1. art and entertainment
2. movies and tv
3. movies

Vacation Bible School for
Students with Special Needs
Contents
Overview Chart ................................................................2
Introduction to G-Force VBS for Special Needs ................4
G
od wants us to Act!
Let’s Go!
Session One
God Calls Moses................................................................8
Session Two
Solomon Builds the Temple ...............................................17
Session Three
Four Friends Help................................................................24
Session Four
Healing of Bartimaeus.......................................................32
Session Five
Women Find the Empty Tomb............................................40
G
od wants us to Care!
Let’s Go!
Student Information Sheet...............................................47
Vacation Bible School for Students with Special Needs
1
Faith Fuel
Action Word Velocity Verse
Science
Move!
“And what does
the Lord require
of you but to do
justice, and to love
kindness, and to
walk humbly with
your God?”
(Micah 6:8b, NRSV)
R
ollback Can
Act!
“I’ll show you my
faith by putting
it into practice in
faithful action.”
(James 2:18b, CEB)
Money Under
Bottle
Care!
“Carry each other’s
burdens and so
you will fulfill the
law of Christ.”
(Galatians 6:2, CEB)
The Egg Drop
Homemade
Kaleidoscope
Healing of
Bartimaeus
(Mark 10:46-52)
Follow!
“Come, follow me.”
(Matthew 4:19a, CEB)
P
endulum Catch
Women Find the
Empty Tomb
(Luke 24:1-12)
Share!
“Therefore, go and
make disciples of
all nations.”
(Matthew 28:19a, CEB)
C
olor Changing Milk
God Calls Moses
(Exodus 3:7-12)
Solomon Builds the
Temple
(1 Chronicles 28:20-21 &
2 Chronicles 5:1,13)
Four Friends Help
(Mark 2:1-12)
T
ornado in a
Bottle
Insta-Snow®
P
opsicle Stick
Chain Reaction
D
isappearing Color
Wheel
B
onus:
Static Flyer
2
G-FORCE: God’s Love in Action
“In God we live, move, and exist.”
(Acts 17:28a, CEB)
Snack
Crafts
Recreation
Music
On the Move
Rock It and Roll It
Move with Moses
Insole for God
Z Snack–
E
Cracker Time
“Let’s Go!” Sneaker
Walk Carefully!
I Got the G-Force
(Theme Song)
Airplane Magnet
God Says...
Food Drive
Preschool
On the Move
PreK Recreation
In God We Live,
Move, and Exist
Faith-in-Action
Prayer Box
Bible Verse Sticker
Tag
Unstoppable
Let’s Stick
Together
anvas Wall
C
Hanging
emple Made of
T
Kids
Preschool
Wheels Up
Newspaper
Buildings
Power Snack–
Round We Go
ealthy Snack–
H
Fruit Fun
eggies to Go
V
EZ Snack–
Building Fun
ower Snack–
P
Snack on the Go!
ealthy Snack–
H
Ready for Action!
aring Faces
C
EZ Snack–
Ready to Roll!
ower Snack–
P
Caring Roll-Ups
ealthy Snack–
H
Ready! Set! Go!
Hosanna
(Praise Is Rising)
Mission
Soles4Souls
Teacher
Appreciation
Bags
PreK Recreation
iCare Flower Pots
Braided Wristband
Preschool
Preschool
Checkers Mask
Friends to the
Rescue!
Movin’ In Me
ater Balloon
W
Drop
God Is on the Move
(PreK)
Prayer Journals
New Stop Signs
1
0,000 Reasons
Dignity Bags
Follow Me!
G
o and Make
Disciples
Treats for
Community
Helpers
Spirit of God
Butterfly Mission
Prayers
Bag of Burdens
PreK Recreation
Keep on Following
EZ Snack–Jericho
Journey Pops
Power Snack–
Incredible Faces
Healthy Snack–
Follow On!
raffic Light Photo
T
Frame
3D Paper Cross
heetah Chow
C
EZ Snack–
Bolt Bars
Power Snack–
Ready! Set! Go!
Healthy Snack–
Good News Treats
Knots of Love
Feeling the Bible
Verse
PreK Recreation
C
ome Follow Me
(PreK)
ross Bookmarks
C
Create-and-Share
Bank
Get to the Empty
Tomb
G
o and Make
Disciples
Surprise Party!
Silhouette Smiles
Nations Toss
S
ing your favorites
from VBS!
PreK Recreation
Vacation Bible School for Students with Special Needs
Knots of Love
Miles of Smiles for
Our Community
Our Church
Our World
3
Vacation Bible School for
Students with Special
Needs
Wheels Up!
Time for G-Force
Who’s Who at the G-Force Adventure
Park
VBS Participants: Navigators
Guides: Pathfinders
Activity Center Leaders: G-Force Squad
Leaders
G-Force Zone Assembly Characters:
Coach and Puppeteer for Checkers the
Cheetah
Many students with special needs can
participate at VBS in classes with their
peers in the rotation or self-contained
classroom options, using minor
adaptations. Most suggestions for those
adaptations can be found in the Activity
Stations section of each session.
This curriculum is for use in a selfcontained VBS classroom for students
with special needs. The material is
appropriate for students who would
benefit from the security of a smaller
classroom with an emphasis on routine,
repetition, and review. You will notice the
same basic structure for each session
with multiple opportunities for review of
key ideas throughout the session. The
emphasis for any game is cooperative
rather than competitive.
4
G-Force for Students with Special Needs is
designed using a multi-sensory approach
with visual, auditory, and tactile activities.
Simple adaptations of activities may be
necessary if you have a student who is
hearing or visually impaired to increase the
use of their preferred sense. The use of an
adult buddy is encouraged to facilitate their
involvement in activities. The teacher or
buddy will need to look at each activity and
decide whether to add visual cues (such as
pictures or actual items), hand-over-hand
assistance, or auditory cues (such as words
or actual items) to allow for full participation
in VBS. The use of sign language or Braille
is helpful if the student uses those methods
to communicate, but finding a church
volunteer with those skills may be difficult.
Sign language for the Velocity Verses (Bible
memory verses) is available in the Director
Guide and Bible Storyteller resources.
Flexibility
One of the most important values to
model is flexibility. As leaders, we hope to
demonstrate God’s love in our words and
our actions. It isn’t essential that students
complete activities perfectly or that
everyone in the group participates in the
same activity at the same time. Customize
your time together based on the skills of
your students. Strive for students to enjoy
themselves and experience the love and
wonder of God during VBS.
G-FORCE: God’s Love in Action
Hands-On Help
There may be students in your classroom
who require hand-over-hand assistance with
crafts or other activities. (This technique
involves the adult placing hands over the
student’s hands to control movement
and help the child complete a task.) We
recommend involving the student as much
as possible. For example, if you are going
to color for a student, show the student
two different-colored crayons and have the
student indicate which one to use.
“Fidgets”
The use of “fidgets” is encouraged. Many
students with special needs benefit from
having something in their hands when they
are being asked to focus. A simple stress
ball, textured cloth, or other object might
be offered each day. For a small number
of students, the use of “fidgets” might be
distracting. However, when given clear
directions about their use, most students
respond well.
Scheduling
Devise a schedule for each day that uses
words or pictures to represent the various
activities. Post it in a prominent place
that is accessible for the students. When
students know what to expect next, anxiety
is reduced. As much as possible, attempt
to follow the same routine in each session.
If it becomes necessary to deviate from the
schedule, give as much advance warning as
possible. Avoid putting down times for each
activity; some students will become anxious
if the time for an activity is shortened or
lengthened beyond what is posted.
This curriculum is designed for a three-hour
VBS session. If your sessions are shorter,
choose from all the activities suggested.
Gathering Time
Bible
Story (Action Words, AttentionGetter, Bible Story, Bible Follow-up
Activity, Velocity Verse, and Prayer)
Then, in any order:
Recreation,
Science, Crafts, Snack
Close with:
Reflection
Time
Recreation
Review the games and suggested
adaptations and determine what will work
best for your students, or if additional
adaptations are needed. For example, if you
have a student with a visual impairment,
you may need to add a bell to the inside of
a ball.
Science
Consider providing a visual, step-by-step
guide illustrating the different steps of the
experiment. Allow students to work with
others and at their own pace.
Crafts
Allow extra time for students to complete
their projects. Have an extra project
available for students who finish quickly.
Provide additional assistance with cutting,
gluing, and other tasks involved in the
craft. Be sure to foster independence by
allowing students to complete as many
tasks as possible. Some students may
have a difficult time working in a large
group. Offer one-on-one assistance to help
a child concentrate on a task as needed.
For a student with visual disabilities, we
recommend including craft materials with a
variety of textures.
Vacation Bible School for Students with Special Needs
5
Snacks
Be aware that some students can have
severe allergic reactions to certain foods or
food products, such as peanuts, without
ingesting the food. Ask parents/caregivers
if their students have food allergies. If so,
serve an alternate snack. You can prepare
a different snack for that student or serve
snacks that all students can eat.
As you assemble supplies to prepare
snacks, be sure to read package
ingredient lists; common foods may
contain unexpected substances that
cause allergies.
Missions
Missions can be introduced in the large
setting or added to the schedule above.
The Mission Leader resource in the G-Force
curriculum has a variety of suggestions for
mission activities. Alternately, your church
may have an ongoing local mission project
that participants (Navigators) can serve
during VBS.
Music
Some students will be able to enjoy the
music of VBS as is. They can enjoy singing
any repetitive lyrics and moving to the
beat. Some students may enjoy using sign
language and motions while singing. If
your church uses a rotation-style VBS, we
recommend that your students join a small
Song Studio (music) class. For students
who are too sensitive to noise/music/
movement, provide an alternative activity
while others are at the Song Studio. Review
the G-Force Complete Music CD for extraeasy lyrics and motions. Another option is to
give students the Student Take-Home CDROM to provide repetition in learning the
songs at home.
Transitions
Transitional times can be stressful. A
supportive technique is to give a “two
minute warning” and then a gradual
countdown to prepare children for the next
activity.
Take-a-Break Room
A Take-a-Break room for students with
special needs in a rotation setting VBS is
strongly recommended. This could also
be used as a self-contained classroom
(SCC), where kids can “drop in” for different
activities. This is a room where the students
can come for a break if an activity is too
difficult or overwhelming. It may also be a
great place for the parents to meet before
and after VBS to pick up their students in a
more calm environment.
For most students, rotating with peers
is preferred. Having a volunteer who is
assigned to that person is the perfect way to
do this. It is preferable to have a consistent
volunteer who can be there each day with
the same student.
In addition to the materials for each session
(activity center signs, Bible, decorations,
CD player, and other resources listed in the
leader books), other items can make the
Take-a-Break room a success:
1. A bean bag or soft cushions for sitting
2. Toys that light up or vibrate
3. T
actile toys such as play-dough, Silly
Putty®, Floam®, or Goop®
4. A
large bin (such as a kiddie pool) of dried
rice or packing peanuts
5. Small table and chairs for art
6. S
oft mats to cover a good portion of the
floor
7. M
ostly deflated beach balls for sitting
targets
8. Place mats for sitting targets
6
G-FORCE: God’s Love in Action
Recommended Resources
9. Music player
10. Bubbles
11. Cover fluorescent lights with light film, tissue
paper, or use lamps.
12. Visual schedules of order of activities
13. G-Force decorations, posters
14. Snacks appropriate for students (Some
students may need purees, gluten-free, or
dye-free snacks.)
Adults with Special Needs
With the exceptions of the songs and some of
the games, most of the activities described in
this curriculum could be used in a classroom
of adult special learners. It would be more ageappropriate to focus on one or two songs from
the G-Force Complete Music CD over the course
of VBS. Most adult learners would not need
fidgets. They may wish to undertake a weeklong craft, such as designing a scrapbook of the
week’s activities.
To assist your teaching, we recommend the use
of the following G-Force program resources:
Elementary Classroom Leader, Preschool/
Kindergarten Leader, Craft Leader, Recreation
Leader, Snack Leader, Mission Leader, Bible
Storyteller, Bible Story Poster Pak, and Scripture
Treasures. Except for the Elementary Classroom
Leader, these resources are available in the
Starter Kit. In addition, your church may choose
to purchase a copy of the Reproducible Fun
Pages for both age levels. Choose pages that
are age- and skill-appropriate for your students.
Congregations also find the Complete Music
CD or Student Take-Home CD-ROM helpful. In
addition to the program music, the Student TakeHome CD-ROM also contains computer games
for students. Use these resources and activities
during Reflection Time, while students are waiting
to be picked up to go home, or with students who
are not able to attend the large-group assembly
time.
Complete material lists are listed for each activity
in the pages that follow.
Students Who Are Nonverbal
Students who are nonverbal would benefit from
a communication board or cards with options
such as YES/NO; A, B, C, D, E, F; 1, 2, 3, 4, 5, 6;
and swatches of colors. Use this communication
tool when they are answering questions, playing
games, and so on. Design review questions that
can be answered with a simple yes or no, or
give two choices for the answer (a or b). These
adaptations would benefit any student who might
be functioning on a lower cognitive level by giving
them a greater opportunity for success. However,
as a leader, your flexibility is very important.
These methods may not yield the results you
expect.
Most students who are nonverbal enjoy music.
When others are singing, provide a bell bracelet,
scarf, or shaker.
Vacation Bible School for Students with Special Needs
7
God Calls Moses
Exodus 3:7-12
Faith Fuel
God Calls Moses
(Exodus 3:7-12)
Velocity Verse
And what does the Lord require
of you but to do justice, and
to love kindness, and to walk
humbly with your God?
(Micah 6:8b, NRSV)
Action Word
Move!
Preparations for
Session One
isplay the Action Word and
D
Velocity Verse posters from
the Decorating Poster Pak for
Session One.
ather materials to conduct
G
the Roll Back Can or
Tornado in a Bottle science
experiments. Be sure to note
the modifications discussed
under the Science section in
this session.
repare “fidget” baggies. Put
P
a small amount of soft clay in
small resealable bags, one for
each student.
ecorate an area of the
D
room as the Scripture Zone
as described in the Bible
Storyteller book.
pen your Bible to chapter
O
3 of the Book of Exodus. Be
ready to show students where
the story is located in the
Bible.
Preparation
ecorate a corner of the room as a quiet G-Force Zone area. Hang the
D
G-Force Decorating Mural on the wall to designate this area. Include a
backpack or G-Force-themed, decorated box with relaxation items.
se the G-Force Decorating and Publicity CD-ROM to create a
U
G-Force Events Board.
reate a Teasure Pool. Place a small plastic pool or bin near the Bible
C
storytelling area. Fill the pool with white packing peanuts or small
plastic balls. Each day, hide the appropriate Scripture Treasure in the
Treasure Pool for the students to find.
Materials
For Every Session
Activity Center Sign: “Scripture
Zone”
Bible
ible-times costume for Bible
B
Storyteller
Bible Storyteller
Posterboard
Decorating Transparencies found
on the Decorating and Publicity
CD-ROM
Clothespins
Checkers the Cheetah Puppet
Relaxation items
Coathangers
Markers
Dowels (optional)
Focal backdrop or mural (optional)
Bike wheel (optional)
For This Session
Session One Scripture Treasures
Session One Velocity Verse and
Action Word posters from the
Decorating Poster Pak or printed
on posterboard
ecome familiar with the
B
songs, “God Is on the Move,”
“I Got the G-Force,” and “In
God We Live, Move, and Exist”
using the Complete Music CD
or the Music Video DVD.
8
Scripture Treasures
G-FORCE: God’s Love in Action
Gathering Time with Checkers
Leader: (Encourage students to sit in
a circle.) Welcome to our G-Force
VBS! I will be one of your G-Force
Squad Leaders. My name is (Insert
name.)
While you are here at G-Force,
I will call you navigators. A
navigator is someone who
finds their way. Together we
will navigate our way through
G-Force. Say “Hello Navigator!” to
the person beside you!
(Students greet one another.)
Now, let’s use this all to help us
learn the names in our class. I
will hand the ball to someone.
When you take it, please say,
“My name is____.” Then pass the
ball to the Navigator beside you.
Let’s practice. (Hand the ball to an
adult volunteer to model the game.
Then pass the ball to a student.
Continue until all students have
had an opportunity to introduce
themselves.)
That was a fun way to share our
names! Thanks for playing.
This is the spot in our room
where we will begin and end
each session. Sometimes it is
hard to find a quiet spot at a busy
adventure park, but this G-Force
Zone is a quiet place. During
our time together, if you need a
place to be quiet for a little while,
you are welcome to come to the
G-Force Zone to relax. There are
some items in this box (backpack)
to help you relax. Remember, we’ll
start and end each session at this
spot.
Now let’s check our G-Force
Events board to see what we’ll
be doing. (Review picture/word
schedule for the session with the
group.) Sounds like fun!
There is another navigator I want
you to meet. Please help me find
Checkers. Checkers has spots all
over.
(Have Checkers jump up from
behind your stage area and move
about.)
Checkers: Ooo! Now I am ready. I
am in the zone! Ready! Set! Go! I
am on the move!
Faith Fuel
God Calls Moses
(Exodus 3:7-12)
Velocity Verse
And what does the Lord require
of you but to do justice, and
to love kindness, and to walk
humbly with your God?
(Micah 6:8 NRSV)
Action Word
Move!
Leader: Checkers! There you are!
We are glad to welcome you to
G-Force! We are going to discover
God’s love in action! You could
even say it is an unstoppable love!
Checkers: G-Force. Unstoppable.
Hmm…gotta love unstoppable
action! Sounds like I am going
to have a great time here with all
these amazing navigators!
Leader: Yes, Checkers, you are
unstoppable. Now would you like
to come with us to our Scripture
Zone? That’s where we’ll hear
Bible stories about people who
move with God. We can listen
for ways we can learn from the
people we meet in the Bible.
Vacation Bible School for Students with Special Needs
9
Scripture Zone
Teacher Tips
or the story time, have a
F
few shoe-box sized boxes for
students to hold. The story
leader will ask for students to
volunteer to read the cards as
she pulls them out of the box.
Allow non-verbal students to
participate by handing the
card to the storyteller. In a
self-contained class room, the
words “past,” “present,” and
“future” can be hidden inside
boxes for the students to open
and find.
each the hand motions for
T
these words:
1. what was—make a thumbsup movement and move back
over shoulder.
2. what is—point index finger
down to the ground.
3. what is to come—point the
same finger straight ahead
Practice this several times.
Action Words
Attention-Getter
Leader: Welcome to the Scripture
Zone! During each session we are
going to learn some special words
called Action Words.
(Gesture to the stack of boxes.)
Listen to me say this session’s
Action Word: “Move!”
When you hear someone say the
Action Word, you respond by
saying, “Let’s go!”
Let’s practice. I say, “Move!” And
you say, “Let’s go!” That was
great! Let’s try it again.
“Move!” And you say, “Let’s go!”
That was great! Now let’s learn a
motion that will help us remember
our Action Word.
Raise your hand like you are
about to throw a ball.
Move your hand forward like
you are throwing the ball once
on “Let’s” and once on “go!”
(Demonstrate motion on each word.)
Okay, let’s try it all together. I
say, “Move!” and you say, “Let’s
go!” (Demonstrate the double throw
motion.)
Great job! Throughout our time
together, let’s show each other
this sign (Raise your hand.) to
remind us of our Action Words.
Okay, what is today’s Action
Word? (Let students respond.)
That’s right, “Move!” And then say,
“Let’s go!” Great job!
10
G-FORCE: God’s Love in Action
Leader: When do you use boxes
like these? (Allow students to
respond. Possible answers include
“storing” or “moving.”) Has anyone
ever packed up and moved to a
new place to live? Did you have
boxes like these? Give me just a
second. I’ve packed up something
I need.
(Open the top box and remove three
horizontal rectangular cards large
enough for all to read. Hold up the
one that reads “Past.”)
Raise your hand to read this word.
(Call on a student.) Raise your hand
if you can tell me what this word
means. (Call on a student. Possible
answers include “things that have
already happened,” “history,” “long
ago,” etc.) Let’s call it what was.
(Flip the card to show the words
“What was” written on the other
side.)
Here’s our second card. Raise
your hand to read this word. (Call
on a student.)
Raise your hand if you can tell me
what the word present means.
(Call on a student. Possible answers
include “right now,” “today,” etc.)
Let’s call it what is. (Flip the card to
show the words “What is” written on
the other side.)
I’ve asked you the meaning of the
words past and present. What
would you guess is the last word
I’m going to ask you about?
(Allow students to respond. Hold
up the card with the word “Future”
written on it.)
Faith Fuel: Bible Story
God Calls Moses (Exodus 3:7-12)
What does future mean? (Allow
students to respond. Possible
answers include “things that haven’t
happened yet,” “tomorrow,” etc.)
Let’s call it what is to come.
(Flip the card to reveal “What is to
come.”)
I’m going to teach three hand
motions we’re going to use to
tell our story. For what was make
a thumbs-up symbol with your
hand. Now move your thumb to
go over your shoulder. That’s a
way to say what’s behind us or
what happened back then. Let’s
practice what was.
Now let’s move to the present.
Point your index finger down to
the ground and move your hand
down as a way of saying “I’m
right here now.” When we do
that, we’re going to say what is.
(Practice motion several times.)
Now for the future. Take that same
index finger and point straight
ahead. So it’s like saying “This is
where we’re going.” The phrase
for this motion is what is to come.
(Practice motion several times.)
THE STORY: For the self-contained
classroom, share the Bible story
using the Single Storyteller version
in the Bible Storyteller book, the
Preschool/Kindergarten Leader
book, or a combination of the two.
If students with special needs are
rotating with their peers, consider
the tips below when VBS uses
a Bible Drama from the Bible
Storyteller Leader book.
or tactile input, have a toy sheep
F
or a piece of faux sheep skin for
students to hold. If a session is
too long or the students have
difficulty sitting, provide a small
cushion. Some therapists use
Disc O Sits®, a round inflatable
cushion used for sitting or floor
activities. The cushions allow
the students to wiggle without
disturbing their peers. An
inexpensive alternative is a mostlydeflated beach ball. This serves
as a target to sit on and lets the
student wiggle while still listening.
Faith Fuel
God Calls Moses
(Exodus 3:7-12)
Velocity Verse
And what does the Lord require
of you but to do justice, and
to love kindness, and to walk
humbly with your God?
(Micah 6:8 NRSV)
Action Word
Move!
Now let’s put it all together. What
was. What is. What is to come.
(Repeat series of motions twice.)
In our Bible story, God is going to
tell Moses what was, what is, and
what is to come.
Vacation Bible School for Students with Special Needs
11
Faith Fuel: Bible Story
(Exodus 3:7-12)
Velocity Verse
And what does the Lord require
of you but to do justice, and
to love kindness, and to walk
humbly with your God?
(Micah 6:8b, NRSV)
Teacher Tips
dd sign language for the
A
verse. Learn sign language
for justice or right, kindness,
and walk. See video at www.
handspeak.com. By adding
simple signs, all students are
able to understand, remember
and say the words of the
Velocity Verse.
For Bible Story Follow-up:
Assist the students with the
hand motions as the storyteller
goes over the Bible verse
theme.
Bible Story Follow-Up
Velocity Verse
Leader: Our overall theme verse
for G-Force VBS is Acts 17:28a. It
says, “In God we live, move, and
exist.” Say that with me: “In God
we live, move, and exist.” (Repeat
with students.)
Leader: Our Velocity Verse today is
from Micah, chapter 6, verse 8b
(NRSV), and it says this: (Read from
the Bible.)
As with Moses, God has been with
us in the past, is with us in the
present, and will be with us in the
future. God will never leave us.
But God doesn’t want us to just
sit around. God intends for us to
be on the move, serving others,
spreading God’s love, being a
friend, and helping others in need.
If I pick up this big stack of
boxes… (Pick up the stack of
boxes, making it look as awkward as
possible without dropping any.)
…and I’m having a hard time with
them, how do you think God might
want you to move? (Allow students
to respond. Possible responses
include “to help carry them,” “to
open the door,” etc.)
(Set the boxes down.) If there are a
lot of messy dishes to clean up…
(Use the “present” gesture.)
What’s your next move? (Allow
students to answer. Extend your arm
for the “future” gesture.)
If a friend is sick… (Use the
“present” gesture.)
What’s your next move? (Allow
students to respond. Extend your
arm for the “future” gesture.)
12
G-FORCE: God’s Love in Action
“And what does the LORD require
of you but to do justice, and to
love kindness, and to walk humbly
with your God?”
That’s a list of three ways we can
move toward pleasing God. We
can do justice. It means we can
stand up for what is right, just as
Moses did when he stood up to
Pharaoh.
The second way is to love
kindness. God was showing
kindness by sending Moses to
lead the people. What are some
ways we can show kindness?
(Allow students to respond.)
The third way is to walk humbly
with God. What does it mean to
be humble? (Allow students to
respond.) It means that you don’t
act like a big shot or like you’re
better than other people. Instead,
you realize that God has given
each of us many blessings and
we are grateful for what we have
been given.
Let me read the verse one more
time: And what does the LORD
require of you but to do justice,
and to love kindness, and to walk
humbly with your God? That’s
Micah 6:8b (NRSV).
As you go into the future, know
that God has promised to be with
you every step of the way. You can
move…just like Moses.
Scripture Treasures
(This activity can also be done
during Reflection Time. Guide
students to the Treasure Pool or
use a backpack as directed in the
Preschool Kindergarten Leader
book. Show students the Scripture
Treasure disk for this session.)
Leader: Somewhere in this pool
(or backpack) is our Scripture
Treasure for this session. Can you
find it?
(Invite students to look for the
treasure amongst the balls or
packing peanuts or in the backpack)
As a student pulls a treasure out,
say, “God wants us to move!” Have
them respond with “Let’s go!”
Leader: (Thank the students for
saying “Let’s go!” after hearing the
word move and say they won’t need
to say it during the prayer.)
Let’s bow our heads and talk to
God.
God, thank you for moving among
us and moving through us to do
your work and spread your love
here on earth. Help us to trust that
you are always with us. Help us to
be willing to move like Moses to
do what you want. In the name of
Jesus. Amen!
Activity Stations
Recreation Time
For this session, adapt the activity,
Move with Moses, from the
Recreation Leader book:
With this game, most students
should be able to participate with
their peers. If students with special
needs are rotating with their peers
and if there is more than one student
with special needs in a group,
make sure that students are divided
among groups of typical students.
It’s fine to have a peer/adult helper
assist with this game.
Teacher Tip
Smocks are recommended
for painting, however some
students with special needs
will not tolerate smocks.
Craft Time
For this session, adapt either Rock
it and Roll it or “Let’s Go!” Sneaker,
found in the Craft Leader depending
on the needs of your students:
Rock It and Roll It: Have largehandled paint brushes for easier
control with painting tire molds. If
this activity is too difficult, use a
pool noodle cut into rings (about
2 inches thick), and dip the rings
into black paint. Then make
“wheel” prints on paper.
“Let’s Go!” Sneaker: Lacing the
sneaker may be too difficult for
students with cognitive or motor
delays. Pre-lace some shoes so
that students can decorate with
stickers.
Snack Time
Choose an appropriate snack based
on the allergies, dietary restrictions
or other needs of the students in
your class. See the Snack Leader
book for suggestions.
Vacation Bible School for Students with Special Needs
13
Activity Stations
Music Time
Teacher Tips
B
e aware of children in
your group who might have
witnessed or been affected
by tornado devastation.
Make it clear that they are
in no danger and that this
science experiment shows
us how water and air behave.
The more we know, the
safer and better prepared
we’ll be! If your community
has been affected by strong
storm devastation, use this
experiment as a mission
connection to local rebuilding
and recovery efforts.
A game that can support
learning about this mission is
to have a pile of shoes and
have the students find a match
for each shoe. After they
match the shoes, secure them
so they’ll stay together and
have the students place the
shoes in a large container for
the collection, and help with
missions!
14
If you lead VBS music in this setting,
use the Complete Music CD or the
Music Video DVD to share “God Is
on the Move,” “I Got the G-Force,”
or “In God We Live, Move, and
Exist,” depending on the needs and
skills of your students. The lyrics
and motions can be found in the
Music Leader book.
Science Time
For this session, adapt Tornado in
a Bottle or Roll Back Can from the
Science Leader book.
Tornado in a Bottle: Use 20-oz
water bottles as they may be
easier to hold. Make some visually
stimulating bottles out of clear
screw-on bottles. Fill bottles
with glitter, Styrofoam bits, food
coloring, etc. The students can
shake and watch these while
listening to science leader, or
while waiting on their turn with the
tornado in a bottle project.
Roll Back Can: Let each student
roll the can away and wait for it
to come back. It may be a good
idea to secure the tops of the
cans with tape because curious
students will try to remove the
lids!
G-FORCE: God’s Love in Action
Mission Time
For this session, adapt Tornado in
a Bottle or Roll Back Can from the
Science Leader book.
Missions in Motion: On a piece
of construction paper, trace
the student’s foot and ask for a
promise he or she would like to
make. If the student is non-verbal,
she may point to a pre-made
phrase such as “love parents,”
“be kind,” etc. Or, write the
Velocity Verse on the traced paper
for them.
Reflection Time
Leader: Well, Navigators, we’re
almost finished with our first
session at G-Force. Who can tell
me why we are called navigators?
(Let students respond.)
I think it’s because we’re active
and we’re moving! We’re looking
for God. We’re using our minds
and bodies to love God and help
others, and we’re learning the
best ways to do that by hearing
about people from the Bible who
were navigators, too!
Speaking of being active, what’s
our Action Word for this session?
(Move!) Let’s talk about what it
means to move for God.
You might hear the word mission
a lot at church. Who knows what
we mean by that? (Let students
respond.) When we talk about
mission at church, we’re talking
about moving for God. We move
by putting our minds and bodies
into action. We take action to help
others because that’s what God
calls us to do.
Sharing God’s love with others,
taking care of them, and letting
them know that we love them,
too, is what mission is all about.
At G-Force, we’ll be learning how
people in the Bible and people in
our world today get moving. When
we say “God’s love in action,”
that’s what we’re talking about!
The coolest thing is that you can
move for God today. You don’t
have to wait until you’re older,
or be famous, or be the most
talented person you know, or
anything else. Anyone can move
for God. Can you think of a time
when you saw God’s love in
action? What is a time when you
saw someone moving to share
God’s love? (Let students respond.)
In our theme song, we talk about
having God’s love, the G-Force,
flowing through us. We can do
great things when we let God
help us. God wants us to move, to
be active in the world. (If desired,
play “I Got the G-Force” from the
Complete Music CD or the Student
Take-Home CD-ROM.)
Materials
omplete Music CD or
C
Student Take-Home CD-ROM
CD player
Student Books or
Reproducible Fun Pages
Reflection: For special needs,
this activity can be done in the
Take-a-Break room or with peers.
At some point, some students
may be over-stimulated and need
a quieter environment.
What do you think of when you
hear that song? How do you think
that song relates to the story we
heard today about Moses?
The Bible is full of stories about
people who moved, who got up
and did things for God and their
neighbor. Let’s review the things
we’ve learned today.
Vacation Bible School for Students with Special Needs
15
Reflection
Reflection Activity
Faith Fuel
God Calls Moses
(Exodus 3:7-12)
Move and Freeze
And what does the Lord require
of you but to do justice, and
to love kindness, and to walk
humbly with your God?
(Micah 6:8b, NRSV)
(Tell the students that they’re going
to really move doing this activity. At
the start of this activity say “Move.”
While the G-Force music is playing,
students can dance, walk, or move
any way they want. When the music
stops say “Freeze!” Students must
stop in place where they are.)
Action Word
Start the music again. Play this game
several times.
Velocity Verse
Move!
Materials
omplete Music CD or
C
Student Take-Home CD-ROM
CD player
Student Books or
Reproducible Fun Pages
Reflection: For students with
special needs, this activity can be
done in the Take-a-Break room or
with peers. At some point, some
students may be over-stimulated
and need a quieter environment.
16
Reflection Time
Prayer
Dear God,
Help us to be kind to one another
as we move for you.
Amen.
G-FORCE: God’s Love in Action
Closing Activity
Have the students sit in a circle
with you. Whisper into the ear of
the student next to you one of the
following phrases. Have that student
whisper the phrase into the ear of
the student sitting on the other side
of him or her. Continue around the
circle until the student on your other
side says the phrase aloud. See how
the phrase at the end compares to
the phrase at the beginning.
Phrases:
God loves you!
Move with God!
Love kindness!
Walk humbly with God!
Tell the students how glad you are
they came to G-Force VBS today!
Solomon Builds the Temple
1 Chronicles 28:20-21 &
Chronicles 5:1,13
2
Preparation
Faith Fuel
isplay the Action Word and Velocity Verse posters, found in the
D
Decorating Poster Pack for Session 2.
Solomon Builds the Temple
(1 Chronicles 28:20-21 &
2 Chronicles 5:1,13)
ather materials to conduct the Roll Back Can, Tornado in a Bottle, or
G
InstaSnow® science experiments.
Velocity Verse
repare “fidget” baggies for each child. Put a small amount of soft clay
P
in small resealable bags.
I’ll show you my faith by putting it
into practice in faithful action.
(James 2:18b, CEB)
Hide building blocks inside the Treasure Pool.
Action Word
ecorate an area of the room as the Scripture Zone, as described in
D
the Bible Storyteller Leader book.
Act!
ecome familiar with the songs “Unstoppable,” “I Got the G-Force,”
B
and “In God We Live, Move and Exist,” found on the Complete Music
CD or the Music Video DVD.
Materials
For Every Session
A
ctivity Center Sign:
“Scripture Zone”
B
ible
B
ible Storyteller
D
ecorating
Transparencies found
on the Decorating
and Publicity CDROM
Scripture Treasures
Coathangers
ible-times costume
B
for Bible Storyteller
Markers
ible-times costumes
B
for story characters
Dowels (optional)
heckers the
C
Cheetah Puppet
Posterboard
Relaxation items
Focal backdrop or
mural (optional)
Bike wheel (optional)
Clothespins
For This Session
S
ession Two Scripture Treasures
S
ession Two Velocity Verse and Action Word posters from Decorating
Poster Pak or printed on posterboard
Vacation Bible School for Students with Special Needs
17
Gathering Time with Checkers
Additional Preparation: Have a
variety of small boxes for building
in the break room. Boxes are
safer than wood.
Have a mobile with Action Words
hanging from ceiling; use a fan
blowing to keep the mobiles
moving. Toys that move, that
spin or move after activating are
also good to have on hand.
Teacher Tip
ith your opening greeting,
W
remind the students that this
session’s Action Word is Act!
Point out the word and then
combine it with the sign for
act (hands facing down in “c”
shape, while circling around.
Demonstrate how every time
they hear the word Act, they
should sign “act” and or say
“Let’s go!”)Let’s try it. It sure is
exciting to be at G-Force VBS
and to be part of all of the fun
activities! (Pause for response
of “Let’s go!” If you don’t get
one, try again.) I’ll show you
my faith by putting it into
practice in faithful actions.”
Leader: Navigators, welcome
back to G-Force! Now, where is
Checkers? He was just right here.
Checkers! Can you help me find
Checkers?
Checkers: I’m right here! Ready!
Set! Move! (Have Checkers run in.)
Leader: Thanks, Navigators, for
finding our gadget. Let’s say our
new Action Word. God wants us
to Act!
Leader: Super! You remembered
our Action Word from Session
One. Move! (Encourage children to
respond.)
Checkers: Act! Let’s go! When I get
in the zone I can act lots of ways.
(Move Checkers around; have the
puppet act in different ways.)
Everyone: God wants us to Move!
Let’s go!
Leader: You can act! Checkers, you
really put lot of energy into action!
Great job! Now let’s check our
G-Force Events board and see
what we’ll be doing. (Review
picture/word schedule for the
session with the group.) Sounds like
more fun!
Checkers: Ready! Set! Act! Yes,
everyone tells me I am full of
action and excitement! Lots of
times I hear people say, “Act fast!
Move out of the way. Checkers is
coming!”
Leader: Terrific! Who can tell us
how you used your force for God?
(Ask children to share ways they
“moved” with and for God by doing
kind deeds or acts.)
Leader: Please freeze that action
for just a moment. (Have Checkers
be very still.) Today we will
discover how this block reminds
us of a story. In our Bible story,
we will discover some people who
built something special.
Checkers: My turn! My turn! Please!
Pretty Please! Pleasssse! (Have the
puppet act excited. Stretch out the
word please to add interest and fun.)
Even though I can run very fast,
I made sure I slowed down a tiny
bit. I did not want to be unkind
and run over my friends.
Leader: Very good act indeed! That
was very kind of you. Now, why
don’t we check out our G-Force
Box and see if our gadget gives
us any clues for today! (Invite a
student to find the block and another
student to find the Action Word
written on construction paper.)
18
Checkers: Our gadget for the day is
a block! Hmm...I like to build with
blocks.
G-FORCE: God’s Love in Action
Checkers: Did you say unfreeze?
(Continue to hold the puppet very
still until the teacher says unfreeze.)
May I move around yet? I can’t
wait to see everyone in action
today!
Leader: Yes, Checkers, you may
unfreeze! It’s time for all of us to
begin! See you later.
Checkers: Yippee! Ready! Set! Act!
Gotta get my act together! See ‘ya
later!
Faith Fuel: Bible Story
(1 Chronicles 28:20-21 and 2 Chronicles 5:1, 13)
Attention-Getter
Leader: Raise your hand if you can
tell me what this is. (Hold up an
action figure such as Superman or
Rescue Heroes.)
This toy and others like it are
called action figures for two
reasons: 1) because their parts
move (demonstrate movement) and
2) their actions are usually things
that heroes would do, like save
people from danger and capture
villains.
Our story today is about a
different kind of action hero. He
didn’t have super powers, but he
was a king, and this king’s heroic
act was building a temple for God.
THE STORY: For the self-contained
classroom, share the Bible story
using the Single Storyteller version
in the Bible Storyteller book, the
Preschool/Kindergarten Leader
book, or a combination of the two.
Bible Story Follow-up
Leader: Now God hasn’t asked us
to build a temple, but God does
want us to act—to become action
heroes. What are some actions
we can take that would make God
happy?
(In addition to student responses,
incorporate these:)
Teacher Tips
Y
our emphasis in delivering
the Bible story can greatly
enhance how much students
remember and enjoy it. For
the Single Storyteller: use your
voice to accentuate action
words such as stop, watch
out, and go.
B
ecause our Action Word,
Act, has multiple meanings,
the term “action hero” is
used to describe Solomon
as a person who took action
in response to his father’s
charge. Just as God was
with Solomon in the building
process, God is with each of
us as we take action in loving
and serving others.
We can praise God just like the
singers at the temple. We can
obey God’s Word, the Bible. It’s
like a blueprint that gives us a
plan for how to live life with God.
God tells us to love one another,
to obey our parents, to be kind to
the poor, and much more.
We can stop being afraid or
discouraged. We can watch out
for people who might want us to
do the wrong thing, and go toward
all the good things God has for us.
Vacation Bible School for Students with Special Needs
19
Faith Fuel: Bible Story
(1 Chronicles 28:20-21 and 2 Chronicles 5:1, 13)
Faith Fuel
Solomon Builds the Temple
(1 Chronicles 28:20-21 &
2 Chronicles 5:1,13)
Velocity Verse
Velocity Verse
Leader: The verse we said together
talked about “God’s faithful love.”
Our Velocity Verse for this session
talks about our “faithful action.”
I’ll show you my faith by putting it
into practice in faithful action.
(James 2:18b, CEB)
It’s from the book of the Bible
called James. This is chapter 2,
verse 18b. (Read from Bible.)
Action Word
“I’ll show you my faith by putting
it into practice in faithful action.”
Act!
Teacher Tip
reate stop signs laminated on
C
popsicle sticks with the words
“stop” and “go” on them.
These are a great way to keep
the students engaged in story.
Help the students hold them
up when they hear the words
“stop” and “go.” Provide a
checkered flag for non-verbal
students to wave.
Tech Tips
Instead of printed images of
the stoplight and flag props
in the Single Storyteller
approach, you could show
images to the students on a
tablet or laptop.
(Read twice.)
What do you think that means?
(Call on students.) You can’t look
at a person and see his or her
faith. However, if you look at that
person’s actions—what he or she
does—that will give you a hint
about what he or she believes.
(Use sign language for the words
faith and act to help them learn this
verse. For videos of sign language,
please see www.handspeak.com.)
Faith: Touch index finger to head,
then bring both hands to fists on top
of each other in front of body.
Act: Both hands down in “c” shape,
circle facing down a couple of times.
If your group is large and you
are using this option, you may
wish to project images of the
items mentioned.
Scripture Treasures
Leader: Somewhere in this pool
(or backpack) is our Scripture
Treasure for this session. Can you
find it? (Invite students to look for
the card among the balls or packing
peanuts or backpack.)
As the student pulls a treasure out,
say God want us to ACT! (Have
them respond with “Let’s go!” Use
the sign language with the Action
Words.)
Leader: (Thank the students for
saying “let’s go”, and tell them
they don’t need to say it during the
prayer.) Let’s bow our heads like
this (show students how to pray
with head down, and hands folded)
and talk to God. You can say the
words after me.
Leader: Dear God
All: Dear God
Leader: You are good
All: You are good
Leader: Your faithful love lasts
forever.
All: Your faithful love lasts forever.
Leader: Help us to ACT
All: Help us to ACT
Leader: In ways that honor you.
All: In ways that honor you.
Leader: Amen.
All: Amen.
20
G-FORCE: God’s Love in Action
Activity Stations
Recreation Time
Use this opportunity for students
to extend a welcome greeting to
one another. Encourage shaking
hands. Keep in mind that for some
students, an unexpected touch
is unwelcome. For others, verbal
greetings may be a problem.
Provide name cards with printed
greetings for this situation
Examples: “Hi, my name is Bobby.”
“This is a day God has made!” “I’m
glad you’re here.”
Faith Fuel
Solomon Builds the Temple
(1 Chronicles 28:20-21 &
2 Chronicles 5:1,13)
Velocity Verse
I’ll show you my faith by putting it
into practice in faithful action.
(James 2:18b, CEB)
Action Word
Act!
Science Time
M
oney Under a Bottle: The
activity in the general curriculum
may be too difficult for students
with special needs. The concept
teaches that friction and force
can make things move in different
ways. An adaptation to help
students with special needs or
in a SCC to participate could
be produced with a few simple
items. Using cars or marbles
(whichever you have) make a
slope with a wooden plank. Tilt it
slightly. The students can roll the
marbles or cars down the slope.
Then cover slope with a towel
and try again. Then ask, which
was faster? Introduce the word
friction to your students.
Insta-Snow®: Making snow is a
great activity for students of all
Summary
abilities! To increase engagement, The students will learn about
hide small items in the snow such today’s Bible story as they
identify acts of worship.
as small gears, wheels, crowns,
small blocks, to represent Bible
stories and Action Words.
Purpose
Students will reflect on the
temple built by Solomon as an
Temple Made of Kids: Many
act of worship and reflect on acts
of worship they can do in their
students can participate in this
activity with their peers. A student everyday lives.
with a wheelchair can represent
a wall in the house; a person
with poor motor skills can crawl
inside the “house.” In a SCC, the
students could work together to
use furniture in the classroom to
build a house. Use chairs to form
walls and have the students all
move “inside” the house, and
then “outside” the house. Then
they can work on making the
house bigger or smaller, and see
how many fit when the size of the
house changes.
Vacation Bible School for Students with Special Needs
21
Mission Time
Faith Fuel
Solomon Builds the Temple
(1 Chronicles 28:20-21 &
2 Chronicles 5:1,13)
Velocity Verse
I’ll show you my faith by putting
it into practice in faithful action.
(James 2:18b, CEB)
Action Word
Act!
Reflection: This can happen in
the space with regular peers, in
rotation, or in the Take-a-Break
room.
Assembling and sorting bags for
elementary schools is an activity
that should be easily adaptable
for students with special needs.
Have the stations set up and help
students put the items into bags.
Having pictures of the items (such
as glue sticks, pens) and saying
how many of one item is included in
one bag may be helpful.
Craft Time
Faith in Action Prayer Box: Make
boxes ahead of time or buy premade wooden boxes. Then the
students can decorate with Bible
verses, stickers and small toys.
Canvas Wall Hanging: Students
can color, paint, or glue desired
items on the canvas. Some may
need hand-over-hand assistance.
For ways to engage students who
may not be able to color: Show
them two markers and ask which
they would like. Use the one they
look at or respond to and offer
hand-over-hand assistance.
Reflection Activity
Funny Acts
Say an action the children can do,
like one of the ones listed below.
Play as long as time and interest
allow.
Possible acts/actions:
Act like popcorn and jump up and
down.
Act like a strong force and turn in
a circle.
Act like a pretzel and sit crosslegged.
Act like a tall statue and stand on
one foot.
Act friendly. Shake the hand of a
navigator.
Act like a cheetah and run in
place.
Reflection Prayer
God, may our actions be pleasing
to you. Amen. (Encourage
students to respond by completing
a sentence prayer on their own.)
Amen.
22
G-FORCE: God’s Love in Action
Closing Activity
Thumbs Up, Thumbs Down
Wrap-Up
Name some actions and have the
students tell you if those actions are
kind acts (thumbs up) or not (thumbs
down).
The theme of today’s G-Force
activities is to ACT. Even though
the temple Solomon built was
a place of worship, building
the temple was an act of
worship. Every day we have an
opportunity to act for God as our
own worship. We talked about
several acts of worship we can
do at home, at school, at church,
and here at G-Force Adventure
Park. One action we can take,
like David, is to share words of
encouragement and peace. “Be
strong and courageous! God is
with you.”
Here are some suggestions to get
the activity started.
My friend came to play. I let him
choose which toys we played first.
My sister borrowed my book and
did not ask me first. I found one of
her books and colored all over it.
My friend fell down and hurt
herself. I laughed at her.
Materials
omplete Music CD or
C
Student Take-Home CD-ROM
CD player
Student Books or
Reproducible Fun Pages
I spilled milk all over the table.
My brother got wash cloths and
helped me clean up the mess.
Remind the students of the Action
Word and the Bible verse for this
session.
Tell the students how glad you are
they came to G-Force today!
Vacation Bible School for Students with Special Needs
23
Four Friends Help
Mark 2:1-12
Faith Fuel
Four Friends Help
(Mark 2:1-2)
Velocity Verse
Carry each other's burdens and
so you will fulfill the law of Christ.
(Galatians 6:2, CEB)
Action Word
Care!
Teacher Tips
ction Word conversation
A
is included within Gathering
Time with Checkers, but it
is good to remember that
this can be included and
emphasized throughout the
session. This session's Action
word is Care. Point the word
out, and then combine it with
the sign for care. Hold both
hands in the #2 position with
fingers pointing away from
body. Tap one hand on top of
the other. See video at www.
handspeak.com.
emonstrate how every time
D
they hear the word Care,
they should sign “care” and/
or say “Let’s go!" Let’s try
our Action Word for today. I
care for each of you! (Pause
for response of “Let’s go!” If
you don’t get one, try again.)
It sure is exciting to be at
G-Force VBS. God and our
friends here must really
care for us, putting together
a place as great as the
G-Force Adventure Park.
24
Preparation
isplay the Action Word and the Velocity Verse posters from the
D
Decorating Poster Pack for Session 3. For this session, make large
cut-outs of the numbers 1-5 to display. The numbers represent five of
the characters from today's story. You may also want to hide smaller
numbers, 1-5 in the Treasure Pool. Numbers may be hidden in bean
bags to make a heavy "burden" bag.
ather materials to conduct the Egg Drop or Gravity Play science
G
experiments. Be sure to note the modifications discussed in the
Science Leader book.
repare "fidget" baggies. Place a small amount of hair gel and glitter in
P
small resealable bags, one for each student. Double-bag these to avoid
spillage.
Decorate an area of the room as the Scripture Zone.
For This Session
Session Three Scripture Treasures
Session Three Velocity Verse and Action Word posters from Decorating
Poster Pak or printed on posterboard
Story Starter
Classroom chair (or similar hard-bottomed chair)
Single Storyteller
Table or stand
Tin of sardines
Mat (sturdy, woven if possible)
Shingle
G-FORCE: God’s Love in Action
Gathering Time with Checkers
Teacher: Welcome back to G-Force!
Navigators, please help me call for
Checkers.
Checkers: Here I am. I am not in my
usual happy zone. (Puppeteer tip:
Make the voice of Checkers sound
sad. Slowly move the puppet so it has
a difficult time trying to pop up to join
the group.)
Leader: Oh my. What happened to
you?
Checkers: Well, I was riding bikes
with friends and I fell down. My
friends helped me. They picked me
up and put this thing on my arm.
Leader: You mean this bandage?
Checkers: Yeah, that’s what it’s
called! My friends really helped me.
They walked me home and made
sure my bike was back home, too!
Leader: Very good to hear. It sounds
to me like your friends really care
for you! That makes you one
special Checkers!
Checkers: Well, everyone already
knows my kind deed. I received
care from others so now I will
be ready to care for my friends!
(Puppet acts excited.)
Leader: Well I think that should get
a Yippee from all of us! (Yippee!)
Great to hear, Checkers! Now, why
don’t we check out our G-Force
Box and see if our gadget gives us
any clues for today!
(Invite a student to find the mat and
another student to find the Action
Word written on construction paper.)
mat inside
construction paper
markers
Preparation
Before the session, wrap a
bandage around the arm of
Checkers, the puppet.
Leader: Thanks, Navigators, for
finding our gadget. We will have to
wait and see what this mat has to
do with our Bible story. For now,
let’s say our new Action Word:
Care!
Everyone: Care! Let’s go!
Leader: Checkers, we all hope you
feel better. Navigators, it’s time for
G-Force VBS!
Everyone: Care! Let’s go! (Have the
puppet begin to move about the area
with more energy.)
Checkers: Me too! And I can’t wait
to tell my friends who helped me all
about today! Ready! Set! Care! See
‘ya later!
(Ask children to share ways they used
action with and for God by doing a
kind deed.)
heckers the Cheetah Puppet
C
-Force Box with a resting
G
Checkers: Our gadget for the day is
a mat! Hmm. . . I like to rest on a
mat at preschool. I wonder why a
rest mat is the gadget!
Checkers: It makes me feel better
to hear you say that. OK, I am now
ready! Ready! Set! Care!
Leader: Checkers, we’re so happy
to see you are feeling better. Who
can tell us how they have cared for
others?
Materials
Leader: Well, it was sure good to
see Checkers. Now, let's check
our G-Force Events board and see
what we'll be doing. (Review picture/
word schedule for the session.)
Looks like fun. Let's go over to the
Scripture Zone.
Vacation Bible School for Students with Special Needs
25
Faith Fuel: Bible
Story (Mark 2:1-12)
Attention-Getter
Materials
heckers the Cheetah Puppet
C
-Force Box with a resting
G
mat inside
construction paper
markers
Preparation
Before the session, wrap a
bandage around the arm of
Checkers, the puppet.
(Place a chair at the front of the
room before beginning.)
Leader: Today we’re going to start
out with something amazing. I
need my five volunteers. (Call
pre-selected youth volunteers and
introduce them.) I’m going to have
(youth’s name) sit here in this chair.
(To student) Make sure your back
is against the chair and sit very
still.
Now I’m going to have the four
of you gather around. Using just
these two fingers (Demonstrate
middle and index finger.) of both
hands under the seat of the chair,
I want you to try to lift him/her.
Go ahead. (The result should be a
clumsy attempt; make sure they are
careful not to drop the youth.)
Let’s try it again but in a slightly
different way. Place your fingers
under the chair as before, then
together I want you to count 1-2-3
and then say “lift.” When you say
“lift,” lift using those two fingers
of each hand. Count with me:
1-2-3, lift. (It should be easy for your
volunteers to lift the chair.)
Thanks for your help. You can
return to your seats. What do
you think just happened? (Allow
students to answer.) I think we
saw what can happen when four
friends work together to help. And
that’s what our Bible story today
is all about.
26
G-FORCE: God’s Love in Action
THE STORY: For the self-contained
classroom, share the Bible story
using the Single Storyteller version
in the Bible Storyteller book, the
Preschool/Kindergarten book, or a
combination of the two.
Bible Story Follow-up
Storyteller: (Hold up the large L.) So
here’s the story in five L words:
The four friends loved their friend.
(Embrace the L.)
They lifted him up on his mat.
(Lift the L.)
They lowered him through the
roof, (lower the L)
and laid him down in front of
Jesus. (Allow the horizontal portion
of the L to touch the floor.)
When Jesus looked up (raise the L
above your head)
and saw their faith, he healed their
friend.
Now our big L is also a C.
(Pivot the hidden top to form a C.)
And the C stands for care. The
four friends cared so much for
their friend that they showed their
love by helping him.
These four friends cared so much
that they carried their friend to
Jesus.
Faith Fuel: Bible Story
(Mark 2:1-12)
Velocity Verse
Scripture Treasures
Storyteller: There’s a verse in the
Bible that talks about carrying,
too. This is from the book of
Galatians, chapter 6, verse 2:
(Read from the Bible.)
Leader: Somewhere in this pool
(or backpack) is our Scripture
Treasure for this session. Can you
find it? (Invite students to look for
the card among the balls or packing
peanuts or backpack.)
“Carry each other’s burdens
and so you will fulfill the
law of Christ.”
(Read twice.)
What’s a burden? (Allow students
to respond.) A burden is something
that weighs you down. Maybe
you’ve heard the phrase “heavyhearted.” That means a person is
sad or worried or afraid.
So if we “carry each other’s
burdens,” it means we try to lift
the spirits of a person so he or
she won’t be so heavy-hearted.
The second part of the verse says
that by caring and carrying we
“fulfill the law of Christ.” That just
means that we’re showing love
the way Jesus would want.
How can you carry someone’s
burden or show you care? (Allow
responses.) Anytime we help
a friend who’s feeling down,
write a note or draw a picture
to let someone know that we
are thinking of them, or pray for
someone—those are ways that we
show we care.
That’s what the verse means
when it says, “Carry each other’s
burdens and so you will fulfill the
law of Christ.”
As the student pulls a treasure out,
say God want us to CARE!” Have
them respond with “Let’s go!” Use
the sign language with the Action
Words.
Leader: (Thank the students for
saying let’s go, and tell them they
don’t need to say it during the
prayer.)
Today, let’s get in a circle to say
our prayer. Think of someone
who you care about. (The students
may say the name out loud if they
want). In a minute, we are going
to pray for that person. When we
bow our heads, you will feel your
friend squeeze your hand, and
you can say the name out loud, or
think it. Pray with me.
Faith Fuel
Four Friends Help
(Mark 2:1-2)
Velocity Verse
Carry each other's burdens and
so you will fulfill the law of Christ.
(Galatians 6:2, CEB)
Action Word
Care!
Teacher Tip
S
cripture Treasures: This
activity can be done during
Reflection Time. Guide
students back to the Treasure
Pool or use a backpack as
directed in the Preschool
Kindergarten Leader book.
Show students the Scripture
Treasure disk for this session.
Dear God, Thank you for
everyone in this circle, and all
the friends and family members
they care about. We want to carry
them to you by saying or thinking
about them right now. We pray
for _____. (Pause and then say the
name, and squeeze the hand beside
you). We ask that you hear our
prayers, and meet every need
these people have. Give them
help, hope, encouragement,
safety, and health. In Christ’s
name. Amen.
Vacation Bible School for Students with Special Needs
27
Activity Stations
Recreation Time
Faith Fuel
Four Friends Help
(Mark 2:1-2)
Velocity Verse
Carry each other's burdens and
so you will fulfill the law of Christ.
(Galatians 6:2, CEB)
Action Word
Care!
Active Learning Option: This activity
can be with students with special
needs in their peer group
Bag of Burdens: Have the students
pass the bag around while the leader
says the Velocity Verse or as you say
each student’s name.
In a self-contained classroom or as
an adaptation, have the students sit
in a circle. Ask them for a problem
or a burden; write one for them; or
ask a parent to write a request the
night before. As each student’s name
is read have them drop a weighted
object into a medium-sized (predecorated) prayer box. Then the
student passes the box to the next
student. It gets heavier as the burdens
are added. Weighted items could be
small socks filled with rice, weighted
rubber balls, or something as simple
as an orange or apple.
Another option: Have two students
drag the box on a blanket as it gets
heavier, or help the students pass the
box along as it becomes heavy. Talk
about how having a helper makes
things easier. You can also talk about
concepts heavy, light, full and empty.
Another adaptation: Have a student
sit in a plastic laundry basket; then
ask another student to push or pull
them. Then add another peer to make
it easier. They may want to take turns
“riding” in the laundry basket.
28
G-FORCE: God’s Love in Action
Science Time
The Egg Drop: This is an activity
that many students will want to
watch and will think is cool. See
adaptation below.
Gravity Play: 1. Have a variety
of objects (feathers, tennis
balls, Styrofoam balls, bubbles,
weight ball) and drop them. Have
the students help you count in
seconds how long it takes to get to
the floor. 2. Option: Have students
throw the different balls into a
target, such as a basket. Different
balls take different force. Use care
in getting the ball in the target.
3. Use traffic cones as targets,
placed around room or outside.
Have the students try to place the
different balls on top of the cones.
Different sizes and weights require
care to place on the cone without
falling off! A student with motor
impairments may need assistance,
or could hold the cone. It takes
care to hold it so the ball doesn’t
fall off.
Homemade Kaleidoscope: This
activity is great for students with
special needs. They may need
hand-over-hand assistance with
the tape.
Activity Stations
Mission Time
Prayer Journals
Students will learn the important
spiritual practice of praying for
others by creating Prayer Journals.
Have the students collect prayer
requests from friends, family
members, church members, and the
local and global news.
lace a very small dab of paint
P
on just one side of the butterfly
wings.
Fold the paper butterfly in half and
rub it to smear the paint. Have the
students say, I am showing that
I care and am spreading God’s
love.
Contact your local printers to see
if they will donate end runs of
paper and bind 20 pages into a
small booklet to be used as Prayer
Journals. You can also purchase
small journals at local dollar stores.
This butterfly was created just
for you.
I am helping spread God’s love.
Smile the next time you see
a butterfly up above.
Remind students that prayer is
just like talking to your friends or
parent(s) except that you’re talking
to God. God loves to hear from us!
We can pray anytime, not just at
dinner and bedtime.
Praying for others is a way of caring.
Have the students personalize
their Prayer Journals by
decorating the covers.
Write or draw prayer requests on
each page in the journal.
Invite students to pray for their
prayer requests each day or on
certain days of the week.
Add a label to the back of butterfly
that shares the message.
Butterfly Mission Prayers
Butterflies help us think of new life,
and God’s love brings us new life.
Use the butterfly template for this
activity (see Teacher Tip).
Trace and cut out the shape of a
butterfly.
Craft Time
Prayer Journals: Instead of
paper journals, consider buying
inexpensive photo albums (the
kind where one picture fits in a
plastic sleeve). These are easier
for students to turn the pages, and
less likely to tear. Prior to journal
night, take pictures of the students
or have parents give you pictures of
things the students like, people in
their lives, etc. Optional: Include a
few images in the journal and have
parents continue the project after
VBS.
Materials
Prayer Journals
paper
washable markers or crayons
Butterfly Mission Prayers
small mailing labels
tempera paint
butterfly template from www.
cokesburyvbs.com
paper
Teacher Tips
ownload the butterfly
D
template at www.
cokesburyvbs.com.
Include these Butterfly Mission
Prayers in food pantry bags or
deliver to local nursing homes.
Braided Wristbands: This will be too
hard for most students with special
needs. Pre-make these.
Snack Time
Choose an appropriate snack
based on the allergies, dietary
restrictions or other needs of the
students. See the Snack Leader
book for suggestions.
Vacation Bible School for Students with Special Needs
29
Reflection
Teacher Tips
et students know that
L
they do not have to say a
name out loud if they aren’t
comfortable doing so.
Remind students that God
knows about our prayers
even when we keep them
in our hearts. Give these
students the option to
squeeze the hand of the
next person without naming
someone.
Reflection Time: This
reflection activity can
happen at the Take-a-Break
room or with the whole
group, depending on needs
of the student. Read through
the reflection with the
students and sing “Spirit of
God” or play music for them
while they wait for parents.
e prepared to answer
B
challenging questions. Some
students may ask why God
hasn’t healed them, even
though they pray for it. You
may want to have answers
ready for this. It is ok to
acknowledge that we don’t
always understand why God
heals some and not others.
We do know that God is
with us and cares about our
suffering. So allow yourself
to remain in the questions
with students, rather than
trying to give pat answers.
30
Navigators, we’re coming to
the end of our third session
at G-Force. Have you learned
something new yet? (Let students
respond.) I know I have!
Who remembers our Action Word
for this session? (Care!) What
does caring look like to you? (Let
students respond.) Those are pretty
good answers. Let’s talk a little
more about what it means to care.
In our last session, we talked
about how we can act for God,
and we heard a great story from
the Bible about people who did
that. In today’s session, we heard
about a group of friends who also
took action. How did they do that?
(Let students respond.)
Caring is an active thing. Caring
can look like taking care of a sick
friend, helping your family with the
chores, or hugging a friend who
is sad. Caring can also look like
playing with the new kid in class
or listening to someone when
they’re worried or scared. Caring
is about treating people the way
you want to be treated and the
way that God wants us to treat
everyone. God loves and cares for
us all, so we should try to care like
God!
Like the friends who took the
paralyzed man to Jesus, when we
care for somebody, we show it.
Can you remember a time when
you cared for someone or when
someone cared for you?
G-FORCE: God’s Love in Action
How did it make you feel? (Let
students respond.)
When we say that God’s love is in
action, we’re talking about how
we care for people. God loves us,
so we turn around and share that
love with other people. One of the
best ways we can share God’s
love is by caring for people who
need our help.
The great thing is that you can
care for someone no matter
where you live or how old you are.
You can be caring right now!
In our song “Spirit of God,” we
sing the words “Fill me with love
to go serve every day.” When we
take God’s love into the world, we
are able to do a lot of caring for
others. (If desired, play “Spirit of
God” from the Complete Music CD
or the Student Take-Home
CD-ROM.)
Caring and love go hand in hand.
It’s easy to care for people we
know and love. But God wants us
to care for all people; that’s what
God does! Jesus showed us that
when he healed a stranger.
The Bible is full of stories like
that, where people care for others
and show us how God wants us
to live. Let’s review what we’ve
learned today.
Reflection Activity
Closing Activity
Have the students sit in a circle.
Play the G-Force Complete Music
CD. Have the students pass a ball
around the circle. When the music
stops, the student holding the ball
tells a way she or he can use her/
his force for God to care for others.
If someone can’t think of anything,
you can suggest he or she repeat
the Action Word and Velocity Verse
with you.
Play the game I Spy as the students
are waiting to be dismissed. Say:
I spy something _____! Let them
guess the object you see. Have the
remaining students take turns giving
clues and guessing the objects.
Reflection Prayer
Have the students repeat this prayer
after you, one line at a time.
Dear God,
Thank you for caring for me.
Help me to care for others.
Amen.
Remind the children of the Action
Word and the Velocity Verse for this
session. Tell the students how glad
you are they came to G-Force today!
Faith Fuel
Four Friends Help
(Mark 2:1-2)
Velocity Verse
Carry each other's burdens and
so you will fulfill the law of Christ.
(Galatians 6:2, CEB)
Action Word
Care!
Preparation
For a closing activity: before
class print the name of each
student on a card. Give
each student a name card of
someone in the class. Have
them place the name card in
the prayer box as a way to
acknowledge and pray for
each student.
S
uggested prayer: “Dear God.
We ask that you meet every
need our friends have. Give
them help, encouragement,
safety, and health. You know
people much better than we
do, so we ask you to help
them. In Christ’s name. Amen.”
Vacation Bible School for Students with Special Needs
31
Healing of Bartimaeus
Mark 10:46-52
Faith Fuel
Healing of Bartimaeus
(Mark 10:46-52)
Velocity Verse
Come, follow me.
(Matthew 4:19a CEB)
Action Word
Follow!
ction Word converstation is
A
included within Gathering Time
with Checkers, but it is good
to remember that this can
be Included and emphasized
throughought the session. With
your opening greeting at other
times in your gathering, remind
the students that this session’s
Action Word is Follow!
Point the word out, and then
combine it with the sign for
follow. Hold both hands in
thumbs-up position with one
hand touching chest, and
other hand directly in front.
Move one out from chest, and
have the other “follow” away
from body. See video at www.
handspeak.com.
Demonstrate how every time
they hear the word follow,
they should sign the word
and/or say “Let’s go!” Let’s
practice our Action Word for
today. “Come, follow me”
(Matt. 4:19). Let’s do it again!
We can all follow Jesus!
Preparation
or this session, hide 10 gold coins, Stop and Go signs, or small
F
crosses in the Treasure Pool.
Gather materials to conduct the Pendulum Catch or Popsicle Stick
Chain Reaction science experiments, depending on age and needs of
your students. Be sure to note the modifications discussed under the
Science section in this session.
Prepare “fidget” baggies. You can add a gold coin to hair gel bags, or
use clay bags from previous session. Place in small resealable bags
(using double bags), one for each child.
Decorate an area of the room as the Scripture Zone as described in the
Bible Storyteller.
Become familiar with the songs, “10,000 reasons,” “Come, Follow Me,”
and “Go and Make Disciples” using the Complete Music CD or the
Music Video DVD.
Materials
For Every Session
A
ctivity Center Sign:
“Scripture Zone”
B
ible
B
ible Storyteller
D
ecorating
Transparencies found
on the Decorating and
Publicity CD-ROM
Scripture Treasures
Coathangers
ible-times costume
B
for Bible Storyteller
Markers
ible-times costumes
B
for story characters
Dowels (optional)
heckers the
C
Cheetah Puppet
Posterboard
Focal backdrop or
mural (optional)
Bike wheel (optional)
Clothespins
For This Session
Session Four Scripture Treasures
ession Four Velocity Verse and Action Word posters from Decorating
S
Poster Pak or printed on posterboard
Single Storyteller
Chair
Stand or podium (a music stand works well)
Four stick puppets as described
Bartimaeus’ cloak—a blanket, robe, etc.
10 coins
32
Relaxation items
G-FORCE: God’s Love in Action
Gathering Time with Checkers
Leader: Welcome back,
Navigators to G-Force! Let’s call
for our buddy, Checkers!
Checkers: Coming! Ready! Set!
Care! (Have Checkers come in.)
Everyone: Care! Let’s go!
Leader: YAY! There you are! We’re
so glad to see you! Hope your arm
feels better.
Checkers: Yes, better and better.
I liked knowing everyone cared
about me!
Leader: Oh Checkers, you are
special to all of us! Now, let’s see
who can tell us how they cared for
someone.
Checkers: Well, I made a card and
took it to my friends who helped
me after my bike wreck! I used
my favorite color, blue, to write a
special note.
Leader: Very good to hear,
Checkers! That was a very caring
act. Now, why don’t we check
out our G-Force Box and see if
our gadget gives us any clues for
today!
(Invite a student to find the sandal
and another student to find the
Action Word written on construction
paper.)
Checkers: Our gadget for the day
is a sandal! Hmm..I like to wear
those in the summer time!
Leader: Thanks, Navigators, for
finding our gadget. Let’s say our
new Action Word. God wants us to
Follow! Let’s go! (Teacher claps his
or her hands.)
Checkers: Yippee! Follow! Let’s
go! (Move the hands of the puppet
Checkers around to try to clap.)
Leader: Checkers, you followed
what I did by clapping! Way to go!
Faith Fuel
Healing of Bartimaeus
(Mark 10:46-52)
Velocity Verse
Come, follow me.
(Matthew 4:19a CEB)
Action Word
Checkers: Ready! Set! Follow! Yes,
I have others following me all the
time. They do their best to try to
catch up with me. Sometimes I
skip or hop to see if they can do
what I do!
Follow!
Leader: Sounds like you are a good
leader and a good follower, too.
Hmm. Now about that sandal....
Navigators, today we will discover
how this sandal reminds us of
another story.
Checkers: I wonder what this
sandal and the word “follow” have
to do with our lesson. I can’t figure
this one out. (Shake the head of the
puppet.)
Leader: Well, Checkers, we’ll find
out together. Bye Checkers!
Leader: Now, it’s time to check
our G-force Events board and
see what we will be doing today.
(Review the picture/word schedule
for the session.) Sounds good. So,
it looks like we need to go over to
the Scripture Zone.
Vacation Bible School for Students with Special Needs
33
Faith Fuel: Bible Story
(Mark 10:46-52)
Attention-Getter
Teacher Tips
or the Attention-Getter, give
F
the students a shaker or pompom to use whenever they
hear the word follow in the
Bible story.
This story is significant for
Jesus performs the miracle
of healing without touching
someone, demonstrating the
power of prayer for healing.
he Action Word is underlined
T
to help you remember to give
emphasis.
Storyteller: If you can tell me
how to play Follow the Leader,
raise your hand. (Allow students to
answer.)
Instead of marching around, we’re
going to play Follow the Leader
with you staying right where you
are. Here we go. Stand up and
follow my lead. (Lead students
in a series of fun movements and
expressions such as: stand on one
foot, blow a kiss, puff your cheeks,
make a silly face, use your hands to
make antlers above your head, etc.)
You are excellent followers. Now
let’s have everyone sit down.
(Allow students to settle.)
Today’s story is all about followers
and following.
You may wish to use the adaptation
below depending on the skills of the
students in your group.
Adaptation: Students sit in a circle.
Tell the students: We are going
to play a listening game; then a
looking game. The leader gives
only verbal cues such as “raise
your hand,” “wiggle your feet,”
“shake your head,” demonstrating
no movements. Then repeat the
same verbal directions, this time
demonstrating the movements while
you say them. Ask the students if
it’s easier to follow when looking or
listening.
34
G-FORCE: God’s Love in Action
THE STORY: For the self-contained
classroom, share the Bible story
using the Single Storyteller version
in the Bible Storyteller book, the
Preschool/Kindergarten Leader
book, or a combination of the two.
Bible Story Follow-up
Storyteller: If you were
Bartimaeus, how do you think you
might have felt? (Allow students to
answer.)
Right away he followed Jesus.
And follow is today’s Action Word.
What does it mean to follow
Jesus?
Do you remember that earlier we
talked about the game Follow the
Leader? Following Jesus is a little
like Follow the Leader because
he’s our leader. We do what Jesus
says to do and live the way that he
wants us to live. What are some
things that Jesus said to do?
(Allow students to answer. You may
need to help them with ideas: “help
others,” “forgive,” “love God.”)
Velocity Verse
Storyteller: Our Velocity Verse
today is just three words and they
come from Matthew chapter 4,
verse 19a: “Come, follow me.” Can
we say that together?
“Come, follow me.”
Bartimaeus left his hometown to
follow Jesus but we can follow
Jesus right where we are and right
this very minute.
Use sign language for the three
words. For videos of sign language,
see www.handspeak.com.
Scripture Treasures
Show students the Scripture Treasure
disk for this session.
Leader: (Thank the students for saying
“let’s go,” and tell them they won’t
need to say it during the prayer.)
Let’s bow our heads like this (show
students how to pray with head down
and hands folded) and talk to God.
Now follow my words while we
pray…
Leader: Dear God,
Faith Fuel
Healing of Bartimaeus
(Mark 10:46-52)
Velocity Verse
Come, follow me.
(Matthew 4:19a CEB)
All: Dear God,
Leader: Thank you for all
All: Thank you for all
Leader: You have done for us
All: You have done for us
Action Word
Follow!
his activity can be done
T
during Reflection Time. Guide
students back to Treasure Pool
or use a backpack as directed
in the Preschool/Kindergarten
Leader book.
Leader: We want to praise you
All: We want to praise you
Leader: Somewhere in this pool (or
backpack) is our Scripture Treasure
for this session. Can you find it?
Invite students to look for the card
among the balls or packing peanuts
or backpack. As a student pulls a
treasure out, say “God want us to
follow!” Have them respond with
“Let’s go!” Use the sign language
with the Action Word.
Leader: serve you
All: serve you
Leader: and follow you wherever
you lead.
All: and follow you wherever you
lead.
Leader: In Jesus’ name.
All: In Jesus’ name.
Leader: Amen.
All: Amen.
Vacation Bible School for Students with Special Needs
35
Activity Stations
Recreation Time
Faith Fuel
Healing of Bartimaeus
(Mark 10:46-52)
Velocity Verse
Come, follow me.
(Matthew 4:19a CEB)
Action Word
Follow!
Depending on the skills in
your group, choose one of the
following activities from the
Preschool/Kindergarten Leader
book: Parachute Fun, Seeing with
Your Fingers.
From the G-Force Recreation
Leader book:
New Stop Signs: This game
needs little adaptation for
students with special needs.
It may be best to create a red
“stop” sign and a green “go” sign
for the game.
Many students use these signs
in school and therapy and will be
able to participate. A student in
a wheelchair may be pushed or
roll/stop themselves. Students
with poor impulse control may
need a 1:1 assistant to help them
stop or a target to stand on while
they stop.
Science Time
Pendulum Catch: Not
recommended for students under
6. This activity may be done as a
demonstration.
Popsicle Stick Chain Reaction:
Some students may need
hand-overhand assistance to
participate.
36
G-FORCE: God’s Love in Action
Craft Time
Traffic light photo frame: Needs
very little adaptation. Have the
circles pre-cut to place on black
rectangles. Add a picture or
stickers to decorate circles.
Missions Time
Dignity Bags: This activity
requires plan-ahead time.
Encourage members of the
church to donate travel-size
containers of shampoo, body
wash, toothpaste, combs, and
other toiletry items. Students
will place various items in the
bags. You can have pictures to
show which and how many of
each item needs to go in the
bags. An assembly line where the
students get the item and drop it
in the bag may be the best way
to do this. The same could be
done for community helper bags
with treats. Help the students
understand why they won’t eat
the treats.
Snack Time
Choose an appropriate snack
based on the allergies, dietary
restrictions or other needs of
the students in your class. See
the Snack Leader book for
suggestions.
Reflection
What time is it, Navigators?
Reflection time! We’re almost
finished with our fourth session
at G-Force. Have you learned
new things about Jesus, God, and
people from the Bible so far? (Let
students respond.) Like what? (Let
students respond.)
Who can tell me our Action Word
for this session? (Follow!) Nice job!
That sounds like a great word,
but what do you think it means to
follow God? (Let students respond.)
In our last session, we talked about
caring for other people as a way to
live the way God wants us to. Being
active for God like that is what
following God is all about! When we
love God and love our neighbors
by caring for them, we’re following
God! What are some things we said
were good examples of caring for
others? (Let students respond.)
In our song “Unstoppable,” we sing
the words, “Feel the call, come
one and all.” That’s talking about
listening to God and following
Jesus’ examples for how we live
and how we treat others. Jesus
taught us that we should love God
and love our neighbors. With God’s
help, we can be unstoppable at
both! (If desired, play “Unstoppable”
from the Complete Music CD or the
Student Take-Home CD-ROM.)
The Bible is full of stories about
people who followed God. Let’s
review what we’ve learned today.
Faith Fuel
Healing of Bartimaeus
(Mark 10:46-52)
Velocity Verse
Come, follow me.
(Matthew 4:19a CEB)
Action Word
Follow!
Following God is so important, and
it’s what happens when we choose
to live our lives the way God wants
us to. We’ve talked about mission
and God’s love in action a lot at
G-Force. What does that have to do
with following God? (Let students
respond.)
It can be hard to love people who
aren’t nice to us. It can be tiring
to care for people in need. It can
be tough to follow Jesus’ example
all the time, but that’s what God
wants us to do. Following God isn’t
always easy, but it’s the best way
to put God’s love into action.
Vacation Bible School for Students with Special Needs
37
Reflection Activity
Faith Fuel
Healing of Bartimaeus
(Mark 10:46-52)
Play Follow the Leader with the
students. Start by having an adult be
the leader. Call each student by name
and then say, “Come, follow me.”
Walk a meandering path around the
room. Invite students to follow you as
you walk.
Velocity Verse
Come, follow me.
(Matthew 4:19a CEB)
Action Word
Follow!
Materials
omplete Music CD or
C
Student Take-Home CD-ROM
CD player
Student Books or
Reproducible Fun Pages
Move around the room in different
ways (jumping, skipping, and so
on.) Invite students to mimic your
movements as they follow you.
Continue playing as interest and time
allow.
Reflection Prayer
Thank you, God, for today’s Bible
story. Help us follow Jesus. Amen.
eflection: Can be done
R
with group, or in the Takea-Break room. Read the
Reflection portion for this
day. Sing “Unstoppable” with
the students, or play it for
them while they wait on their
parents.
38
G-FORCE: God’s Love in Action
Closing Activity
Leader: (Thank the students for saying “Let’s go!” after hearing the word follow
and say they won’t need to say it during the prayer.)
One way of being a follower is to talk to God in prayer. Let’s close by
praying together. Just repeat after me.
Faith Fuel
Leader: Dear God,
Healing of Bartimaeus
(Mark 10:46-52)
All: Dear God,
Velocity Verse
Leader: Thank you for all
Come, follow me.
(Matthew 4:19a CEB)
All: Thank you for all
Leader: you have done for us.
All: you have done for us.
Action Word
Follow!
Leader: We want to praise you,
All: We want to praise you,
Leader: serve you,
All: serve you,
Leader: and follow you wherever you lead.
All: and follow you wherever you lead.
Leader: In Jesus’ name.
All: In Jesus’ name.
Leader: Amen.
All: Amen.
Vacation Bible School for Students with Special Needs
39
Women Find the Empty Tomb
Luke 24:1-12
Faith Fuel
Women Find the Empty Tomb
(Luke 24:1-12)
Velocity Verse
Therefore, go and make disciples
of all nations.
(Matthew 28:19a, CEB)
Use the hand sign for “go” to
increase awareness.
Action Word
Share!
ction Word conversation is
A
included within the Gathering
Time with Checkers, but it
is good to remember that
this can be included and
emphasized throughout the
session. This session’s Action
Word is share! Point the word
out, and then combine it with
the sign for the word share
Hold both hands held thumbs
up and fingers straight. Place
one hand on top of the other
in “x” position. Then sweep
top of the lower hand with the
other hand back and forth.
See video at www.handspeak.
com. Demonstrate how every
time they hear the word share,
they should sign the word and/
or say “Let’s go!” Say: Let’s
practice our Action Word for
today. Let’s all share Jesus’
story! Try it again! Let’s share
God’s love with everyone!
Preparations
isplay the Action Word and Velocity Verse posters from the Decorating
D
Poster Pack. For this session, hide angel wings, crosses, and coins in
the Treasure Pool.
Gather materials to conduct the color changing milk science experiment. You may need smocks and clear containers with clear lids,
depending on age and needs of your students.
Be sure to note the modifications discussed under the Science Leader
book for Session 5.
Prepare “fidget” baggies. You can add white glue and a few dots of liquid paint in baggies and see if the contents can be mixed to make one
color, or a new color. Place in small resealable bags (use double bags),
one for each child.
Because the students will be familiar with most songs by this session,
play their favorite songs using the Complete Music CD or the Music
Video DVD.
Materials
For Every Session
ctivity Center Sign:
A
“Scripture Zone”
Bible
Bible Storyteller
ecorating
D
Transparencies found
on the Decorating and
Publicity CD-ROM
Scripture Treasures
Coathangers
ible-times costume
B
for Bible Storyteller
Markers
ible-times costumes
B
for story characters
Dowels (optional)
heckers the
C
Cheetah Puppett
Posterboard
Relaxation items
Focal backdrop or
mural (optional)
Bike wheel (optional)
Clothespins
For This Session
ession Five Scripture Treasures
S
Session Five Velocity Verse and Action Word posters from Decorating
Poster Pak or printed on posterboard
40
G-FORCE: God’s Love in Action
Gathering Time with Checkers
Leader: Navigators, it’s great to see
you at our last session of G-Force!
Checkers?
Checkers: Here I am! Ready! Set!
Follow! (Have Checkers pop in.)
Everyone: Follow! Let’s go!
Leader: Yes! Those were our words
from the last session. Checkers, it
is great to see you.
Checkers: Happy to be here. I am
ready to zone in today! (Move the
arms of the puppet.) See, my arm is
well and I am ready for action.
Leader: Checkers, it sounds like
you are having a great time at
G-Force VBS. We love seeing you
each day. Now, let’s see who can
tell us how they used their force
for God?
Checkers: Our gadget for the day is
a rock! A rock? What a funny item
to find in our box. I can’t wait to
see how this rock is our gadget!
Leader We will see! Thanks,
Navigators, for finding our gadget.
Let’s say our new Action Word.
God wants us to “Share!” Let’s go!
Velocity Verse
Therefore, go and make disciples
of all nations.
(Matthew 28:19a, CEB)
Leader: Yes, Checkers. That is a
way you can share.
Use the hand sign for “go” to
increase awareness.
Checkers: Ready! Set! Share! I’m
thinking of ways I can share.
Leader: (Locate a little toy car. Place
it in a gift bag. Make sure bag is
easy to open.) Well, while you are
thinking, the Navigators and I
have something to share with you.
We want you to know how much
we have loved getting to know
you!
Checkers: Yippee! (Have the puppet
raise an arm.) Please call on me!
Pretty pleassssse. My friends and
I played Follow the Leader lots
and lots of times! And we took
turns being the leader.
Checkers: This is a double Yippee
day! Yippee! Yippee! First a rock
as the gadget and now a treat!
Thank you! Oh, Navigators, you
shared something with me!
(Invite a student to find the backpack
and another student to find the
Action Word written on construction
paper.)
Women Find the Empty Tomb
(Luke 24:1-12)
Checkers: Share! You mean like
sharing my toys with my friends?
(Ask students to share ways they
“followed” what was asked of them
or the good choices they made.)
Leader: Very good to hear,
Checkers! Now that is a great way
to work together. Why don’t we
check out our G-Force Box and
see if our gadget gives us any
clues for today!
Faith Fuel
Action Word
Share!
Leader: Yes, Checkers this gift
is our way of showing you how
much we care about you.
Checkers: I love my gift. Ready!
Set! Share! See ‘ya later!
Leader: Navigators, it's time again
to check our G-Force Events chart
and see what we'll be doing today.
(Review Picture/Word Schedule
for the session.) Looks like our
last day at G-Force will be fun!
Now, let's make our way to the
Scripture Zone.
Vacation Bible School for Students with Special Needs
41
Faith Fuel: Bible Story(Luke 24:1-12)
Attention-Getter
Faith Fuel
Women Find the Empty Tomb
(Luke 24:1-12)
Velocity Verse
Therefore, go and make disciples
of all nations.
(Matthew 28:19a, CEB)
Action Word
Share!
Teacher Tips
ry to locate artwork or a
T
photograph that resembles
the tomb in which Jesus was
buried, which is very different
from the modern cemetaries
the students may have seen.
or a self-contained classroom
F
or traveling students, let them
hold and smell scented items
(candles, cotton scented lightly
with eucalyptus oil, cinnamon
oil, mint oil, etc.) to represent
the spices the women used.
Spices may be incased in
small socks or bean bags.
Leader: Under this grocery sack
I’ve got something I want to show
you. . .but not just yet. I’m going
to tell you three outrageous things
about myself. One is true and the
other two I made up. Your job is to
tell which one you believe is true.
(Examples: “I’ve been to Antarctica.”
“I’ve gone scuba diving in a coral
reef.” “I petted a buffalo.” “I’ve never
had a cavity.)
Raise your hand just one time to
vote on which one you believe.
(Mention each and have kids vote.
Then divulge which is true.)
What made it hard to believe that
might be true?(Allow students to
respond.)
Our Bible story today is about
some followers of Jesus who
learned something amazing that
was true, but they had a hard time
believing it.
This is about the discovery that
Jesus had risen from the dead
just as he said he would.
Bible Story Follow-up
Leader: Just as the women were
excited to share the good news
that Jesus had risen from the
dead, we can also share the news
with others. We can share the
stories of the Bible. We can share
the truth that God is always with
us. And we can share that God
wants everyone to come to love
Jesus.
Remember this bag (box)? Who
believes there is something good
here even though you can’t see it?
(Allow students to respond.)
Well, let’s find out what’s there.
(Reveal the treat and share it with
students.)
We’ll all share this treat to help
remind us to share in the love of
Jesus and then share his words
with others. (Have a helper divide
the treat into paper cups or onto
plates or napkins.)
Use the hand sign for “go” to
increase awareness.
42
THE STORY: For the self-contained
classroom, share the Bible story
using the Single Storyteller version
in the Bible Storyteller book, the
Preschool/Kindergarten Leader
book, or a combination of the two.
G-FORCE: God’s Love in Action
Velocity Verse
Storyteller: There is a verse in the
Bible—in the Book of Matthew,
chapter 28, verse 19—that I want
to read. (Read from the Bible.)
This is what Jesus said:
Leader: Dear God,
All: Dear God,
Leader: You bought Jesus
All: You brought Jesus
“Therefore, go and make
disciples of all nations.”
Faith Fuel
Women Find the Empty Tomb
(Luke 24:1-12)
Leader: out of the tomb
All: out of the tomb
Velocity Verse
That command is sometimes
called the Great Commission
because Jesus is telling us
to share his good news with
everyone.
Leader: Thank you for the good
news
Therefore, go and make disciples
of all nations.
(Matthew 28:19a, CEB)
Scripture Treasures
All: that jesus is alive
Leader: Somewhere in this pool
(or backpack) is our Scripture
Treasure for this session. Can you
find it?
Leader: Because He lives
Invite students to look for the card
among the balls or packing peanuts
or backpack. As the student pulls
a treasure out, say “God want us
to share!” Have them respond with
“Let’s go!" Use the sign language
with the Action Word.
Leader: Does anyone have some
good news to share? (Encourage
students to share happy, exciting
news, or model by sharing some
good news of your own).
Leader: (Thank the students for
saying let’s go, and tell them they
don’t need to say it during the
prayer). Let’s bow our heads and
talk to God. Please say the words
after me.
All: Thank you for the good news
Use the hand sign for “go” to
increase awareness.
Leader: that jesus is alive
All: Because He lives
Leader: we can be his followers
All: we can be his followers
Leader: Help us share
All: Help us share
Action Word
Share!
Teacher Tip
This activity can be done
during Reflection Time. Guide
students back to Scripture
Pool or use a backpack as
directed in the Preschool/
Kindergarten book. Show
students the Scripture Treasure
disk for this session.
Leader: the good news
All: the good news
Leader: We love you
All: We love you
Leader: Amen.
All: Amen.
Vacation Bible School for Students with Special Needs
43
Activity Stations
Recreation Time
Faith Fuel
Women Find the Empty Tomb
(Luke 24:1-12)
Velocity Verse
herefore, go and make disciples
T
of all nations.
(Matthew 28:19a, CEB)
Action Word
Share!
Teacher Tip
or Activity Stations, these
F
adaptations are recommended
for the corresponding activities
found in the Elementary
Classroom Leader, Recreation
Leader, Science Leader,
Missions Leader, and Crafts
Leader books.
44
Nations Toss: To simplify, get 7
small hula hoops and place a
different continent outline inside
each. Have students try to throw
a beanbag inside the hoop, and
on the continent. It may work best
to have the continent color match
the beanbags.
Science Time
Color Changing Milk: This activity
may require smocks for students
with special needs, however
most will love it. They may need
assistance with holding the
cotton swab in the milk, or handoverhand assistance to prevent
spills or messes.
Disappearing Color Wheel: Precut circles. Pre-draw sections
to color on the paper plate.
Some students may be allergic
to permanent markers, or be
tempted to put them in their
mouths. It is better to use nontoxic, non-staining ones for this
activity! Secure tape around end
of the string to make it easier
for students to lace the string
through holes. Students may
need assistance with the motor
aspect of spinning the disc after
it’s made.
G-FORCE: God’s Love in Action
Missions Time
Silhouette Smiles: Very little
adaptation is needed for this
activity. Use the pre-made
silhouettes. Some hand-over-hand
assistance may be needed. Try
not to give too much assistance
on placing face features. Let the
students create their own special
faces!
Crafts Time
Cross Bookmarks: Pre-tape the
water color paper with crosses,
and make a pre-hole punch at
top. Some assistance may be
needed to remove the tape after
painting.
Create and Share Bank: Show
students the finished product so
they can visualize what they are
making. Let each student put
some coins in the pre-made bank.
Students may need assistance
with coloring or decorating,
however most should be able to
do much of this independently.
Assembling the box will likely
require assistance for folding and
taping.
Reflection
Navigators, we’ve reached our
final session at G-Force VBS,
where God’s love is in action! Are
you ready to share what you’ve
learned with your friends and
family? (Let students respond.)
Great! I’m glad to hear it,
because sharing is what this
lesson is all about. I bet you
can guess our Action Word for
this session. (Share!) Exactly!
What are some kinds of sharing
you know about? (Let students
respond.)
Sharing God’s love is one of the
most special things we can do.
Because we know that God loves
us, we get to turn around and
share that love with other people.
We can share in many different
ways. We can help those in need,
use our talents to show what God
means to us and tell the people
we love that God loves them, too.
How can you share God’s love?
(Let students respond.)
The great thing about being
at G-Force is that you’ve been
learning how to share God’s
love this whole time! Sharing
God’s love means loving people
like Jesus would love them. We
can do it every day, no matter
where we are. As long as we’re
caring for others and loving them
like Jesus would, we’re sharing
what’s so amazing about God’s
love.
In our song “Go and Make
Disciples,” we sing the words
"Go! We all can play a part. Go!
With faith and love in our hearts.”
We can use what we’ve learned
at G-Force to put God’s love
in action. We can follow Jesus
today. We can love God and our
neighbors today. We can get
moving and start helping others
today. No matter your age, where
you live, or who you know, you
can play a part in sharing God’s
love with the world.
Faith Fuel
Women Find the Empty Tomb
(Luke 24:1-12)
Velocity Verse
herefore, go and make disciples
T
of all nations.
(Matthew 28:19a, CEB)
Action Word
Share!
We’ve got a mission to put
God’s love in action. Let’s review
what we’ve learned today so
we can get started right away!
individually.
Reflection Activity
Actors in Action
Through this activity, students will
be given an opportunity to “act out”
the various Action Words they have
discovered while at G-Force VBS.
Quickly review them. Move! Act!
Care! Follow! Share!
Tell the students they are going
to become actors as they act out
their Action Word. Leaders call
out the Action Words: Move! Act!
Care! Follow! Share! Students
act out those words. This activity
can be done as an entire group or
individually.
Vacation Bible School for Students with Special Needs
45
Faith Fuel
Women Find the Empty Tomb
(Luke 24:1-12)
Velocity Verse
Reflection Prayer
Closing Activity
God, thank you for G-Force VBS.
Help me to be kind and to share
with one another. (Allow students
an opportunity to respond by
completing a sentence prayer of
their own.)
Use the gadgets from G-Force VBS
as a way to remind students of the
biblical concepts they discovered
at VBS. Show a backpack, block,
mat, sandal, and a rock. Encourage
students to take turns sharing their
experiences from the sessions. Tell
the students how glad you are they
came to G-Force VBS! Invite them
back to other services and activities
at your church.
Amen.
herefore, go and make disciples
T
of all nations.
(Matthew 28:19a, CEB)
Action Word
Share!
Put God’s Love in Action
Remind students that we can
share lots of great news, even
the news that God loves us all.
We know that news because of
Jesus. The great thing is that we
can share this news in so many
ways: using our time and gifts to
make others feel loved, talking
to people, and helping those in
need are all ways to share the
exciting news of Jesus!
46
G-FORCE: God’s Love in Action
Student Information Sheet
Name: _______________________________________________________________________________
Age: _________________________________________________________________________________
Parent info:______________________(cellphone) ______________________________________(Email)
What is the best method for contacting you? _____________________________________________
Diagnosis: ______________________________________________________________________________
_______________________________________________________________________________________
How my student communicates: ___________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
What makes my student laugh? ___________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Things that can upset my student: _________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Dietary restrictions: ______________________________________________________________________
________________________________________________________________________________________
Mobility restrictions: _____________________________________________________________________
________________________________________________________________________________________
Favorite toys: ___________________________________________________________________________
Favorite activities: _______________________________________________________________________
________________________________________________________________________________________
Things that calm my student: ______________________________________________________________
________________________________________________________________________________________
Things my student needs assistance with: __________________________________________________
________________________________________________________________________________________
Things my student does not need assistance with: ___________________________________________
________________________________________________________________________________________
(Please check.)
____ I would like my student to have a 1:1 assistant.