Instructor Manual

This book belongs to

General Conference Youth Ministries Department

 Builder
Instructor Manual

DVENTURER
A

CLUB

General Conference Youth Ministries Department

Produced by: Busi Khumalo (SID)
General Conference Youth Ministries Department Carlos Campitelli (SAD)
12501 Old Columbia Pike Gennady Kasap (ESD)
Silver Spring, MD 20904 Ron Genebago (SSD)
Jonatan Tejel (EUD)
Departmental Director: Gary Blanchard Magulilo Mwakalonge (ECD)
Associate Youth Director: Pako Mokgwane Nak Hyung Kim (NSD)
Associate Youth Director: Andrés J. Peralta Nick Kross (SPD)
Editor-in-Chief: Andrés J. Peralta Peter Bo Bohsen (TED)
Departmental Advisor: Abner De Los Santos Tihomir Lazic (TED)
Senior Editorial Assistant: Kenia Reyes-de León Tracy Wood (NAD)
Udolcy Zukowski (SAD)
Project Manager: Mark O’Ffill Ugochukwu Elems (WAD)
Content Contributors: Mark O’Ffill Vandeon Griffin (NAD)
Ted & Betsy Burgdorff Zlatko Musija (TED)

Copy Editor: Mark O’Ffill Resources:

Gomez, Ada. “Adventist Adventurer Awards.” Adventist Ad-
venturer Awards - Wikibooks.org. North American Division
Cover & Interior Designer:
Club Ministries, 2014. Web. 26 July 2017. <https://en.wiki-
Jonatan Tejel books.org/wiki/Adventist_Adventurer_Awards>.
Isaac Chia
Adrian Gutierrez Perez Gooch, Jennifer A. Eager Beaver Leader’s Guide with 23
Wilbert Hilario (ClicArt) Themed Meeting Plans. 3rd ed. Lincoln, Neb.: Advent-
Source, 2007, 2015. Print.
Had Graphic Inc.
[email protected]
For information
Email: [email protected]
Photos by: © Shutterstock
Website: youth.adventist.org

Division Correspondents:
Mailing Address:
Al Powell (IAD)
Adventist Youth Ministries
Alastair Agbaje (TED)
General Conference of Seventh-day Adventist
Armando Miranda (NAD)
12501 Old Columbia Pike,
Benoy Tirkey (SUD)
Silver Spring, MD 20904-6600, USA
Dear Adventurers, Parents, and Leaders,

Thank you for being a part of our newly released Adventurer Curriculum. We have
remastered, reengineered, and at times started over to make sure that this new
curriculum is fun, uplifting, appropriate for each age level, and most importantly, Jesus-
centered. We wanted to build a curriculum that can be done with a small group, large
group, family and children, Children’s ministry group, even Bible School group!

We have used several criteria in building this curricula. We worked with Adventist
educators and youth leaders to make sure we had the best resources available for our
Adventurers. First, we have used Bloom’s taxonomy, a broad ranging methodology
especially appropriate for 7 year olds and up, that helps us ask the children to do things
that they are truly developmentally capable of doing. For example, we ask Little Lambs
to listen to a story, while we ask 8 and 9 year olds to read age-appropriate stories. In
addition, we have used a multi-modal learning philosophy, meaning that we realize
that Adventurers learn in different ways. Thus, we have requirements that appeal to
children who learn best through listening, playing, drawing, singing, organizing, moving,
and so-on. We also filtered our requirements through developmental filters. Spiritual
stages of development, originally developed by Dr. John W. Fowler, have been well
explained and demonstrated in Youth Ministry by Adventist Youth Innovator Steve Case
of Involve Youth.

Adventurers - each lesson is meant to be mostly hands-on. That means most of the
time you will be actively doing something to learn about the topic. Sometimes, you’ll
have to take notes, or check a box (to remember what you did), but most of the time
you will be jumping, running, crafting, drawing, exercising, singing, praying, or reading
something! In many cases, your adult caregivers, whether they be your parents,
grandparents, guardians, or favorite neighbor, can help you accomplish the “jobs.” Help
them feel involved and be sure to always say thank you!

Parents - we value the time you have invested in Adventurers. Many of you are
doubling as leaders for Adventurers. We thank you. We have created a curricula that
is safe yet adventurous, varied, but specific in its Christ-centered goal. We hope the
children will bring home new found truths they can put into action about “My Self, My
God, My Family, and My World.” Please have your Adventurer share their experiences
with you by showing you the pages they worked through (and the games/stories they
learned along the way). Know that a lot of it is experiential so they won’t write a lot.
They will instead experience a great deal.

Leaders - Before the student worksheet pages come a variety of ‘big picture’ helps
to guide you as you create a safe environment for your group of Adventurers.
Developmental stages, working with special needs children in your unit, and much

Builder Instructor Manual  |  5

 more is included here. In addition, this curricula has a huge number of teaching ideas
in the back pages of the booklet (if you printed it out) or PDF (digital). Each time there
is a graphic in the kids’ booklet section with “helps see page #” you’ll know that is your
clue for hands-on field-tested ideas that you can use with a little bit of prep and a few
tools. We have tried to think of things that can be done with few resources, limited
spaces, and limited budget. However, your club is different from any other, so please
feel free to adapt the ideas to meet the needs of your group. At the front of the book
are additional ideas on how to format meetings and unit time so that within about 15
meetings, all the curricula requirements are done and you can award your Adventurers
with their pins and patches. Of course, that means that you may also have other
meetings that are primarily field trips, group awards, or other activities -- that’s GREAT!

The Curriculum in this book, if completed (yes, all of it) by the young Adventurer, is
eligible for a special pin that matches the name and image located on the book cover.
There are a total of six years worth of curriculum, each one age appropriate. The first,
Little Lamb is for 4 year olds, the second, Early Birds, for 5 year olds, Busy Bee, for 6 year
olds, Sunbeam, for 7 year olds, Builder, for 8 year olds, and Helping Hands, for 9 year
olds. Many kids will turn from one age to the next while working on the curriculum,
but should work to complete it before starting the next book. Some Adventurer
programs last during the school year, others from January to December. Either way,
there are usually 20-25 meetings in an Adventurer year. Each meeting usually has time
to complete one or more sessions of the book.

Patches (called awards) and pins (for finishing all the classwork in this book) are
available through your Division office for Adventurer ministry. They usually take orders
from local conferences (who have contacted each local club leader), and when they
visit World Headquarters in Washington D.C., they bring the order list to my office. We
fulfill the orders and send thousands of patches back home to your Division for you to
distribute to your deserving kids!

Thanks for joining us in the journey!

Andrés J. Peralta
Associate Youth Director

6  |  Builder Instructor Manual

Adventurer Club History
The history of Adventurers started back in 1917 when the Primary Reading Course was
introduced. This certificate eventually became part of the class requirements. In 1924
the Sunbeam class was taught in a second-grade classroom and a pin was awarded for
completing the requirements. The awarding of the Busy Bee pin first appeared in 1928
as part of the commencement exercises at school, and by 1929 the term “Investiture
Service” was used to describe the event where they awarded certificates and pins. The
Busy Bee Pledge and Law also first appeared in 1929.

The names used for this age group have varied over time and location and included
Preparatory classes, Pre-Juniors, Pre-Friends, Pre-JMV, Pre-AJY, Pre-Pathfinders,
Achievement classes, and Adventurers.

By 1933, this group was known as “Preparatory Members.” The two predominant classes
taught on the West Coast of the United States were Busy Bee and Helping Hand, while
to the East they were known as Sunbeam and Builder. All of these classes used the
same Pledge and Law, with only slight differences in the other requirements.

By 1938 the term “Progressive Class Work” was used when referring to all the classes
from Busy Bee up to Master Comrade.

In 1940 the General Conference outlined two Missionary Volunteer Progressive Classes
that were below the Friend class. They were Sunbeams and Builders. They had simple
celluloid pins, and where neckerchiefs were desired, tan was used for the Sunbeams
and jade green for the Builders.

Because of so many other names being used for these classes, both in the U.S. and
overseas, such as “Upstreamer,” “Junior Light Bearers,” “Sunshine Club,” and “Golden
Rule,” the MV committee voted on June 10, 1946 that the Pre-Junior classes be named
Busy Bee, Sunbeam, Builder, and Helping Hand.

In 1953 there was first seen a pre-Pathfinder Adventurers group, and by 1954
Adventurer camps started up in different conferences for boys and girls age 9, and later
on for both 8- and 9-year-olds.

Builder Instructor Manual  |  7

 The name Adventurers was used again in 1963 for a pre-Pathfinder group, this time at
the Pioneer Memorial Church at Andrews University.

In 1974 in the Washington Conference, for the previous 5 years a group called Beavers
for the 6 to 9-year-old kids was going on. They had their own uniforms, consisting of
yellow shirts or blouses and brown trousers or skirts.

By 1976 the Youth Leaders’ Handbook mentioned the newly revised pre-JMV Classes,
and by 1979 in the NAD, “pupils in grades one to four are designated as Adventurers.”

The General Conference Committee minutes of 1985 mentions the Adventurer Class
Requirements. The SDA Church Manual of 1986 again says, “Pupils in grades one to
four are designated as Adventurers,” and by 1989 the General Conference Committee
voted to approve organizing the Adventurer Club as part of the Pathfinder program
and voted in the official Adventurer Emblem.

In 1990 several Conferences tried out a pilot program of the new Adventurer Club
materials from the GC which included their own navy blue and white uniforms, their
own award patches (triangle in shape), and their own club structure. The following
year Norman Middag introduced the new Adventurer Club program to those who
attended the Children’s Ministries Convention held at Cohutta Springs, GA.

In 1999 the GC Annual Council recommended that a new section, Adventurer club, be
added to the Church Manual.

8  |  Builder Instructor Manual

 Builder Checklist
Name: Date Started: Date Completed:

Basic Requirements 1. Complete the Temperance award Instructor Checklist

1. Repeat from memory the Adventurer
Pledge and Law My Family Basic Requirements
1.
2. Explain the Pledge and Law through • I Have a Family
2.
art or skit 1. Share one way your family has 3.
3. Complete the Reading III award changed over time. Share how these
4.
changes make you feel
4. Complete the Building Blocks award My God
2. Find a story in the Bible about a
•
family like yours
1. -----------------------------------------------------------------
My God • Families Care for Each Other 2. -----------------------------------------------------------------
• God’s Plan to Save Me 1. Learn how to play a game through •
which each of your family members 1. -----------------------------------------------------------------
1. Create a story chart showing the
show appreciation to each of the other •
order in which these stories took place:
members of the family
Noah, Abraham, Moses, Ruth, David, 1. -----------------------------------------------------------------
Daniel, Esther 2. Complete the Family Helper award 2. -----------------------------------------------------------------
2. Make a diorama, poem, or song • My Family Helps Me Care for Myself 3. -----------------------------------------------------------------
about one of the stories above to show 1. Complete the First Aid Helper award My Self
someone how to live for God •
1. -----------------------------------------------------------------
• God’s Message to Me
1. Complete the Bible lll (red) (formerly
My World 2. -----------------------------------------------------------------
titled Bible ll) award • The World of Friends •
1. Complete the Caring Friend award 1. -----------------------------------------------------------------
• God’s Power in My Life
•
1. Spend regular quiet time with Jesus • The World of Other People
to talk with Him and learn about Him. 1. -----------------------------------------------------------------
1. Know and explain your national
Keep a record anthem and flag My Family
2. Ask three people who their favorite 2. Name your country’s capital, and the •
Bible hero is (other than Jesus) and why leader of your country 1. -----------------------------------------------------------------
3. Complete the Prayer award 2. -----------------------------------------------------------------
• The World of Nature
•
1. Complete a nature award not previ-
My Self ously earned, such as:
1. -----------------------------------------------------------------
2. -----------------------------------------------------------------
• Bodies of Water
• I Am Special •
• Insects
1. Put together a scrapbook, poster, or • Stars 1. -----------------------------------------------------------------
collage, showing some things you can • Weather or My World
do to serve God and others • Zoo Animals •
• I Can Make Wise Choices 1. -----------------------------------------------------------------
1. Complete the Media Critic award •
2. Complete the Wise Steward award 1. -----------------------------------------------------------------
2. -----------------------------------------------------------------
• I Can Care for My Body •
1. -----------------------------------------------------------------

Builder Instructor Manual  |  9

 INTRODUCTION

But Jesus said, “Let the little children come to Me, and do not forbid them;
for of such is the kingdom of heaven.”

–Matthew 19:14 (NIV)

This passage is often illustrated with a group of angelic children sitting attentively at Jesus’ feet.
Perhaps this was the first picture that popped into your mind when you agreed to lead out with
Builders. However, now that you’ve had time to think about it, the picture may have quickly
changed a herd of out of control third graders jumping up and down yelling, “Pick me! Pick me!”
Hopefully the reality will be somewhere in between these two pictures!

This guide was developed to assist parents and Builder level leaders who want to work with
children as they develop physically and spiritually. The Builder curriculum can be used as part
of the Adventurer Club in your church or by a group of parents who want to use a curriculum to
assist them in teaching their children skills and values.

All Builder activities should be fun and kid-centered. Remember that children of this age look to
adults to set the pace of the meetings and model how they should respond to situations. So . . .
take a deep breath, say a prayer, and keep your sense of humor. Your adventures with Builders
are about to begin!

10  |  Builder Instructor Manual

SECTION
1
The Builder Level
This section contains an overview of the Builder level. You’ll
get a quick look at where Builders fit into Adventurer Club
Ministries, the goals, Pledge, Law, song, and more!
 New
Adventurer Logo

VENTURE
AD R Jesus
Centered
Ministry

Nature
Oriented
Ministry

Family
Focused
Ministry

CLUB

12  |  Builder Instructor Manual

 Builder Goals

01 Demonstrate God’s love for children.

02 Promote the values expressed in the Adventurer

Pledge and Law.

03 Create an environment where all children

can contribute.

04 Encourage children to have fun.

Adventurer Pledge
Because Jesus loves me,
I will always do my best.

Adventurer Law
Jesus can help me to:

• Be obedient • Be attentive
• Be pure • Be helpful
• Be true • Be cheerful
• Be kind • Be thoughtful
• Be respectful • Be reverent

Adventurer Song*
(Wanderson Paiva)

We are joyful and faithful adventurers

Always trusting our friend, Jesus Christ;
And we know that our lives are a blessing Adventurer Song*
When we shine like a beacon of light.
We are Adventurers
We can see all the beauty around us
At home, at school, at play
From the hand of a great living God
We are Adventurers
If we live to proclaim His creation
We’re learning every day
We will see all the wonders of love. To be honest, kind, and true
To be like Jesus through and through
*Both Adventurer songs have been approved by the General
We are Adventurers!
Conference Youth Ministries department.”

Builder Instructor Manual  |  13

 The Builder Curriculum

One of your responsibilities as Adventurer parents and staff is toencourage the physical,
mental, and spiritual development of each child. The Adventurer curriculum levels were
created to assist you with this responsibility. The Builder requirements are organized into five
areas: Basic, My God, My Self, My Family, and My World. Additionally, there are lots of fun and
educational awards the children can earn.

Most children will complete the program requirements, except for the Builder Reading
award*, as part of the Builder lessons (pp. 29-116). The completion of each requirement will
be noted in the lesson so you can put a star or sticker by the child’s name on the Builder chart
and/or card. At the end of the Adventurer year, each child completing all the requirements will
receive the Builder pin during the Investiture Service.

It is very important for Adventurer staff to understand that not all Builders will be at the
same developmental level or have the same physical abilities, so you’ll need to be flexible in
how the children complete these requirements. It is up to you to interpret how the children
fulfill these requirements. For example, not all children will be able to memorize or read Bible
verses. Instead, you can explain the verse to the child and then have the child draw a picture
illustrating the verse. A child might not be able to grip a paintbrush but, instead, could dip a
large sponge into paint and decorate a sheet of paper. Again, flexibility and creativity are the
keys to ensuring the success of each Builder.

14  |  Builder Instructor Manual

Adventurer Awards

Builder patches are called awards. There are lots of awards and each one is designed to
encourage your Builders to explore, learn, and play. Once a Builder has completed all the
required activities for an individual award he or she can receive that patch.

Many awards are completed as part of the Builder curriculum and your club will probably set
aside time just for awards.

When working on awards it is up to the leader to adapt the requirements to the club and
children’s needs. For example, an award may require the child to play an action game using
a community helper’s skills. As parent or leader, you might choose to watch a video or visit a
community helper.

It is also up to you to decide when a child has met the intent of the award. Remember that
not all children will be capable of completing all award requirements as written. It is more
important that the children are encouraged to try new things and have fun than compete with
each other to receive the most awards or become frustrated by requirements that are beyond
their abilities. Flexibility on your part will make the experience more enjoyable and positive for
both children and parents!

Builder-age children like immediate rewards but are able to understand delayed recognition
better than the younger age groups. When they complete an award you could give them a
picture of the award or write on their record card or activity book and let them know they will
receive the patch at the Investiture Service.

Builder Instructor Manual  |  15

SECTION
2
Characteristics of Builders
This section gives you and your staff a
quick overview of what to expect and
what not to expect from Builders.

Builder Instructor Manual  |  17

 What You Need to Know
About Builders
In the book Child Guidance (Review and Herald, 1954), Ellen White encourages parents to
understand the developmental needs of their children.

This section helps you with just that—understanding the physical, cognitive, and social
characteristics of Builders. Remember that children develop at their own pace, so some
children in your club may not have reached these markers, and others will have passed them.
Also, abilities that children don’t have at the beginning of the Adventurer year, they may
obtain later in the year. Builders are quickly growing and learning. Make sure you focus on the
specific needs of each child and not the stages.

18  |  Builder Instructor Manual

Physical Characteristics
• Have improved coordination and reaction time.

• Have different rates of maturation; girls are often taller and more coordinated.

• May be fidgety and have poor posture; it is difficult for them to sit still.

• Have high energy and may play until they are exhausted.

Cognitive Characteristics
• Are beginning to reason logically and can organize thoughts.

• Learn best through active and concrete activities.

• Are beginning to be more responsible and independent.

• Value being trusted.

• Like collecting things and having hobbies.

• Are able to understand the perspectives of others.

• Enjoy facts and the real world more than fantasy.

• May be negative (I can’t, that’s boring), especially when trying new things.

• See things as right or wrong.

Builder Instructor Manual  |  19

 Social Characteristics
• Define themselves by attributes and achievements.
• May be self-conscious.
• Value friendships but may not have the skills to make friends.
• Enjoy humor and telling jokes.
• Are less dependent on adults and more dependent on peers.
• Begin to test authority and push limits.
• May overestimate their abilities.
• Appreciate rules and rituals.
• Tend to play with the same gender friends.
• May have one best friend.
• Want to do things right and well.
• Do not handle criticism and failure well.
• Feel a sense of security in groups, organized play, and clubs.
• Squirm while sitting, run instead of walk, and skip, tumble, and throw.
• Enjoy learning through active discovery.
• Need opportunities to use up their endless supply of energy.
• Need positive attention and praise from adults.
• Need opportunities to practice independence in a positive environment.
• Need to know the rules.

Spiritual Characteristics
James Fowler, a Christian counselor, researcher, and specialist in children’s development, has
identified
seven stages in the development of faith; three of which are closely associated with and parallel
cognitive and psychological development in childhood.

These stages are:

Primal Faith (ages 0-2)
1-Intuitive-Protective Faith (ages 3-5)
2-Mythic-Literal Faith (ages 6-11)
3-Synthetic-Conventional Faith (age 11-Adolescence)
4-*Individuative-Reflective Faith

20  |  Builder Instructor Manual

4-*Individuative-Reflective Faith

5-*Conjunctive Faith

6-*Universalizing Faith

Stage 0 “Primal Faith” is the beginning steps of faith within the arms of their parents. Stages
3-6 are the faith stages of Pathfinders and adults. He has done research and sees that many
individuals, even adults, may never develop stages 4-6 unless intentional ongoing spiritual
development is a chosen part of their ongoing deepening relationship with God. In Adventurers
we are working with children who are learning to experience God through stages 1 & 2.

Stage 1 (Little Lambs and

Early Birds)
• Shared experiences - kids love having a community to share their spiritual learning with.

• Parental - parents are involved in the Adventurer experiences and provide a lot of the
spiritual modeling

• Love & Security - God is real because of the love and security supplied by caregivers, such
as parents and Adventurer leaders

• Concrete Meaning - Truth about the Bible makes sense because of things they can touch
and Bible stories they can relate to. They are unable to think abstractly and are generally
unable to see the world from anyone else’s perspective.

• Experienced Traditions - opening exercises that are always the same, the Adventurer Pledge
and Law that are learned and repeated each session throughout the years of Adventurers
are a part of this experienced tradition. God becomes more real when things are
predictable and they know what to expect from spiritual activities. Faith is not a thought-
out set of ideas, but instead a set of experienced impressions WITH parents and influencers.

Builder Instructor Manual  |  21

 Stage 2 Mythical-Literal (Busy
Bees - Helping Hands)
• Compared - Children at this age are able to start to work out the difference between
verified facts and things that might be more fantasy or speculation.

• Trust Circle - Source of religious authority starts to expand past parents and trusted adults
to others in their community like teachers and friends.

• Religion as their Experience - Kids in this age group have a strong interest in religion. Later
in this stage children begin to have the capacity to understand that others might have
different beliefs than them.

• Duty - following God and his teaching is seen as a duty and honor.

• Concrete Meaning - By default, children in this age group see that prayer to God is
important and expected. They believe that good behavior is rewarded, and bad behavior is
punished. If I am good to God, God will be good to me. Teaching the reality of God’s GRACE
beginning at this stage will allow them to further deepen their relationship with Jesus as
they enter stages 3 & 4.

• Experienced Traditions = Symbol’s Meaning - Symbols of scripture are literal without added
meaning. Bible stories are powerful and real motivators.

22  |  Builder Instructor Manual

Do’s and Don’ts of Discipline
One of the best ways to prevent disciplinary problems is to keep Adventurers busy and on
task. The following strategies will help you manage your Adventurers. And remember, you’re
there to help the children and their families learn to love Jesus; therefore, it is important that
you model love, patience, and a cheerful attitude. You want the Adventurer Club to be a fun
experience for everyone, so try to keep your sense of humor and compassion even when an
Adventurer’s behavior is a problem.

DO
• Have a few short, simple rules and post them. Sample rules: Be kind to others. Use good
manners. Listen quietly to others. Follow directions. Be positive.

• Use signals to let the children know when you want their attention. Signals can be just
about anything, such as quickly turning a light on and off, turning a flashlight on and off,
raising your hand, or using a clicker.

• Use silence. Stop what you are doing and stay quiet until the children’s focus is back on
you.

• Make eye contact. Often getting a child to look at you is a good way to get her to stop what
she is doing and focus on you.

• Use names. If you say an Adventurer’s name followed by a question

or directions, you can usually get him back on track.

• Stand near an Adventurer to get her back on task.

• Ask adults to interact with the children. If adults are happily

participating in the activities, the Adventurers are more likely to
model the adults’ behavior. Additionally, having adults involved can
prevent misbehavior from escalating.

Builder Instructor Manual  |  23

 DON’T
• Embarrass or shame a child in front of others or privately

• Overreact

• Lose your temper—no screaming, using threats or nagging

• Hit or spank

• Insult a child by saying “you’re stupid,” “you’re useless,” “you’re a klutz”

• Use sarcasm

• Compare children

• Label children

• Demand respect—respect is earned

• Expect children to behave as adults

24  |  Builder Instructor Manual

SECTION
3
Builders with Disabilities
Learn how every Builder can fully participate
in your club by understanding each child and
knowing how to plan inclusive activities.

Builder Instructor Manual  |  25

 Including Builders
with Disabilities
When you learn that a child with a disability will be a member of your club, you might initially
feel overwhelmed. Don’t worry. Often simple changes to an activity or requirement are all that
is needed. Kids this age with disabilities can generally tell you when they require assistance
and if they can’t their parents or guardians can. Remember that parents or guardians are
not looking to you to discredit a diagnosis or to offer a “cure” for a condition; rather they are
looking to you to welcome and include their child. Additionally, the other children and adults
look to you to see how to act, so make sure you treat the child with a disability with the same
openness and ease that you show all of the children.

DO’s
• Speak directly to the child, not to the adult.

• Recognize that a child’s physical disabilities don’t indicate mental disabilities.

• Ask about the child’s medical or special equipment needs.

• Explain special equipment to all children to alleviate fears.

• Take extra care in planning for the safety of the child with a disability.

• Ensure the meeting facility is accessible.

• Ask the child how they would prefer to complete a task.

• Foster independence.

• Focus on all children’s strengths.

• Expect reasonable behavior from all children.

• Be flexible.

26  |  Builder Instructor Manual

Planning Inclusive Activities
At times you will need to substitute or change program requirements in order for children
with disabilities to participate. However, this may require some creative thinking on your part.
Remember that the point is for the activity to be fun and meaningful for the child. Here are
some ideas to get you started..

• Instead of requiring the child with a learning disability to memorize Bible verses, let her
draw pictures of the themes of verses: Jesus cares for me today, Jesus comes again, and
Jesus will take me to Heaven.

• For the autistic child over-stimulated by others and noise, let him sort beads instead of
making one of the bead crafts.

• If a child has a balance problem, provide a bike with training wheels for the bike rodeo.

• Instead of making a Christian history poster, a blind child can sing a hymn that is
historically significant.

• A child with cerebral palsy and poor fine motor skills may not enjoy coloring, so let him or
her use extra-large beads and thick yarn to create a bead project.

• Teach all children to use sign language for the Adventurer Pledge. This will allow a deaf
child or a child with a speech impairment to participate.

• A child with Down syndrome may need directions broken down into simple steps and
given one step at a time. (Modeling each step is helpful!)

Builder Instructor Manual  |  27

 Resources
Check out these websites or search the Internet to find information about specific disabilities:

• disabilityresources.org

• canchild.ca

ADDITIONAL IDEAS
• Invite a special education teacher to talk to the Adventurer staff.

• Visit your local library for books about children with disabilities.

28  |  Builder Instructor Manual

SECTION
4
Builder Meetings
Builders like to create and learn. These
lessons let your Builders have fun exploring
their world and growing closer to Jesus.

Builder Instructor Manual  |  29

 Builder Meetings
The meetings are the core of your program—this is where things really happen! Each meeting
includes the following:

• Theme

• Resources

• Stories, crafts, games, and songs

• List of materials

Activity Tips
Builder meetings should be designed to meet your church’s mission, your goals, and, most
importantly, the children’s needs. With this in mind, the activities in this section are designed
to be flexible. Don’t feel as if you must replicate each of them, although you can. Instead,
adapt the meeting themes and activities to best suit your club by changing the order of the
meetings; combining, deleting and adding activities; or by using them as inspiration for
creating your own activities.

While all of the activities in this section are designed to maximize fun, they also lead the
children to Jesus and enable them
to learn about their world, their
families, and themselves. You can
intentionally assist the children in
recognizing these connections to
Jesus and their world by specifically
stating the purpose of the meeting,
connecting the activities to the
meeting theme, and asking the
children questions that encourage
them to summarize the themes in
their own words.

Each meeting fulfills a program

requirement or the requirements
for an award. At times, the activities

30  |  Builder Instructor Manual

may vary from the actual program or award requirements. However, all suggested activities honor the
intent of the requirements. It’s up to you as the leader to decide how and if requirements are met.

Whatever themes and activities you select, consider using the same organizational structure for each
meeting since children this age benefit from consistency. Make sure the children know what to do while
waiting for instruction, rules for behavior during activities, and clean-up procedures. This structure helps
the children know what to expect and how to act throughout the meeting.

Also, be aware that the pace of activities will differ from club to club and meeting to meeting.
Sometimes the children will quickly complete everything you planned. It’s good to have a back-up game
or activity for when this happens. Other times, the children may really enjoy an activity and not want
to stop. It’s okay to omit activities that you’ve planned and continue with something that everyone is
enjoying. And if something isn’t going smoothly, you can stop the activity and redirect the children to
something new.

Finally, flexibility and enthusiasm are the keys to conducting successful Builder meetings!

Builder Instructor Manual  |  31

 Parent Networks
“The Adventurer program was created to assist parents in their important responsibilities as a child’s
primary teachers and evangelizers. …The program aims to strengthen the parent/child relationship and to
further the child’s development in spiritual, physical, mental, and social areas. Through the Adventurer
Program, the church, home, and school can work together with the parent to develop a mature, happy
child.”

In Adventurer ministry, “staff” and “parents” are often synonyms. Many clubs around the world are
created and run by groups of parents with a shared goal -- a club ministry for their kids.

However, in modern settings, parenting is complex. Adventurers provides a great and safe refuge to help
provide a structure, time, as well as spiritual and emotional resources to assist parents. All parents want
to succeed! Adventurers, if planned correctly can provide resources to help all of us succeed!

Parents are strongly encouraged to be completely involved in the Adventurer program -- volunteering to
help with their child’s group, collecting the supplies, providing or serving snacks, or leading out in field
trips. At this stage of development, parents are essential to the developmental, spiritual, and emotional
growth of the children!

In addition, providing parenting seminars, social events, and shared experiences to build the adult -
parent community will make the Adventurer program even strong. Friends (parents) working together,
in a shared community, make things happen!

Ideas for parent involvement:

• Telling a story / reading a story to the group of Adventurers

• Playing an instrument for singing time

• Field trip planning and implementing

• Snacks

• Crafts and games set up / clean up

• Leading a game or craft

• Telling a story

32  |  Builder Instructor Manual

Ideas to build successful parent communities:

• Family events outside of Adventurers

• Planning and carrying out service projects

• Planting a garden as a group (involve kids, share stories)

• Eat together

• Small group Bible studies after a meeting or on another evening. Stuy stories of
successful (and unsuccessful) parents in the Bible, Teachings of Jesus, or other subjects the
group is interested in

• Arrange prayer breakfasts, pray chats / texting, prayer times -- to pray for each other, their
spouses, relationships, and children.

• Assisting other families groups in need

Builder Instructor Manual  |  33

 Builder Scope and Sequence

MEETING 1 MEETING 2 MEETING 3 MEETING 4

My God My God
Area Basic Basic
God’s Plan to Save Me God’s Message to Me

a. Create a story chart

showing the order in
which these stories took
place: Noah, Abraham,
Moses, Ruth, David,
Repeat from memory the
Explain the Pledge and Daniel, Esther.
Requirements Adventurer Pledge and
Law through art or skit
Law
b. Make a diorama,
poem, or song about one
of the stories above to
show someone how to
live for God.

Reading lll Building Blocks Bible lll

Award

Done

34  |  Builder Instructor Manual

 MEETING 5 MEETING 6 MEETING 7 MEETING 8
My God My Self
My Self My Self
Area
God’s Power I Can Make
I Am Special I Can Care for My Body
in My Life Wise Choices

a. Spend regular quiet

time with Jesus to talk
with Him and learn
about Him. Keep a Put together a scrap
record. book, poster, or collage,
Requirements showing some things
you can do to serve God
b. Ask three people who and others.
their favorite Bible hero
is (other than Jesus) and
why.

Prayer Media Critic Temperance

Wise Steward

Award

Done

Builder Instructor Manual  |  35

 MEETING 9 MEETING 10 MEETING 11 MEETING 12
My Family My Family
My Family My World
Area
Families Care My Family Helps Me Care
I Have a Family The World of Friends
for Each Other for Myself

a. Share one way your

family has changed over Learn how to play a
time. Share how these game through which
changes make you feel. each of your family
Requirements members show
appreciation to each of
b. Find a story in the the other members of
Bible about a family like the family.
yours.

Family Helper First Aid Helper Caring Friend

Award

Done

36  |  Builder Instructor Manual

 MEETING 13 MEETING 14 MEETING 15 MEETING 16
My World My World My World
Area
The World
The World of Nature The World of Nature
of Other People

a. Know and explain

your national anthem
and flag.
Requirements
b. Name your country’s
capital, and the leader of
your country.

Complete a nature Teach one of the

award not previously following Little Lamb
earned. level awards:
Bodies of Water, Insects,
Stars, Weather or Zoo
Animals.

Award

Done

Builder Instructor Manual  |  37

 BASIC

1   Repeat from memory the Adventurer Pledge and Law. Help

in page 66

2   Explain the Pledge and Law through art or skit.

Adventurer Pledge

“Because Jesus loved me, I will always do my best.”

38  |  Builder Instructor Manual

 BASIC

Jesus can help me to:

• Be obedient • Be attentive
• Be pure • Be helpful Help
in page 66
• Be true • Be cheerful
• Be kind • Be thoughtful
• Be respectful • Be reverent

Builder Instructor Manual  |  39

 BASIC

3   Complete the Reading III Award Help

in page 67

Awarded to Adventurers who read, or listen while someone else reads:

1. Three chapters from the book of Acts from a modern translation

of the Bible.

2. A Bible story or book about Jesus.

3. A book on health or safety.

4. A book on family, friends, or feelings.

5. A book on history or missions.

6. A book on nature.

40  |  Builder Instructor Manual

 BASIC

Reading Log
Reading Log
Name: _____________________________________________ Month: __________________

Date
Name of book Author completed Comments

Copyright © 2012 K12reader.com. All Rights Reserved. Free for educational use at home or in classrooms. www.k12reader.com

Builder Instructor Manual  |  41

 BASIC

4   Complete the Building Blocks Award Help

in page 67

1. Find in the Bible and review 3 or more of the stories listed below:

a. Noah (Gen 6-7);

b. Tower of Babel (Gen 11:1-9);

c. Abram’s tent (Gen 12:1-8);

d. Wilderness tabernacle (Ex 25-27);

e. Solomon’s temple (1 Chronicles 28:1-10, 2 Chronicles 3-5);

f. Manger (Luke 2:1-20);

g. Wise man and foolish man (Luke 6:47-49);

h. New Jerusalem (Rev. 21-22).

2. After reading the Bible stories in requirement 1, List some things that were the same and
things that were different about all the building projects (materials, location, size, pur-
pose). Why was each building project built?

Story 1: ________________ Story 2: ________________

Story 3: ________________

42  |  Builder Instructor Manual

 BASIC

3. Invite a builder or carpenter to talk about the:

a. tools he uses (display and demonstrate)

b. kinds of things he builds

c. safety rules he follows

d. values like being honest, measuring carefully, following instructions/plans, setting

a strong foundation

4. Share 2 choices that you can make this week that will build up and not break down
your character.

5. Discuss How a building and its foundation are a lot like our lives and our choices. Read
& discuss 1 Corinthians 3:11 and Phillippians 4:8 as part of your answer.

6. Read Revelations 21-22

a. Learn about the heavenly home that God is making for all who choose His gift
of eternal life.

b. What building materials is He using?

c. Why should we wish to be in heaven?

Builder Instructor Manual  |  43

 BASIC

7. Construct one or more buildings of any size or type. You may work individually or in
teams.

44  |  Builder Instructor Manual

 God’s Plan to Save Me MY GOD

Create a story chart showing the order in which these stories took place:
1 Noah, Abraham, Moses, Ruth, David, Daniel, Esther.
Help
in page 69

Builder Instructor Manual  |  45

 MY GOD God’s Plan to Save Me

Make a diorama, poem, or song about one of the stories above to show someone how to
live for God.

Story Project
Noah Diorama

Abraham Poem

Moses Song

Ruth

David

Daniel

Esther

46  |  Builder Instructor Manual

 God’s Message to Me MY GOD

1   Complete the Bible III award Help

in page 70

1. Earn the Bible II award.

2. Recite in order the books of the Old Testament.

3. Tell or act out the following Bible stories:

a. Noah

b. Abraham

c. Moses

d. David

e. Daniel

4. Read or listen to a Bible story.

5. Memorize and explain three of the following verses about living for Jesus:

a. Exodus 20:11-17

b. Philippians 4:13

c. Philippians 2:13

d. 1 John 2:1, 2

Builder Instructor Manual  |  47

 MY GOD God’s Power in My Life

Help
1   Spend regular quiet time with Jesus to talk with Him and
learn about Him. Keep a record.
in page 71

FAMILY worship TIME RECORD

Week 1 Week 2 Week 3 Week 4
Sun
Mon
Tue
Wed
Thu
Fri
Sat

48  |  Builder Instructor Manual

 God’s Power in My Life MY GOD

Help
2   Ask three people who their favorite Bible hero
is (other than Jesus) and why.
in page 71

Name Bible Heroes

Builder Instructor Manual  |  49

 MY GOD God’s Power in My Life

3   Complete the Prayer award Help

in page 72

1. Explain why we pray and what things we pray for and how we pray. Read Isaiah 40:31

2. Read Matthew 6:5-15, the Lord’s Prayer.

3. Pray to God and Jesus 3 times a day for one week. Read 1 Thessalonians 5:17

4. Teach someone you know about praying and say a prayer with him/her.

5. Do 3 or more of the following:

a. Make a prayer request chart and ask people if they have a prayer request and
pray for them.

b. Lead out in a club opening or closing prayer.

c. Make a card with a prayer in it and give it to someone.

d. Ask the Pastor about prayer.

e. Have a prayer breakfast for kids and parents.

f. Make a prayer journal and see how God answers prayer.

50  |  Builder Instructor Manual

 God’s Power in My Life MY GOD

The Prayer
Begin with prayer & thanksgiving
(thumb)
Matthew 6:9 Pray then like this: “Our Fa-
ther in heaven, hallowed be your name.

Pray for God’s will & for opportunities for

ministry (index finger)
Matthew 6:10 Your kingdom come, your
will be done, on earth as it is in heaven.

Pray for God to provide your needs, spiri-

tual & physical (middle finger)
Matthew 6:11 Give us this day our daily
bread.

Ask for forgiveness, and pray for others

who have mistreated you (ring finger)
Matthew 6:12 and forgive us our debts,
as we also have forgiven our debtors.

Pray for spiritual growth and the power

of the Spirit of God to lead us and deliver
us (pinkie)
Matthew 6:13 And lead us not into temp-
tation, but deliver us from evil.

Builder Instructor Manual  |  51

 MY SELF I Am Special

1   Put together a scrapbook, poster, or collage, showing some things you can do
to serve God and others.

Help
in page 74

52  |  Builder Instructor Manual

 I Can Make Wise Choices MY SELF

2   Complete the Media Critic award

Help
in page 74

1. Explain what is meant by the term “media.” Cite four examples.

2. Memorize Philippians 4:8 and discuss three principles that help us form good reading,
viewing and listening habits.

Philippians 4:8

“Finally, brethren, whatever things are ________, whatever things are

__________, whatever things are _________, whatever things are
___________, whatever things are __________, whatever things are of
_________ _________, if there is any __________ and if there is any-
thing praiseworthy—______________ on these things.”

Builder Instructor Manual  |  53

 MY SELF I Can Make Wise Choices

3. Keep a log of the time you spend each day with the different types of media. Note
whether the media is Christ-centered or secular. Do this for two weeks.

Media Time
FAMILY Log TIME RECOR
worship
Week 1 Week 2 Week 3 Week 4
Sun
Mon
Tue
Wed
Thu
Fri
Sat

54  |  Builder Instructor Manual

 I Can Make Wise Choices MY SELF

4. Do one of the following with an adult then become a “media critic” and discuss the mer-
its of each:

a. watch television

b. read a story

c. listen to a recording

5. With an adult, use a television guide, book club listing, etc., to choose what you will read
or watch next week.

6. After your teacher reads the beginning of a short story, make up your own ending.

Builder Instructor Manual  |  55

 MY SELF I Can Make Wise Choices

  Complete the Wise Steward award

3 1. Find a Bible verse which tells who owns everything on earth.
Help
in page 75

2. Describe a wise steward.

3. Find, read and explain Malachi 3:8-10.

4. Fill out your own tithe envelope and give it at church in the offering plate.

5. Make and decorate a place to keep your:

a. spending money.

b. Savings.

c. Tithe.

6. Make a poster showing some of the things Sabbath School offerings are used for.

7. Listen to the story of a widow in the Bible and her small offering.

8. Tell how and why wise stewards will care for their belongings.

56  |  Builder Instructor Manual

 I Can Care for My Body MY SELF

1   Complete the Temperance award

Help
in page 76

  1. Read and discuss:

  a. 1 Cor. 6:19, 20
  b. 1 Cor. 3:17
  2. Tell what is meant by:
  a. Drug abuse
  b. Temperance
  3. Do one of the following:
  a. Talk to a doctor/nurse or discuss with another adult the harm in using:
i. Tobacco
ii. Alcohol
iii. Other drugs
  b. Watch and discuss a film or video on the dangers of using any of the above.
  4. Tell why some people choose to smoke, drink alcohol, or use drugs. Tell how we can
choose not to use them ourselves.
  5. Plan a skit encouraging others to say “NO” and perform it with your group.
  6. Make an anti-smoking, anti-drug, or anti-alcohol design and paint it on a T-shirt. OR
Create a poster showing the dangers of drug abuse.
  7. Identify two famous persons who do not use any tobacco, drugs, or alcohol, and who are
among the best in their field. OR Interview two people you know who live happily and health-
fully without using tobacco, drugs, or alcohol, and discuss with them their reasons for not using
those things.

Builder Instructor Manual  |  57

 MY FAMILY I Have a Family

1   Share one way your family has changed. Share how these changes make
you feel.
Help
in page 77

2   Find a story in the Bible about a family like yours (if possible).

58  |  Builder Instructor Manual

 Families Care for Each Other MY FAMILY

1   Learn how to play a game through which each of your family members show
appreciation to each of the other members of the family.

Help

2
in page 78
  Complete the Family Helper award

  1. Read and discuss the following Bible verses:

  a. Philippians 2:14
  b. John 15:12
  c. Psalm 118:7
  d. Galatians 6:9
  2. Who is a family helper?
  3. Discuss things I can do to be a helper.
  4. Keep a log for 3 weeks listing how you have been a helper.
  a. Each week, discuss with your mentor the progress you have made that week.
  b. Discuss the ways you have helped and which was your favorite.
  c. Discuss what ways you could have helped differently.

Day 1 Day 2 Day 3 Day 4 Day 5

What I did: What I did: What I did: What I did: What I did:
Week 1

Week 2

Week 3

Week 4

Builder Instructor Manual  |  59

 MY FAMILY My Family Helps Me Care for Myself

  5. Make a thank you card/note for your parent/guardian thanking them for everything
they do for you.

60  |  Builder Instructor Manual

 My Family Helps Me Care for Myself MY FAMILY

3   Complete the First Aid Helper award Help

in page 80

  1. Demonstrate how to treat an abrasion or a cut, and describe the dangers of a dirty dress-
ing.
2. Describe how to care for a nosebleed.
3. Identify and make a display of different types of bandages.
4. Make a simple first-aid kit and learn uses of included items.
5. Sterilize one of the following and tell why each is an important item to have in your first-
aid kit.
a. Tweezers
b. Thermometer
c. Needle
6. Visit an emergency-care facility to learn about some of the emergencies they care for.
7. Play “hospital” and practice your skills on the above emergencies.
8. Describe and draw the First Aid symbol.

Builder Instructor Manual  |  61

 MY FAMILY My Family Helps Me Care for Myself

9. Name a time when Jesus gave first aid to someone who was bleeding badly.

62  |  Builder Instructor Manual

 The World of Friends MY WORLD

1   Complete the Caring Friend award Help

in page81

  1. Explain how you can be a Caring Friend. Find, read and memorize
I Peter 5:7.

“Cast all your anxiety on him because he cares for you”

  2. Talk to a person and ask the following:

  a. the day and month (s)he was born
___________________________________________________________________________________
  b. his/her favorite animals
___________________________________________________________________________________
  c. two of his/her favorite colors
___________________________________________________________________________________
  d. three favorite foods
___________________________________________________________________________________
  e. four things that are important to him/her
___________________________________________________________________________________
  f. have your new friend tell you about his/her last trip
___________________________________________________________________________________
  3. Visit a shut-in and take something to him/her. Use the questions in #2 as a
basis for your conversation.
  4. Tell one of the persons in #2 or #3 above how Jesus loves you and that He
loves him/her also.
  5. Show how you can become a caring person to your parents by:
  a. helping to keep your room clean
  b. helping in the kitchen with preparation or cleanup
  c. doing extra chores without being told
  6. Tell of something special you have done for a friend.

Builder Instructor Manual  |  63

 MY WORLD The World of Other People

2   Know and explain your national anthem and flag Help

in page 82

  Name your country’s capital, and the leader of your country.

64  |  Builder Instructor Manual

 The World of Nature MY WORLD

3   Complete a nature award not previously earned Help

in page 83

Builder Instructor Manual  |  65

 Builder Instructor Help
General notes
General notes: If you are able to decorate a space for the builders each meeting, it will help those who
learn by experiencing to learn more readily. Decorating with building tool cut outs, construction signs, or
posters with messages about building character all set a theme for the year!
You could even include a wall check off chart with sticker to use as your group completes requirements (we
would suggest that it mirrors a google sheets (or equivalent) file that is shared with all the Builder parents
so they know what their child has not completed if they miss a meeting).
If your space allows, having a “story center,” “game center,” and “craft center” each set up ahead of time
(and staffed by adults) will help your meeting go quickly and smoothly.

Basic
I. Repeat from memory the Adventurer Pledge and Law.,
Adventurer Pledge
Because Jesus loved me, I will always do my best.

Adventurer Law
Jesus can help me to:
• Be obedient
• Be pure
• Be true
• Be kind
• Be respectful
• Be attentive
• Be helpful
• Be cheerful
• Be thoughtful
• Be reverent

II. Explain the Pledge and Law through art or skit.

Helps:

1. This is the application section for a discussion about the Adventurer Pledge and Law which they
have memorized. The third grade Adventurers will be able to explain what the various parts of the
Pledge and Law mean. You may need to help them with everyday examples of what it looks like
to follow this pledge and law in their lives. Help them create a skit or art piece that depicts some
things they could do to live the pledge or law.

66  |  Builder Instructor Manual

III. Complete the Reading III Award
Requirements:
Awarded to Adventurers who read, or listen while someone else reads:
Three chapters from the book of Acts from a modern translation of the Bible.
1. A Bible story or book about Jesus.
2. A book on health or safety.
3. A book on family, friends, or feelings.
4. A book on history or missions.
5. A book on nature.

Helps:
1. Be sure that whatever version of the Bible you select, is in language which is easily under-
stood by the Builders. Also, select a section of Acts which will interest the Builder. Take time to ask
questions as you read like: What do you think it would have smelled like, sounded like, felt like?
Why do you think this person did what they did?

2. There are many books about Jesus. The important part is to find one for your child’s develop-
mental level.
Bible App for Kids is a ministry of Youversion Bible Inc. and provides nearly 50 interactive Bible
stories for kids. There is an animated storybook app with vivid illustrations and sound as well
as interactive touch screen interactions. The games and activities help kids remember what they
learn. The navigation is simple for kids and there are no in-app purchases. There is also a printed
Bible that has the same stories and graphics. See your device’s app store.
Bibleforchildren.org has illustrated and color pages for sixty different Bible stories available for
download and printing in 132 different languages. There are 18 stories about Jesus (including
Powerpoint, coloring pages, and storybook pages) http://bibleforchildren.org/ or your device’s App
store.
Book Reading is usually “assigned” and done as a parent-child activity. As the children complete
the activity have them REPORT their findings at club meetings.

IV. Complete the Building Blocks Award

1. Find in the Bible and review 3 or more of the stories listed below:
a. Noah (Gen 6-7);
b. Tower of Babel (Gen 11:1-9);
c. Abram’s tent (Gen 12:1-8);
d. Wilderness tabernacle (Ex 25-27);
e. Solomon’s temple (1 Chronicles 28:1-10, 2 Chronicles 3-5);
f. Manger (Luke 2:1-20);

Builder Instructor Manual  |  67

 g. Wise man and foolish man (Luke 6:47-49);
h. New Jerusalem (Rev. 21-22).
2. After reading the Bible stories in requirement 1, List some things that were the same and
things that were different about all the building projects (materials, location, size, purpose).
Why was each building project built?
3. Invite a builder or carpenter to talk about the:
a. tools he uses (display and demonstrate)
b. kinds of things he builds
c. safety rules he follows
d. values like being honest, measuring carefully, following instructions/
plans, setting a strong foundation
4. Share 2 choices that you can make this week that will build up and not break down your
character.
5. Discuss How a building and its foundation are a lot like our lives and our choices. Read &
discuss 1 Corinthians 3:11 and Phillippians 4:8 as part of your answer.
6. Read Revelations 21-22
a. Learn about the heavenly home that God is making for all who choose His gift
of eternal life.
b. What building materials is He using?
c. Why should we wish to be in heaven?
7. Construct one or more buildings of any size or type. You may work individually or in
teams.
Purpose: Compare similarities between building a structure and building good character.
Resources needed: Bible, building materials as available, a creative mind, and encouraging
words.

Helps:
1. As you review the stories, emphasize the items built and encourage the children to dis-
cuss the choices the Bible characters made.
a. God asked Noah to build an ark. It took Noah 120 years to build the ark and he lived
on it for more than one year. Extra: How big was the ark? Use a long measuring tape
to find out.
b. Babel—God knew the best thing for the people at that time was to live in tents so
they could spread across the earth—not to build the tower of Babel.
c. Abram’s home was a tent. Extra: Make Abram’s tent out of sheets and chairs.
d. God asked Moses to build a portable tabernacle.
e. God asked Solomon to build a tabernacle in Jerusalem.
f. God sent Joseph and Mary to a stable.
g. At the end of the Sermon on the Mount, Jesus refers to a man who built a house by
first laying a strong foundation on a rock.
h. God wants you to live in the house He is building for you in heaven.
2. A simple Venn Diagram might help the children compare / contrast the buildings. Simply

68  |  Builder Instructor Manual

 Create three overlapping circles. The places outside each circle are what is unique to that
building project. The places that interlock are similar to two or all three projects.
3. Questions you might ask: What materials do you build with? How do you know where to
build? What is this tool used for? What do you need to learn to be a good builder?
a. Alternatives: take a trip to a construction site, interview a workman and ask ques-
tions about the building.
4. Ways to share choices (you may work in teams):
a. Draw a brick wall on a poster and write one choice or characteristic on each brick.
b. Mime or act out a choice.
c. Illustrate a choice in a painting, drawing, sculpture, or on a computer, video
or camera.
d. Sing a song describing good character-building choices.
e. Privately, write a poem or journal, reflecting on your choice.
5. This is a discussion. The goal is to connect the Bible texts to the character building develop-
ment of each child. Maybe you could show pictures of houses with JUST the slab, then with
just some walls but no roof, then still not really done on the inside. Talk about how each
stage of a house or building is more complete. Their lives are developing. If jesus is their
“master builder” their characters will be absolutely Christ-like!
6. Bring gemstones to touch and see or show pictures of the New Jerusalem. The gemstones
used in the New Jerusalem are rather pricey, so finding different colored stones/minerals that
help the Builders see a variety of stones is more viable for most. There are few great images
of artwork of the New Jerusalem, but several artists, including Adventist Nathan Greene have
painted images of the New Jerusalem. “The Blessed Hope” shows the second coming with
the New Jerusalem in the sky above the scene for example
7. Any type of building materials may be used, such as toys like Lego, Lincoln Logs, or Tinker
Toys, or craft sticks, play dough, foam board, or construction paper. There are even models
of homes that can be printed on card stock and folded. Search engine:foldable houses templates
city

Real building materials such as sticks, straw, mud, or bricks may also be used (but have
some serious clean-up downsides).
Suggestions for types of buildings: Bible buildings, your home, your
school, a favorite shop, your church building, your imagined heavenly home.

My God: Old Testament Heroes

I. God’s Plan to Save Me

A. Create a story chart showing the order in which these stories took place: Noah, Abraham,
Moses, Ruth, David, Daniel, Esther.

Teaching Idea: Bible Story Timeline

Builder Instructor Manual  |  69

 In third grade, you can expect that they will be able to draw and color simple pictures
to represent each person in the order their story happened.

Challenge your Adventurers to be creative with the picture they draw to depict each person
in the timeline. Let each Builder create their picture timelines then ask each one to share
what they did with the group.

B. Make a diorama, poem, or song about one of the stories above to show someone
how to live for God.

Teaching Idea: Four Door Diorama

Materials: Construction paper, paper glue, materials to place in the diorama.
Procedure: Construct the diorama (either the square four door here: https://snapguide.com/
guides/make-a-four-door-diorama/ or http://ilove2teach.blogspot.com/2011/10/create-an-
imal-create-plant-freebie.html or the easier to assemble “3 sided” triorama here - http://
www.stormthecastle.com/diorama/make-a-triarama.htm
You may want to get each Builder to select a different person in the list so that
there is variety in the subjects for this application requirement. Search Engine “foldable four door
diorama” or “foldable tri frame diorama paper”

II. God’s Message to Me

A. Complete the Bible III award

Requirements:
1. Earn the Bible II award.
2. Recite in order the books of the Old Testament.
3. Tell or act out the following Bible stories:
a. Noah
b. Abraham
c. Moses
d. David
e. Daniel
4. Read or listen to a Bible story.
5. Memorize and explain three of the following verses about living for Jesus:
a. Exodus 20:11-17
b. Philippians 4:13
c. Philippians 2:13
d. 1 John 2:1, 2

70  |  Builder Instructor Manual

 e. Jude 24
f. Your choice
6. Play two games to help you remember the Bible stories.

Helps:
1. The Bible III award could be taught as part of the church school or Sabbath School Bible
class.
2. Teach with songs, games, felts, etc.
3. Encourage creativity and learn the special Bible lessons from the stories.
4. Make sure your children have hands-on experience using their Bibles, but also use Bible
Story books, videos, and cassette tapes to teach them these stories in an interesting way.
5. Help the children understand the meaning of the passages and how they can apply to their
lives.
6. Bible game books are available at Christian book stores as are Bible color books and felt
sets. Search engine “Bible story active game third grade”
Teaching Idea: Samuel Balloon Game (#4)
Materials: balloons, markers, air pup (opt.)

Procedure: Have your kids blow up large balloons and write things on the balloons that God tells us to
do. Help your children come up with ideas and write them on the board. Use this activity to introduce
the Bible lesson about Samuel Listening to God

III. God’s Power in My Life

A. Spend regular quiet time with Jesus to talk with Him and learn about Him. Keep a record.

Helps:

B. Ask three people who their favorite Bible hero is (other than Jesus) and why.

Note: This can be adults or other children. Family groups make an ideal discussion circle for
this activity!
Teaching Idea: Molding Art
Materials: Moldable medium, such as Playdoh, Modeling Magic, or air-dry clay. Homemade
“playdough” recipe below.

Procedure: Give each Adventurer 1 or more SMALL lumps. Give them time to MAKE A FIG-
URE OR ITEM that their Bible hero might have used. Ex. Moses - staff, David - Harp, Samson
- pillars, Esther - food, Peter - fish, John - pillow (visions). Talk about what makes a Bible
hero a good hero. Focus on dependency on God, trust in God, willingness to obey God, etc.
Be sure to acknowledge questions about whether you have to be PERFECT to be God’s hero
(NO!). Have each show-n-tell their item. Air dry on a cookie wrack or equivalent (so that

Builder Instructor Manual  |  71

 the bottom of the model dries too). Encourage the Adventurers to take their DRIED object
home to share the Bible story with friends and family. If working with a largely bible-illiter-
ate group, Use the Bible App or other bible story device/system to share several short Bible
stories, then have each choose a different one to illustrate.

Recipe for Homemade Playdough

2 cups all-purpose flour.
3/4 cup salt.
4 teaspoons cream of tartar.
2 cups lukewarm water.
2 Tablespoons of vegetable oil / canola oil Food coloring, op-
tional.
Quart / liter sized zip-bags

Mix ingredients. Stir, then knead. Divide into smaller lumps before adding food coloring.
Start with 4-5 drops, knead color into dough inside the
zip-bags to avoid staining, add more color as desired. Food coloring is washable from hands
BUT may stain some fabrics.
The dough will store for 2-3 months in the zip-bag. This recipe is enough for 4-6 Adventur-
ers.

C. Complete the Prayer award

Requirements:
1. Explain why we pray and what things we pray for and how we pray. Read Isaiah
40:31.
2. Read Matthew 6:5-15, the Lord’s Prayer.
3. Pray to God and Jesus 3 times a day for one week. Read 1 Thessalonians 5:17
4. Teach someone you know about praying and say a prayer with him/her.
5. Do 3 or more of the following:
a. Make a prayer request chart and ask people if they have a prayer request and
pray for them.
b. Lead out in a club opening or closing prayer.
c. Make a card with a prayer in it and give it to someone.
d. Ask the Pastor about prayer.
e. Have a prayer breakfast for kids and parents.
f. Make a prayer journal and see how God answers prayer.

Helps:
1. We pray to stay close to Jesus because He is our very best friend and to be like Jesus, Read
Mark 1:35 We pray to thank Him for his love and care, to ask for forgiveness, and to help
others and ourselves. James 5:16. We should have a quiet time each day with Jesus, but we

72  |  Builder Instructor Manual

 can pray anytime, anywhere.
2. Discuss the Lord’s Prayer with children.
3. Ask parents to encourage children to pray and to make it a daily habit. Send to parents
Ideas for Teaching Parent About Quiet Time.
4. Discuss how to teach someone to pray. Sending a note home to alert parents/caregivers
that their Adventurer is going to attempt to start a conversation about prayer with them
might help parents be ready and help the kids be more successful. Include in the note
tips on how to start the prayer conversation with their children.
5. Plan ahead. Because Builders are older, they may be willing and able to HELP PLAN for
the Prayer Breakfast or card event!
6. For the prayer breakfast invite kids of all ages to attend and have a child give the message.

Teaching Idea: Five Finger Prayer Guide

Procedure: Have kids outline their fingers/hand on a paper plate (NOT foam plate) OR if you
wish a more permanent take-home reminder, mix of
plaster-of-paris in a form such as a deeper plate. Just as it begins to thicken, place their hand
in it to create the impression of their outspread fingers.

Each of the fingers represents part of the Lord’s Prayer (Model Prayer) and can be used in
the same format for prayers by young people today. Go slow for each step, giving sample
prayers for each part. Since the children can write, have them uses works like “Thanks” or
“Sorry / Power” to label each finger on their drawing or plaster craft.

Begin with prayer & thanksgiving (thumb)

Matthew 6:9 Pray then like this: “Our Father in heaven, hallowed be your name.
Pray for God’s will & for opportunities for ministry (index finger)
Matthew 6:10 Your kingdom come, your will be done, on earth as it is in heaven.
Pray for God to provide your needs, spiritual & physical (middle finger)
Matthew 6:11 Give us this day our daily bread,
Ask for forgiveness, and pray for others who have mistreated you (ring finger)
Matthew 6:12 and forgive us our debts, as we also have forgiven our debtors.
Pray for spiritual growth and the power of the Spirit of God to lead us and deliver us (pinkie)
Matthew 6:13 And lead us not into temptation, but deliver us from evil.

Note: This prayer format using our finger guide was first stated by Francis of Assisi, so
children of other faith backgrounds may already be familiar with the format, and thus
may be even able to share ways their family has used this model.

My Self:
I. I Am Special

Builder Instructor Manual  |  73

Put together a scrapbook, poster, or collage, showing some things you can do to serve God and
others.

Teaching Idea: Magazine Scramble / Gallery Walk

Materials: Old magazines or stack of old news clippings (photos). Glue, poster board.

Procedure: Have children brainstorm on one side of the poster board what KINDS of things
they think would make a great collage -- ways we could serve God. After they come up with
a list, they can look through the kid-safe magazines or pre-sorted news clippings (WARNING,
most magazines and newsprint should be sorted for images that are NOT kid appropriate).
They can then glue these clippings onto the OTHER side of the poster board. Titlefor poster
board “Ways We Serve God”, then they can abel their drawing with specific tasks or roles the
pictures represent. Ex. a picture of boxed/canned food = “collecting non-perishable food for
the less privileged.”

II. I Can Make Wise Choices

A. Complete the Media Critic award

Requirements:
1. Explain what is meant by the term “media.” Cite four examples.
2. Memorize Philippians 4:8 and discuss three principles that help us form good reading, view-
ing and listening habits.
3. Keep a log of the time you spend each day with the different types of media. Note whether
the media is Christ-centered or secular. Do this for two weeks.
4. Do one of the following with an adult then become a “media critic” and discuss the
merits of each:
a. watch television
b. read a story
c. listen to a recording
5. With an adult, use a television guide, book club listing, etc., to choose what you will read
or watch next week.
6. After your teacher reads the beginning of a short story, make up your own ending.

Helps:
1. Media are forms of communication that reach a large number of people, such as news-
papers and magazines, television, films and videos, books, radio and musical recordings.
Explain to the children that the media are in themselves, neutral, and that they can be used
for good or bad. Explain to them that in today’s society they will be bombarded by media
messages, and that it is hard not to be affected by what they see and hear and read. That’s
why it is important to learn to control the media by choosing what they will expose them-
selves to.

74  |  Builder Instructor Manual

2. Read Philippians 4:8 and teach the children to use it as a guideline in making choices about
what to do and see. Discuss these principles with the children, explaining them to the chil-
dren and asking them to tell you what they have learned from this Bible verse.
3. Teach the children to be aware of time spent with Jesus compared with secular activities.
Have each child make a chart keeping track of their viewing and reading activities for at
least two weeks.
4. Select a story or program that the child feels will meet the standards of Philippians 4:8. You
cannot always tell by reading a review or advertisement if it will be good by Jesus’ standards.
When you begin reading or viewing, if it is not proper, stop! Find something else. Encourage
the child to make good choices.
5. Choosing ahead helps us realize how much time we spend in these activities and helps us
to be more selective.
6. Reinforce the principles of good reading and viewing habits as they complete the story.
Encourage imagination!

B. Complete the Wise Steward award

Requirements:
1. Find a Bible verse which tells who owns everything on earth.
2. Describe a wise steward.
3. Find, read and explain Malachi 3:8-10.
4. Fill out your own tithe envelope and give it at church in the offering plate.
5. Make and decorate a place to keep your:
a. spending money.
b. Savings.
c. Tithe.
6. Make a poster showing some of the things Sabbath School offerings are used for.
7. Listen to the story of a widow in the Bible and her small offering.
8. Tell how and why wise stewards will care for their belongings

Helps:
1. Genesis 1,2; Psalms 24:1; John 1:1-3
2. A wise steward is responsible and faithful to God and others. I Corinthians 4:2, I Peter 4:10.
TEACHER: find synonyms for “steward” that make sense for your Adventurers. Looking up
the BIble text in a paraphrase version of the Bible, such as the Modern English Version, The
Message, The Clear Word, or other such modern translation might be helpful!
3. The Bible says that we are to give tithes and offerings to God as a response of gratitude.
He promises a special blessing for those who are faithful.
4. Enlarge your church’s tithe envelope to 8 1/2 by 11 inches and help the children fill out one
as they learn to give an honest tithe and offering to Jesus.
5. See Teaching idea below

Builder Instructor Manual  |  75

 6. Use magazine pictures or draw and color items that our Sabbath School offerings can
buy (Bibles, Sabbath School papers, felts and pictures to illustrate Bible stories, Sab-
bath School meeting areas and much more).

7. Wise and faithful stewards will manage their lives, time, talents, and money that God has
given them. Many kids “tell by doing” so have them mime or skit answers in real life for this
requirement! Make it FUN!

Teaching Idea: Cans for God (#5) Materials:

A larger soup can and two smaller soup cans for each Adventurer. Glue, coloring materials,
strips of paper long enough to wrap around the cans (for new self-decorated labels).

Procedure:
Prior to the meeting: Remove the labels from all cans and use goo-gone or equivalent petro-
leum product to remove the glue remnants on the can. Make strips of paper the size of the
can. You can either let the kids paint the labels and affix them at the end OR affix the labels
and have them paint them once they are on the can.
Meeting: Have kids write “Tithe” and “Offerings” on the two smaller wrappers and “God
Gave Me” on the largest wrapper. They then decorate the label with paints, craysons, or
markers as they wish. For example some may wish to decorate with pictures that match the
word on the label. TEACHER GOAL is to help kids see that ALL the money is the Lord’s but
that he trusts us to use the majority of it for our purposes.

IV I Can Care for My Body

Complete the Temperance award

Requirements:
1. Read and discuss:
a. 1 Cor. 6:19, 20
b. 1 Cor. 3:17
2. Tell what is meant by:
a. Drug abuse
b. Temperance
3. Do one of the following:
a. Talk to a doctor/nurse or discuss with another adult the harm in using:
i. Tobacco
ii. Alcohol
iii. Other drugs
b. Watch and discuss a film or video on the dangers of using any of the above.
c. Tell why some people choose to smoke, drink alcohol, or use drugs. Tell how we can choose not to use
them ourselves.
d. Plan a skit encouraging others to say “NO” and perform it with your group.
e. Make an anti-smoking, anti-drug, or anti-alcohol design and paint it on a T-shirt. OR Create a poster show-

76  |  Builder Instructor Manual

 ing the dangers of drug abuse.
4. Identify two famous persons who do not use any tobacco, drugs, or alcohol, and who are among
the best in their field. OR Interview two people you know who live happily and healthfully without using tobacco,
drugs, or alcohol, and discuss with them their reasons for not using those things.

Helps:
1. Use a modern version of the Bible so the Adventurers will understand its language.
2. Drug abuse is the misuse of any drug or medication. Temperance means self-control in any aspect of life,
including the use of harmful substances.

3. Invite a doctor or nurse to your group meeting. If that is not possible, view one of the many videos on the
subject that are available from public health offices or public libraries.
4. Encourage each Adventurer to participate in this discussion.
5. The skit or play may be performed at school or in a church related activity.
6. Provide the necessary materials and supervise this activity carefully.
7. Sports magazines will be helpful. If you choose to have the Adventurers interview people, help them make a
list of questions and make the necessary appointments well in advance.

My Family
I I Have a Family

A. Share one way your family has changed. Share how these changes make you feel.

Teaching Idea: Photo Safari

Materials: PRE-PLAN to ask parents of the kids to have the Adventurers bring TWO photos
- one before and one after a family change. Family changes include adding siblings, wed-
ding, graduations, grandparents passing, etc. Remind parents to be wise in which photos
they send. If preferred they could email or text the photos for an online digital shared
experience.
Procedure: Have each Adventurer tell the about what the change is between the pictures
AND identify the family members in the photo. Be sensitive as you ask other questions, but
allow them to share how the changes have changed their family.

B. Find a story in the Bible about a family like yours (if possible).

Teaching Idea: Families are Varied!

Materials: Bibles / Bible story books.
Procedure: The wise teacher will find the stories in advance with several extra options.
Many children don’t know how to identify their families. Do they focus on number of kids,
divorce/remarriage aspects, or even same-gender parents? We have young people from a
wide variety of backgrounds. Help them focus on aspects that CAN be found in scripture.

Builder Instructor Manual  |  77

 Fortunately, most stories in the Bible tell stories of less-than-the-biblical-ideal-real-life-fam-
ilies.
Family stories in scripture include: Hannah and Samuel (Loving mother, step-siblings,
adoption); Mary & Joseph, Jesus (loving family who trusts and cares for their child);
Samson and parents (one child family, overly permissive parents); Adam & Eve, Cain,
Abel (loss of siblings, siblings who make poor choices); Zechariah and Elizabeth,
John (one child, older parents); James and John and their mother (growing up with
one parent, helicopter parent); Abraham & Sarah, Isaac (love of family, older parents,
step-sibling, etc.) Jacob and Esau (twins, parental favoritism).

II Families Care for Each Other

A. Learn how to play a game through which each of your family members show apprecia-
tion to each of the other members of the family.
Search engine: “gratitude +game craft family third grade”

Teaching Idea: Gratitude Photo

Materials: Paper, pen/markers, photo taking device, photo printing device, (opt.) framing or
matting for paper

Procedure: Have each Adventurer write ways he or she is thankful for their family/parents/
grandparents/guardians on a large piece of paper. Challenge them to write neatly and care-
fully. Then take a picture of the Adventurer holding up his or her paper. Either digitize and
send or print and frame it and send it home as a gift.

Teaching Idea: Gratitude Relay

Materials: Flag to pass from one to the other OR stack of papers and pen.

Procedure: Put paper and pen or flag at the start line. Have teams line up. Place a jar / can
about 30 feet / 9 meters away. The goal is to either shout out (flag) or write down and put
in the jar (paper / pen) something they appreciate about their family, then come back and
tag the next person.

B. Complete the Family Helper award

Requirements:
1. Read and discuss the following Bible verses:
a. Philippians 2:14
b. John 15:12
c. Psalm 118:7
d. Galatians 6:9
2. Who is a family helper?

78  |  Builder Instructor Manual

3. Discuss things I can do to be a helper.
4. Keep a log for 3 weeks listing how you have been a helper.
a. Each week, discuss with your mentor the progress you have made that week.
b. Discuss the ways you have helped and which was your favorite.
c. Discuss what ways you could have helped differently.
5. Make a thank you card/note for your parent/guardian thanking them for everything
they do for you.

Helps:
1. Bible Verses: (NIrV)
a. Philippians 2:14 -- Do everything without complaining or arguing.
b. John 15:12 -- Here is my command. Love one another, just as I have loved you.
c. Psalm 118:7 - The Lord is with me. He helps me. I win the battle over my enemies.
d. Galatians 6:9 - Let us not become tired of doing good. At the right time we will gath-
er a crop if we don’t give up.
2. A family helper is ANYONE, regardless of age or gender, who helps the “operation” of
the home and family work. For example, when a child takes out the trash, helps a sibling
do homework, take out the pet, does their laundry, or ANYTHING else, they are being a
family helper! CELEBRATE our role in helping our families so often!
3. This is a discussion -- there are VERY FEW things in a home/family life that wouldn’t belong
here. Appreciation for how often parents help in the family is a good thing to include in this
discussion.
4. The teacher can have basic card making supplies such as construction paper, scissors,
crayons/markers, stamps or stickers, and other card making items. Success happens when
we help the children say “Thank You” immediately.

Teaching Idea: Prepare the Classroom

Materials: the materials used to prepare the Builder learning space for each meeting.

Procedure: Assign different helpers for each of several upcoming meetings. These helpers
and their parents come early and the children help set up and put away the classroom for
the day. The more involved they are the better! Make it fun by even having them help make
the “demonstration crafts” for the days work.

Teaching Idea: Put Away Tag

Materials: items to hide that MATCH family helper tasks. Example broom and scoop, bucket
& sponge, toy box and toys; Lots of toys, a toy box. BE SURE you have enough items for each
child to find several.

Procedure: Hide half of each matching set around the room or area. Display the “matches”
in the front of the room. On a signal, Builders rush around the room to connect the parts
up front. .Discuss how the game of life is a game too but with a better and happier goal --
a happy mommy and daddy when things are neat and clean.

Builder Instructor Manual  |  79

III My Family Helps Me Care for Myself

Complete the First Aid Helper award

Requirements:
1. Demonstrate how to treat an abrasion or a cut, and describe the dangers of a dirty dressing.
2. Describe how to care for a nosebleed.
3. Identify and make a display of different types of bandages.
4. Make a simple first-aid kit and learn uses of included items.
5. Sterilize one of the following and tell why each is an important item to have in your first-aid
kit.
a. Tweezers
b. Thermometer
c. Needle
6. Visit an emergency-care facility to learn about some of the emergencies they care for.
7. Play “hospital” and practice your skills on the above emergencies.
8. Describe and draw the First Aid symbol.
9. Name a time when Jesus gave first aid to someone who was bleeding badly.

Helps:
1. A dirty dressing can cause infection. Clean a cut or abrasion with running water and
cover with a clean bandage.
2. Sit down, lean forward and apply pressure on the side that is bleeding. Apply a cold com-
press to nose and face.
3. Triangular bandage, adhesive-strip dressing, figure of eight, fingertip, spiral, and circular
bandages are good ones to teach children how to make. Practice applying these bandages.
4. Even a simple kit needs the following items: Adhesive compress bandage compress, 2” by
2” plain gauze pads, gauze roller bandage, triangular bandages, needle, scissors, tweezers,
thermometer, disinfectant, calamine lotion, insect repellent and an ace bandage.
5. Wash with soap and water, then sterilize with alcohol. Needle could be used to remove
a sliver, tweezers for stickers or glass. Teach children to read a thermometer and explain
when one is used and why.
6. Plan to visit a hospital or fire station or have a community worker come to talk with your
group about the different emergencies (s)he handles as part of his/her job.
7. Bring clean sheets and bandages and let the children “treat” the different problems
with simple care.
8. The award design is the recognized first-aid symbol.
9. See Matthew 26:51.

Teaching Idea: Doctors’ Office

Materials: cloth and one-use bandages; crutches or wheelchair, any other items to help kids
“play doctor.”; Make sure each young person has the ability to be the doctor, nurse, patient.

80  |  Builder Instructor Manual

 Procedure: Use the materials gathered in the first aid kids for #4. Have three colored/marked
cards that can be randomly drawn OR assign groups and rotate through the three different
roles. Injuries can be planned beforehand or imagined at the time of the game (depending
on your group). BE SURE to cover as many of the requirements that have verbal learning
requirements WHILE they are pretending to be medical personal Kinesthetic learning will
especially benefit from this combined learning style.

My World
I The World of Friends

Complete the Caring Friend award

Requirements:
1. Explain how you can be a Caring Friend. Find, read and memorize I Peter 5:7.
2. Talk to a person and ask the following:
a. the day and month (s)he was born
b. his/her favorite animals
c. two of his/her favorite colors
d. three favorite foods
e. four things that are important to him/her
f. have your new friend tell you about his/her last trip
3. Visit a shut-in and take something to him/her. Use the questions in #2 as a basis for your
conversation.
4. Tell one of the persons in #2 or #3 above how Jesus loves you and that He loves him/her
also.
5. Show how you can become a caring person to your parents by:
a. helping to keep your room clean
b. helping in the kitchen with preparation or cleanup
c. doing extra chores without being told
6. Tell of something special you have done for a friend.

Helps:
1. Discuss ways the children can be Caring Friends, such as being kind to an older person,
your playmates or siblings; taking a cool glass of water or a bouquet of flowers to someone
that is ill; sharing a book or game. Make a list
for the children showing ways to be a Caring Friend at home, church, school, the park, etc.
Learn and discuss I Peter 5:7.
2. Have the children write down the birthday (month and day) so they can send or take a card
or flowers to surprise their new friend on his/her birthday. The questions are designed to
encourage the children to visit with their new friend.
3. Encourage the children to take something to a shut-in and to visit him/her using the
 questions in #2 as a basis for their conversation. Suggestions: A May basket with flowers,
a picture you have drawn and colored, or a craft item you have created.
4. Discuss with the children their feelings toward God and how they can express to others His
love.
5. Encourage the children to do “sweet surprises” or find ways in which they can be helpers at
home, without being asked to do a certain task.
6. As a group, family or individual, plan and do something helpful for someone special. Have
fun doing it and see what reactions you receive after doing it.

II The World of Other People

A. Know and explain your national anthem and flag.

Helps:
1. This will vary from country to county.

Teaching Idea: I Can Remember My Flag Challenge

Materials: A coloring page of your national flag, crayons or colored pencils matching the colors
in the flag, an actual national flag.

Procedure: Have the Builders study carefully the flag you have brought for them to look at.
When they believe they know the flag, have the Builders go to a table where they cannot see
the flag. Have the coloring pages of the flag and the crayons or colored pencils laid out on
the table. Instruct the Builders to color the flag just like the one they just studied. After they
are done, have them compare their colored version back to the original flag they studied.
How did they do?
What will they need to remember next time?

B. Name your country’s capital, and the leader of your country.

Helps:
1. This will vary from country to country.

Teaching Idea: Map Study and Picture Recognition

Materials: Map of your country with the capital marked on it, a picture of your country’s cur-
rent leader.
Procedure: Ask the Builders to find several things on the map, where you all live, where the
capital is located, other major landmarks that make your country special. If they need help,
show them each location. Talk about how far the capital is from where you live and about
the distances to other things on the map. Show the picture of your country’s leader and ask
the Builders to explain who this is and what this person does.
III The World of Nature

Complete a nature award not previously earned.

Helps:
1. Have your Builders review a list of all the nature awards and mark the ones they
have completed.
2. Select an award to accomplish together which no one has done already.

Resources:
Wikibooks.org. North American Division Club Ministries, 2014. Web. 4 February 2019.
<https://en.wikibooks.org/wiki/Adventist_Adventurer_Awards>.

Builder Instructor Manual  |  83