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Give each child the opportunity to choose and then affix the fish or bird of their choosing.ĭay Six ( Yom Shishi)- Land Animals and People Consider hanging the poster at a height that will require children to reach since they are creating what is typically above their heads.ĭisplay your sea creature and bird stickers and ask students if they can guess what G-d created on the Fifth day. Give each child adhesive stars OR glow-in-the-dark pens/markers so that they can add “light” through sun, moon and stars to their poster. If a trip outside is possible, encourage children to collect and add plants (NOT living ones that will be harmed by their removal from nature) to this poster.ĭay Four ( Yom Revi’i)- Sun, Moon and Stars. Allow children to make a mark on the poster with their soily hands before washing them.
#JEWISH KIDS SONG ISO#
Set up a soil and sand table (if this is not available, a ‘field trip’ outside can replace it ) iso that children can touch and feel different types of land. Discuss how clouds are collections of water and what happens when they get too big and heavy (it rains) Use Cotton balls and glue to make clouds, affixed to the labeled poster. Use a flashlight to give each child a turn to play with light and dark, making shadow puppets with their hands. Visit each of the posters, explaining and exploring what was created: “The first story in the Torah teaches us that G-d made the world in six days, and G-d made a different thing each day. Together, we’ll be creating posters that we can display to help us discover and then remember the order of creation.”
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“Today’s story is about how G-d made the world in six days and then rested on the seventh day. Note to teacher: This activity is written in a manner that encourages student collaboration on an art project to be displayed for community, but it can be easily modified so that each student independently creates a smaller poster that represents each day, so consider which approach would be most meaningful and appropriate for your students. Note to teacher: Before beginning activity, consider reading one of the stories suggested below in the literature connections setting, depending upon how familiar your students might already by with the story of creation, and make the reading of the story part of the set induction for this lesson. Activate background knowledge and discuss with children what they already know about the story of creation. Joyfully pass the Torah around the circle singing “ Torah Torah” (or other song familiar to your community).Įxplain to children that today's learning is about the first story in the Torah -the story of creation.