoolers may enjoy the action and silliness of this activity. Many will enjoy using the play money, but probably won’t understand how to use it in the “auction.” Pair young children with an adult or teen who can help them understand what is going on during the auction and help them bid as they wish.
Multiple Intelligences: Logical/Mathematical
Supplies: List of friend characteristics from Let the Puppets Speak activity, play money, markers
Being a Real Friend
Leader Note: Ahead of time, prepare pieces of paper (at least one per camper) written with characteristics of a real friend and characteristics that are not true of a friend; for example:
REAL Friend characteristics—honest, nice, loyal, kind, truthful, loving, genuine, count on, good listener, there when you need them, cry with you, make you laugh, compassionate, caring.
NOT Real Friend characteristics—tells lies, mean, a bully, calls people names, doesn’t listen, talks behind friend’s back, tell stories about friends, makes up stories, says “You’re not my friend,” hangs out with mean people, does mean things.
Invite campers to play a game together. Show them the basket or box with the slips of paper and explain that each person will get a chance to draw a piece of paper, read it out loud, and then decide whether it is a characteristic of a real friend or not. (Adults can help younger campers with the reading, if need be.) If the description is true of a real friend, then the camper keeps the piece of paper. If it is not true of a real friend, the camper gets to rip it up for the trash.
Work together as each camper selects a piece of paper; younger campers may need help to decide whether a characteristic is true of a real friend or not. After everyone has had a turn, you may continue to play or finish by reviewing all the “keepers.” Ask the campers to read the papers they still have as reminders of all the ways they discovered to be real friends.
Multiple Intelligences: Logical/Mathematical
Supplies: Basket or box, slips of paper
EXPRESS – Worshiping God Together
Song Suggestions
“WHAT A FRIEND WE HAVE IN JESUS,” HYMN
“Jesus’ Hands Were Kind Hands,” Hymn
“Take My Life,” Hymn
“God Is Good All the Time,” Tina Sadler
“Open Our Eyes,” Bob Cull
Morning Worship
TELL THE STORY OF MARY, MARTHA, AND LAZARUS (JOHN 11:1–45), OR READ A STORYBOOK ABOUT FRIENDS WORKING TOGETHER AND SHARING THEIR LOVE WITH ONE ANOTHER, SUCH AS:
The Puppy Who Wanted a Boy, Jane Thayer
Old Bear, Jane Hissey
The Spy Glass, Richard Paul Evans
Invite campers to think about what they look for in friends and what they share with others as friends.
Introduce the story symbol for today. (See the instructions under Story Symbol in the Explore section.)
Supplies: Bible or chosen storybook, today’s story symbol
Evening Worship
SING SOME SONGS; REVIEW WHAT CAMPERS HAVE DISCOVERED THROUGHOUT TODAY ABOUT FRIENDS.
Display in your worship space the symbols from Day 1, 2, and today. Invite the families to tell what the hand reminds them of now.
Close with the Hand in Hand Litany (below). If you like, encourage the group to add actions that fit.
Supplies: Copies of the litany, story symbols for the three days
Cabin Devotions
GATHER AROUND THE FIGURE ON PAPER THAT THE CAMPERS MADE ON DAY 1. ASK: WHAT REAL THINGS DID WE FIND ABOUT JESUS AND FRIENDS TODAY? (FRIENDS LOVE US NO MATTER WHAT, CARE FOR US, CRY WITH US, SHARE LIFE). WRITE THOSE ON BOTH HANDS OF THE FIGURE.
Lead the following, inviting campers to repeat after you:
Calling Jesus friend means… (Repeat this part each time.)
…to listen to those who need to be heard.
…to love all those God places before us.
…to care for all God’s people.
…to give someone a hand to hold, a
shoulder to cry on.
…to pray for others.
…to take seriously Jesus’ words; “Love
one another as I have loved you.”
Close with prayer.
Supplies: Paper outline figure, pens
Hand in Hand Litany
Handout
all: Lord, here are our hands.
kids: In our pockets to keep them safe.
adults: Behind our backs to keep them hidden from you.
kids: Placed over our eyes to blind ourselves to the needs of others.
adults: Grabbing for the things of life.
all: Sometimes pushing you away, God.
all: Lord, here are your hands.
adults: Tireless and always there for us.
kids: Calling us to come closer.
adults: Lifting us up when we are down.
kids: Holding us tight.
all: Loving us no matter what!
all: Lord, we place our hands in yours. Hand in hand with you, we are reaching out in love to others. Amen.
Day 4 Guide
Jesus Is Teacher
Key Verse: “Everyone then who hears these words of mine and acts on them will be like a wise man who built his house on rock.”—Matthew 7:24
Scripture: Matthew 7:15–20, 24–29
Focus: Jesus taught with authority, which means we can trust him, believe him, and act upon his word.
Connection to Campers: Campers will discover what “teachers” in their lives they listen to, trust, and believe. They will also explore how Jesus taught with authority; campers will learn that we can always trust Jesus as a real teacher.
Leader Notes: Review the “Biblical and Theological Overview” for Day 4.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Introduce the Bible Stories
Story Symbol
Demonstrate the Stories
Real Good Teaching
Touchy-Feely Boxes
Back to Back
Evening Worship
Cabin Devotions
Explore
Introduce the Bible Stories
Invite two adults (or teens) to read scripture today so each story has a different voice. The first will read Matthew 7:15–20 (Tree and Its Fruit). Ask: What do you think the teaching or the lesson is from this story? (Good trees produce good fruit and not bad fruit.)
Challenge family groups each to come up with five or more other things that Jesus taught and do so in three minutes. Then ask different family groups to name one. Each family group must name one thing, but no one can report the same one. After a few minutes, ask if following these teachings of Jesus would produce good fruit or bad.
The second person will read Matthew 7:24–29 (Houses Built on Rock and Sand). Ask: What do you think the teaching or the lesson is from this story? (One who hears and does what is taught is like a house built on rock.) Point out that following what Jesus teaches is a wise action because it produces good fruit in us.
Multiple Intelligences: Linguistic, Interpersonal
Supplies: Bibles
Story Symbol = Apple
Show the families the symbols of the past three days: the “?,” the gift box, and the hand. Ask if they remember why those were symbols of our stories. Show them today’s symbol, the apple, and ask: Why do you think an apple is today’s symbol? (An apple reminds us of teachers, the seeds of learning, and fruit that is good for us and good tasting.)
Multiple Intelligences: Spatial
Supplies: Bible, story symbols for first three days, an apple—either real or a representation
Demonstrate the Stories
Leader Notes: Ahead of time, prepare the pictures and space for the demonstrations to assure that everyone can see. Also, remember that a healthy tree can have wormy or bruised fruit, and a sick or dying tree usually produces fewer healthy fruit, smaller fruit, or no fruit at all rather than rotting fruit. Fruit can also rot on the ground, on a counter, or in a refrigerator, independent of the tree it came from. Jesus’ example is not intended as a biology lesson. It is a metaphor. Don’t focus on the biological facts in the demonstration, but be mentally prepared to refocus your group on Jesus’ imagery if the issue veers toward biology.
Begin with a brief discussion of metaphor. The concept is usually introduced in third grade, so some of the youngest campers may not be familiar with the idea, but others will be and can provide examples. Point out that Jesus was using metaphors in today’s scriptures.
Show the picture of the healthy tree and ask: What kind of fruit would you expect this tree to produce? Show both the healthy and spoiled pieces of fruit and invite the campers to choose the one that matches. Now show them the dying/sickly tree and ask: What kind of fruit would you expect this tree to produce? Show both fruits and invite them to choose again.
Then show the healthy tree and the rotten fruit. Ask: Why can’t the spoiled fruit come from this healthy tree? (Jesus teaches that only a good tree bears good fruit.) Show the dying tree and the good fruit. Ask: Why can’t the dying or sick tree bear healthy fruit? (Jesus teaches that a bad tree can’t bear good fruit.) Point out that Jesus is teaching them that they too need to bear good fruit. As God’s good creations, they need to do good things and be good. They do that by following Jesus’ teachings.
Preschool adaptation:
Since young children’s brains are not yet ready to understand metaphor, sometimes it is best to present a metaphor to them without trying to explain it. We can let them absorb the metaphor and come back to it in later years when their brains are ready to comprehend it. With this activity, rather than talking about “bad fruit” coming from “bad trees” (which preschoolers and younger children will understand literally), focus on verse 20, “Thus you will know them by their fruits.” Have children match pieces of fresh fruit (apples, pears, peaches, blueberries, strawberries and so forth) with pictures of the plants they came from (fruit should be visible on the plants). Talk about how seeing the fruit on the plant helps us know what kind of plant it is.
For the second demonstration you will need a clear box with a rock and pile of sand in it. Take the wooden-block house that is stuck on the rock and say that this house belongs to the wise man who built his house on the rock. Then sprinkle some water with your hand on top of the house for rain. Next pour water from the pitcher on top of the house for the flood (pour water directly on top so you don’t knock the house off the rock); then blow on the house for the wind—or have campers blow. Ask volunteers to connect the demonstration to the scripture. (Everyone who hears the words of Jesus’ teaching and acts on them will be like the wise man’s house that did not fall because it had been founded on rock.)
Next place the other wooden-block house on the pile of sand and tell the campers that this is the house that the foolish man built on sand. Then sprinkle some water with your hand on top of the house for rain. Next pour water from the pitcher on top of the house for the flood (either from the top or the side); then blow on the house for the wind. (The sand will wash away and the house fall.) Ask volunteers to make the connection to the scripture. (Everyone who hears the words of Jesus’ teaching and does not act on them will be like the foolish man’s house that fell because he built it on sand.) Ask: Why is following Jesus’ teachings wise?
Multiple Intelligences: Spatial, Bodily/Kinesthetic
Supplies: Small table, appropriate pictures of trees—one healthy and one dying or of plants with fruit on them (search the Internet for images to print out), healthy piece of fruit and rotten piece of fruit (bruises, worms, marks), clear rectangular box, pitcher full of water, sand (couple handfuls), rock (at least four inches wide), two blocks of wood to represent houses for demonstration (stick one house with glue or tape to the rock). Extra fruit for snack (optional)
Experience
Real Good Teaching
Leader Note: Ahead of time, print out these situations and cut them apart. Feel free to adapt the situations to your group and/or create your own.
A. Two students are struggling with math problems while two or three other students are having no problem at all and are easily completing the assignment. The teacher talks with the two students struggling and suggests that they get help from the other students. The other two or three students are not interested in helping out at all.
B. Two students are working on an art project and the other students join them, upsetting the first students in that they now need to share materials. The teacher doesn’t get involved at all, but just watches the fight over supplies take place.
C. A class of students are listening to the teacher read a storybook. The students aren’t paying attention, but the teacher just keeps reading without enthusiasm and doesn’t show the pictures to the students.
D. A teacher is teaching a science lesson with an experiment but just does all the steps without explaining anything. The teacher on occasion even blocks the view of the process from the class.
E. A group of students is working on a team project when a couple students start to argue about who gets to do what. The teacher isn’t even in the classroom, so things are just chaos.
F. A coach concentrates on helping the best players on the team. Those who aren’t as good get ignored and receive no instruction.
Invite campers to split into family groups or combined family groups of five to six people. Give each group a teaching situation that is an example of Not Real Good Teaching. Tell the campers that each group will be given a few minutes to decide how they want to act out their situation with everyone participating in some way. They are not acting out what is on the paper—they are acting out what it should look like to be a Real Good Teaching situation. One by one invite each group to read their slip of paper out loud and then present their Real Good Teaching role play. Following each, ask the whole group:
• What made it real good teaching?
• What were things we saw that good teachers say and do?
• How do they help us see them as real teachers, ones who teach with authority and whom we can trust and follow?
Preschool adaptation:
Preschoolers will benefit from seeing “Real Good Teaching,” but will probably need extra support understanding the negative scenarios before trying to create positive alternatives. Hearing the negative scenarios read to them may not be enough; they may need to see the negative acted out to really understand what is being described. If preschoolers and older children are grouped together, have them briefly act out the negative situations before working to find positive alternatives. If preschoolers are in a group by themselves, have them work with scenario B, which is about not wanting to share. Sharing and not sharing are common themes for preschoolers so they will easily identify with that situation.
Multiple Intelligences: Interpersonal, Bodily/Kinesthetic
Supplies: Situations printed out on slips of paper
Touchy-Feely Boxes
Leader Note: Ahead of time you will need to cut holes big enough to fit a hand through in the lids of four shoeboxes (or use four rectangular tissue boxes). Collect natural objects to touch for the boxes. In one box place three different leaves (for example, jagged or smooth edges, small or large leaves). In the second box, three different rocks (for example, smooth or jagged, small or large, river rock). In the third, three different objects (for example, nut or fruit, stick, seed pod). In the fourth, three evergreen parts (for example, pine cone, evergreen branch, pine needles, tree bark).
Say: “Today we have been talking about teaching and learning. One of the ways that we learn is by using our senses, especially our sense of touch.” Invite campers to take turns reaching into all four boxes and touching the three items in each box. Remind them to leave the items in the boxes and to keep quiet about what they discover is in the boxes so the next camper enjoys the mystery.
Once everyone has touched the items in all four boxes, ask: Was it easy to learn what the items really were? If no, why not? Was it easy or hard to learn by only using your hands and feeling?
Tell your group that now you are going to find the real places where the items from each box came from. Begin your walk or hike according to where your campers suggest might be the real places. Encourage them to stay on trails, but don’t lead them. Let them lead one another as they learn where the real trees with the three different leaves are, where the evergreens are, where the rocks and other objects might have come from. Only give hints if needed. The places don’t need to be the exact spots or trees, just matches to the items.
At each stop where they think the items really came from, open the associated box and compare to see if they are correct. Then leave the items there, back in their real places. Ask: Was it easy or hard to find the real places for the items? Say: “Together we learned the real places in God’s creation for many things and taught ourselves by using our hands to touch and feel.”
Leader Note: Be sure to remind campers before collecting anything natural that we do not harm God’s creation by picking, breaking, or tearing anything alive and we return our items back to nature once we are finished with them. You may want to use the term “stewardship” and talk about how taking care of God’s creation is what we are called to do as good stewards and followers of Jesus.
Multiple Intelligences: Naturalist
Supplies: Four shoeboxes, each with a hole cut out of the lid big enough for a hand (or four rectangular tissue boxes), natural objects collected ahead of time to put in the boxes
Back to Back
Have campers each choose a partner. Next have the partners sit back to back on the floor so that they can’t see each other. Give one partner a paper with a simple drawing on it. Give the other a marker and piece of blank paper.
Tell them that one person is going to teach (the one with the drawing) and the other is going to experience the other’s teaching. The person with the drawing is to teach or describe for the other person how to draw the same picture without telling or showing him or her what it is in any way. Partners may teach by telling where and how to draw the lines, using only their voice.
Give the partners about five minutes, then let them see how close their pictures turned out. Collect the original drawings, mix them up and reverse teacher and drawer, handing the new teacher a drawing. Give the partners five minutes to draw, then have them compare to see how they did.
Ask: How well did your teachers teach? Was it easy or hard to teach? Why? Was it easy or hard to draw what the teacher said? Why? What might have helped the teachers to teach better?
Say: “Sometimes we receive good teaching and sometimes we need some extra help. No matter what, we can trust that what Jesus teaches us is always real and good. Every person is unique—we all have different interests, strengths, and abilities, but Jesus can speak to us in ways that connect with who we are and what our needs might be. Jesus is a real teacher.”
Preschool adaptation:
Preschoolers do not have the verbal skills needed to complete this activity on their own. Many will struggle to describe the picture and to follow the instructions necessary to draw it. To include preschoolers, have an adult or teen help them give and follow the instructions.
Multiple Intelligences: Spatial
Supplies: Papers with simple drawings on them (made by combining shapes—for example, a triangle on a square as a house, two triangles and a line to form a sailboat)—half as many drawings as campers, blank papers and markers to draw with—one per camper
EXPRESS – Worshiping God Together
Song Suggestions
“I COULD SING OF YOUR LOVE FOREVER,” MARTIN SMITH
“Lord, I Lift Your Name on High,” Rick Founds
“I’ve Got the Joy, Joy, Joy,” Traditional
“I Walk by Faith,” Rebecca St. James
Morning Worship
BEGIN BY READING THE SCRIPTURE AND/OR A CHILDREN’S STORY ABOUT TEACHING:
Wherever You Are, My Love Will Find You, Nancy Tillman
The Giving Tree, Shel Silverstein
Little Louie, the Baby Bloomer, Robert Kraus
Invite campers to begin thinking about all the people in their lives who teach them—not just teachers at school, but others who teach them too.
Introduce the story symbol for today. See the instructions under “Story Symbol” in the Explore section.
Supplies: Bible, story symbol for the day (apple) (optional: book of choice)
Evening Worship
SING SOME SONGS; REVIEW TODAY’S STORY AND ALL THE TEACHING AND LEARNING EXPERIENCED.
Have a table in the center of your worship space where the symbols from Day 1, 2, 3, and today are displayed. Invite the families to share what the apple reminds them of now.
Together do a litany. Teach campers their response. Read aloud the leader parts and invite campers to respond loudly after each one:
“Because Jesus is a real teacher!”
Leader: We learn to listen to Jesus’ words and stories…
We learn that God heals and cares for us…
We learn to welcome and care for others…
We learn that God forgives us…
We learn to forgive others and ourselves…
We learn to love our neighbors…
We know God loves us no matter what…
All: Amen!
Supplies: Table, Bible, story symbols from first four days
Cabin Devotions
GATHER AROUND THE JESUS FIGURE ON PAPER MADE ON DAY 1. ASK: WHAT REAL THINGS DID WE FIND ABOUT JESUS AND TEACHING TODAY? (GOOD TEACHERS LEAD BY EXAMPLE; JESUS WAS A GOOD TEACHER WHOM WE CAN TRUST.) WRITE THOSE ON BOTH FEET OF THE FIGURE, SINCE JESUS TEACHES US TO DO, TO PUT OUR FEET INTO ACTION.
Close by going around the circle, pausing at each person for everyone to say together, “Jesus teaches us to…..,” and the individual fills in the blank. (Even young children can say Jesus teaches us to love, to be nice, and so on.)
Close in prayer, asking God to help us be wise and follow Jesus’ teachings.
Supplies: Paper outline figure, pens
Day 5 Guide
Jesus Is Healer
Key Verse: At once the man was made well, and he took up his mat and began to walk.
—John 5:9a
Scripture: John 5:1–9a
Focus: Jesus helps us heal in many ways. No matter how we hurt or are broken, Jesus is there for us.
Connection to Campers: Campers will discover that Jesus heals wounded hearts, torn relationships, hurt feelings, addictions, temptations, trials, loneliness, and every other symptom of brokenness they can think of.
Leader Notes: Review the “Biblical and Theological Overview” for Day 5. Bullying may come up as a hurt or wound in today’s conversation. Please acknowledge that bullying is wrong and is often a symptom that the bully is hurting too. Reinforce that an adult needs to be told and that bullying can be stopped.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Setting the Scene
Story Symbol
Acting Out the Story
Healing Wounds
Oil and Water
What Does Healing Look Like?
Evening Worship
Cabin Devotions
Explore
Setting the Scene
Leader Note: Make copies of the instruction sheet (below) to hand out to each family, along with the necessary materials.
Invite each family group to find the scripture, John 5:1–9a, and read it in their group. Then read the scripture aloud to all the family groups. Using the instruction sheet, each family group then will work together to create their Bible story scene and retell it as they work.
When the scenes are finished, take the opportunity to engage the group in recalling other stories of Jesus healing people. The list does not need to be exhaustive, but it can become an occasion for pointing out that Jesus healed many people of different problems.
Multiple Intelligences: Interpersonal, Spatial, Linguistic
Supplies: Bibles; copies of instructions for each family; small rocks—twenty to thirty per family group (gathered or purchased pebbles, whichever works for your site); cardboard base (roughly eight by ten inches) one per family group; glue; scissors; blue tissue paper or blue cellophane (water for pool)—one small sheet per family; one- or one-half-inch wooden beads for the persons’ head—at least two per family group; ten six-inch-long pipe cleaners, any color—at least ten per family group to make two bead people; permanent, fine-tip markers—black, other colors optional; brown felt, precut in three-by-two-inch pieces for the man’s mat (or provide rulers and have campers measure and cut the felt)
Story Symbol = Broken Heart with Band-Aid
Show the families the symbols of the past four days: the “?”, the gift box, hand, and apple. Ask them if they remember why those were symbols of the stories. Show them today’s symbol, a heart with a jagged line on it to indicate brokenness covered with the adhesive bandage, and ask: Why do you think a heart with a bandage on it is today’s symbol? (The heart reminds us of healing, of feeling better when we are hurt; the bandage reminds us of hurting—not just physically but in other ways too.)
Multiple Intelligences: Spatial
Supples: a heart shape cut out of paper or craft foam with a jagged line drawn on it, and an adhesive bandage stuck on the heart
Acting Out the Story
Once the families have their scene set and their “people” ready (from Setting the Scene), have them retell the Bible story. Invite one of the adults to read the story from scripture, John 5:1–9a, pausing appropriately for the children and youth in each family group use the people to act out the story on the scene they created. Then continue to let the children and youth retell the story in their own words, taking turns so that everyone has a chance to be either Jesus or the man who was waiting for healing.
Multiple Intelligences: Bodily/Kinesthetic
Supplies: Bibles, scene and people created earlier in Setting the Scene
Experience
Healing Wounds
Take a walk or hike around camp in an area where there are lots of trees. Even along a road with trees will work. Invite campers to look for different forms of damage or injury to trees, such as scars, scratches, broken branches, holes, burn marks. As campers discover these “wounds” or “hurts,” stop and ask them to show the others the damage and to guess what might have caused the wound (vehicles, insects, wildlife, fires, wind, lightning, people). Also ask if they can tell whether it is recent damage or old. As you are walking at different points on the trip, ask:
• What are the differences between old and new wounds?
• In what ways do some plants and trees recover or heal? (Sap of the tree seals the wound, protecting it; new growth comes from a damaged spot.)
• How is the sap like a scab that forms on a sore on our bodies? (Both help with healing.)
• What happens to trees that have been trimmed? Do the branches grow back?
Say: “Isn’t it amazing how God helps the trees heal from their wounds and sores, just as God created our bodies to be able to heal from wounds and sores. God wants all of creation—including us—to be whole. We can also see that in God’s Son, Jesus, who is a healer.”
Preschool adaptation:
Most preschoolers will appreciate being able to walk around and explore nature in this activity. They will probably need you to show them what damage or injury on a tree looks like. For example, have children look for a specific tree with a missing limb that is within reach. Describe the damage and let the children look for the spot you are describing. Then touch that spot so they can see it if they had trouble following your instructions. Wonder together about what might have happened. Repeat this two or three times and then help the children find other signs of damage for themselves.
Multiple Intelligences: Naturalist
Supplies: Just a location with lots of trees to walk or hike in
Oil and Water
Remind campers that the the man in today’s Bible story was waiting to bathe in a special pool because he believed doing so would bring him healing. Ask: Did the water heal the man in our Bible story? (No, his faith is what gave him healing.) Say: “However, the water brought him to the place of healing by bringing him to Jesus.”
Show the campers your bowl of water, pass it around or have them come forward, and invite them to touch the water and to stir it up (without making a huge mess). Ask: How does the water feel? How might water help us experience healing? (It’s cleansing, cool; it washes away the blood or dirt; it makes us feel better when we have a wet wash cloth on a forehead when we are sick.)
Leader Note: You may wish to focus solely on the water rather than expand to include anointing with oil. The activity in these next three paragraphs is optional or can be used separately:
Say: “Sometimes drinking some water or having a cooling wet cloth helps us feel better and brings us healing. Sometimes we also use oil as a sign of healing. We anoint people with oil by making the outline of a cross with it on a person’s forehead as a sign of healing.”
Ask: How many of you have seen anointing at a special service at a church? Why do you think oil in the sign of the cross would help us feel better? (The cross reminds us that Jesus heals; oil is soothing like a lotion.)
Invite your campers to come forward—or you go to them—and anoint them on the back of one of their hands. Tell the campers that you are going to let them see how the oil feels by anointing their hands with the sign of the cross. (Younger children may wipe it right off, and that is OK.) Any persons who do not want to have the oil on their hand can just “pass,” but encourage them to try it.
Invite your campers to take a few moments and think about these questions:
• Where in your life do you need healing?
• Where in your life has someone hurt you or hurt your feelings?
• How can you give that hurt to Jesus and let yourself be healed?
Give each camper a small square of paper and a washable marker. Have each write or draw on the paper the hurt he or she wants to give to Jesus for healing. Once all campers have written or drawn their hurts, invite them to come forward in family groups and put their papers into the bowl of water. As a family puts their papers in the bowl, have them say together, “Jesus is healer.”
Once all the papers are in the water, stir it up a little and watch what happens. Show your campers that the “hurts” have all disappeared, washed away. Jesus has taken away those hurts. Jesus is healer!
Multiple Intelligences: Spatial
Supplies: Large bowl with water, small squares of printer paper (three inches by three inches), washable markers (they have to be washable for the ink to disappear in the water) (optional: oil for anointing [baby oil works fine])
What Does Healing Look Like?
Invite your campers to name some of the many ways they might feel broken (divorce, teased, bullied, mean words, hit or kicked, friendship broken, death of a loved one, physical pain); list them on a large sheet of paper.
Give each camper a piece of red or pink construction paper. Show everyone how to fold the paper in half longwise (hotdog bun) and cut from the bottom folded corner in the shape of half of a heart. Open it up and find a heart shape.
Next have each camper cut his or her heart in half with a jagged line through the center where the fold is, so it looks broken. Invite each camper to choose one of the words from the list that is a hurt that he or she has felt sometime this summer and have each camper write or draw it on one of the halves of the heart.
Now invite each camper to think of a way that hurt could be healed (friends, time, apology, hug, bandage, medical care, smile, telling an adult, talking to someone). Invite him or her to write or draw the way the hurt can be healed on the other half of the heart. Then, all together, as you say “Jesus is healer” in unison, they are to put the two halves of their heart together. Have them tape their heart pieces back together as a reminder that there is healing for all our hurts with Jesus!
Preschool adaptation:
Preschoolers understand language very literally. Many will hear “broken” and assume you mean physically broken, like a broken toy or dish. When doing this activity with young children, use “hurt” instead of “broken.” You may even need to define hurt as feeling sad, or angry, or scared.
Multiple Intelligences: Spatial
Supplies: Red and/or pink construction paper (one piece per camper), scissors, markers, clear tape, large sheet of paper, markers
EXPRESS – Worshiping God Together
SONG SUGGESTIONS
“WHEN JESUS, THE HEALER,” HYMN
“I’ve Got the Joy, Joy, Joy,” Traditional
“My Life Is in You, Lord,” Daniel Gardner
“Lord, I Lift Your Name on High,” Rick Founds
“Open Our Eyes,” Bob Cull
MORNING WORSHIP
READ THE SCRIPTURE AND/OR A CHILDREN’S STORYBOOK ABOUT HEALING:
The Sleeping Rose, Angela Elwell Hunt
The Oak Inside the Acorn, Max Lucado
Broken Umbrella, Kate Spohn
Pass around a box of adhesive bandages and invite campers each to choose one and stick it on the back of the hand or the arm near the wrist (where they will see it often). Invite them to think about someone they know who is hurting. Everytime they notice the bandage today, they should say a quick prayer for that person.
Introduce the story symbol for today. See the instructions above in the Explore section.
Supplies: Bible, adhesive bandages (enough for every camper to have one) (optional: chosen storybook)
EVENING WORSHIP
SING SOME SONGS; REVIEW TODAY’S STORY AND SOME OF THE PLACES YOU SAW HEALING TODAY.
Display in the center of your worship space the symbols from Day 1, 2, 3, 4, and today. Invite the families to share what the heart with the bandage reminds them of now.
Talk briefly about the fact that healing does not always come as fast or exactly the way they might ask for, but that they can trust that Jesus, who is God With Us, friend, and teacher, is also healer and walking with them and helping them heal.
Together do a litany. After each petition below, have the campers all respond,
“Jesus gives us healing.”
Leader: When we hurt inside or all over…
When our heart feels broken into pieces…
When a friend has hurt our feelings…
When people do mean things to us…
When hard things are part of our lives…
When we feel lonely or alone…
When we don’t know why we feel bad…
When we cry and cry and cry…
When someone we love dies…
When anything that hurts happens…
All: Amen.
Close with a prayer that includes Jesus’ presence and peace as part of healing.
Supplies: Bible, story symbols from the first five days
CABIN DEVOTIONS
GATHER AROUND THE JESUS FIGURE ON PAPER MADE ON DAY 1. ASK: WHAT REAL THINGS DID WE FIND OUT ABOUT JESUS AND HEALING TODAY? (JESUS HEALS US WHEN WE ARE BROKEN IN ANY WAY, NOT JUST PHYSICAL HURTS.) WRITE THOSE ANYWHERE ON THE MAIN BODY OF THE FIGURE, REMINDING THE CAMPERS THAT HURTS CAN BE INSIDE OR OUTSIDE THEIR BODY.
Close the evening by going around the circle and sharing for whom they each prayed today every time they saw the bandages on the back of their hand. (Allow persons to pass if they so choose.) Lift all of those prayers for healing up to God and give thanks that Jesus is healer!
Supplies: Paper outline figure, pens
Your Instructions for Setting the Scene
Handout
Start on the cardboard. Using the glue and the small rocks, form a circle to represent the bath pool. Glue the rocks to the cardboard, then add a second layer if you choose. Just make it “two rocks” high, so the glue will dry.
Next, cut a piece of blue cellophane or tissue paper to represent the water in the pool. Crinkle it up and glue to the bottom of the pool in a couple places.
For each of your two people (Jesus and the waiting man) you will need a wooden bead “head” and five pipe cleaners. Line the five pipe cleaners up side by side to make a bundle. Near the center of the bundle take one pipe cleaner, bend it halfway down then wrap it around the bundle to hold everything in place. From the same end that you bent the pipe cleaner, pair off two pipe cleaners and twist them together to make two legs, bending the bottoms at about half an inch to make feet.
Now work with the other end of the bundle. Take three pipe cleaners and glue them inside the hole in the bead head. The remaining two pipe cleaners are the arms; bend them to each side and shape. Using a permanent marker, draw faces on your people; you may also draw on hair, beard, and so forth. Then lay one figure on the small “mat” made out of felt approximately three-by-two inches.
Day 6 Guide
Jesus Is Savior
Key Verse: God proves [God’s] love for us in that while we still were sinners Christ died for us.
—Romans 5:8
Scripture: Romans 5:1–11; Luke 24:36–49
Focus: Through Jesus as Savior we are free from sin and can celebrate that God’s grace sets things right between us and God.
Connection to Campers: Campers will discover that there is no guilt or shame in knowing that Jesus gave up his life for us. Instead we have the gift of joy because Jesus died on the cross for us and is our Savior.
Leader Notes: Review the “Biblical and Theological Overview” for Day 6. Younger children will struggle with sin and grace. Try to help them understand that when we do bad things, things that we shouldn’t, we say to God, “I’m sorry,” and we get to start all over again. Starting over again is grace, a gift from God, and we do not have to do anything, other than ask, to receive that gift.
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Move and Shout!
Story Symbol
Story Detectives
Erase It
Hang It on the Cross
Colors from Nature
Cabin Devotions
Explore
Move and Shout!
Leader Note: For the Romans 5:1–11 scripture today, if possible, read this to your campers from Eugene Peterson’s The Message. This version will help your multi-aged campers better understand this passage.
Invite your campers to stand and create motions that help demonstrate today’s scripture as you read it. Walk them through the examples below to get the idea. They can use these or make up their own motions. Read in such a manner that you cue the responses at the appropriate places:
• “Throw open our doors to God” = everyone motions to push open imaginary doors
• “Shout our praise” = shouting praise
• “Keeping alert” = look wide awake
• “Round up enough containers” = act as if trying to gather imaginary cups or boxes
• “Christ shows up on time” = point to watch
• “Too weak” = look weak and tired
• “Set right with God” = stand tall and proud
• “No longer a question” = shake your finger, like no, no, no, and shrug shoulders
• “At our worst we were put on friendly terms with God” = look bad or mean, then change to friendly
• “No longer say it in plodding prose” = slow motion “Thank…you…, God”
• “Sing and shout our praises” = everyone sing and shout loudly “Jesus is Savior!”
Leader Note: For the Luke 24:36–49 story, read from a version you are comfortable with.
Remind your campers that this story is the first time Jesus encounters most of the disciples after being raised from the tomb. They are upset and grieving the death of their friend and leader—and they are having a hard time believing that Jesus is really alive again.
Jesus tries to show his friends that he is fulfilling the law and that the forgiveness of sin needs to be proclaimed or shouted everywhere—and they are the people to do it. Follow your reading by shouting all together, “Jesus is Savior!”
Multiple Intelligences: Bodily/Kinesthetic, Linguistic
Supplies: Bibles, including Eugene Peterson’s The Message
Story Symbol = Cross
Show the families the symbols of the past five days: the “?,” the gift box, hand, apple, and heart with the bandage. Ask them if they remember why those were symbols of stories. Show them today’s symbol, the cross, and ask: Why do you think a cross is today’s symbol? (The cross reminds us of God’s sacrifice of Jesus, God’s own Son; all our sins are forgiven because Jesus died for us on the cross.)
Multiple Intelligences: Spatial
Supples: Cross, story symbols from first five days
Story Detectives
Invite the campers to compare the two Bible stories and to search like detectives for the parts that are similar. Split into two groups of campers and give each group a large sheet of paper and markers; assign them one of the two Bible stories. In each group have them write down the words from their Bible story that they think are important, jump out at them, are repeated, or just seem to stand out.
Then come back together as one big group and circle those words that are common or similar on the two sheets of paper (peace, joy, praise, suffer, rise from the dead, repent, forgiveness, sin, proclaimed, shouted, praise, God, Father). Explain the meanings of words as needed, especially for younger campers.
Working together, try to combine the common words (circled words) into a statement that might fit both Bible stories; add words as needed for it to make sense. (For example: The peace and joy of our Savior, Jesus, comes from his suffering on the cross so that we might repent, have our sins forgiven, and shout our praise to God everywhere.) Write your group’s statement on another large sheet of paper so you can hang it somewhere in your meeting space.
Preschool adaptation:
Preschoolers don’t have the necessary cognitive development to understand the theology of the Romans scripture nor the literacy skills to act as the “detectives.” As an alternative while the older campers are doing the detective activity, teach the youngest campers the song, “I’ve Got the Joy, Joy, Joy, Joy (Down in My Heart).” Use the chorus (“I’m so happy, so very happy...”) and the second verse (“I’ve got a peace that passes understanding...”). Then have them lead the rest of the group in singing it. They will enjoy being the “teachers” for a change.
Multiple Intelligences: Linguistic, Interpersonal, Musical
Supplies: Bibles, three large sheets of paper, markers
Experience
Erase It
Invite your campers to think of the things that happen in their lives that separate them from God, things that might be called being bad or misbehaving, things that hurt others, things they shouldn’t do. Then let campers take turns writing those things on the board. Once the camper has written the word or words on the board, he or she says, “Jesus is Savior,” and erases the words from the board. That person now has a “clean slate,” a visible demonstration of what salvation gives: a new beginning.
With the clean board, the next camper now has a turn. Let each camper—child, teen, adult—have a chance to write or draw a sin on the board and then erase it while claiming, “Jesus is Savior!”
Preschool adaptation:
Preschoolers will enjoy writing on the board and erasing. Since many preschoolers cannot yet read and write, have them draw simple pictures instead of writing words. Preschoolers are also just learning to share. To avoid conflicts, use a big enough board that several children can draw on at the same time.
Multiple Intelligences: Spatial
Supplies: Chalkboard or dry-erase board (if using smaller boards, try to have two and split the group); chalk or dry-erase markers; board erasers
Hang It on the Cross
Give each camper a cross shape and lay out all the miscellaneous craft supplies. Invite the campers to create an art piece by gluing all kinds of craft “junk” on their cross like a collage or mosaic. Encourage them to cover their cross and fill in the spaces. Ask:
• Did you think our cross shape was very attractive when we first started?
• What do you think now as you look around at everyone’s work of art?
Say: “Jesus’ dying on the cross was very hard and very sad, but through Jesus’ sacrifice we have forgiveness for all of our sins. His suffering for our sake turned a terrible instrument of death, the cross, into something beautiful and special. The cross is a reminder that, because Jesus is Savior, God forgives us no matter what—we need only to ask! Your cross is your reminder that love is stronger than anything—love overcame even death.”
Multiple Intelligences: Spatial
Supplies: One cardboard or wooden shape of a cross (six to twelve inches in length) per camper, glue, miscellaneous craft supplies (beads, mosaic tiles, craft foam, wood pieces, jewels, sequins, buttons), miscellaneous natural items (dried flowers, small pine cones)
Colors from Nature
Take the campers outside. Have the family groups choose a space to sit down away from the others and look around for a few minutes. They are to choose an object or two that they can see from where they sit (a tree, bush, rock formation, lake, mountain in the distance). Give each group a piece of paper.
Challenge them to draw that scene with colors obtained from natural materials around them. Remind them to take care and not damage God’s creation in the collection. Make some suggestions: burnt wood from campfire (provide some for them in the spot you chose), grass and leaves to rub, soil or rotting wood, softer rocks like limestone or sandstone.
Once the groups have completed their drawings, ask them to share them with everyone and have the other groups guess what was drawn (the real thing), as well as what real things they used to draw their picture with.
Multiple Intelligences: Naturalist, Spatial
Supplies: Large white construction paper (approximately twenty-four by fourteen inches) sheet for each family group
EXPRESS – Worshiping God Together
Song Suggestions
“I WANT JESUS TO WALK WITH ME,” SPIRITUAL
“Jesu, Jesu, Fill Us with Your Love,” Hymn
“Celebrate Jesus,” Don Moen
“My Life Is in You, Lord,” Daniel Gardner
“I’ve Got the Joy, Joy, Joy (Down in My Heart),” Traditional
Morning Worship
BEGIN BY READING THE SCRIPTURE AND/OR A CHILDREN’S STORY:
The Thornbush, Michael Laughlin
Good Job, Little Bear, Martin Waddell
Introduce the story symbol for today. See the instructions above.
Supplies: Bible, today’s story symbol (cross) (optional: chosen book)
Evening Worship
LEADER NOTE: A SETTING WITH CANDLELIGHT AND SOFT MUSIC ADDS TO THIS EXPERIENCE, WHICH CAN ALSO BE OUTSIDE.
Sing some songs; review today’s emphasis on Jesus as Savior. Display in the center of your worship space the symbols from Day 1, 2, 3, 4, 5 and today. Invite the families to tell what the cross reminds them of now.
Especially since this is the last evening in camp, consider sharing communion as a community, celebrating Jesus Is Savior!
Encourage your campers to write or draw on a piece of paper a sin that they personally need to give to Jesus. They do not need to show what they have written to anyone; they can fold their paper if they choose. As a part of worship, have campers come forward and “nail” their sin paper to the cross. (Younger children may need help with the nailing.) Invite each camper to say, “Thank you, Jesus, for taking away my sin,” before moving away from the cross.
Supplies: Bible, story symbols for the first six days, slips of paper, pens, nails or large-head tacks, hammer, wooden cross (at least four feet high) (optional: lit candles, recorded mood music, player)
Cabin Devotions
GATHER AROUND THE JESUS FIGURE ON PAPER MADE ON DAY 1. DRAW A LARGE CROSS ON THE MAIN BODY OF THE FIGURE. ASK: WHAT REAL THINGS DID WE FIND ABOUT JESUS AS SAVIOR TODAY? (WE ARE FREE FROM OUR SINS.) WRITE THE WORDS INSIDE THE CROSS.
Memory Circle: Form a circle, inside or outside. Have campers take a moment to think about something that has happened this week that they will want to tell someone back home about (something they did or saw, an activity or project, a story they heard, a song they sang). Then, as they take turns around the circle, invite persons to tell what that memory is that they are taking home. Encourage all your campers to share—every one should have at least one good memory.
Close in prayer, thanking God for all these amazing memories from your time at camp.
Supplies: Paper outline figure, pens
Day 7 Guide
Jesus Is the Real Thing
Key Verse:
“The Spirit of the Lord is upon me, / because the Lord has anointed me.”
—Luke 4:18a (CEB)
Scripture: Luke 4:14–21
Focus: Jesus understood that he had a mission from God. Jesus invites us to join him in ministry too.
Connection with Campers: Campers have explored lots of things about Jesus and now will take those messages about Jesus being God with us, a friend, a healer, a teacher, and Savior home and share what they have discovered about the real Jesus with their worlds of family, friends, church, and school. The Spirit of the Lord is upon them; they too are being sent.
Leader Notes: Read through the “Biblical and Theological Overview” for Day 7. Since today is a short day, our focus for campers will be in the sending out into the world the message that “Jesus Is the Real Thing!”
CUSTOMIZE TODAY’S PLAN
Choose what you will do today and in what order.
Morning Worship
Picture This
Story Symbol
Storytelling Stones
Scrolls
Real/Fake Hike
Explore
Picture This
Take a few minutes to picture the setting of this Bible story. Ask the campers what they think a synagogue might look like. (It is a church for God’s people, the Jews, where the religious teachings took place for the boys and men in Bible times.) Talk about the purpose of a scroll and why that was what Jesus was reading from. (In Bible times scrolls were the way people kept what they had written; the Jewish Torah, which is also the first five books of the Christian Bible—was written on scrolls and kept in the Ark of Covenant in the synagogue.) Help the group paint a visual picture of this Bible story in their minds.
Then invite someone in your group to read Luke 4:14–21 out loud for the campers.
Talk together about the fact that Jesus understood that God (the Spirit of the Lord) had anointed (especially chosen) him for ministry that would help others.
Multiple Intelligences: Spatial, Linguistic
Supplies: Bibles
Story Symbol = Scroll
Show the families the symbols of the past six days: the “?,” the gift box, hand, apple, heart with bandage, and cross. Invite them to tell why those were symbols of the stories. Show them today’s symbol, the scroll. Ask: Why do you think a scroll is today’s symbol? (A scroll reminds us of Jesus’ teachings; in Bible times it was the means of recording God’s Word and the stories of Jesus.)
Multiple Intelligences: Spatial
Supplies: Bible, scroll (paper strip with tongue depressor sticks or dowels on ends, wrapped up and tied with a ribbon).
Storytelling Stones
Leader Note: Ahead of time, get the pictures ready. You will need one set per family group of each of these: Jesus, a few men of Bible times, a synagogue, and a scroll. You could get these by using images printed from an Internet search, old Sunday school booklet pictures, copies from Bible storybooks.
First, each family group will be creating a set of Storytelling Stones. Each family group will need one Jesus-stone, a couple men-of-Bible-times-stones, a synagogue-stone, and a scroll-stone. The family groups are to create the Storytelling Stones by choosing pictures and using the Mod Podge® first to glue them to the stones and then to paint over them to seal them to the stones. Using just one coat (so it will dry quickly) of Mod Podge over the top is enough. Each family will create five to six Storytelling Stones, depending on how many people-of-Bible-times-stones they make.
As the stones dry, invite the family groups to think through the story and decide who will be which Storytelling Stone as they retell the story together. Once everyone is ready, read the Bible story out loud, pausing appropriately to let the family groups use their Storytelling Stones to act out the story. They may also want to retell the story in their own words afterward so that all the children and youth get a chance to use a stone in telling the story.
Multiple Intelligences: Interpersonal, Bodily/Kinesthetic, Spatial
Supplies: Bible; five or six stones (smooth river rocks at least two inches wide) either purchased or collected for each family group; sets of these pictures (one per each family group): Jesus, a few men of Bible times, a synagogue, and a scroll; Mod-Podge®; medium-size paint brushes and cups for Mod Podge
Experience
Scrolls
Leader Note: Have all the days’ titles and their key verses either printed on a large sheet of paper or on an individual sheet for each camper or family group to copy from. You may also wish to provide simple patterns for the symbols or just bring the items you have used each day into view to help the youngest campers create their scrolls.
Campers will each create a scroll and write each daily title, symbol, and key verse on it to take home as a reminder of the real Jesus, whom they have encountered this week. The youngest campers may choose to write only the title and draw the symbol for the day. Use these instructions with the family groups:
1. Glue a tongue depressor to each end of a strip of construction paper. Make sure the depressors extend an inch or two above and below the edge of paper to serve as the handles. Trim the width of paper, if need be.
2. With light pencil markings, section off your scroll paper into seven parts, one space for each of the seven days. (Leader Note: If camp was shorter than seven days, adjust the instruction for the number of spaces accordingly.)
3. Then, using a pen, write in each day’s title and key verse (and/or draw the story symbol).
Who Do You Say I Am? “You are the Christ, the Son of the living God”
—Matthew 16:16 (CEB)
Jesus Is God With Us “He will be called Son of God.”
—Luke 1:35c
Jesus Is Friend “As the Father has loved me, so I have loved you; abide in my love.”
—John 15:9
Jesus Is Teacher “Everyone then who hears these words of mine and acts on them will be like a wise man who built his house on rock.”
—Matthew 7:24
Jesus Is Healer “At once the man was made well, and he took up his mat and began to walk.”
—John 5:9
Jesus Is Savior “God proves his love for us in that while we still were sinners Christ died for us.”
—Romans 5:8
Jesus Is the Real Thing “The Spirit of the Lord is upon me, / because the Lord has anointed me.”
—Luke 4:18a (CEB)
4. Once you have finished writing and drawing, roll the scroll up from both ends, meeting in the center and tie it with the ribbon.
Say: Now you have a reminder of the real Jesus, whom we have met this week. Take it home with you to help you grow in your love for Jesus and to follow in the way he has shown us.
Preschool adaptation:
Before this activity, write out the daily titles on scrolls. As you work with the preschoolers, read the titles one at a time and show preschoolers where they are on the scrolls. Give children time to draw the appropriate symbol next to the title before reading the next one.
Multiple Intelligences: Spatial, Linguistic
Supplies: Tongue depressor sticks—two per camper; large construction paper cut in half length-wise to make strips approximately five by fourteen inches long—one per camper; glue; ribbon—one twelve-inch piece per camper; pens and pencils
Real/Fake Hike
Leader Note: Ahead of time you need to decide on an area for this hike and hide at least twelve “fake” items (see supplies below) along the trail with different degrees of difficulty in hiding. Spread out your fake items along the trail, so they are not too close but not too far apart either. (You may need to add more items if the trail is long.)
Begin the hike by telling the campers that this is a Real/Fake Hike, which means that along the hike route there are fake, “non-God’s creation” items in amongst the real parts of God’s creation. Their challenge is to find all the fake items, things that don’t belong, as they walk along the trail. (You may tell them how many fake items they are hunting if you choose.)
Tell your campers that when someone discovers a fake item, the whole group needs to stop along the trail so everyone can see it before the item is picked up and carried along until the end of the hike. They are collecting all of the fake items as they pass them on the trail.
At each stop, talk about how easy or hard it was to find the fake item and what is the most similar real item along the trail. For example, a piece of finished wood (fake) would be like a tree or tree branch (real).
At the end of the hike, determine that the group has collected all the fake items and discuss how in another context the fake items would be considered litter or trash. Share how important their responsibility to keep God’s creation clean is, as good stewards of the earth. Remind the campers that you did not leave any of the fake things among the real things of God’s world. (If any items got left behind or not found, please make sure you go back and collect them.) The hike is a great opportunity to talk also about recycling. As a group, sort the fake items according to what could be recycled instead of just putting them all in the trash.
Point out that taking care of all of God’s creation is one way we are in ministry. Jesus taught us to love one another and that includes taking care of our world.
Preschool adaptation:
Many preschoolers have trouble distinguishing between “real” and “fake” items. For example, they don’t recognize the difference between real and artificial Christmas trees. With this activity, focus on two or three kinds of fake items and have several of each item (for example, three silk flowers, four artificial plants, four toy animals, three pieces of artificial or play fruit). Include between six and twelve total items. Using a smaller variety of objects will help young children better understand the difference between real and fake. Too much variety may overwhelm them.
Multiple Intelligences: Naturalist
Supplies: At least twelve “fake” items—suggestions: wooden block, wadded up piece of paper (partially under a rock so it doesn’t blow away), aluminum soda can flattened, green paper or container, colored marker, small box (such as jewelry comes in), paper lunch bag (weighted down with a rock inside), small glass jar like one for baby food, orange or apple peel, food wrapper (weighted down or on tree branch so doesn’t blow away), commercial juice box, plastic water bottle; one or two bags to collect all of the fake items as they are found
EXPRESS – Worshiping God Together
Song Suggestions
“HE’S GOT THE WHOLE WORLD IN HIS HANDS,” SPIRITUAL
“My Life Is in You, Lord,” Daniel Gardner
“I Believe in Jesus,” Hillsong or Marc Nelson
“I Could Sing of Your Love Forever,” Martin Smith
Morning Worship
READ THIS MORNING’S SCRIPTURE AND/OR A CHILDREN’S BOOK ABOUT BEING REAL:
The Velveteen Rabbit, Margery Williams
Gather around the Jesus-figure used this week and rediscover the characteristics that have been written down about Jesus.
Say: “All of these characteristics make Jesus real, don’t they?”
Ask: What characteristics of the real Jesus on this figure can be ours too? Invite the campers to name the characteristics that belong to the real Jesus and also to them as Jesus followers.
Introduce today’s symbol, the scroll (see the instructions above), and add it to all of the others from this week on the table. Ask: How do each of these symbols remind us that Jesus is the real thing? How can we help others know and love Jesus?
Close with a prayer of gratitude for the camping experience and for the community. Ask blessings upon the campers as they go back home and ask God to empower them to tell the good news of Jesus Christ.
Supplies: Bible, table, story symbols for all seven days, paper outline figure (optional: chosen storybook)
Extra Resources for a Great Week at Camp
Arts and Crafts
Self-Portrait
Ask campers to draw a self-portrait and use words that describe themselves all around the portrait. While younger campers can stay surface-level (“daughter,” “student”), encourage older campers to go a little deeper with their descriptions. Have the campers use Psalm 139:14, NLT (“Thank you for making me so wonderfully complex! Your workmanship is marvelous—how well I know it!”) as the title of the portrait. Encourage campers to think about what makes them unique and how God created them special.
Multiple Intelligences: Intrapersonal
Supplies: Bibles, paper, pencils, crayons, markers
Handprint Wreath
Have campers trace and cut out both of their handprints. Then they are to add one self-descriptive word on each of the handprints and decorate them with bright colors in a free-form design. Assemble all of the cutouts from the group around the edge of a cardboard circle, creating a wreath. Put the name of the group in the middle of the wreath. Talk about how God has brought this group together to learn and grow together. Focus the conversation on the fact that all the unique personalities of the various campers will contribute to the group and that each person is important. (This craft could also be used as part of a worship experience or cabin devotions.)
Multiple Intelligences: Spatial, Linguistic
Supplies: Paper or cardstock for handprints, scissors, cardboard for base (can be covered with black paper to make a more dramatic backdrop), markers, crayons, glue or tape to assemble wreath
Facebook Page for Jesus
Ask campers to create a Facebook-type page for Jesus. Ask prompting questions, such as: Based on what you know, what would he have as his favorite quotation, music, TV show? What would he have said about where he was born, where he might have gone to school? Encourage campers to be creative and have fun with this task—it does not have to be too serious.
Within the conversation draw out what they know or think they know about Jesus. You will want to gently correct any misconceptions they might have. Ask follow-up questions such as: “Would you ‘friend’ Jesus? Would you want Jesus to see all the things you post? What kinds of things would Jesus post? Do you think he would post silly or serious things? What pages would he ‘like’? Who would Jesus ‘friend’?”
Multiple Intelligences: Linguistic
Supplies: Paper, pencils, markers, (optional: Facebook homepage template)
Decorate Birthday Cupcakes
Decorate cookies or cupcakes for a birthday party for Jesus. Let campers make a wish and blow out a candle.
Multiple Intelligences: Spatial
Supplies: Cookies or cupcakes, frosting and sprinkles, candles, matches
Life-giving Words Poster
Make a poster of “life-giving” words versus “life-draining” words. Ask for some examples from the group. Then talk about how each category makes people feel. Ask: Where could we use life-giving words? Why don’t we use these more often? What makes us forget them?
Have campers make crowns, putting together two or more strips of paper, and decorate them with the “life-giving” words so that they will always be “on the top of your head.” Challenge everyone to use at least two of the words you have listed today at camp.
Multiple Intelligences: Linguistic, Spatial
Supplies: Poster board, long strips of paper, glue or tape, markers, scissors (optional: crown pattern, “jewels” or other decorations for crowns [use adhesive backed ones or provide glue])
Make Your Own Best Friend
Ask campers to describe their best friend from home (or at camp) and tell the story of how they met. Ask: What is the best thing about your friend? What are some of the most important qualities in a best friend?
In groups of three or four, have each group trace the body of a camper on large sheet of paper (or they can use chalk if you have a paved surface to work with). Each group should decorate their paper “Best Friend” by listing the qualities of a friend in the corresponding part of the body: for example, “A good friend should have a big heart to care for everyone.” “A good friend should have big ears in order to be a good listener.” Use full sentences or just place the word caring on the heart or listening on the ears.
Multiple Intelligences: Interpersonal, Spatial
Supplies: Large sheets of paper and markers, or sidewalk chalk and paved area
“Graffiti” With Life-giving Words
Have campers write—in large, creative script—life-giving words (or phrases) on paper. Decorate the words and cut them out, then “graffiti” your camp with your words. Put them in cabins, the dining space, and the worship area as reminders for everyone to use those words all the time.
Multiple Intelligences: Spatial
Supplies: Paper, markers, scissors, tape
Friendship Bracelets
Have each camper make a friendship bracelet and give it to someone in camp he or she doesn’t know well. Remind the campers to use “life-giving” words when they present their gifts. Challenge them to get to know the bracelet recipients better and work to make new friends. They can make the bracelets by knotting or braiding strands of embroidery floss. Younger campers can braid the floss if the tying is too challenging for them. (More elaborate bracelet directions can be found online. The visuals are helpful.)
(Leader Note: Beaded friendship pins provide a even simpler option for this activity. For instructions and supplies, use your Web browser.)
Multiple Intelligences: Interpersonal, Spatial
Supplies: Embroidery floss, friendship bracelet directions
Games
Name Yourself
Use adhesive nametags (or sticky notes) and have each camper write three to five identifications for him- or herself (dancer, soccer player, straight-A student, first-time camper). Encourage participants to be creative and come up with unique identifications for themselves. Collect all the tags and redistribute them to different people. Ask campers to stick the tags onto the people to whom they think the identifications apply. Once everyone is done, see who got the most right.
Find out who got some correct and what helped them know they were correct. With older campers, discuss differences in identifications that we put on ourselves and titles that are put on us. Talk about how those identities or labels make people feel and how important they are to them.
Multiple Intelligences: Interpersonal, Linguistic
Supplies: Nametags or sticky notes, markers
Follow the Leader (With a Twist)
Play Follow the Leader, but tell the campers that only those with blue eyes can play (or any other distinction that will exclude a good portion of the group). Purposely exclude a group of them and have them watch. Make sure to celebrate and make a big deal of the others.
Bring them back together and ask:
• What did you think about that game?
• How did it feel to be left out of the game?
• How did it feel to be able to play, knowing that so many others could not?
• Have you ever been left out of something you really wanted to do?
• Who gets left out at your school? your church?
• What do you think you can do to make sure everyone feels included?
• What kind of leader do you think God wants us to follow?
God wants us to follow the real thing—a leader who includes everyone and who builds people up and does not tear them down.
Multiple Intelligences: Bodily/Kinesthetic
Supplies: None
Teaching Game
Choose one or two campers to teach a simple game (for example: Hide and Seek; Rock, Paper, Scissors) to the group. The rest of the group should pretend they have never heard of the game and ask questions. Explore the ways the “teachers” use to try to explain. Do they just talk to the class or do they try to demonstrate? Do they let the class try the game? Guide the discussion to open the door to the various kinds of teachers they have had in their school careers. Ask: When you think about the good teachers you have had, what was it that made them good in your mind?
Multiple Intelligences: Logical/Mathematical
Supplies: None
Authority Versus Fame
Ask campers to explore the differences between authority and fame. Ahead of time, print pictures from the Internet of famous and infamous people. Select ones who are somewhat controversial (political figures, reality television star, music star, sports figure, or other current people).
One at a time, hold up each picture and ask campers to move to the right side if they think this is a person who is a good example and teacher. Have them move to the left if they feel this is a person who is famous for the wrong reasons. Ask them to defend their choices. Make sure you are open to all their arguments; there may not be a clear right or wrong.
Ask if these figures are persons they should be looking up to, or if they are famous for the wrong reasons. Use these discussion questions: Do you think famous people have a responsibility to be good role models? Does reality TV reward bad behavior with fame? What message does reality TV send? Does being in the media mean that a person is someone we should listen to?
Multiple Intelligences: Logical/Mathematical
Supplies: Pictures of famous people
“I Am” Charades
Look up the “I am” statements of Jesus in the gospel of John. Have campers take turns selecting a slip of paper with an “I am” statement on it and performing charades to get the others to guess which statement it is. Afterward, talk about each one and its meaning for us, and how the statements all begin to show us a picture of Jesus.
“I am the living bread.”—John 6:51
“I am the light of the world.”—John 8:12
“I am from above.”—John 8:23
“I am the gate.”—John 10:9
“I am the good shepherd.”—John 10:11
“I am God’s Son.”—John 10:36
“I am the resurrection and the life.”
—John 11:25
“I am the way, and the truth, and the life.”
—John 14:6
“I am the true vine.”—John 15:1
Multiple Intelligences: Bodily/Kinesthetic, Linguistic
Supplies: Bible, slips of paper with the “I am” statements written on them
Science Fun
Design and Test a Parachute
Have the campers learn about air resistance while making a parachute! The goal is to create one that can fall slowly to the ground. Invite them to feel free to test their creations—and make modifications—as they go. Offer these instructions: “Cut out a large square from the plastic bag [or whatever material you provide them]. Trim the edges so it looks like an octagon. Cut a small hole near the edge of each of the eight sides. Attach eight pieces of string of the same length to each of the holes. Tie the pieces of string to the object you are using as a weight. Use a chair or find a safe, high spot from which to drop your parachute and test how well it worked—remember you want it to drop as slowly as possible!”
Discuss what’s happening, offering these insights: “Hopefully, your parachute will descend slowly to the ground, giving your weight a comfortable landing. When you release the parachute, the weight pulls down on the strings and opens up a large surface area of material that uses air resistance to slow it down. The larger the surface area, the more air resistance and the slower the parachute will drop. Cutting a small hole in the middle of the parachute will allow air to pass slowly through it rather than spilling out over one side, which should help the parachute fall straighter.”
Tie this activity to the Bible study; ask: How is Jesus like a parachute for our lives? How can he help slow us down when we are about to crash?
Multiple Intelligences: Spatial, Logical/Mathematical
Supplies: Plastic bags or other light material (one per camper), scissors, string, small objects to act as weights (small action figures work well)
Make a Big Dry Ice Bubble
(Leader Note: Be careful with dry ice as it can cause skin damage if not used safely. Adults should handle dry ice with gloves and avoid directly breathing in the vapor. An adult should always supervise this experiment.)
Have fun with the campers as you make a dry ice bubble that will grow and grow as it fills with fog. Place the dry ice in a bowl and add some water. (It should start looking like a spooky cauldron, with “fog” rising and rolling over the edges.) Soak the cloth strip in a soapy mixture and run it around the lip of the bowl; then drag the strip across the top of the bowl to form a bubble layer over the dry ice. Stand back with the campers and watch the bubble grow! Ask them how big they think it will get before it bursts.
Explain to the campers what is happening. Dry ice is carbon dioxide (CO2) in its solid form. At temperatures above -56.4°C (-59.5°F) dry ice changes directly from a solid to a gas, without ever being a liquid. This process is called sublimation. Putting dry ice in water accelerates the process, creating clouds of fog that fill up your dry ice bubble until the pressure becomes too much and the bubble explodes, spilling fog over the edge of the bowl.
Tie this experiment to the Bible story; ask: How can God’s love for us be like the fog? Can we become so filled that we just want to burst and share that love with everyone?
Multiple Intelligences: Spatial, Logical/Mathematical
Supplies: Water, a large bowl with a lip around the top (a cup will work too), a strip of cloth long enough to go across the bowl, soapy mixture in a cup or small bowl for making bubbles (liquid dishwashing detergent works best), dry ice—one piece for a cup, more for a bowl (many grocery stores sell dry ice)
Melting Chocolate
Ask campers, “At what temperature do you think chocolate goes from a solid to a liquid? How long do you think it would take? Is it different for white and dark chocolate?” Then explain that you are going to do a simple melting chocolate experiment to try to find out.
Put one piece of chocolate on a paper plate and put it outside in the shade. Have one camper be the “temperature taker,” who is responsible for using a thermometer set near the chocolate to check the temperature every two minutes. Have another camper with a watch be the official timekeeper, who records how long it takes for the chocolate to melt, up to ten minutes. If it isn’t hot enough outside for it to melt by then, have the timekeeper note how soft it is after ten minutes.
Repeat the process with a piece of chocolate on a paper plate that you put outside in the sun. Pick two other campers to be “temperature taker” and timekeeper this time, and record these results in the same way.
Find more interesting locations to test how long it takes for the chocolate pieces to melt. You could try hot water or even a camper’s mouth. Have campers compare the results to determine in what conditions the chocolate melted.
Explain to campers that at a certain temperature the chocolate pieces undergo a physical change, from a solid to a liquid (or somewhere in between). On a hot day, sunlight is usually enough to melt chocolate, something they may have unfortunately already experienced. You can also reverse the process by putting the melted chocolate into a fridge or freezer where it will go from a liquid back to a solid. The chocolate probably melted quite fast if any campers tried putting pieces in their mouths. Ask: What does this experience tell you about the temperature of your body?
For further testing and experiments you could compare white chocolate and dark chocolate. Do they melt at the same temperature? How about putting a sheet of aluminum foil between a paper plate and a piece of chocolate in the sun. What happens then?
Tie this experiment to the Bible story; ask: When God’s love warms our heart, what are some of the negative things that “melt away”?
Multiple Intelligences: Spatial, Logical/Mathematical
Supplies: Small chocolate pieces of the same size (chocolate bar squares or chocolate chips), paper plates, thermometers, watches, pens and paper to record the results
Mixing Oil and Water
Discuss with the campers how some things just don’t get along well with each other. Say, “Take oil and water as an example. You can mix them together and shake as hard as you like, but they’ll never become friends—or will they?” This fun experiment will help campers find out how bringing oil and water together can help do the dishes.
Gather the campers around and describe what you are doing as you go through the following steps:
1. Add a few drops of food coloring to about two tablespoons of water in a plastic cup.
2. Carefully pour the colored water, along with two tablespoons of cooking oil, into a small soft drink bottle.
3. Screw the lid on tight and shake the bottle as hard as you can.
4. Put the bottle back down let all the campers take a look. (It may have seemed as though the liquids were mixing together, but the clear oil will float back to the top, with the colored water beneath.)
Explain to the campers that while water often mixes with other liquids to form solutions, oil and water do not mix. Water molecules are strongly attracted to each other, which is the same for oil. Because they are more attracted to their own molecules, they just don’t mix together. They separate, and the oil floats above the water because it has a lower density.
Say to the campers, “But, I really think oil and water belong together,” and then add some dishwashing liquid detergent and shake the bottle again. As they all combine together, explain that detergent is attracted to both water and oil, helping them all join together and form something called an emulsion. This property is extra handy when washing greasy dishes; the detergent takes the oil and grime off the plates and into the water.
Tie this experiment to the Bible story; ask: Is there someone in your life you just don’t mix well with? Why do you think that is? How can your relationship with Jesus help make that better?
Multiple Intelligences: Spatial, Logical/Mathematical
Supplies: Small soft drink bottle (with screw-top lid), measuring devices, two tablespoons of water, food coloring, plastic cup, two tablespoons of cooking oil, liquid dishwashing detergent
Make Your Own Rainbow
Have the campers form a semicircle to watch as you take a glass of water and a sheet of paper to a part of the room with sunlight. (Near a window is good.) Hold the glass of water above the paper and have them watch as sunlight passes through the water, refracts (bends), and forms a rainbow of colors on the sheet of paper. Let different campers take turns holding the glass at different heights and angles to see if these create different effects.
Explain to the campers that while people normally see rainbows as an arc of color in the sky, they can also form in other situations. They may have seen a rainbow in a water fountain or in the mist of a waterfall—and they can even make their own (as you did in this experiment). Rainbows form in the sky when sunlight refracts (bends) as it passes through raindrops; it acts in the same way when it passes through the glass of water. The sunlight refracts, separating it into the colors red, orange, yellow, green, blue, indigo, and violet.
Tie this experiment to the Bible story; ask: What promise from God does the rainbow remind us of? How does the rainbow remind us of God’s creative touch in nature?
Multiple Intelligences: Spatial, Logical/Mathematical
Supplies: A clear glass of water (about three quarters full), white paper (optional: a prism will make an even more dramatic presentation)
Table Talk—Younger and Older Children and Intergenerational
Use these questions to prompt theme-related discussion at meal times. They could also be used during down times, between activities, or as time fillers as well. Feel free to use one question or all of them. If the discussion takes a different turn, be open to that and allow the campers to be creative and explore the ideas.
Multiple Intelligences: Linguistic
Supplies: Copies of the question of the day for each table
Day 1: Who Do You Say I Am?
What are words people use to describe you? Who are some people in your life who have told you about Jesus? What have they said about him? What are some words you would use to describe Jesus?
Day 2: Jesus Is God with Us
What is the best part about being your age? What is the worst part? What do you think Jesus would have been like when he was your age? Do you think he would have been a good student? Would he have played sports? Would he have been a good brother?
Day 3: Jesus Is Friend
How did you meet your best friend? Why do you think friends are important? What is great about your friend? The Bible tells us Jesus had friends. What do you think he liked best about his friends? What do you think they liked best about him? Why do you think Jesus is a good friend to us?
Day 4: Jesus Is Teacher
Tell us about your favorite teacher. If you become a teacher when you grow up, what grade would you like to teach? What kind of teacher would you be? What would the rules in your classroom be? Jesus did not teach in a classroom with desks; mostly he taught outside (kind of like we do at camp). Why do you think learning outside is fun and important?
Day 5: Jesus Is Healer
Tell about a time you got hurt. How long did it take until you felt better? How can having Jesus in your life help you feel better?
Day 6: Jesus Is Savior
Tell about a time when you forgave someone for hurting you. How did that make you feel? How hard was to do?
Day 7: Jesus Is the Real Thing
What will you do first when you get home? What will be different in your life because of what you learned while you were at camp this week? Besides dirty clothes, what will you take home with you? What are the best memories you will take home? How would you finish this sentence: “Because of camp…”?
Table Talk—Younger and Older Youth
Use these questions to prompt theme-related discussion at meal times. They could also be used during down times, between activities, or as time fillers as well. Feel free to use one question or all of them. If the discussion takes a different turn, be open to that and allow the campers to be creative and explore the ideas.
Multiple Intelligences: Linguistic
Supplies: Copies of the question of the day for each table
Day 1: Who Do You Say I Am?
Has anyone every gotten a wrong impression of you? Have you ever made a first-impression judgment that you later realized was wrong? If Jesus were around today, what do you think the world would think about him? What would your classmates say about him? What would you say about him?
Day 2: Jesus Is God with Us
What are you afraid of? How does that change when you remember that God is always with us? Have you ever felt God with you? How do you think you can better tune in to God’s presence in your life?
Day 3: Jesus Is Friend
Have any adults in your life ever questioned your friend choices? What was the result of that? Are you still friends with the person in question? Do you think friends can be a positive influence? a negative influence? Why or why not? How does thinking about Jesus as your friend help you?
Day 4: Jesus Is Teacher
Tell about a teacher who made a difference in your life. How was that person influential for you? How can you make a difference in the lives of others even if you do not become a teacher? How did Jesus’ style of teaching make a difference to those he taught?
Day 5: Jesus Is Healer
What are some ways you have seen people be healed? How can words be healing? How have you helped someone feel better—physically or emotionally? What do you think it was about Jesus that made him a healer?
Day 6: Jesus Is Savior
Tell about a time when you received forgiveness. How did it make you feel? Did it make you more willing to forgive someone else? How does living your life with the promise of God’s love and grace help you?
Day 7: Jesus Is the Real Thing
How will you be different because of what you learned during your week at camp? What will others notice is different about you? How will knowing that Jesus is the real thing help you make a difference in the world around you? How would you finish this sentence: Because of camp...”?
Table Talk—Questions for Fun for All Ages
These are fun questions for helping campers connect with one another.
Multiple Intelligences: Interpersonal
Supplies: Copies of the question of the day for each table
Question 1
If you could have any two famous people for parents, who would you have and why?
Question 2
If you were Noah and you could only save ten pairs of animals on the ark, which ten would you save and why?
Question 3
If you had to spend the rest of your life in a library, a museum, or a zoo, which would you choose and why?
Question 4
If you had to be an inanimate object in camp, what would you choose to be and why?
Question 5
If you could make your own report card, what imaginary subjects would you get A’s in? For example, Making Silly Noises: A; Eating Hamburgers: A.
Question 6
If you had to wear only one T-shirt for the rest of your life, which shirt would you wear and why? What color would it be? What logo or words would it have on it?
Question 7
If you had to pick someone you know to be President, who would you pick and why?
Question 8
What would you do if you could be the size of a mouse for one day? What would you do if you could be the size of the tallest tree in camp for one day?
Question 9
What is the best food you have ever tasted? How would you describe it in a creative and unique way? What is the worst food you have ever tasted? How would you describe it in a creative and unique way?
Nature Activities
Color Hunt
Invite campers to take a walk around camp to look at all the different colors in nature. Non-nature things don’t count. For example, don’t use the buildings, or the sidewalk, or telephone poles.
Bring campers back to your meeting space. Give each a piece of paper and pencil and tell the campers to write down the color you designate on their papers. Then ask them to take a walk again and note all the natural things they can find that are the color you have chosen. Bring campers back and compare lists. Remind them of God’s creativity and attention to detail.
For a variation, have the campers sit outside just as the sun is setting, but when there is still plenty of light. Have them watch how the colors change as it gets darker and darker. Ask: Which ones can you see for the longest time? Which ones fade quickly? Can you see shades of gray and black? What do you see at night that you usually don’t see during the day? What animals do you think see well at night?
Multiple Intelligences: Naturalist
Supplies: Paper, pencils
Nature Bracelets
For each camper, cut eight-inch-long pieces of quarter-inch, clear tubing; and cut one-inch-long pieces from the three-eights-inch tubing (for fasteners). Slide both ends of the eight-inch tube into the fastener and have the camper try on the bracelet for fit. Trim the tubing to size, remembering that it will need to slip over the camper’s hand.
Have the campers remove one end of their bracelets from the fastener. Using their fingers to stop up one end, they are to drop in tiny pebbles, dirt, bits of leaves, pine needles, or any other small bits of nature they can find (without destroying anything living). When they are done, they carefully slide the free end into the fastener as far as it will go. This should create a snug fit that won’t come undone.
Multiple Intelligences: Naturalist
Supplies: Enough clear plastic tubing (sold in most hardware stores) with a ¼-inch inner diameter for each camper to have about eight inches, one inch of clear plastic tubing with a 3/8-inch inner diameter for each camper, ruler, and scissors
“Iron Chef” Campers
Divide the campers into teams of two or three each. Give each group the same five or six nature “ingredients” and a paper plate. “Ingredients” should be any natural things found in your camp (not anything alive that can be harmed): pinecone, a rock, an acorn, a leaf, some dirt, and so forth.
Challenge each team to make a creation with their “ingredients.” It could be a sculpture or depiction of an animal, a monster, an abstract of a counselor—challenge them to be creative. When all groups are done, have them present their creations to the judges. Creations will be judged on creativity, use of “ingredients,” theme tie in, and presentation.
Multiple Intelligences: Naturalist
Supplies: Paper plates, glue, items from nature
Photo Scavenger Hunt
Have a counselor take a digital photograph of something natural in camp. (Don’t use something that will move.) It should be small enough that it is not quickly obvious where it is (for example, a small wild flower, a group of rocks, a close-up section of a tree).
Let campers view the photo on the camera screen and ask them to try to find the object. Encourage them to look closely at their surroundings. Ask: Did you notice things you had not seen before? What made it hard to find what was in the picture? What made it easy to find?
Multiple Intelligences: Naturalist
Supplies: Digital camera or phone camera that allows campers to view the photo
Creation Meditation
Slowly read the creation story in the book of Genesis (chapters 1 and 2). Ask campers to spend a few quiet moments individually observing the nature around them. Remind them to experience nature with all their senses. What do they see, hear, smell, feel, and taste? Ask them to think about what this experience tells them about the nature of God. In what ways do they observe the creativity of God? The loving nature of God? The thoughtful attention to detail of God? How does all the nature around them speak to them of God?
Together discuss these questions: How does it make you feel to know that God has taken such care in nature for us? If God has taken such care in nature, what does that say about God’s relationship with us? Point out that nature is a visible and tangible reminder of God’s love and presence with them always.
For older campers, you could also read John 1:1–5 and talk about Jesus being the Word, and the Word being a part of creation from the beginning. Jesus has been part of God’s plan from the beginning of time! The loving Creator sent the Real Thing to teach, heal, guide, and save humanity.
Multiple Intelligences: Naturalist
Supplies: Bible
Making Crosses
Ask the campers to name some symbols for Jesus. One will certainly be the cross. Challenge campers to make crosses from items they find around camp, including from nature. Collect their crosses, and save them for preparing the space for worship on Day 6. After worship, invite the participants to take home one of the crosses.
Multiple Intelligences: Naturalist, Spatial
Supplies: Tape, glue, string, scissors, items found around camp
Multi-Day Projects
Grateful Journal
Have campers use half sheets of paper, fold them over onto themselves, and staple the middle to create books (or simply provide composition books). Have each camper decorate the outside of his or her journal with the words “Grateful Journal.”
Inside, each day the campers are to write or draw something for which they are grateful. Give them time at worship or at cabin time to work on their journals.
Take the idea further by providing prompts that take the campers beyond being grateful and tie in with the daily theme:
Day 1 (Who Do You Say I Am?): Tell about how your name was chosen for you. If you have a preferred nickname, why do you like it? Of all the names for Jesus, which is your favorite?
Day 2 (Jesus Is God with Us): Tell about a time when you felt Jesus with you. How did that make you feel? What are some things in your life that get in the way of feeling close to Jesus? What are some practices or things you do that help you be more aware of Jesus?
Day 3 (Jesus Is Friend): Have you ever found out someone you thought was a friend was faking friendship? How did that make you feel? How does it feel to know Jesus is a real friend? How are you a real friend to others?
Day 4 (Jesus Is Teacher): What was it about Jesus that made him a good teacher for us to follow? Where can you or do you show those qualities in your life?
Day 5 (Jesus Is Healer): Tell about a time or two when other people helped you feel better. How did they do that? Is there someone in your life who needs to feel better? What can you do?
Day 6 (Jesus Is Savior): What things in your life do you need to ask forgiveness for? How does it feel to know Jesus loves us despite our mess-ups? How does it feel to know that nothing we do or fail to do will ever separate us from Jesus’ love and forgiveness? How does it feel to know that accepting Jesus’ love and forgiveness frees us to live joyfully and with peace in our hearts?
Day 7 (Jesus Is the Real Thing): What will you tell your friends and family about camp? What one thing will you try to do differently because you were a part of this week of camp? Write yourself a letter about your week and look back on it often to help you remember what you have learned and felt.
End of Week Discussion
You may also wish to have a discussion related to the journals. Ask:
• How does it make you feel to take count of the many blessing you have in your life?
• What does seeing all those blessings say about God?
• How does it change your thinking to focus on the good things you do have in your life as opposed to thinking about the things you do not have?
• Can you see how God used any of your blessings to teach you something? to help you heal a hurt? God does not promise to give us everything we want in life, but God does promise to love us and be with us always.
Point out that keeping a journal about the blessings in their lives is a spiritual practice that can help the campers stay close to God.
Multiple Intelligences: Intrapersonal
Supplies: Paper, scissors, stapler, markers other decorations, pens or pencils, (optional: composition books)
Friend Chimes
Leader Note: Ahead of time, remove labels from the cans, and punch a small hole the size of the string in bottom of each can.
Have campers paint empty cans of a variety of sizes and allow them to dry over night. On the next day, have them use permanent markers to write names of friends and qualities of good friends all over the cans.
String together several cans of descending sizes and knot the string at the appropriate places to hold the cans together. Depending upon the size of your group, make one or more sets of chimes.Hang the chimes in your meeting space. Tell the group that when they hear the cans making noise in the wind, they are to use that as a reminder to pray for their friends.
On the last day, cut the string and give one can to each of the campers to use as a reminder, or to begin a new set of chimes, and have them to keep up the praying at home.
Multiple Intelligences: Spatial
Supplies: Clean cans (of the same number as campers in your group) of a variety of sizes, string, paint, brushes, permanent markers
Heal Your Camp
With permission and direction from your camp leaders, find a place in camp that needs “healing.” It might be a trail that needs realignment and cleaning, an area that needs trash removed, or a section that needs new seedlings planted. You may want to take on something as big as making a new trail, painting a room, or planting a camp garden.
Give your campers the chance to plan and prepare for this project. Help them think about all the details of the project, the supplies needed, and what it will take to get the project from start to finish. Be sure to celebrate the accomplishment with the entire camp upon completion.
Multiple Intelligences: Naturalist, Interpersonal
Supplies: As needed
Make a Butterfly Feeder
Have campers decorate a ceramic or glass pie plate, plastic or terra cotta plant saucer, or any other dish with a sloping rim. With the guidance of the camp leadership, find an appropriate place to suspend the plate. The best place to hang the feeder is from the bough of a shady tree in an area that can be observed from a little distance.
Use a flowerpot hanger or a macramé-style holder made from household twine. Decorate around the hanger with the stems of silk or plastic flowers to make it visually appealing to butterflies. Place brightly colored yellow and orange kitchen scouring pads in the dish with the liquid butterfly food solution. Use small rocks or sticks to provide butterflies a resting place while they drink. Butterflies like a variety of food sources, especially overripe and rotting fruit.
Visit the feeder often (at least daily) during the week to watch for butterflies. If you happen to spot any eating, comment on their delicate beauty and ask campers what they think the existence of butterflies says about the Creator and the world God created.
Multiple Intelligences: Naturalist
Supplies: Dish with a sloping rim, hanger, artificial flowers, yellow and orange scouring pads, liquid butterfly solution, small rocks and sticks, fruit
Worship Plans
Worship Leadership
Look for ways to involve campers in preparing for and leading worship. Consider assigning a different team of campers each day to take charge or at least assist. What better way to teach leadership skill than to let them lead! Print out each day’s worship plan for your leadership team.
Multiple Intelligences: Interpersonal
Supplies: Bibles, copies of the day’s worship plan, pens or pencils
Visuals for Worship
Providing visual representations of the lessons can be great ways to help your campers internalize the message. In the set up of your space consider the light (especially for evening worship), the energy, and the scenery. Be creative with where you hold worship; perhaps you can mix up the locations to “shake things up” to help the campers see things in new ways. Incorporating visuals effectively will take some preparation; allow the time needed.
In the daily plans below are visuals suggested for each day, but let your imagination play as you consider your own spaces, places, and supplies.
Multiple Intelligences: Spatial
Supplies: As determinded by the planners
Closing Prayer
Each day the suggested closing prayer will be a “season of prayer.” The format is for a leader to start the prayer and then open it up to the campers. The leader should invite campers to pray out loud if they feel so moved or to pray quietly in their hearts. A different designated person should close after an appropriate amount of time. You may want to encourage leaders to fill in if campers don’t respond at first.
This type of prayer provides the campers an opportunity to pray out loud in a nonthreatening way. It will be even more effective if it is done at night when the darkness provides more “safety” to pray out loud. You may find participation starts slowly, but by the end of the week you may need to plan on extra time for all the prayers. Remind counselors to be listening to those around them, and if they hear any prayers that need follow up, they should be prepared to help that camper as they can.
Multiple Intelligences: Intrapersonal
Supplies: None
Skits for Worship
Getting your campers involved in worship is important. The more you can make it a participatory experience, the more they will be engaged and learn. Skits that teach and cause persons to think are an easy way to do that. Several of the daily plans below suggest a skit for worship.
Invite groups of campers to present the different skits. Give them time to prepare. The skits should be planned and rehearsed, but can be improvised rather than scripted. The more the campers get into the preparation, the better the skit will be. These presentations don’t have to be super-serious. Encourage the campers to be creative and have fun.
Below are a few examples of possible skits. Copy the page and cut apart the skits. Give the instructions to the skit team for the day.
Multiple Intelligences: Bodily/Kinesthetic, Interpersonal
Supplies: As determined by each skit team
Skit for Day 2: A Day in the Life of Jesus
Make up a short story about what a day in the life of Jesus would be like when he was your age.
— For a twist have the story take place in modern times.
— What are some of the struggles of being your age?
— Do you think Jesus faced the same kinds of things?
— How does it help to know that Jesus went through the same kinds of things you are going though?
Skit for Day 3: Jesus—Your BFF
Make up a skit in which Jesus is your best friend.
— How would you interact with him in your typical day?
— How would you wake up if you knew Jesus were in the next room?
— How would you treat the new kid at school if Jesus were sitting by you
in class?
— How would you react to the homeless man if Jesus were in the car with you?
— What would your language be like at practice if Jesus were playing on
your team?
Skit for Day 4: Jesus the Teacher
Look at these examples in scripture of Jesus teaching. Act out these scenes from Matthew and Luke; try to highlight the teaching aspects of the story:
— Preaching: The Sermon on the Mount (Mt. 5:1–12)
— Teaching by example: The story of Zacchaeus (Lk. 19:1–10)
— Teaching with demonstrations: Jesus heals a paralyzed man (Mk. 2:1–12)
— Teaching with stories that make a point: parable of the good Samaritan
(Lk. 10:25–37) or parable of the sower and the seeds (Mt. 13:3–13)
Worship for Day 1: Who Do You Say I Am?
Preparation
Cut out large letters for a variety of names for Jesus and hang the names on fishing line (or other thin rope) above the seating space. Examples: “Son of Man,” “Savior,” “Emmanuel,” “Messiah,” “Christ,” and so forth. (Do not use the “I am” statements from John, as those will be read later in the service.)
Ask eight volunteers each to read a scripture. Write each of the “I Am” statements on a slip of paper and give to a volunteer before service starts. Let the readers know you will prompt them when it is time to read.
“I am the living bread.”—John 6:51
“I am the light of the world.”—John 8:12
“I am from above.”—John 8:23
“I am the gate.”—John 10:9
“I am the good shepherd.”—John 10:11
“I am God’s Son.”—John 10:36
“I am the resurrection and the life.”—John 11:25
“I am the way, and the truth, and the life.”
—John 14:6
“I am the true vine.”—John 15:1
Supplies: Various names of Jesus on paper in large letters, fishing line, scissors, slips of paper with “I Am” statements, sheets of paper or journals, pencils
Gathering
Call to Worship: (This will be a call and response: Campers should echo the leader’s enthusiastic call.)
“It’s a great day!” (echo)
“For being alive!” (echo)
“Alive in the Lord!” (echo)
“The Lord—whom we name as Creator, (echo)
“Friend,” (echo) “Teacher,” (echo)
“Healer,” (echo) “Savior,” (echo)
“And the Real Thing!” (echo)
Song: “Jesus, Name Above All Names” or a selection from the Song Suggestions lists at the various age-levels.
Opening Prayer: Lord, we thank you that you have called each of us here to this place. Open our hearts this week as we seek to know you better. Help us draw near to you and know you as the real thing in our lives.
Proclaiming
Scripture Reading: Matthew 16:13–17
Engaging the Message: Ask, “Do you have a nickname?” (If your camp uses camp names, this would be a good place to talk about that tradition.) Tell a story about a nickname you have and what that has meant to you. Be sure to remind campers that names help identify people and set them apart.
The same is true for the names of Jesus. Slowly read the names of Jesus, which are hanging overhead. Ask if they have ever heard those before. Ask campers if they know what any of the names mean. Explain the meanings. Explain that Jesus referred to himself in many different ways:
“I Am”: Have volunteers read the “I Am” statements from John.
Responding
Journaling: Ask, “Why do you think Jesus was called by so many names? Which one means the most to you?” (Allow for campers to respond verbally to these two questions.) Then on a piece of paper or in their journals, have campers write one or two of the names that mean the most to them. Ask older campers to also write why they chose those names.
Communion: The first and the last nights of camp are especially meaningful times to experience communion as a camp community. If appropriate for your camp, share this holy meal in a way that works for you. Be sure to work in several names for Jesus throughout the liturgy.
Songs: Choose from the Song Suggestions list or from the traditions of your camp.
Closing
A Season of Prayer
Worship for Day 2: Jesus Is God with Us
Preparation
Decorate your space with typical Christmas decorations. Go wild and over the top to make the point. Hide a few representations of Jesus (for example: a cross, a picture, a crèche) among the Christmas decorations. Leave one tree (or more if you have a large group) near your worship space undecorated for campers to help decorate later in the service.
Ask a group of campers to have the skit “A Day in the Life of Jesus” prepared. They may want to come early for one final rehearsal.
Supplies: Lots of secular Christmas decorations, a few representations of Jesus, an outdoor worship space with trees nearby, edible decorations for a Christmas tree in your space (You may want to ask another group of campers to prepare these. They can use strung popcorn, cheerios on pipe cleaners, orange slices threaded and strung, and birdseed-covered pine cones. [Cover the pine cones in peanut butter or shortening and sprinkle the seeds on.])
Leader Note: Beware of possible peanut allergies among campers.
Gathering
Call to Worship: (This will be a call and response: Campers should echo the leader’s enthusiastic call.)
“It’s a great day!” (echo)
“For being alive!” (echo)
“Alive in the Lord!” (echo)
“The Lord—who is with us” (echo)
“Here at camp and always!” (echo)
Song: “Have You Seen Jesus, My Lord?” or a selection from the Song Suggestions lists for each age level.
Opening Prayer: Loving God, we celebrate that you are always with us in this place and everywhere. Help us to tune in to your presence today. Help us to see you all around us and hear your voice. Amen.
Proclaiming
Scripture Readings: Isaiah 9:6 and Luke 1—2
Engaging the Message: Ask, “Does your house look like this [over the top, crazy with decorations] at Christmas time?” Tell a story of a time when you lost the meaning of Christmas and what happened. Remind campers that sometimes it seems like Christmas becomes a competition to see who can have the most “spirit.”
Follow this by asking, “Do you know what the true point of Christmas really is?” (Allow campers to respond, but be sure you bring them to the point that Jesus is God With Us.) Point out, “Sometimes we forget that Jesus is always with us.” (Uncover the Christ reminders hidden earlier and talk about each one.)
Continue with, “Sometimes at camp and even in our daily lives we can also lose sight of the fact that Jesus is always with us. Let us remember that Jesus is with us when we are worshiping, when we are playing, and even when we are just hanging out with our friends. No matter where we are, no matter what season, Jesus is always with us.”
Skit: Introduce the skit with, “Let’s see a skit that our campers have prepared for us that will show us how it might look if we remember that Jesus is always with us all day every day.” Present the skit.
Responding
Decorate the Tree: Invite campers to come decorate the tree in your worship area using edible decorations that the birds and other animals will enjoy.
Songs: While you are decorating, sing favorite Christmas hymns. (See the Song Suggestions lists.) Talk about what those hymns mean.
Closing
A Season of Prayer
Worship for Day 3: Jesus Is Friend
Preparation
Cover one wall of your space with large sheets of paper. If you don’t have a wall, provide several poster boards that can be displayed. Have markers for each camper ready.
Ask a group of campers to have the skit “Jesus—Your BFF” prepared. They may want to come early for one final rehearsal.
Supplies: Large sheets of paper (or pieces of poster board), tape, markers
Gathering
Call to Worship: (This will be a call and response: Campers should echo the leader’s enthusiastic call.)
“It’s a great day!” (echo)
“For being alive!” (echo)
“Alive in the Lord!” (echo)
“The Lord—who is our companion” (echo)
“And our friend!” (echo)
Song: “What a Friend We Have in Jesus,” “Free to Be Friends,” or a selection from the Song Suggestions lists for this day.
Opening Prayer: Jesus, we are glad that you are our friend. We know you listen to us and you care about us. We thank you for your love and for your example. Help us to show true friendship to the people we call our friends. Amen.
Proclaiming
Scripture Readings: John 15:9–17; John 11:1–45
Engaging the Message: Begin with, “I know you all have friends. Have any of you made a new friend in the time we’ve been at camp? That is one of the best parts about camp! Friends are so important.”
Tell a story about one of your friends and your relationship with your friend. (Invite other stories from the campers.)
Ask, “Did you know that Jesus is your friend? Does that sound crazy? What does it mean to you that Jesus calls us friends?” (Encourage responses.)
Skit: Introduce the skit with, “Some of our campers have a skit for us that will show us what it might be like to have Jesus at our best friend.” Present the skit.
Responding
Thank You for Friends: Give the campers each a marker and invite them to come to the wall or poster boards and each write the name of at least one friend. When all are finished, have each place his or her hands on the friend’s name, and the leader should offer a prayer thanking God for good friends and ask God to strengthen those relationships.
Songs: Sing or play “Friends,” by Michael W. Smith.
Closing
A Season of Prayer
Worship for Day 4: Jesus Is Teacher
Preparation
Do what you can to set your space up like a classroom. Use table groups if you have the space. Have a whiteboard or chalkboard with the date and the “teacher’s” name on the board.
Ask a group of campers to have the skit “Jesus the Teacher” prepared. They may want to come early for one final rehearsal.
Supplies: Tables, chairs, chalkboard or whiteboard, chalk or dry erase marker, note cards, pencils, and envelopes
Gathering
Call to Worship: (This will be a call and response: Campers should echo the leader’s enthusiastic call.)
“It’s a great day!” (echo)
“For being alive!” (echo)
“Alive in the Lord!” (echo)
“The Lord—who is our guide” (echo)
“And our teacher!” (echo)
Song: “Teach Your Children,” “Teach Me Thy Way,” or a selection from the Song Suggestions lists for this day.
Opening Prayer: Jesus our Teacher, we want to be the best students we can be. Help us to live by the examples you showed us. Give us opportunity and courage to share the lessons you taught with others. Amen.
Proclaiming
Scripture Readings: Matthew 7:15–20, 24–29
Engaging the Message: Tell a story about a great teacher from your past. (Remember, this does not have to just be about a school teacher.) Tell also about someone who taught you about Jesus and what that meant in your life. (Invite a few campers to talk about a great teacher in their lives.)
Tell the campers that Jesus was a great teacher; share a particular teaching of Jesus that means something to you. Ask, “Can you think of a lesson Jesus taught?” (Invite responses.)
With older campers especially, you may want to acknowledge that lots of people and media are competing to “teach” people how to live. Ask, “What are some examples of what others would have us learn?” (Invite responses and note how those messages from “false prophets” contrast with what Jesus teaches (for example: being rich, famous, or beautiful is what counts).
Skit: Introduce the skit with, “Our camp actors want to show us some of the many ways that Jesus taught us.” Present the skit.
Responding
Thank You Notes: Ask campers each to write a thank you note to someone who has taught him or her about Jesus. Provide note cards and pencils. Younger ones may need help. Offer a prayer of thanks for all the great teachers in your lives.
Song: Choose from the Song Suggestions lists.
Closing
A Season of Prayer
Worship for Day 5: Jesus Is Healer
Preparation
Display a large first aid kit at the altar area and a large box, labeled “First Aid” with the cross of Christ on it. On slips of paper, write ideas and phrases that show healing (for example: a caring friend who listens, a shoulder to cry on, someone to stand up for you, a hand to hold, a therapist, a doctor). Place the papers inside the box.
Supplies: First aid kit, large cardboard box marked with “First Aid” and a cross, slips of paper with healing ideas, a stone for each camper (preferably ones that are not smooth), one large bowl of water (if you have a large group, you may want to have more than one bowl to make the process go more quickly)
Gathering
Call to Worship: (This will be a call and response: Campers should echo the leader’s enthusiastic call.)
“It’s a great day!” (echo)
“For being alive!” (echo)
“Alive in the Lord!” (echo)
“The Lord—who knows our hurts” (echo)
“And is our healer!” (echo)
Song: “Trading My Sorrows” or a selection from the Song Suggestions lists.
Opening Prayer: Healing Lord, help us open ourselves to your love and allow you to strengthen our lives. Give us the courage to be healers for others around us, that we might share your healing love with them. Amen.
Proclaiming
Scripture Reading: John 5:1–9a
Engaging the Message: One by one, remove items from the first aid kit and ask campers to explain how each can bring healing. Then tell them you have a different kind of first aid kit and remove the phrases from the first aid box. Ask campers how those can help to bring healing as well.
Tell about a time when you gave or received healing. Remind campers that Jesus and his love and forgiveness bring healing to your lives. Point out, “He has called us to be there for others and bring healing to their lives, as well.”
Responding
Invite campers to participate in this guided mediation. Before you begin, have leaders hand a stone to each camper. Ask the campers to hold onto their stones and wait for directions.
Take some slow, deep breaths, and relax. Begin to let go of the tensions in your body. Feel the pressure and tiredness slipping away. As you draw breath, think of how your body is using oxygen. It is being carried to every part of your body. Feel the life it brings. As you exhale, you breathe out the carbon dioxide that you don’t need. Trees and plants take this in. They then produce the oxygen that sustains you. You are an integral part of God’s mysterious and wonderful creation.
Each of you was given a stone. Hold it tight. Squeeze it. Feel it. Imagine that all the things that give you pain are in the stone. Quietly, to yourself, name in your mind your hurts…your worries. (Give campers some time with each word.)
One row at a time, I will ask you to come forward and hold your stone over the bowl of water. When you are ready, let the stone go. Watch your hurts and worries fall. Imagine them falling into Jesus’ lap. (Wait for all to have a turn to release their stones into the water and take their seats.)
Jesus is willing to receive all your pain. You can trust Jesus. How does it feel to release the stones—the things that are heavy on your heart? How does it feel to know that Jesus can take away all your worries and hurts?
Imagine Jesus’ loving arms around you. Feel him giving you a big hug. Jesus is helping you to heal. Rest for a moment in the company of Jesus, who loves you and is always there for you. (Begin the music, keeping it in the background at first, as you transition to singing.)
Song: “For Those Tears I Died,” or choose from the Song Suggestions lists.
Closing
A Season of Prayer
Worship for Day 6: Jesus Is Savior
Preparation
Decorate your space with as many different kinds of crosses you can find. Try to find a variety of sizes and materials. It would be very dramatic to have a life-sized cross at the front of the worship space. Add any crosses campers have made throughout the week.
Supplies: Many crosses, markers, a pair of popsicle sticks for each camper, several rolls of tape (at the appropriate time campers will be asked to make a cross with their sticks; it may help to precut pieces of tape to have them ready), fishing line or string to hang popsicle stick crosses
Gathering
Call to Worship: (This will be a call and response: Campers should echo the leader’s enthusiastic call.)
“It’s a great day!” (echo)
“For being alive!” (echo)
“Alive in the Lord!” (echo)
“The Lord—who came to the world” (echo)
“As the Savior for each of us!” (echo)
Song: “I Love You, Lord” or a selection from the Song Suggestions lists.
Proclaiming
Scripture Readings: Romans 5:1–11 and Luke 24:36–49
Engaging the Message: Begin with, “Earlier in the week we talked about the story of Christmas; today we are going to talk about the story of Easter. Do you know the story of Easter?” (Allow campers to respond.)
Continue with, “The story of Easter is the story of Jesus dying on a cross for us. The cross was what the Romans used to kill Jesus, but it was what God used to save us. It might seem strange to some that we use the cross to represent our faith—after all, it was a torture device. But the cross is more than that. The cross reminds us that Jesus is not dead, but that he defeated death and rose again to make a way for us to be with God always.
“Jesus is our Savior. He died on a cross for us, but he lives again so that we too may live fully in the love of God.”
(Leader Note: If it is appropriate for your tradition, this might be a place where you would like to invite campers to make a commitment to Christian discipleship. If you choose to do this, make sure you have leaders ready to help campers and someone prepared for follow up after.)
Responding
Give each camper two popsicle sticks, and ask him or her to make a cross with the tape provided. Have each camper use the markers to write a name for Jesus on one stick and his or her name on the other. Hang the crosses around your worship space.
Song: Choose from the Song Suggestions lists.
Closing
A Season of Prayer
Worship for Day 7: Jesus Is the Real Thing
Preparation
Make a poster with the title “Jesus Is the Real Thing” for the front of the space. Have an open suitcase and some clothes strewn around. On each of the pieces of clothes tape a paper with one of the daily lessons and scripture verses.
Supplies: Large sheet of paper or poster board, marker, sheets of paper, pencils, envelopes, stamps, someone willing to mail camper letters back to them in six months, suitcase, clothes, daily scripture verse papers, tape
Gathering
Call to Worship: (This will be a call and response: Campers should echo the leader’s enthusiastic call.)
“It’s a great day!” (echo)
“For being alive!” (echo)
“Alive in the Lord!” (echo)
“The Lord—whom we celebrate” (echo)
“As the Real Thing!” (echo)
Invite campers to celebrate!
Song: “Praise Ye the Lord, Hallelujah” or a selection from the Song Suggestions lists.
Opening Prayer: Lord, we thank you for this time together—for the fun we’ve had, the friends we’ve made, and the lessons we’ve learned. Help these great memories to burn bright in our hearts forever. Amen.
Proclaiming
Scripture Reading: Luke 4:14–21
Engaging the Message: Begin with, “It’s packing day! Have you gotten all your dirty clothes packed yet? As you can see, I have a few things left out here to pack.” (As you pick up each item, review the daily verse and scripture with the campers.) “I hope you are going to take home more than just some dirty clothes. I hope you will take home with you some great lessons. These are reminders that Jesus is the real thing and that he goes with you no matter where you are!”
Responding
Have leaders pass out sheets of paper, pencils, and envelopes. Ask campers to write letters to themselves reminding themselves about the great week they have had, including all the things they have learned. Have them address the envelopes to themselves.
Collect the envelopes. Tell campers they will be mailed back to them in about six months as reminders of this great week of camp. Some younger campers may have trouble with their addresses. If so, have them simply write their names and later get the addresses from the director from the registration list.
Communion: The last day of camp is an especially meaningful time to experience communion as a camp community. If appropriate for your camp, share this holy meal in a way that works for you. Be sure to work in several names for Jesus throughout the liturgy.
Songs: Choose from the Song Suggestions list.
Closing
A Season of Prayer
Camper Cards—Younger and Older Children
Camper Cards are to be helpful handouts to guide campers and counselors throughout the day. Use them for any of the worship times and for quick reminders about the daily themes during appropriate activities. Campers can use the additional “Notes” spaces for other reflections, questions, and prayers throughout the week. As take-home mementos, the cards can become bookmarks or journal or Bible inserts.
Leader Note: Camper Pages for Younger Children and Camper Cards for Older Children are already integrated into the Daily Plans for those age levels. The cards in this section provide leaders with an additional option. Use either set, as you choose.
Day one
Who Do You Say That I Am?
Focus: Reflect on who Jesus is. Take the freedom to explore and commit to getting real about who Jesus is.
Scripture: Matthew 16:13–17
Prayer: Dear Jesus, thank you for who you are to me. Thank you that you come to me in so many ways. Help me to know you are the Real Thing!
Notes:
Day Two
Jesus Is God with Us!
Focus: God is with us in Jesus. Following Jesus may call us to do difficult things, but God will always be with us! Jesus is never far off in the distance.
Scripture: Isaiah 9:6; Luke 1—2
Prayer: Dear Jesus, thank you for always being with me. Help me to tune into you everywhere I go. Help me to know you are the Real Thing!
Notes:
Day Three
Jesus Is Friend
Focus: Jesus is our model for real friendship.
Scripture: John 15:9–17; John 11:1–45
Prayer: Dear Jesus, thank you for being my friend. Keep my friendships strong, and help me be a good friend to all those around me. Help me to know you are the Real Thing!
Notes:
Day Four
Jesus Is Teacher
Focus: Jesus is a great teacher. He leads us with authority, and we can trust him.
Scripture: Matthew 7:15–20, 24–29
Prayer: Dear Jesus, thank you for being my teacher. Give me courage and strength to follow your lead. Help me know you are the Real Thing!
Notes:
Day FIVE
Jesus Is Healer
Focus: Jesus heals broken hearts and hurt feelings. He calls us to bring comfort to others too.
Scripture: John 5:1–9a
Prayer: Dear Jesus, thank you for your healing forgiveness. Let me be that healing touch for someone else in my life. Help me to know you are the Real Thing!
Notes:
Day six
Jesus Is Savior
Focus: Jesus offers us forgiveness. When we claim his gift, we have freedom from sin and we can live joyfully in his love.
Scripture: Romans 5:1–11; Luke 24:36–49
Prayer: Dear Jesus, thank you for always loving me no matter what. Help me to love you more deeply. Help me to know you are the Real Thing!
Notes:
Day seven
Jesus Is the Real Thing
Focus: Jesus calls us to take home what we learned at camp and make our world a better place.
Scripture: Luke 4:14–21
Prayer: Dear Jesus, thank you for camp. Help me to put the lessons I learned to good use at home. Help me to know you are the Real Thing!
Notes:
Camper Cards—Younger and Older youth
Camper Cards are to be helpful handouts to guide campers and counselors throughout the day. Use them for any of the worship times and for quick reminders about the daily themes during appropriate activities. Campers can use the additional “Notes” spaces for other reflections, questions, and prayers throughout the week. As take-home mementos, the cards can become bookmarks or journal or Bible inserts.
Day one
Who Do You Say That I Am?
Focus: Reflect on who Jesus is—and the person you want to be. How do we get real about who Jesus is and who we are in him?
Scripture: Matthew 16:13–17
Prayer: Dear Jesus, thank you that you love me just the way I am and that you will continue to help me grow into the person I can be in your love. Help me know you are the Real Thing!
Notes:
Day Two
Jesus Is God with Us!
Focus: Sometimes life is hard, but Jesus will always be there, supporting us! God is not far off in the distance, nor a stern judge. The gift of Jesus was to show us God’s great love for us. Jesus is God with us!
Scripture: Isaiah 9:6; Luke 1—2
Prayer: Jesus, thank you for walking beside me when life is hard. Help me to see your support and love. Help me know you are the Real Thing!
Notes:
Day Three
Jesus Is Friend
Focus: In Jesus we have the model for and the demonstration of real friendship.
Scripture: John 15:9–17; John 11:1–45
Prayer: Dear Jesus, thank you for showing me what it means to be a good friend. Give me the courage to follow your example and teaching. Help me to know you are the Real Thing!
Notes:
Day Four
Jesus Is Teacher
Focus: Jesus is the great teacher. He leads with authority, wisdom, and truth. We can trust him.
Scripture: Matthew 7:15–20, 24–29
Prayer: Dear Jesus, thank you for all you have taught me. Give me the courage and strength to follow your lead. Help me to know you are the Real Thing!
Notes:
Day FIVE
Jesus Is Healer
Focus: Jesus brings healing in many ways. Jesus can use us to bring healing to those around us.
Scripture: John 5:1–9a
Prayer: Dear Jesus, thank you for all the ways you bring healing to me. Let me be that healing presence for others. Help me to know you are the Real Thing!
Notes:
Day six
Jesus Is Savior
Focus: Jesus did not come to make us feel guilty, but to give us freedom from our sin! We can celebrate God’s freeing grace, given to us through Jesus, the Christ.
Scripture: Romans 5:1–11; Luke 24:36–49
Prayer: Jesus, thank you for your gift of joy though your forgiving grace. Strengthen me to extend that grace to others. Help me to know you are the Real Thing!
Notes:
Day seven
Jesus Is the Real Thing
Focus: No matter how old I am, Jesus calls me to be an agent of change in my world. He gives me courage to stand for what is right.
Scripture: Luke 4:14–21
Prayer: Jesus, thank you for calling me and empowering me to speak and act with love. Help me to know you are the Real Thing!
Notes:
Day Camp
Need and Opportunity
The need for day camp is growing, especially as parents look for quality experiences for their children during school vacations. Some school systems have gone to year-round school with a shorter summer break and two weeks off in the fall and spring, as well as at Christmas. Working parents want the assurance that their children are safe, well cared for, and having a great time!
Day camp is a growing opportunity for ministry. Some residential camps are expanding their programming to accommodate both types of camping simultaneously in their location. Churches, although not equipped for residential camping, often have facilities that can host a day camp. However, they may not feel equipped to take on such a program. A growing number of residential camps are partnering with churches to provide the expertise and staffing to fulfill the desire to reach and serve more children and families. A typical partnership begins with one week of day camp and grows into more weeks in subsequent years.
Ready-to-Go, Flexible Options
Whether you are already providing day camp at your camp or at a satellite location or you are considering the opportunity, having a curriculum is key. Here are ready-to-go options for creating up to six full weeks of fun—and life-changing—experiences for day-campers of all ages. Each week has a different look at Jesus (God with Us, Friend, Teacher, Healer, Savior, the Real Thing!).
The theme-related games, arts and crafts, nature activities, music, Bible exploration, quiet time, and devotions work together to help your eager and energetic day-campers grow in their awareness of and love for Jesus Christ. You can also easily adapt the activities and modules or add other favorite traditions to make your day camp a great experience for all.
Help your eager and energetic day-campers grow in their awareness of and love for Jesus Christ!
If you are doing only one week of day camp, consider Week 6: “Jesus Is the Real Thing!” It is a natural choice for a single-week day camp. It pulls from the previous weeks to help campers answer Jesus’ question, “Who do you say I am?”
Week 1: Jesus Is God with Us!
Plan Your Week
Use the grid below as a visual plan for your week. (You can list your schedule and write in your choices and other activities as well.) The activities shown in this planning grid are listed on the following pages with links to their descriptions.
|Camp | | | | | |
|Schedule |Monday |Tuesday |Wednesday |Thursday |Friday |
|Getting to Know You |• Going on a Journey |• Name Game | | | |
|Energizers | |• Lost & Found |• Elbow Tag |• Sounds at the |• Baby Jesus Relay |
| | | | |Nativity | |
|Bible Time |• Tell the Story |• Get Your Story |• Picture the Story |• Summer Christmas |• Seeing Through |
| | |Straight | |Pageant |Telling |
|Morning Activity Options|• Story Symbol |• Handprint Wreath |• More About Christmas |• Decorate Birthday |• Design & Test a |
| |• Decorate for |• Song Fest |• Christmas Charades |Cupcakes |Parachute |
| |Christmas | | |• Draw Something |• Natural Nativity |
|Quiet Time |• Rest & Read |• Table Talk |• Rest & Read |• Table Talk |• Rest & Read |
| |• Journal |• Journal |• Journal |• Journal |• Journal |
|Afternoon Activity |• Leafy Jesus |• Spontaneous Drama |• Skit Practice |• Birthday Party |• Jesus, Many Things |
|Options |• Song Fest | |• Walking Blind |• Skit Practice | |
|Devotions |• High-Low Ritual |• The Gift Box |• God Is with Me! |• Jesus Is God with Us |• Closing Worship |
Week 1 Overview
Scripture: Isaiah 9:6; Luke 1—2
Focus: Jesus is the fulfillment of God’s promise to be with us always.
Connection to Campers: God is with us in Jesus. When we feel challenged in life, God is with us. God may call us to difficult tasks, but will always be with us, even when we don’t recognize God’s presence. God is never far off or distant.
Leader Notes: Read the “Biblical and Theological Overview” for Day 2. Also read Luke 1 and 2 to be able to give a detailed account of the scripture to the campers.
In the PDF version, click on an activity to be linked to its full description. However, if you are using the Word version, you can use the designations in the parentheses to find what you need. They indicate the age level and the particular day’s plan from which the activity comes.
Feel free to adapt the directions to fit your camp and campers. Some activities that come from a specific age level can readily be adapted for younger or older or mixed-age groups.
Some of the entries below have suggested adaptations listed with them. These are specifically for day camp.
Getting-to-Know-You Games
1. Going on a Journey (Younger Children, Day 1)
2. Name Game (Older Children, Day 1)
Energizers
1. Elbow Tag (Younger Children, Day 2)
2. Lost and Found (Younger Youth, Day 2)
3. Sounds at the Nativity (Younger Youth, Day 2)
This game can also be a fun way to get campers sorted into groups for a next activity.
4. Baby Jesus Relay (Intergenerational, Day 2)
Bible Time: Isaiah 9:6;
Luke 1—2
1. Tell the Story (Intergenerational, Day 2)
A good storyteller may not need to read the scripture to the campers, but can tell it in an engaging and interactive way. Using puppets or figures from a crèche is another alternative.
2. Picture the Story (Intergenerational, Day 2)
3. Get Your Story Straight (Younger Children, Day 2)
4. Summer Christmas Pageant (Younger Children, Day 2)
5. Seeing Through Telling (Younger Youth, Day 2)
Morning & Afternoon Activity Options
1. Story Symbol = Gift Box (Intergenerational, Day 2)
Have the campers each create a gift box to take home. You may collect boxes (shoe boxes are good) or have the campers each make one. (Check the Internet for patterns.) You can provide wrapping paper or have campers decorate paper themselves and use it to wrap their boxes. Talk about Jesus as the gift of God with Us. Have campers make their own gift tags, writing their own names after “to” and writing “God” after “from.”
2. Decorate for Christmas
Provide materials for campers to make a Christmas tree ornament. Have them put their name on their ornament and hang it on a tree to decorate for this week’s theme. At the end of the week, return the ornaments to the campers so they can take them home as a reminder, perhaps hanging theirs each year on their own Christmas trees.
3. A Birthday Party (Intergenerational, Day 2)
4. Spontaneous Drama (Intergenerational, Day 2)
5. Natural Nativity (Younger Children, Day 2)
6. Christmas Charades (Older Children, Day 2)
7. Leafy Jesus (Older Children, Day 2)
8. Draw Something (Younger Youth, Day 2)
9. Walking Blind (Younger Youth, Day 2)
10. Jesus, Many Things to Many People (Older Youth, Day 2)
11. Handprint Wreath (Extra Resources)
12. Decorate Birthday Cupcakes (Extra Resources)
13. Design and Test a Parachute (Extra Resources)
14. More About Christmas:
Matthew 1:18–25; 2:1–12
Depending upon your group, you may want to tie in these related scriptures. One fun activity is to have older campers figure out the differences in the Luke and Matthew accounts of the birth (including the visit of the wise men). Be sure to help campers understand why we have two different versions.
15. Skit: A Day in the Life of Jesus (Extra Resources)
Have one or more groups create a skit from the following instructions. Present the skits at the end of the allotted time or for the closing worship.
Make up a short story about what a day in the life of Jesus would have been like when he was your age. For a twist have the story take place in modern times. What are some of the struggles of being your age? Do you think Jesus faced the same kinds of things? How does it help to know that Jesus went through the same kinds of things you are going though?
16. Song Fest
These song suggestions come from the various age-level lists. However, feel free to draw from all of them to select ones that fit your campers.
Consider making Song Fest one of your activities over several days. During that time teach the songs, add motions, do interpretive dance, or just dance! Prepare for worship. Enjoy!
Intergenerational
“The Virgin Mary Had a Baby Boy” (verses 1,2,3 only) West Indian carol, arranger John Barnard (A lot of fun with drums, shakers, and tambourines)
“Go Tell It on the Mountain,” Carol
“Away in a Manger,” Carol
“This Little Light of Mine,” Traditional
“Shine, Jesus, Shine,” Graham Kendrick
“Angels We Have Heard on High,” Carol
“Hark the Herald Angels Sing,” Carol
“Silent Night, Holy Night,” Carol
“Mary, Did You Know?” Mark Lowry
Younger Children
“O Come, O Come, Emmanuel,” Carol
“Joy to the World,” Carol
“You Are My All in All,” Dennis Jernigan
“Kum Ba Yah,” Traditional
“Open the Eyes of My Heart,” Paul Baloche
Older Children
“I Am a Promise,” Bill and Gloria Gaither
“Emmanuel,” Amy Grant
“Jesus Loves Me,” Traditional
“Kum Ba Yah,” Spiritual
“Hark! The Herald Angels Sing,” Carol
Younger Youth
“God With Us,” Jeremy Camp
“God With Us,” Don Moen
“Emmanuel, Emmanuel,” Bob McGee
“O Little Town of Bethlehem,” Carol
“O Come, O Come, Emmanuel,” Carol
Older Youth
“Surely God,” Steven Iverson
“Jesus, Name Above All Names,” Naida Hearn
“The Little Drummer Boy,” Katherine Kennicott Davis
“O Come, O Come, Emmanuel,” John Mason Neale and Henry Sloane Coffin
“All Who Are Thirsty” (“Come, Lord Jesus, Come”), Brenton Brown
“They’ll Know We Are Christians,” Peter R. Scholtes
“Born Out of His Love,” Tony Congi
“I Will Call Upon the Lord,” Michael O’Shields
“Have You Seen Jesus My Lord,” John Fischer
“Jesus, Remember Me,” Taizé
“Dona Nobis Pacem,” Traditional
Quiet Time
1. Table Talk or Conversation Station
Use these questions to invite campers into conversation about the theme. Use them over one or more of the meals or create a conversation station during one of the activity rotations. Consider using this for one or more of the days later in the week.
Younger Campers: What is the best part about being your age? What is the worst part? What do you think Jesus would have been like when he was your age? Do you think he would have been a good student? Would he have played sports? Would he have been a good brother?
Older Campers: What are you afraid of? How does that change when you remember that God is always with us? Have you ever felt God with you? How do you think you can better tune in to God’s presence in your life?
2. Rest and Read
Here are storybooks to read aloud for quiet time, perhaps after lunch. Or use them during worship time:
The Christmas Star, Marcus Pfister
A Night the Stars Danced for Joy, Bob Hartman
Room for a Little One, Martin Waddell
Old Turtle, Douglas Wood and Cheng-Khee
Alabaster’s Song, Max Lucado
Mary, Did You Know? Mark Lowry
3. Daily Journal
Have campers use half sheets of paper, fold them over onto themselves, and staple the middle to create books (or simply provide composition books). Have each camper decorate the outside of his or her journal with the words “Grateful Journal.” Here are suggested topics for each day’s writing (or drawing) time:
• What are some things you are grateful for in your life? at camp?
• How have you experienced “God with Us” in your life? at camp?
• Tell about a time when you felt Jesus with you. How did that make you feel?
• What are some things in your life that get in the way of feeling close to Jesus?
• What are some practices or things you do that help you be more aware of Jesus?
Devotions
Since this week is based on the birth of Jesus, God with Us, sing lots of Christmas carols. Several suggestions are in the list.
Also, consider reading one of the favorite storybooks aloud (See “Read and Rest.”)
1. High-Low Ritual (Cabin Devotions Younger Youth, Day 2)
Introduce the sharing of highs and lows to the group. Even younger campers can learn this practice. The first time not all the campers will be ready to speak, but continue the practice as you choose throughout the week and watch them blossom. Encourage everyone to listen closely. They will be increasing their sense of empathy and care for one another. Also, as appropriate, invite the group to give suggestions of ways to deal with the lows.
2. The Gift Box (Evening Worship Intergenerational, Day 2)
3. God Is with Me! (Evening Worship Younger Children, Day 2)
Instead of the Jesus Box referred to in this worship plan, use one of the gift boxes made during the craft time.
4. Jesus Is God with Us (Worship for Day 2, Extra Resources)
Use all or parts of this worship plan.
5. Closing Worship for the Week
Continue the practice of highs and lows. Remind the campers of the gift box they made and can take home. If your campers have created the skit as one of their activities, consider having them present it as part of this worship time. Conclude the worship with a summary, such as this: Let us remember that Jesus is with us when we are worshiping, when we are playing, and even when we are just hanging out with our friends. No matter where we are, no matter what season, Jesus is always with us. Close with prayer.
Week 2: Jesus Is Friend
Plan Your Week
Use the grid below as a visual plan for your week. (You can list your schedule and write in your choices and other activities as well.) The activities shown in this planning grid are listed on the following pages with links to their descriptions.
|Camp | | | | | |
|Schedule |Monday |Tuesday |Wednesday |Thursday |Friday |
|Getting to Know You |• I Like to... |• Name Yourself | | | |
|Energizers | |• Elbow Tag |• Freeze Tag |• The Fastest Lazarus |• Follow the Leader |
| | | | | |(with a Twist) |
|Bible Time |• Let the Puppets |• Friend Scramble |• Come out, Lazarus! |• Bearing Fruit |• Acting the Story |
| |Speak | | | | |
|Morning Activity Options|• Story Symbol |• Find It with a |• More About |• Being a Real Friend |• Anatomy of a Friend |
| |• Friend Auction |Friend |Christmas |• Friendship Bracelets|• Beach Ball |
| | |• Song Fest |• Christmas Charades | |Conversation |
|Quiet Time |• Rest & Read |• Table Talk |• Rest & Read |• Table Talk |• Rest & Read |
| |• Journal |• Journal |• Journal |• Journal |• Journal |
|Afternoon Activity |• Friend Chimes |• Friend Chimes |• Skit Practice |• Facebook Page for |• Thirty-Second Life |
|Options |• Song Fest | |• Mixing Oil & Water |Jesus |Story |
|Devotions |• High-Low Ritual |• What Friends Do |• Friendship Ritual |• Jesus Is Friend |• Calling Jesus |
| | | | | |“Friend” Means |
Week 2 Overview
Scripture: John 15:9–17; John 11:1–45
Focus: Jesus is my friend and shows me how to be a good friend to others.
Connection to Campers: Children and youth care about what their friends think and are already susceptible to negative peer pressure. Learning about the true friendship offered by Jesus can help campers gain perspective, as well as teach them how to become better friends to others.
Leader Notes: Review the “Biblical and Theological Overview” for Day 3. Our focus in the John 15:13 verse will not be to die for our friends, but instead to be life-giving in our friendships.
In the PDF version, click on an activity to be linked to its full description. However, if you are using the Word version, you can use the designations in the parentheses to find what you need. They indicate the age level and the particular day’s plan from which the activity comes.
Feel free to adapt the directions to fit your camp and campers. Some activities that come from a specific age level can readily be adapted for younger or older or mixed-age groups.
Some of the entries below have suggested adaptations listed with them. These are specifically for day camp.
Getting-to-Know-You Games
1. I Like To... (Younger Children, Day 1)
2. Name Yourself (Extra Resources)
Energizers
1. Elbow Tag (Younger Children, Day 2)
Although you may have used this energizer in Week 1, play it again. This time make the connection to friends helping one another.
2. Freeze Tag (Younger Youth, Day 3)
3. The Fastest Lazarus (Older Children, Day 3)
4. Follow the Leader (With a Twist) (Extra Resources)
Make the connection as to what kind of friend Jesus would have us be.
Bible Time: John 15:9–17; John 11:1–45
1. Let the Puppets Speak (Intergenerational, Day 3)
Read both scriptures and assign some of the group to prepare puppets for one or the other.
2. Friend Scramble (Younger Children, Day 3)
3. Come Out, Lazarus! (Younger Children, Day 3)
4. Bearing Fruit (Older Children, Day 3)
5. Acting the Story (Younger Youth, Day 3)
Morning & Afternoon Activity Options
1. Story Symbol = Hand
Have the campers each draw and cut out the outline of both of their hands. Encourage them to put their name on both and decorate them. Gather in a circle and have each person pass one hand to the person on the right and the other to the person on the left. Everyone should regain two hands, but each from a different camper. Tell the campers that these hands represent two people they are to pray for each day of camp (and beyond). Praying for one another is one of the things real friends do. Be sure the campers take home their hands; invite them to put them someplace where they will see them daily (mirror, nightstand, by the door, for example). You may also want to generate some examples from the campers of how to pray for a friend.
2. Friend Auction (Intergenerational, Day 3)
3. Sound Walk (Intergenerational, Day 3)
4. Being a Real Friend (Intergenerational, Day 3)
5. Balloon Toss Trust Game (Younger Children, Day 3)
6. Find It with a Friend (Younger Children, Day 3)
7. Anatomy of a Friendship (Younger Children, Day 3)
8. Friendship Bracelets (Older Children, Day 3)
9. Real Friend, Fake Friend (Older Children, Day 3)
10. Beach Ball Conversations (Older Children, Day 3)
11. Thirty-Second Life Story (Younger Youth, Day 3)
12. Three on a Couch (Younger Youth, Day 3)
13. God Boxes (Older Youth, Day 3)
14. Nature Bracelets (Extra Resources)
15. Facebook Page for Jesus (Extra Resources)
16. Make Your Own Best Friend (Extra Resources)
17. Friend Chimes (Extra Resources)
18. Skit: Jesus—Your BFF (Extra Resources)
Have one or more groups create a skit from the following instructions. Present the skits at the end of the allotted time or for the closing worship.
Make up a skit in which Jesus is your best friend. How would you interact with him in your typical day? How would you wake up if you knew Jesus were in the next room? How would you treat the new kid at school if Jesus were sitting by you in class? How would you react to the homeless man if Jesus were in the car with you? What would your language be like at practice if Jesus were playing on your team?
19. Song Fest
These song suggestions come from the various age-level lists. However, feel free to draw from all of them to select ones that fit your campers.
Consider making Song Fest one of your activities over several days. During that time teach the songs, add motions, do interpretive dance, or just dance! Prepare for worship. Enjoy!
Intergenerational
“What a Friend We Have in Jesus,” Hymn
“Jesus’ Hands Were Kind Hands,” Hymn
“Take My Life,” Hymn
“God Is Good All the Time,” Tina Sadler
“Open Our Eyes,” Bob Cull
Younger Children
“Ah, La, La, La,” various versions: David Graham or Rhonda Crigger (YouTube)
“My Brother, My Friend,” Tony Congi
“What a Friend We Have in Jesus,” Hymn
“I Am a Friend of God” (chorus only), Michael Gungor and Israel Houghton
“Every Move I Make,” David Ruis
“Lean on Me” (chorus especially), Bill Withers
Older Children
“Friendship,” Cole Porter
“You’re My Brother (Sister), You’re My Friend,” Tony Congi (Watch this video for the motions to the chorus: )
“I Have a Friend Who Loves Me,” Mrs. David J. Beattle
“What a Friend We Have in Jesus,” Hymn
“Friends Are Friends Forever,” Michael W. Smith
Younger Youth
“Friends Are Friends Forever,” Michael W. Smith
“What a Friend We Have in Jesus,” Hymn
Older Youth
“It’s Amazing,” Tony Congi
“Threefold Allelujah,” Unknown
“What a Friend We Have in Jesus,” Hymn
“You’ve Got a Friend,” Carole King
“Creator, I Adore You,” Terrye Coelho
“I Love You, Lord,” Laurie Klein
“I Am the Resurrection,” Ray Repp
“More Precious Than Silver,” Lynn Deshazo
“This Is the Day That the Lord Has Made,” Traditional
Quiet Time
1. Table Talk or Conversation Station
Use these questions to invite campers into conversation about the theme. Use them over one or more of the meals or create a conversation station during one of the activity rotations. Consider using this for one or more of the days later in the week.
Younger Campers: How did you meet your best friend? Why do you think friends are important? What is great about your friend? The Bible tells us Jesus had friends. What do you think he liked best about his friends? What do you think they liked best about him? Why do you think Jesus is a good friend to us?
Older Campers: Have any adults in your life ever questioned your friend choices? What was the result of that? Are you still friends with the person in question? Do you think friends can be a positive influence? a negative influence? Why or why not? How does thinking about Jesus as your friend help you?
2. Rest and Read
Here are storybooks to read aloud for quiet time, perhaps after lunch. Or use them during worship time:
The Puppy Who Wanted a Boy, Jane Thayer
Old Bear, Jane Hissey
The Spy Glass, Richard Paul Evans
Old Turtle, Douglas Wood and Cheng-Khee
Old Turtle and the Broken Truth, Douglas Wood and John Muth
3. Daily Journal
Have campers use half sheets of paper, fold them over onto themselves, and staple the middle to create books (or simply provide composition books). Have each camper decorate the outside of his or her journal with the words “Grateful Journal.” Here are suggested topics for each day’s writing (or drawing) time:
• What are some things you are grateful for in your life? at camp?
• How have you experienced Jesus as a friend in your life?
• Have you ever found out someone you thought was a friend was faking friendship? How did that make you feel?
• How does it feel to know Jesus is a real friend?
• How are you a real friend to others?
Devotions
1. High-Low Ritual
Introduce the sharing of highs and lows to the group. Even younger campers can learn this practice. The first time not all the campers will be ready to speak, but continue the practice as you choose throughout the week and watch them blossom. Encourage everyone to listen closely. They will be increasing their sense of empathy and care for one another. Also, as appropriate, invite the group to give suggestions of ways to deal with the lows.
2. What Friends Do (Morning Worship Younger Youth, Day 3)
3. Friendship Ritual (Evening Worship Younger Children, Day 3)
4. Jesus Is Friend (Worship for Day 3, Extra Resources)
Use all or parts of this worship plan.
5. Calling Jesus “Friend” Means (Cabin Devotions Intergenerational, Day 3)
Week 3: Jesus Is Teacher
Plan Your Week
Use the grid below as a visual plan for your week. (You can list your schedule and write in your choices and other activities as well.) The activities shown in this planning grid are listed on the following pages with links to their descriptions.
|Camp | | | | | |
|Schedule |Monday |Tuesday |Wednesday |Thursday |Friday |
|Getting to Know You |•Name Game |Peek-a-Boo Name Game | | | |
|Energizers | |• Fruit Basket Upset |• Good-Fruit Basket |• Teacher Says |• Follow the Leader (with|
| | | |Upset | |a Twist) |
|Bible Time |• Demonstrate the Story|• Jesus-Shaped Fruit |• Good Fruit/Bad Fruit!|• On Christ the Solid|• Preach a Sermon |
| | | | |Rock | |
|Morning Activity |• Story Symbol |•Real Good Teaching |• Standing on the Rock |•Rock Solid Mission |• Treasure Hunt |
|Options |• Touchy-Feely Boxes |• Song Fest |• Sand Castles |Statement |• Mixing Oil and Water |
| | | | |• Nature Hike | |
|Quiet Time |• Rest & Read |• Table Talk |• Rest & Read |• Table Talk |• Rest & Read |
| |• Journal |• Journal |• Journal |• Journal |• Journal |
|Afternoon Activity |• Back to Back |• A Firm Foundation |• Listen to Nature |• Growing Fruit |• Teaching Game |
|Options |• Song Fest |• House of Cards |Speak |• Skit Practice |• Authority vs. Fame |
| | | |• Skit Practice | | |
|Devotions |• High-Low Ritual |• Jesus Teaches Me |• Rock Reminders |• Jesus Is Teacher |• Because Jesus Was a |
| | | | | |Real Teacher |
Week 3 Overview
Scripture: Matthew 7:15–20, 24–29
Focus: Jesus taught with authority, which means we can trust him, believe him, and act upon his word.
Connection to Campers: Campers will discover which “teachers” in their lives they listen to, trust, and believe. They will also explore how Jesus taught with authority; campers will learn that we can always trust Jesus as a real teacher.
Leader Notes: Review the “Biblical and Theological Overview” for Day 4. Be on the lookout for campers who have had overwhelmingly negative experiences in school. It may be harder for these children to relate positively to Jesus as teacher, but they need this image of Jesus even more than other campers!
In the PDF version, click on an activity to be linked to its full description. However, if you are using the Word version, you can use the designations in the parentheses to find what you need. They indicate the age level and the particular day’s plan from which the activity comes.
Feel free to adapt the directions to fit your camp and campers. Some activities that come from a specific age level can readily be adapted for younger or older or mixed-age groups.
Some of the entries below have suggested adaptations listed with them. These are specifically for day camp.
Getting-to-Know-You Games
1. Name Game (Older Children, Day 1)
2. Peek-a-Book Name Game (Younger Youth, Day 1)
Energizers
1. Good-Fruit Basket Upset (Younger Children, Day 4)
2. Teacher Says (Younger Children, Day 4)
3. Fruit Basket Upset (Older Children, Day 4)
4. Follow the Leader (With a Twist) (Extra Resources)
Make the connection as to what kind of leader we should follow—one like Jesus, who builds people up, or a “false prophet,” who ultimately tears people down.
Bible Time: Matthew 7:15–20, 24–29
1. Demonstrate the Stories (Intergenerational, Day 4)
Read the scriptures and do the demonstrations. Do these at the same time or do them at different times or on different days. Do them with everyone together or do them with small groups at stations
2. Jesus-Shaped Fruit (Younger Children, Day 4)
3. Good Fruit/Bad Fruit (Older Children, Day 4)
4. On Christ the Solid Rock (Older Children, Day 4)
5. Preach a Sermon (Younger Youth, Day 4)
Morning & Afternoon Activity Options
1. Story Symbol = Apple
Either all together or in stations, have campers gather around a real apple. Engage campers in a discussion of the apple as a good symbol this week. At an appropriate place in the conversation, cut the apple and show the seeds. Remind campers of the Bible passage about good fruit. (Here are some points to bring out: An apple reminds us of teachers, the seeds of learning, and fruit that is good for us and good tasting.) Slice the apple and give pieces to the campers to enjoy.
2. Real Good Teaching (Intergenerational, Day 4)
3. Touchy-Feely Boxes (Intergenerational, Day 4)
4. Back to Back (Intergenerational, Day 4)
5. A Firm Foundation (Younger Children, Day 4)
Create this demonstration with boxes of various sizes, one of which is larger and designated as the Jesus Box.
6. House of Cards (Younger Children, Day 4)
7. Listen to Nature Speak (Younger Children, Day 4)
8. Rock Solid Mission Statement (Older Children, Day 4)
9. Standing on the Rock (Older Children, Day 4)
10. Nature Hike (Younger Youth, Day 4)
11. Sand Castles (Younger Youth, Day 4)
12. Growing Fruit (Younger Youth, Day 4)
13. Treasure Hunt (Younger Youth, Day 4)
14. Teaching Game (Extra Resources)
15. Authority Versus Fame (Extra Resources)
16. Mixing Oil and Water (Extra Resources)
Make a connection between this experiment with what Jesus teaches us about our relationships with others.
17. Skits: Jesus’ Five Love Commandments
Among Jesus’ teachings are five “Love Commandments”:
1. Love God (Matthew 22:36–38)
2. Love Others (Matthew 22:36–39)
3. Love Yourself (Matthew 22:36–39)
4. Love Your Enemies (Matthew 5:43–48)
5. Love One Another (John 15:12; Jesus was speaking specifically to those who follow him.)
Have one or more groups create skits (or freeze-frames or murals) to illustrate in action each of the five things that Jesus taught about love. The groups can present the skits (or other creations) at the end of the allotted time or for the closing devotions. Also, write out the teachings or find another fun way to help everyone remember all five “love commandments.”
18. Song Fest
These song suggestions come from the various age-level lists. However, feel free to draw from all of them to select ones that fit your campers.
Consider making Song Fest one of your activities over several days. During that time teach the songs, add motions, do interpretive dance, or just dance! Prepare for worship. Enjoy!
Intergenerational
“I Could Sing of Your Love Forever,” Martin Smith
“Lord, I Lift Your Name on High,” Rick Founds
“I’ve Got the Joy, Joy, Joy,” Traditional
“I Walk by Faith,” Rebecca St. James
Younger Children
“Jesus Is the Rock (And He Rolls My Blues Away),” Tony Congi
“The Wise Man Built His House Upon the Rock,” Traditional
“Standing on the Promises of God” (chorus only), Hymn
“My Hope Is Built” (chorus only), Hymn
“In the Secret,” Andy Park
“Be Glorified,” Chris Tomlin and Louie Giglio
“Be Still and Know,” Traditional (Psalm 46:10)
Older Children
“He Has Shown You” (Micah 6:8), Ralph Merrifield
“Lead Me, Lord,” Hymn
“I Want to Know You,” Sonicflood or William McDowell
“Lord of the Dance,” Hymn
“Here I Am, Lord,” Hymn
“Jesus Is the Rock,” Larry Norman
“My Hope Is Built,” Hymn
“The Wise Man Built His House Upon the Rock,” Traditional
Younger Youth
“Don’t Build Your House on the Sandy Land,” Karen Lafferty
“This Little Light of Mine,” Traditional
“The Wise Man Built His House Upon the Rock,” Traditional
“My Hope Is Built,” Hymn
Older Youth
“Jesus, Teacher and Friend,” Walter Farquharson
“Let All Who Are Thirsty Come,” Taizé
“Teach Your Children,” Graham Nash
“Sandy Land,” Karen Lafferty
“Amazing Grace,” Hymn
“Teach Me How to Pray,” Chris Hughes
“Spirit of the Living God,” Hymn
Quiet Time
1. Table Talk or Conversation Station
Use these questions to invite campers into conversation about the theme. Use them over one or more of the meals or create a conversation station during one of the activity rotations. Consider using this for one or more of the days later in the week.
Younger Campers: Tell us about your favorite teacher. If you were to become a teacher when you grow up, what grade would you like to teach? What kind of teacher would you be? What would the rules in your classroom be? Jesus did not teach in a classroom with desks; mostly he taught outside (kind of like we do at camp). Why do you think learning outside is fun and important?
Older Campers: Tell about a teacher who made a difference in your life. How was that person influential for you? How can you make a difference in the lives of others even if you do not become a teacher? How did Jesus’ style of teaching make a difference to those he taught?
2. Rest and Read
Invite campers to begin thinking about all the people in their lives who teach them—not just teachers at school, but others who teach them too. Here are storybooks to read aloud for quiet time, perhaps after lunch. Or use them during devotions:
Wherever You Are, My Love Will Find You, Nancy Tillman
The Giving Tree, Shel Silverstein
Little Louie, the Baby Bloomer, Robert Kraus
3. Daily Journal
Have campers use half sheets of paper, fold them over onto themselves, and staple the middle to create books (or simply provide composition books). Have each camper decorate the outside of his or her journal with the words “Grateful Journal.” Here are suggested topics for each day’s writing (or drawing) time:
• What are some things you are grateful for in your life? at camp?
• What are you learning about Jesus this week?
• Have you ever given your trust to someone who turned out not to be a good person to follow? What do you keep in mind to help you avoid “false prophets”?
• Are you participating in Sunday school, worship, youth group, vacation Bible school, or another Bible study? How are those places helping you learn more about what Jesus teaches you?
• How are you teaching others about Jesus? How do you talk about Jesus? How do you show Jesus’ love? Do you use both words and actions?
Devotions
1. High-Low Ritual
Introduce the sharing of highs and lows to the group. Even younger campers can learn this practice. The first time not all the campers will be ready to speak, but continue the practice as you choose throughout the week and watch them blossom. Encourage everyone to listen closely. They will be increasing their sense of empathy and care for one another. Also, as appropriate, invite the group to give suggestions of ways to deal with the lows.
2. Jesus Teaches Me (Evening Worship Younger Children, Day 4)
3. Rock Reminders
Send campers out to find one personal-sized rock each—ones they can carry easily—and return with them to the group. Give the campers a time limit. After they return, invite volunteers to read Matthew 7:15–20 and 24–29 aloud. Encourage the campers to see their rocks as symbols of the foundation that Christ has built for them to use. Have the campers place their rocks around or on top of the Bible (still open to the scripture lesson). Pray over the rocks—that they be strong symbols of Jesus’ authority in the campers’ lives. Have the campers retrieve their rocks and hold them. Tell them that when they leave camp, they are to take the rocks home with them and find special locations to keep them so that the campers may return to their rocks when they feel they need a reminder of how they are to build their lives on the strong foundation Jesus gives us.
4. Jesus Is Teacher (Worship for Day 4, Extra Resources)
Use all or parts of this worship plan. Use some or all of the five “Love Commandment” skits.
5. “Because Jesus Is a Real Teacher” Litany (Evening Worship, Intergenerational, Day 4)
Week 4: Jesus Is Healer
Plan Your Week
Use the grid below as a visual plan for your week. (You can list your schedule and write in your choices and other activities as well.) The activities shown in this planning grid are listed on the following pages with links to their descriptions.
|Camp | | | | | |
|Schedule |Monday |Tuesday |Wednesday |Thursday |Friday |
|Getting to Know You |• Backpack Name Game |• I Like to.. | | | |
|Energizers | |• Band-Aid Tag |• Healing Race |• Healer Helper |• Pick Up Your Mat and|
| | | | |Sardines |Walk |
|Bible Time |• Stir the Waters |• Acting Out the |• Band-Aids for the |• Drama! |• Watercolor Mats |
| | |Story |World | | |
|Morning Activity |• Story Symbol |• “Graffiti” with |• Design and Test a |• Standing in the Need |• Healing Art |
|Rotations |• Setting the Scene |Life-giving Words |Parachute |of Prayer |• Throw Away Your |
| | |• Song Fest |• Puzzle Hearts |• Heal Your Camp |Hurts! |
|Quiet Time |• Rest & Read |• Table Talk |• Rest & Read |• Table Talk |• Rest & Read |
| |• Journal |• Journal |• Journal |• Journal |• Journal |
|Afternoon Activity |• Healing Wounds |• Healing Mats |• Words Hurt, Words Heal|• Get Well Cards |• Broken No More |
|Rotations |• Song Fest |• Obstacle Courses |• Skit Practice |• Skit Practice |• Oil and Water |
|Devotions |• High-Low Ritual |• “Jesus Gives Us |• Letting Go of Hurts |• Jesus Is Healer |• Band-Aid Reminders |
| | |Healing” Litany | | | |
Week 4 Overview
Scripture: John 5:1–9a
Focus: I can bring my hurts and sadness to Jesus. Jesus can heal me and wants me to help others heal.
Connection to Campers: Campers may not realize that Jesus heals wounded hearts, shattered relationships, hurt feelings, addictions, temptations, trials, loneliness, and every other possible symptom of brokenness. Sometimes we only think of physical healing, but Jesus promises healing of the spirit. He also sends us into the world to be healers—to give healing through our words of encouragement and support and our actions of caring and service.
Leader Notes: Review the “Biblical and Theological Overview” for Day 5. Be sure to pray for your campers today, and be on the lookout for signs that a camper is carrying deeper hurts. Bullying may come up in today’s conversation. Please acknowledge that bullying is wrong and is often a symptom that the bully is hurting too. Reinforce that an adult needs to be told and that bullying can be stopped. Be prepared to listen (and brush up on your camp’s abuse reporting policy, just in case). Also, be sure to avoid making statements that do not play out in real life, such as: “Jesus will always keep you safe” or “Jesus heals everyone who prays or has faith.” Instead, focus on Jesus’ being present with us in our hurts and loneliness.
In the PDF version, click on an activity to be linked to its full description. However, if you are using the Word version, you can use the designations in the parentheses to find what you need. They indicate the age level and the particular day’s plan from which the activity comes.
Feel free to adapt the directions to fit your camp and campers. Some activities that come from a specific age level can readily be adapted for younger or older or mixed-age groups.
Some of the entries below have suggested adaptations listed with them. These are specifically for day camp
Getting-to-Know-You Games
1. Backpack Name Game (Older Children, Day 2)
2. I Like to... (Younger Children, Day 1)
Energizers
1. Band-Aid Tag (Younger Children, Day 5)
2. Healing Race (Younger Children, Day 5)
3. Healer Helper Sardines (Younger Youth, Day 5)
4. Pick Up Your Mat and Walk (Older Youth, Day 5)
Bible Time: John 5:1–9a
1. Acting Out the Story (Intergenerational, Day 5)
This activity depends on Setting the Scene, which is listed below as one of the Morning & Afternoon Activity Options. Be sure to look at both and then decide the best way to use them for your day camp
2. Stir the Waters (Younger Children, Day 5)
3. Band-Aids for the World (Older Children, Day 5)
4. Drama! (Younger Youth, Day 5)
5. Watercolor Mats (Younger Youth, Day 5)
Reread the Scripture passage before beginning this activity. After the “healing” (washing away the hurts) demonstration, remind campers that Jesus offers us forgiveness for any wrong. Jesus is healer in many ways!
Morning & Afternoon Activity Options
1. Story Symbol = Broken Heart with Band-Aid
Either all together or in stations, have campers gather around a large heart with a bandage on it. Engage campers in a discussion of it as a good symbol for this week. (Here are some points to bring out: The heart reminds us of healing, of feeling better when we are hurt; the bandage reminds us of hurting, not just physically but in other ways too.)
2. Setting the Scene (Intergenerational, Day 5)
3. Healing Wounds (Intergenerational, Day 5)
4. Oil and Water (Intergenerational, Day 5)
5. What Does Healing Look Like? (Intergenerational, Day 5)
6. Healing Mats (Younger Children, Day 5)
7. Obstacle Course (Younger Children, Day 5)
8. Get Well Cards (Younger Children, Day 5)
9. Puzzle Hearts (Older Children, Day 5)
10. Words Hurt, Words Heal (Older Children, Day 5)
11. Throw Away Your Hurts! (Older Children, Day 5)
12. Broken No More (Evening Worship, Younger Youth, Day 5)
You will need to decide the best way to supply campers with broken pieces. You may have older campers who can, with supervision, carefully smash some tiles. If you do, be sure to set up the activity and debrief it in terms of the many ways people feel broken. Once you have the broken pieces, even younger campers can glue them to the popsicle sticks to make crosses.
13. Healing Art
Provide various art media and encourage campers to find a way to portray something that illustrates, represents, or symbolizes either a need for healing or an act of healing or a feeling after healing. Invite your artists to talk about what they are creating, if they choose. You may wish to display these in your worship area or do an art show and invite the campers to tour the “gallery.”
14. Standing in the Need of Prayer (Older Youth, Day 5)
15. Heal Your Camp (Extra Resources)
16. “Graffiti” with Life-giving Words (Extra Resources)
17. Design and Test a Parachute (Extra Resources)
18. Skits: Jesus Heals!
The man waiting by the pool was not the only person Jesus healed. Have one or more groups create skits (or freeze-frames or murals) to show several different healing stories from the Bible. Then invite your troupe to create some contemporary skits of ways Jesus (and Jesus’ followers) continue to bring about healing today. The groups can present the skits (or other creations) at the end of the allotted time or for the closing devotions. Here are a few of the passages:
Matthew 8 (Four incidents of healing)
Matthew 9 (Four more incidents of healing)
Matthew 20 (Two blind men)
Mark 7 (The woman’s daughter, a deaf man)
Mark 8 (A blind man)
Mark 10 (Another blind man)
19. Song Fest
These song suggestions come from the various age-level lists. However, feel free to draw from all of them to select ones that fit your campers.
Consider making Song Fest one of your activities over several days. During that time teach the songs, add motions, do interpretive dance, or just dance! Prepare for worship. Enjoy!
Intergenerational
“When Jesus, the Healer,” Hymn
“I’ve Got the Joy, Joy, Joy,” Traditional
“My Life Is in You, Lord,” Daniel Gardner
“Lord, I Lift Your Name on High,” Rick Founds
“Open Our Eyes,” Bob Cull
Younger Children
“Be Still and Know,” Traditional (Psalm 46:10)
“Jesus Loves Me,” Traditional
“Change My Heart, O God,” Eddie Espinosa
“Amazing Grace” (verse 1), Hymn
“Jesus’ Hands Were Kind Hands,” Margaret Cropper
Older Children
“Amazing Grace,” Hymn
“Change My Heart, O God,” Eddie Espinosa
“Create in Me a Clean Heart,” Keith Green
“Sanctuary,” Randy Rothwell
“Light the Fire,” Bill Maxwell
“Standing in the Need of Prayer,” Hymn
“Let There Be Peace on Earth,” Hymn
Younger Youth
“Word of God, Speak,” MercyMe
“When Jesus the Healer Passed Through Galilee,” Hymn
“You Are, I Am,” MercyMe
“Jesus’ Hands Were Kind Hands,” Hymn
Older Youth
“Jesus, Teacher and Friend,” Walter Farquharson
“Let All Who Are Thirsty Come,” Taizé
“Teach Your Children,” Graham Nash
“Sandy Land,” Karen Lafferty
“Amazing Grace,” Hymn
“Teach Me How to Pray,” Chris Hughes
“Spirit of the Living God,” Hymn
Quiet Time
1. Table Talk or Conversation Station
Use these questions to invite campers into conversation about the theme. Use them over one or more of the meals or create a conversation station during one of the activity rotations. Consider using this for one or more of the days later in the week.
Younger Campers: Tell about a time you got hurt. How long did it take until you felt better? How can having Jesus in your life help you feel better?
Older Campers: What are some ways you have seen people be healed? How can words be healing? How have you helped someone feel better—physically or emotionally? What do you think it was about Jesus that made him a healer?
2. Rest and Read
Here are storybooks to read aloud for quiet time, perhaps after lunch. Or use them during devotions:
The Sleeping Rose, Angela Elwell Hunt
The Oak Inside the Acorn, Max Lucado
Broken Umbrella, Kate Spohn
3. Daily Journal
• What are some things you are grateful for in your life? at camp?
• What are you learning about Jesus this week?
• Tell about a time or two when other people helped you feel better. How did they do that?
• Is there someone in your life who needs to feel better? What can you do?
Devotions
1. High-Low Ritual
Introduce the sharing of highs and lows to the group. Even younger campers can learn this practice. The first time not all the campers will be ready to speak, but continue the practice as you choose throughout the week and watch them blossom. Encourage everyone to listen closely. They will be increasing their sense of empathy and care for one another. Also, as appropriate, invite the group to give suggestions of ways to deal with the lows.
2. Band-Aid Reminder
Gather and journey to your worship space. As you walk together, sing something simple and repetitive, such as the first verse of “Jesus Loves Me.” When you reach your worship location, read John 5:1–9a aloud, and remind campers that Jesus is their healer too. Pass around a box of adhesive bandages and invite campers each to choose one and stick it on the back of the hand or the arm near the wrist (where they will see it often). Invite them to think about someone they know who is hurting or of something they need Jesus to help them with. Every time they notice the bandage today, they should say a quick prayer for that person or need.
3. Letting Go of Hurts (Evening Worship, Older Children Day 5)
4. Jesus Is Healer (Worship for Day 5, Extra Resources)
Use all or parts of this worship plan. Use some or all of the skits of Jesus’ healing or of healing today.
5. “Jesus Gives Us Healing” Litany (Evening Worship, Intergenerational, Day 5)
Week 5: Jesus Is Savior
Plan Your Week
Use the grid below as a visual plan for your week. (You can list your schedule and write in your choices and other activities as well.) The activities shown in this planning grid are listed on the following pages with links to their descriptions.
|Camp | | | | | |
|Schedule |Monday |Tuesday |Wednesday |Thursday |Friday |
|Getting to Know You |• Name Yourself |• Backpack Name Game | | | |
|Energizers | |•Do You Love Your |• Cross Tag |• In the Tomb, Out of |• Peace Be with You |
| | |Neighbor? | |the Tomb | |
|Bible Time |• Move and Shout! |• My Hero! |• Prove It! |• I’ve Been Set Free |• Break Out of Your |
| | | | | |Chains |
|Morning Activity Options|• Story Symbol |• Resurrection Hunt! |• Trash to Treasure |• Cross in My Pocket |• Forgiveness Art |
| |• Story Detectives |• Song Fest |• Make a Butterfly |• Making Crosses |• Melting Chocolate |
| | | |Feeder | | |
|Quiet Time |• Rest & Read |• Table Talk |• Rest & Read |• Table Talk |• Rest & Read |
| |• Journal |• Journal |• Journal |• Journal |• Journal |
|Afternoon Activity |• Erase It! |• Surprise Hearts |• Make a Big Dry Ice |• Peace Walk |• Hang It on the Cross|
|Options |• Song Fest |• “Peace Like a |Bubble |• Skit Practice |• My Chains Are Gone |
| | |River” Sing Off |• Skit Practice | | |
|Devotions |• High-Low Ritual |• At the Foot of the |• Memory Circles |• Jesus Is Savior |• Cross Reminders |
| | |Cross | | | |
Week 5 Overview
Scripture: Romans 5:1–11; Luke 24:36–49
Focus: Through Jesus as Savior we are free from sin and can celebrate that God’s grace sets things right between us and God.
Connection to Campers: Campers will discover that there is no guilt or shame in knowing that Jesus gave up his life for us. Instead we have the gift of joy because Jesus died on the cross for us and is our Savior. Some campers may need help setting their own sins aside so that they can accept forgiveness and grace. Encourage campers to think about how they might want to respond to God’s extravagant love for us, which we experience through Jesus.
Leader Notes: Review the “Biblical and Theological Overview” for Day 6. Some campers may struggle with sin and grace. Try to help them understand that when we do bad things, things that we shouldn’t, we say to Jesus, “I’m sorry,” and we get to start all over again. Starting over again is grace, a gift from God, and we do not have to do anything, other than ask, to receive that gift. Help campers accept the joy and confidence that come with knowing Jesus as our Savior.
In the PDF version, click on an activity to be linked to its full description. However, if you are using the Word version, you can use the designations in the parentheses to find what you need. They indicate the age level and the particular day’s plan from which the activity comes.
Feel free to adapt the directions to fit your camp and campers. Some activities that come from a specific age level can readily be adapted for younger or older or mixed-age groups.
Some of the entries below have suggested adaptations listed with them. These are specifically for day camp.
Getting-to-Know-You Games
1. Name Yourself (Extra Resources)
2. Backpack Name Game (Older Children, Day 2)
Energizers
1. Do You Love Your Neighbor? (Younger Children, Day 6)
2. In the Tomb, Out of the Tomb (Younger Children, Day 6)
3. Peace Be with You (Younger Youth, Day 6)
4. Cross Tag
One player may save another from being tagged by crossing between the player in danger and “it.” Immediately, “it” must take out after the runner who has crossed.
Bible Time: Romans 5:1–11; Luke 24:36–49
1. Move and Shout! (Intergenerational, Day 6)
2. My Hero! (Younger Children, Day 6)
3. Prove It! (Younger Children, Day 6)
4. I’ve Been Set Free (Older Children, Day 6)
5. Break Out of Your Chains (Older Children, Day 6)
Morning & Afternoon Activity Options
1. Story Symbol = Cross
Either all together or in stations, have campers gather around a cross. One that is rough will work well; you may want to have some beautiful cross jewelry to show, as well. Engage campers in a discussion of it as a good symbol for this week. (Here are some points to bring out: The cross reminds us of God’s sacrifice of Jesus, God’s own Son; all our sins are forgiven because Jesus died for us on the cross. The original cross was an instrument of torture and death, but Jesus’ resurrection shows that God’s love is greater than even suffering and death, so Christians see and celebrate the cross as something beautiful.)
2. Story Detectives (Intergenerational, Day 6)
3. Hang It on the Cross (Intergenerational, Day 6)
4. Erase It (Intergenerational, Day 6)
5. Resurrection Hunt! (Younger Children, Day 6)
6. Surprise Hearts (Younger Children, Day 6)
7. My Chains Are Gone (Older Children, Day 6)
8. Trash to Treasure (Older Children, Day 6)
9. “Peace Like a River” Sing Off (Older Children, Day 6)
One option is to use your Song Fest time to teach the words and motions and then do the sing off at a time when campers are all together.
10. Peace Walk (Older Children, Day 6)
11. Cross in My Pocket (Younger Youth, Day 6)
This activity invites campers to make crosses from twigs and twine. Use that as an art project and then do the discussion about the gifts of salvation through Christ during your devotion time.
12. Forgiveness Art
Provide various art media and encourage campers to find a way to portray something that illustrates, represents, or symbolizes either a need for forgiveness or an act of forgiveness or a feeling after forgiveness. Invite your artists to talk about what they are creating, if they choose. You may wish to display these in your worship area or do an art show and invite the campers to tour the “gallery.”
13. Make a Butterfly Feeder (Extra Resources)
Engage campers in conversation about how the butterfly is a symbol for Jesus’ resurrection.
14. Make a Big Dry Ice Bubble (Extra Resources)
15. Melting Chocolate (Extra Resources)
16. Making Crosses (Extra Resources)
17. Skits: I’m Sorry!
Christians—who know they have been forgiven their sins through the love of Jesus Christ—also recognize the importance of forgiveness in their daily lives. Challenge your campers to come up with skits or roleplays about apologizing and asking for forgiveness or about forgiving someone who has wronged them. Encourage them to make connections with their actions and the forgiveness God offers.
18. Song Fest
These song suggestions come from the various age-level lists. However, feel free to draw from all of them to select ones that fit your campers.
Consider making Song Fest one of your activities over several days. During that time teach the songs, add motions, do interpretive dance, or just dance! Prepare for worship. Enjoy!
Intergenerational
“I Want Jesus to Walk with Me,” Spiritual
“Jesu, Jesu, Fill Us with Your Love,” Hymn
“Celebrate Jesus,” Don Moen
“My Life Is in You, Lord,” Daniel Gardner
Younger Children
“Jesus Loves Me,” Traditional
“All You Need Is Love” (chorus only), John Lennon and Paul McCartney
“Shout to the Lord,” Darlene Zschech
“I Love You, Lord,” Laurie Klein
“I Will Call Upon the Lord,” Michael O’Shields
“You Are My All in All,” Dennis Jernigan
Older Children
“I’m Gonna Sing, Sing, Sing,” Traditional
“Peace Like a River,” Traditional (motions are on YouTube: )
“Amazing Grace (My Chains Are Gone),” Chris Tomlin
“Humble Thyself,” Bob Hudson
“He’s Got the Whole World in His Hands,” Traditional
“When the Saints Go Marching In,” Traditional
“Do, Lord,” Spiritual
“Who Am I?” Casting Crowns
Younger Youth
“Lead Me to the Cross,” Brooke Ligertwood
“Jesus Christ Is Risen Today,” Hymn
“Lift High the Cross,” Hymn
“I’m Forgiven” (aka “Amazing Love” and “You Are My King”), Chris Tomlin
Older Youth
“Joy in the Morning,” Natalie Sleeth
“Down in My Heart,” George Willis Cooke
“Make a Joyful Noise,” David Crowder
“Justified,” Mark Rogers
“What Faith Can Do,” Kutless
“Peace Like a River,” Traditional
“Joy on Earth,” Taizé
“We Shall Be the Light,” Mark Friedman, Janet Vogt
“This Little Light of Mine,” Traditional
Quiet Time
1. Table Talk or Conversation Station
Use these questions to invite campers into conversation about the theme. Use them over one or more of the meals or create a conversation station during one of the activity rotations. Consider using this for one or more of the days later in the week.
Younger Campers: Tell about a time when you forgave someone for hurting you. How did that make you feel? How hard was it to do? Make the connection to God’s offering forgiveness to us through Jesus.
Older Campers: Tell about a time when you received forgiveness. How did it make you feel? Did it make you more willing to forgive someone else? How does living your life with the promise of God’s love and grace help you?
2. Rest and Read
Here are storybooks to read aloud for quiet time, perhaps after lunch. Or use them during devotions:
The Thornbush, Michael Laughlin
Good Job, Little Bear, Martin Waddell
The Little Soul and the Sun, Neale Donald Walsch
3. Daily Journal
Have campers use half sheets of paper, fold them over onto themselves, and staple the middle to create books (or simply provide composition books). Have each camper decorate the outside of his or her journal with the words “Grateful Journal.” Here are suggested topics for each day’s writing (or drawing) time:
• What are some things you are grateful for in your life? at camp?
• What are you learning about Jesus this week?
• What things in your life do you need to ask forgiveness for?
• How does it feel to know Jesus loves us despite our mess-ups?
• How does it feel to know that nothing we do or fail to do will ever separate us from Jesus’ love and forgiveness?
• How does it feel to know that accepting Jesus’ love and forgiveness frees us to live joyfully and with peace in our hearts?
Devotions
1. High-Low Ritual
Introduce the sharing of highs and lows to the group. Even younger campers can learn this practice. The first time not all the campers will be ready to speak, but continue the practice as you choose throughout the week and watch them blossom. Encourage everyone to listen closely. They will be increasing their sense of empathy and care for one another. Also, as appropriate, invite the group to give suggestions of ways to deal with the lows.
2. Cross Reminder
Throughout the week campers have several opportunities to make crosses. During your devotional time engage them in conversation about what the cross means and how it serves as a reminder of Jesus our Savior and of God’s great love for us. You may wish also to focus on John 3:16 as a memory verse. Invite campers to place their cross in a prominent place where they will see it regularly and remember how much Jesus loves them.
3. At the Foot of the Cross (Evening Worship, Older Children Day 6)
4. Jesus Is Savior (Worship for Day 6, Extra Resources)
Use all or parts of this worship plan. Use some or all of the skits about forgiveness.
5. Memory Circle (Cabin Devotions, Intergenerational, Day 6)
Week 6: Jesus Is the Real Thing
Week 6 is a natural choice for either a single-week Day Camp or for capping off a series of weeks. It pulls from all the previous daily plans to help campers answer Jesus’ question, “Who do you say I am?”
Plan Your Week
Use the grid below as a visual plan for your week. (You can list your schedule and write in your choices and other activities as well.) The activities shown in this planning grid are listed on the following pages with links to their descriptions.
|Camp | | | | | |
|Schedule |Monday |Tuesday |Wednesday |Thursday |Friday |
|Getting to Know You |• Going on a Journey|• Peek-a-Boo Name | | | |
| | |Game | | | |
|Energizers |• Many Hats |•Elbow Tag |• Healing Race |• In the Tomb, Out of |• Do You Love Your |
| | | | |the Tomb |Neighbor? |
|Bible Time |• What Do You Say? |• Friend Scramble |• Body Prayers |• Break Out of Your |• Who Are They? |
| | | | |Chains | |
|Morning Activity |• Many Sides |• Friendship |• Obstacle Course |• Make a Butterfly |• Story Symbol |
|Rotations |• Decorate for |Bracelets |• Song Fest |Feeder |• Your Job |
| |Christmas |• Balloon Toss Trust | |• Song Fest | |
| |• Sing Carols |Game | | | |
|Quiet Time |• Highs-Lows |• Highs-Lows |• Highs-Lows |• Highs-Lows |• Highs-Lows |
| |• Rest & Read |• Journal |• Rest & Readl |• Journal |• Letter Homel |
|Afternoon Activity |• A Birthday Party |• On Christ the Solid|• What Does Healing Look|• Erase It! |• Rock Solid Mission |
|Rotations |• Baby Jesus Relay |Rock |Like? |• Trash to Treasure |Statement |
| | |• Sand Castles |• Healing Art | |• Life-giving Words |
| | | | | |Wall |
|Devotions |• Jesus Box 1 |• Jesus Box 2 |• Jesus Box 3 |• Jesus Box 4 |• Jesus Box 5 |
Week 6 Overview
Scripture: Matthew 16:13–17; Luke 4:14–21
Focus: Jesus understood that he had a mission from God. Jesus invites us to know him and to join him in ministry too.
Connection with Campers: Campers have explored who Jesus is and now will take those messages about Jesus being God with us, a friend, a healer, a teacher, and Savior home and share what they have discovered about the real Jesus with their worlds of family, friends, church, and school. The Spirit of the Lord is upon them; they too are being sent.
Leader Notes: Read through both the “Biblical and Theological Overview” for Day 1 and the “Biblical and Theological Overview” for Day 7. Throughout this week look for opportunities both to affirm the growth your campers have experienced and to invite them to deepen their knowledge and love of Jesus Christ, especially through being part of a faith community and participating in acts of worship and service once they return home.In the PDF version, click on an activity to be linked to its full description. However, if you are using the Word version, you can use the designations in the parentheses to find what you need. They indicate the age level and the particular day’s plan from which the activity comes.
Feel free to adapt the directions to fit your camp and campers. Some activities that come from a specific age level can readily be adapted for younger or older or mixed-age groups.
Some of the entries below have suggested adaptations listed with them. These are specifically for day camp.
Getting-to-Know-You Games
1. Going on a Journey (Younger Children, Day 1)
2. Peek-a-Boo Name Game(Younger Youth, Day 1)
Energizers
1. Many Hats (Older Children, Day 1)
2. Elbow Tag (Younger Children, Day 2)
3. Healing Race (Younger Children, Day 5)
4. In the Tomb, Out of the Tomb (Younger Children, Day 6)
5. Do You Love Your Neighbor? (Younger Children, Day 6)
Bible Time
Each day has a different focus scripture. Some days pick up a second scripture in some of the Morning & Afternoon Activity Options. The goal in this week is to look at the many ways we know Jesus (God with Us, Friend, Teacher, Healer, and Savior) in preparation for the final passage of the week (Jesus’ statement of his mission).
1. Matthew 16:13–17: What Do You Say? (Intergenerational, Day 1)
Make the connection for campers that this week they will be learning more about who Jesus is.
2. John 15:9–17: Friend Scramble (Younger Children, Day 3)
3. John 5:1–9a: Body Prayers (Older Children, Day 5)
4. Romans 5:6–8: Break Out of Your Chains (Older Children, Day 6)
5. Luke 4:14–21: Who Are They? (Older Children, Day 7)
Morning & Afternoon Activity Options
These are simply suggestions. Feel free to go back through the plans for the previous weeks to locate alternative activities related to the day’s scripture.
1. Many Sides (Younger Children, Day 1)
Be sure to make the Jesus Box. You will have opportunities to use it each day in Devotions.
2. Decorate for Christmas
Transform your meeting space into a Christmas celebration, with your campers helping. As you decorate or afterward, sing some Christmas carols from the Monday list of Song Fest, below.
3. A Birthday Party (Intergenerational, Day 2)
4. Friendship Bracelets (Younger Children, Day 3)
5. Balloon Toss Trust Game (Younger Children, Day 3)
6. On Christ the Solid Rock (Older Children, Day 4)
7. Sand Castles (Younger Youth, Day 4)
8. Obstacle Course (Younger Children, Day 5)
9. What Does Healing Look Like? (Intergenerational, Day 5)
10. Healing Art
Provide various art media and encourage campers to find a way to portray something that illustrates, represents, or symbolizes either a need for healing or an act of healing or a feeling after healing. Invite your artists to talk about what they are creating, if they choose. You may wish to display these in your worship area or do an art show and invite the campers to tour the “gallery.”
11. Break Out of Your Chains (Older Children, Day 6)
12. Make a Butterfly Feeder (Extra Resources)
Engage campers in conversation about how the butterfly is a symbol for Jesus’ resurrection.
13. Erase It (Intergenerational, Day 6)
14. Trash to Treasure (Older Children, Day 6)
15. Scrolls (Intergenerational, Day 7)
16. Your Job (Younger Youth, Day 7)
17. Rock Solid Mission Statement (Older Children, Day 4)
18. Life-Giving Words Graffiti Wall
Remind campers that one way we help people (the people we are to serve, as well as our friends and family) is through the way we talk to them and about them. Are we using life-giving words—words that heal and help, affirm and encourage? Give campers markers and invite them to cover the wall, graffiti-style, with life-giving words.
19. Song Fest
These song suggestions are specifically for a particular day. However, feel free to draw from previous lists to select ones that fit your campers.
Consider making Song Fest one of your activities over several days. During that time teach the songs, add motions, do interpretive dance, or just dance! Prepare for worship. Enjoy!
Monday
“The Virgin Mary Had a Baby Boy” (verses 1,2,3 only) West Indian carol, arranger John Barnard (A lot of fun with drums, shakers, and tambourines)
“Go Tell It on the Mountain,” Carol
“Away in a Manger,” Carol
“Angels We Have Heard on High,” Carol
“Hark the Herald Angels Sing,” Carol
“Silent Night, Holy Night,” Carol
“O Come, O Come, Emmanuel,” Carol
“Joy to the World,” Carol
“Emmanuel, Emmanuel,” Hymn (Bob McGee)
“O Little Town of Bethlehem,” Carol
“God With Us,” Jeremy Camp
“God With Us,” Don Moen
Tuesday
“You’re My Brother (Sister), You’re My Friend,” Tony Congi (Watch this video for the motions to the chorus: )
“What a Friend We Have in Jesus,” Hymn
“Ah, La, La, La,” various versions: David Graham or Rhonda Crigger (YouTube)
“Friends Are Friends Forever,” Michael W. Smith
“The Wise Man Built His House Upon the Rock,” Traditional
“Standing on the Promises of God” (chorus only), Hymn
“My Hope Is Built” (chorus only), Hymn
“Jesus Is the Rock,” Larry Norman
“Lean on Me” (chorus especially), Bill Withers
Wednesday
“Jesus Loves Me,” Traditional
“Change My Heart, O God,” Eddie Espinosa
“Amazing Grace” (verse 1), Hymn
“Jesus’ Hands Were Kind Hands,” Margaret Cropper
“Create in Me a Clean Heart,” Keith Green
“Sanctuary,” Randy Rothwell
Thursday
“Jesus Loves Me,” Traditional
“I Want Jesus to Walk with Me,” Spiritual
“I Love You, Lord,” Laurie Klein
“I Will Call Upon the Lord,” Michael O’Shields
“You Are My All in All,” Dennis Jernigan
“I’m Gonna Sing, Sing, Sing,” Traditional
“Peace Like a River,” Traditional (motions are on YouTube: ))
“Amazing Grace,” Hymn
Friday
“Jesu, Jesu, Fill Us with Your Love,” Hymn
“This Little Light of Mine,” Traditional
“Here I Am, Lord,” Dan Schutte
“I Could Sing of Your Love Forever,” Martin Smith
“I’ve Got the Joy (Down in My Heart),” Traditional
“Micah 6:8 (What Does the Lord Require of You?),” Jim Strathdee
“I’m Gonna Live So God Can Use Me” (first verse only), African-American spiritual
“Children, Go Where I Send Thee!” African-American spiritual
“Shine, Jesus, Shine,” Graham Kendrick
Quiet Time
1. High-Low Ritual
You may have been using this ritual of sharing of highs and lows in previous weeks. You can continue to use it as part of your devotional time, or move it to the quiet time slot. Even younger campers can learn this practice. The first time not all the campers will be ready to speak, but continue the practice as you choose throughout the week and watch them blossom. Encourage everyone to listen closely. They will be increasing their sense of empathy and care for one another. Also, as appropriate, invite the group to give suggestions of ways to deal with the lows.
2. Rest and Read
Here are storybooks to read aloud for quiet time, perhaps after lunch. For other choices, refer to Day Camp Weeks 1–6.
Monday
The Christmas Star, Marcus Pfister
A Night the Stars Danced for Joy, Bob Hartman
Room for a Little One, Martin Waddell
Wednesday
The Sleeping Rose, Angela Elwell Hunt
The Oak Inside the Acorn, Max Lucado
Broken Umbrella, Kate Spohn
3. Journal
Have campers use half sheets of paper, fold them over onto themselves, and staple the middle to create books (or simply provide composition books). Have each camper decorate the outside of his or her journal with the words “Grateful Journal.” Here are suggested topics for each day’s writing (or drawing) time:
• What are some things you are grateful for in your life? at camp?
• What are you learning about Jesus this week?
• What will be different in your life because of what you learned while you were at camp this week?
4. Letter Home
On the last day, provide campers with stationery and an envelope. Have them put their name and address on their envelope. If they don’t know their address, as long as you have their name, you can get the address. You will collect the letters sealed in their envelopes and then mail them to the campers at Thanksgiving time (or another time you designate).
Challenge the campers to write a letter to themselves, dealing with any or all of these questions:
• How will you be different because of what you learned during your week at camp? What will others notice is different about you?
• How will knowing Jesus better help you make a difference in the world around you? What things are you committing to doing because of Jesus?
Devotions
1. Jesus Box 1: God with Us (Evening Worship, Younger Children, Day 2)
Sing songs from the Monday list under Song Fest. Using the Jesus Box, which you constructed in the Many Sides activity, is a way to recap the day and ultimately to help campers answer for themselves Jesus’ question, “Who do you say I am?”
2. Jesus Box 2: Friend and Teacher (Evening Worship, Younger Children, Day 3)
Sing songs from the Tuesday list under Song Fest. Use the material in the link, which focuses on Jesus as Friend, to structure your devotions for the day. But also invite campers to share something they have learned from Jesus. Either have them take turns coming forward to the Jesus Box to write the things they have learned from Jesus on the “Jesus as Teacher” side of the box or simply ask for verbal responses while you write them on the box.
Tell campers that you are going to close worship with the prayer that Jesus taught his disciples: The Lord’s Prayer. Invite campers to repeat the prayer after you, line by line in case some of the campers do not know it. End by shouting “Amen!” and listen to it echo through the camp.
3. Jesus Box 3: Healer (Evening Worship, Younger Children, Day 5)
Sing songs from the Wednesday list under Song Fest.
4. Jesus Box 4: Savior (Evening Worship, Younger Children, Day 6)
Sing songs from the Thursday list under Song Fest. Depending upon your tradition and your campers, you may want to augment this worship plan with a greater focus on accepting the great love that Jesus has shown us as our Savior and making a commitment to follow him. Review Week 5 for additional ideas.
5. Jesus Box 5: Real Thing!
Sing songs from the Friday list under Song Fest. In this final devotional time, come back to the Jesus Box and affirm all the campers have already learned. Then, in light of the opening scripture (Matthew 16:13–17), engage the campers in conversation about what they would say now, if Jesus were to ask them his question. Be sure to affirm their answers, remembering that God will continue to work in their lives.
Encourage them to commit to doing practices of the faith, such as participating in Sunday school, worship, youth group, and service to others, which will help them know and love Jesus more deeply. Read Luke 4:14–21 as a reminder of their calling as followers of Jesus. Close with a prayer of blessing for each camper.
Tell Us What You Think…
Each year the Committee on Outdoor Ministries of the National Council of Churches convenes to dream and create a theme and outline for upcoming editions of InsideOut. Their starting point is answering the question, How can this curriculum serve camps most effectively? To answer that question, we want to hear from you. Please complete the following survey and e-mail or snail mail it to the address below.
1. What role does curriculum play in your camp experience?
2. How much or little is the theme expressed at camp?
3. Describe your experience with Get Real.
4. What changes or updates would you like to see in the future?
5. How can InsideOut serve your camp most effectively?
_______________________________
Your name
_______________________________
Your e-mail address
May we contact you for research or testing new materials? ____ yes _____ no
Are you interested in applying to write for the new camping materials? ____ yes _____ no
• E-mail to info@. Or, mail it to
InsideOut
483 E Lockwood Ste 100, Saint Louis, MO 63119
“Get Real” is part of a four-year cycle of camp resources developed for InsideOut Christian Resources for Outdoor Ministries.
Themes include:
God the Creator
“All Things New: Look What God Is Doing!”
Jesus the Christ
“Get Real: Finding Your True Self in Jesus”
The Holy Spirit Working within Us
Power Up! Living in the Spirit (available fall 2014)
The Church in the World (available fall 2015)
Sneak Peek at next year
Power Up!
Living in the Spirit
Campers will experience Christian community at camp and discover its source—the Holy Spirit! They’ll also claim the gift of a new spirit within, bearing fruit, as they choose living in the Spirit for themselves. They’ll realize they are never alone—the Holy Spirit empowers them to live with grace and forgiveness, joy and peace.
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